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. 2011 Mar 1;10(1):43–54. doi: 10.1187/cbe.10-08-0102

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Potential conflict of interest: Three of the four authors of this assessment study (A.M., M.B., E.H.) were also authors of the curriculum or (noncommercial) product to be assessed. No promotion of a particular product to the exclusion of other similar products should be construed from this article. © 2011 A. Madlung et al.CBE—Life Sciences Education © 2011 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).

“ASCB®,“ “The American Society for Cell Biology®,” and “Molecular Biology of the Cell®” are registered trademarks of The American Society of Cell Biology.

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Figure 4: — An interdisciplinary computer module requiring students to calculate statistical problems by hand was an effective learning tool for advanced students. Students in an upper-level Plant Molecular Biology course were asked to perform statistical computations in a lab exercise after a lecture introduction to microarray analysis. They were tested on their overall understanding of the biological implications of microarray work before and after the exercise. Data represent the pooled data shown in Table 3. Results suggest that the assignment helped students effectively apply statistical data to interpret biological results and concepts. N = 27, p < 0.05 for a two-sided, paired t test. Values on the Y axis represent percentages out of 35 points. Error bars indicate SD.