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. 2018 Winter;17(4):ar59. doi: 10.1187/cbe.17-12-0278

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© 2018 S. A. Wyse and P. A. G. Soneral. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of 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.

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FIGURE 2. — Student perceptions of what makes a college biology course hard. The 100-level students (black, n = 155) defined hard courses as those that have a high workload and low faculty support and seem to focus on disparate facts the students struggle to see as important. The 300-level students (gray, n = 39) recognized workload and preparation as key factors that make courses hard, but also noted that higher cognitive levels make courses harder. Overall response patterns differ for 100- and 300-level students (χ² = 39.016, df = 6, p = 0.00000071).