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. 2019 Winter;18(4):ar58. doi: 10.1187/cbe.19-04-0080

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© 2019 J. Lindsay et al. CBE—Life Sciences Education © 2019 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 1. — Pre and post essay distributions at each institution. Horizontal stacked bars indicate the proportion of essays that fell into each of the broad categories before (pre = prompt 1) and after (post = prompt 2) intervention. “Full Acceptance” refers to any response in which the student expressed an acceptance of evolution with no indication of any rejection of individual components (e.g., human evolution). “Limited Acceptance” refers to any response in which the student acknowledged that evolution occurs but took specific issue with one or more components of the theory (most common components included human origins and speciation events or macroevolution). “Rejection” refers to any response in which the student denied the validity of evolution. Other refers to any response that could not be categorized into any of the first three.