TABLE 1.

Overview of scientific skills scaffolding in redesigned lab course.^a

Skill	Subskill	Introductory Module (week)		Middle Module (week)			Capstone Module (week)
		1	2	3	4	5	10	11	12
1. Collaboratively observe, measure organismal form and function		I	P	P	P	P	P	P	P
2. Design inquiry-driven scientific experiments	Questions & hypotheses: instructor-designed	I	P	P	P	P
	Groups & variables: instructor-designed	I	P	P	P	P
	Questions & hypotheses: student-designed						I	P	P
	Groups & variables: student-designed						I	P	P
3. Summarize, present, and analyze data using graphing and statistical software	Graphs of means and standard deviations	I	P	P	P	P	P	P	P
	Two-sample t-tests		I	P	P	P	P	P	P
	ANOVA and Tukey’s post hoc tests			I	P	P	P	P	P
	Figure and statistics selection								I
4. Effectively communicate scientific findings	Descriptive figure captions	I	P	P	P	P	P	P	P
	Results text with statistics and figure references		I	P	P	P	P	P	P
	Discussions connecting results to literature					I	P	P	P
	Proper citations in text and reference section					I	P	P	P
	Descriptive methods							I	P
	Poster preparation and presentation								I

^aThe redesigned lab course focused on students’ learning of four main skills (with associated subskills). The week in which each skill was introduced (I) and practiced (P) is shown. Weeks 6 to 9 are not shown because the activities were not part of the course redesign.