"ICB textbook brings doing science into the lecture classroom, in a big way."
Dr. Douglas Luckie, Ph.D.
Associate Professor of Biology, Michigan State University
“Everyone who plans on taking the ACT should take [ICB Biology] since it gives them practice thinking analytically, which is… what the ACT is all about."
— from a student who earned a 5 on the 2016 AP Biology test
"My students are really enjoying the approach and I truly believe this is the way we should be teaching introductory biology."
— Elizabeth Forrester, Ph.D., AP Biology Teacher, Science Dept., Baylor School, TN
"Their new book represents a very ambitious attempt to rethink how biology is taught, and I commend the authors for their courage and originality."
— Dr. Bruce Alberts, Ph.D. Professor, University of California, San Francisco Former President of the National Academy of Sciences & Editor-in-Chief of Science
"ICB brings doing science into the lecture classroom, in a big way."
— Doublas B. Luckie, Associate Professor, Michigan State University
"ICB represents the core of an approach that is likely to excite and engage students more than does a more traditional course."
— Drs. K. N. Prestwich, Ph.D. and A. M. Sheehy, Ph.D., Textbook Review by Biology faculty at the College of the Holy Cross
"…innovative introductory biology sequence with integration of concepts in a new approach that may be just what [Vision & Change] authors had in mind."
— PULSE Fellow Pilot Vision and Change Certification Program site visit (Partnership for Undergraduate Life Sciences Education)
"[Students] are making great innovative connections between concepts and have begun to talk more like scientists..."
— Brian DeHaven, Assistant Professor of Biology, La Salle University
"...I love it because we spend class time going over data and working through problems together instead of just listening passively.”
— Drs. James Wagner, Ph.D. & Belinda Sly, Ph.D., Biology Dept., Transylvania Univ.
"I was able to take my learning into my own hands... I felt less reliant upon ‘being taught’ and more capable of teaching myself."
— Anonymous undergraduate course evaluation
ICB students had significantly higher gains than matched peers
ICB student’s learning shows greater depth/expertise
Over 40 MCAT questions, ICB students scored a 62% vs. 54%-64% range
ICB students outperformed peers in upper-level STEM courses