Science and engineering educators and employers agree that students should graduate from college with expertise in their major subject area as well as the skills and competencies necessary for productive participation in diverse work environments. These competencies include problem-solving, communication, leadership, and collaboration, among others. Using a pseudo-experimental design, and employing a variety of data from exam scores, course evaluations, and student assessment of learning gains (SALG) surveys of key competencies, we compared the development of both chemistry content knowledge and transferable or generic skills among students enrolled in two types of large classes: a lecture-based format versus an interactive, constructive, cooperative learning (flipped classroom) format. Controlling for instructor, as well as laboratory and recitation content, students enrolled in the cooperative learning format reported higher learning gains than the control group in essential transferable skills and competency areas at the end of the term, and more growth in these areas over the course of the term. As a result of their work in the class,

The tobacco hornworm, Manduca sexta, undergoes several larval molts before transforming into a pupa and then an adult moth. Each molt culminates in ecdysis, when the old cuticle is shed. Prior to each larval ecdysis, the old cuticle is loosened by pre-ecdysis behavior, which consists of rhythmic compressions that are synchronous along the abdomen and on both body sides, and rhythmic retractions of the abdominal prolegs. Both pre-ecdysis and ecdysis behaviors are triggered by a peptide, eclosion hormone. The aim of the present study was to investigate the neural circuitry underlying larval pre-ecdysis behavior. The pre-ecdysis motor pattern was recorded in isolated nerve cords from eclosion hormone-treated larvae, and the effects of connective transections and ionic manipulations were tested. Our results suggest that the larval pre-ecdysis compression motor pattern is coordinated and maintained by interneurons in the terminal abdominal ganglion that ascend the nerve cord without chemical synaptic relays; these interneurons make bilateral, probably monosynaptic, excitatory connections with identified pre-ecdysis motor neurons throughout the abdominal nerve cord. This model of the organization of the larval pre-ecdysis motor pattern should facilitate identification of the relevant interneurons, allowing future investigation of the neural basis of the developmental weakening of the pre-ecdysis motor pattern that accompanies the larval-pupal transformation.