Abstract:A primary goal of university instruction is the students' demonstration of improved, highly developed criti cal thinking (CT) skills. However, how do faculty encourage CT and its potential concomitant increase in student workload without negatively impacting student perceptions of the course? In this investigation, an advanced biology course is evaluated after structural changes (implemented in 2010) met with a poor student evaluation of the course and the instructor. This analy sis first examines the steps us… Show more
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