1. My problem is students don't read graphs and tables effectively. Research Question Does continued practice producing and interpreting graphs increase students’ skill at getting information out of a graph, i.e., does this type of exercise improve their ability to read a graph or table?

2. Why is this project interesting? Producing/interpreting graphs and tables is a Program-Level Outcome for our majors. Only 52% of first-year science majors successfully identified dependent and independent variables and 42% correctly summarized the central findings of a figure.

3. Alignment with Objectives & Learning Goals My intervention, a series of exercises producing graphs related to course material, will improve the proficiency of my students with graphs and tables. Bowen et al., (1999) showed that students' lack of experience in generating graphs slows their interpretation of a "ready-made" graph.

4. Student population Selective undergraduate-only liberal arts college (2400 students total) 200-level Molecular Genetics course Mixed science majors (Biology, Biochemistry, Neuroscience, Chemical Engineering, Computer Science) 24 student cap with 2 lab sections Typically sophomore, junior, or senior (rarely freshman).