Use of a specific set of learner-centered evidence-based teaching practices correlates with higher exam performance across seven STEM departments

• Mallory A. Jackson ,

  Contributed equally to this work with: Mallory A. Jackson, Hongjiao Liu

  Roles Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Supervision, Visualization, Writing – original draft, Writing – review & editing

  Affiliation Department of Biology, University of Washington, Seattle, Washington, United States of America

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• Hongjiao Liu ,

  Contributed equally to this work with: Mallory A. Jackson, Hongjiao Liu

  Roles Formal analysis, Investigation, Methodology, Visualization, Writing – original draft, Writing – review & editing

  Affiliation Department of Biostatistics, University of Washington, Seattle, Washington, United States of America

  https://orcid.org/0000-0003-4845-5170

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• Sungmin Moon,

  Roles Data curation, Methodology, Writing – review & editing

  Affiliation Department of Biology, University of Washington, Seattle, Washington, United States of America

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• Jennifer H. Doherty,

  Roles Conceptualization, Funding acquisition, Investigation, Methodology, Project administration, Supervision, Writing – review & editing

  Affiliation Department of Physiology & Lyman Briggs College, Michigan State University, East Lansing, Michigan, United States of America

  https://orcid.org/0000-0002-2333-1692

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• Mary Pat Wenderoth

  Roles Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Supervision, Writing – original draft, Writing – review & editing

  * E-mail: mpw@uw.edu

  Affiliation Department of Biology, University of Washington, Seattle, Washington, United States of America

  https://orcid.org/0000-0003-1036-5460

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