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Thus, 4 wk of recitation/lab time and 1 wk of class were devoted to thinking about and practicing tree-thinking skills and macroevolutionary patterns and processes.
It meant that within the first 2 wk of class I had had a personal conversation, albeit ∼1 2 min long, with each student in my course.
This provided evidence of whether or not the population as a whole changed significantly over 6 wk of class in the absence of explicit discussions of people who do science.
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The request to complete the survey was sent in the last 2 wk of classes, and all responses were collected by the end of that semester.
The goal was to compare the effects of multiple-choice quiz questions, short-answer quiz questions, and targeted study of facts on students' performance on a unit exam corresponding to about 3 wk worth of class material.
In line with their other science classes, students in the MC section reported an average study time of (mean ± SEM) 3.31 ± 0.18 h/wk for the biology class in this study, and students in the MC+SA section reported on average of 3.31 ± 0.21 h/wk for the second week of class.
Then 2 wk into the course, students took an in-class exam on the same material also graded on a 100-point scale that covered material taught in the first 2 wk of the course.
Four students who completed the survey on the second day of class dropped within the first 2 wk and did not receive grades.
Students learned of the new approach for the ICB course during the first day of class and could drop the class within 1 wk without penalty.
In three of the four courses, student written assessment data were collected during one class session in the first 3 wk of the semester.
During the 10-wk instruction, the biologist instructor was responsible for 3 wk of materials and participated (for the 7 wk left) in class discussion related to her expertise.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com