This approach has been generally shown to be successful compared with courses of antibiotics administered only for acute exacerbations.
Compared with courses for majors, courses for nonmajors tend to offer a low level of scientific/discipline-specific literacy and are usually stand-alone courses (Klymkowsky, 2005).
In general, peer discussions in undergraduate courses seem to increase student learning compared with courses without peer discussions (Johnson and Lawson, 1998; Springer et al., 1999; Crouch and Mazur, 2001; Smith et al., 2009).
We analyzed student responses to questions on 1) their perception of how much they learned and 2) how they ranked the physical chemistry course compared with other courses.
Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas.
The pilot course is compared with two courses taught in earlier years using flipped classroom and assessed mainly by a final exam (N2014 = 108, and N2015 = 85, N2016 = 79, N2017 = 82).
Results show increases in content knowledge of topics taught by undergraduates, compared with other course content, assessed by both an immediate posttest and a delayed course final exam.
Equally important, a shorter 2-week course of 30 mg prednisolone carries little additional risk if taken immediately before the date of interest, compared with a course of the same duration that is discontinued 1 month earlier.
Finally, more exercises were aimed at upper-level courses for majors as compared with introductory courses for majors and nonmajors, with few introductory courses with research embedded included in this study.
Third, the primetime model is transformational compared with traditional course designs.
