Students were asked how many courses were taken in the subject area similar to

Class C. Of the respondents, 2.8% (n=2) had taken no courses, 23.9% (n=17) had taken

one to two courses, 26.8% (n=19) had taken three to four courses and 46.5% (n=33) had

taken more than four courses in the subject area.

 Participating students also answered one item asking how many problem sets

assigned in a typical week had taken more than an hour to complete. Of the student

respondents in Class C, 19.7% (n=14) reported none, 63.4% (n=45) stated one to two

problem sets, 14.1% (n=10) asserted three to four problem sets, and 2.8% (n=2) declared

five or more problem sets assigned in a typical week had taken longer than an hour to

complete.

Class D

 Three credit hours were assigned to Class D, in which students learned about

embryonic, prenatal and postnatal growth and development of domesticated animals.

Even though the content learned was primarily lecture based, students were asked to

analyze, synthesize and apply four journal articles of the student's choice. The purpose of

the assignments were to give students the experience of finding specific journal articles

and be able to apply the information to topics discussed in class and to their life. The

course was required for students in the animal science department.

 The faculty member for Class D was a 62 year-old male with 38 years of teaching

experience at the college level. He had no prior teaching experience before becoming a

university faculty member. Instruments were administered and completed during class

time. The faculty member provided extra-credit points for students that participated.

 Class D enrolled 116 students of which 108 participated in this study. In this

course, 97.2% (n=103) were considered full-time students and 2.8% (n=3) were part-time