Revamped bio course improves performance, especially among educationally disadvantaged students -- in spite of budget cuts

Students overall performed better -- and educationally disadvantaged students generally made even greater strides than everyone else -- in an introductory biology course at a university where recent budget woes doubled class sizes for the course, cut lab times and reduced the number of graduate teaching assistants. The keys to success are instructors who guide learning rather than lecture and who structure courses so students develop critical thinking and problem solving skills.

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