question specifying age. Class H respondents were primarily juniors (53.6%, n=37) and

seniors (36.2%, n=25). Sophomores made up 7.2% (n=5) of the class and freshman

accounted for 2.9% (n=2). One student did not respond to the question identifying college

classification.

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

Class H. Respondents claimed that 15.9% (n=l 1) had taken no courses, 34.8% (n=24)

had taken one to two courses, 27.5% (n=19) had taken three to four courses, and 21.7%

(n=15) had taken more than four courses in the subject area. There was one student that

did not answer this specific question.

 Student participants were asked how many problem sets were completed during a

typical week that had taken more than an hour to complete. In Class H, 55.7% (n=39)

claimed none, 40% (n=28) declared one to two problem sets, 2.9% (n=2) stated three to

four problem sets, and 1.4% (n=l), asserted more than five problem sets had taken more

than an hour to complete during a typical week.

Class I

 This course was identical to Class A in content, assignments and exams.

However, the syllabus, content and classroom policies were determined by the instructor.

There was no team teaching between Class A and Class I; rather these were two

completely separate sections of the same course with standardized assignments and

exams. Class I was a three credit hour course focused on developing students' writing

skills. Students were led through the process of applying for a job which included

creating a resume, completing job applications and mock interviews. Students were led

through the process of conducting research and worked with the instructor to complete a