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. 2011 Fall;10(3):268–278. doi: 10.1187/cbe.10-10-0133

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© 2011 K. Semsar 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).

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Figure 2. — Overall pre- and postinstruction percent-favorable scores (percent agreeing with expert) in introductory (A) and upper-division (B) courses. Courses are coded by course (letter), instructor (number), and year. Introductory courses are represented by two CU departments (EBIO and MCDB) and one UBC department (biology) while upper-division courses are represented by two CU departments (MCDB and IPHY). Sample sizes are as follows: A1(08), n = 370; A1(09), n = 336; A2(08), n = 287; A2(09), n = 265; C, n = 170; D, n = 504; E1, n = 126; E2, n = 130; E3, n = 126; F(09), n = 81; F(10), n = 79. Asterisks indicate significant differences between pre- and postinstruction scores based on paired student data (>2 SEM).