This study was funded by National Science Foundation IUSE award #1504893. We thank the members of Arizona State University’s Evidence Based Teaching in STEM journal club for their thoughtful feedback on this work and Hayley Dunlop for her help with the analyses presented in this article. We acknowledge Amy Pate, Guy Mullins, the tutees in the videos, and the instructional design team for helping create the instructor-generated videos, and Miles Orchinik and the instructional team of the course that integrated these videos. We acknowledge the help of Christiana Bruchok, David Yaghmourian, and Joshua Adams during the Fall 2016 pilot year. Finally, we thank the students in the physiology course who took the time to provide feedback so that we can use evidence to make instructional decisions to enhance their experience.
