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Page 1: University of Maryland, Baltimore Countyblunck/pdf/3. CLINICAL SCHOLARSHIP… · MODELING BEST PRACTICES: ACTIVE LEARNING VS. TRADITIONAL LECTURE APPROACH IN INTRODUCTORY COLLEGE

Page 2: University of Maryland, Baltimore Countyblunck/pdf/3. CLINICAL SCHOLARSHIP… · MODELING BEST PRACTICES: ACTIVE LEARNING VS. TRADITIONAL LECTURE APPROACH IN INTRODUCTORY COLLEGE

Page 3: University of Maryland, Baltimore Countyblunck/pdf/3. CLINICAL SCHOLARSHIP… · MODELING BEST PRACTICES: ACTIVE LEARNING VS. TRADITIONAL LECTURE APPROACH IN INTRODUCTORY COLLEGE

Page 4: University of Maryland, Baltimore Countyblunck/pdf/3. CLINICAL SCHOLARSHIP… · MODELING BEST PRACTICES: ACTIVE LEARNING VS. TRADITIONAL LECTURE APPROACH IN INTRODUCTORY COLLEGE

Page 5: University of Maryland, Baltimore Countyblunck/pdf/3. CLINICAL SCHOLARSHIP… · MODELING BEST PRACTICES: ACTIVE LEARNING VS. TRADITIONAL LECTURE APPROACH IN INTRODUCTORY COLLEGE

Page 6: University of Maryland, Baltimore Countyblunck/pdf/3. CLINICAL SCHOLARSHIP… · MODELING BEST PRACTICES: ACTIVE LEARNING VS. TRADITIONAL LECTURE APPROACH IN INTRODUCTORY COLLEGE

Page 7: University of Maryland, Baltimore Countyblunck/pdf/3. CLINICAL SCHOLARSHIP… · MODELING BEST PRACTICES: ACTIVE LEARNING VS. TRADITIONAL LECTURE APPROACH IN INTRODUCTORY COLLEGE

Page 8: University of Maryland, Baltimore Countyblunck/pdf/3. CLINICAL SCHOLARSHIP… · MODELING BEST PRACTICES: ACTIVE LEARNING VS. TRADITIONAL LECTURE APPROACH IN INTRODUCTORY COLLEGE

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