Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?
Supplemental Material
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*Department of Biology, University of Washington, Seattle, WA 98195
Address correspondence to: Kelly Hogan (E-mail Address: [email protected]). Conflict of interest statement: Kelly A. Hogan, a coauthor for Pearson's Campbell Biology: Concepts and Connections, 8th ed., and its associated Mastering Biology online tools (which were used in this study) was not affiliated with the products at the time of the course intervention. No promotion of Mastering Biology to the exclusion of other similar products should be construed.
Department of Biology, University of North Carolina, Chapel Hill, NC 27599
combinedsupmats1.pdf (821 KB)
© 2014 S. L. Eddy and K. A. Hogan. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
This work was supported by NSF DUE 1118890 and DUE 0942215 and a Large Course Redesign Grant/Lenovo Instructional Innovation Grant from the Center for Faculty Excellence at University of North Carolina (UNC). This study was conducted under the guidelines of UNC IRB Study 11-1752. We acknowledge support from the Center for Faculty Excellence at UNC, specifically Erika Bagley and Andrea Reubens, for getting the project off the ground with initial statistical analysis, and Bob Henshaw for his help with the collection of survey data. We also thank Mercedes Converse, Alison Crowe, Scott Freeman, Chris Lenn, Kathrin Stanger-Hall, and Mary Pat Wenderoth for their thoughtful contributions to early versions of the manuscript.