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. 2015 Jun 1;14(2):ar18. doi: 10.1187/cbe.14-10-0168

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© 2015 T. J. Lund et al.CBE—Life Sciences Education © 2015 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®”and“ The American Society for Cell Biology ®” are regis-tered trademarks of The American Society for Cell Biology.

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Figure 1. — Distribution of RTOP scores and COPUS instructional styles across single weeks of instruction. In this figure, each data point represents one of the 269 class periods observed in this study. Each vertical stack of data points contains the two to three class periods (M/W/F or T/Th) observed during each of our 102 weeklong classroom visits. Scanning horizontally along different RTOP scores illustrates that the same RTOP score can often encompass different COPUS instructional styles. The inset, which is an enlargement of a small portion of the figure, presents the class period data from three of the weeklong classroom visits; the vertical variation in class period characteristics illustrates that the same instructor may (or may not) teach using very different instructional styles within the same week.