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. 2013 Fall;12(3):441–459. doi: 10.1187/cbe.12-11-0193

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© 2013 D. N. Kovarik et al. CBE—Life Sciences Education © 2013 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. — Teacher survey responses preworkshop, postworkshop, and end of year. Survey items are arranged in the order of preworkshop response means, as less positive change is possible for higher preworkshop responses. Bars represent SE of the mean. The conceptual category for each survey item is contained in parentheses: A, awareness; E, engagement; and SE, self-efficacy. Postworkshop and end-of-year comparisons are made to preworkshop means. Unadjusted p values: *, p < 0.05; **, p < 0.01; ***, p < 0.001; after Bonferroni adjustment, only p < 0.001 should be considered statistically significant.