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This course was taught by four Japanese teachers (one for each class, with the same teacher assigned to both C and D).
This course was taught in the spring of 2012 to 10 senior biology students from the University of Panama (UP), Republic of Panama.
This course was taught annually in spring semesters by the same faculty member (A.M).
This course was taught in a student-centered, active style throughout the semester.
This course was taught by PhD-level instructors, which likely contributes to an "instructor effect" that has an impact distinct from the curriculum itself on student learning.
Throughout the four semesters this course was taught, I used a variety of assessments to judge whether students were learning both mathematical modeling content and processes of modeling and cooperation.
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Five sections of this course are taught annually in both fall and spring semesters with approximately 40 students in each section.
Although this course is taught concurrently with traditional lecture courses in Cell Biology and Genetics, Biol18 is self-contained and has independent lecture and laboratory components.
All three iterations of this course were taught in an intensely active-learning way, with daily small peer discussions (two to four students) as well as whole-class discussions with students reporting out in front of the entire class.
In Experiment 2, the course was taught by two instructors as separate classes.
During the "baseline" semester (Fall 2011), the course was taught in a relatively traditional format.
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CEO of Professional Science Editing for Scientists @ prosciediting.com