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. 2011 Fall;10(3):279–286. doi: 10.1187/cbe.10-12-0151

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© 2011 M. Harrison 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 1. — Student pre- and postsurvey attitude results for 13 Phage Genomics students. The items asked students how much they found the course content stimulating, how interested they are in science, how interested they are in research, in attending graduate school, in attending medical school, how much they enjoy making decisions in their work, and how the course resulted in their thinking in new ways. The bars represent the mean response. The error lines represent one standard error above and below the mean. Analysis with independent sample t tests showed significant increases in means from pre- to posttests (p < 0.05, directional hypothesis). When re-analyzed with the nonparametric Mann-Whitney test, all tests were significant except for Item 1, which measured how stimulating the students found the course content.