Abstract
Most instructors teaching introductory biology have become increasingly aware that many students come to their classes ill-prepared to succeed in science. Frustrated by students' lack of preparedness but constrained by an information explosion in the sciences with no corresponding change in the amount of teaching time, we often continue on with business as usual, accepting that many of our students will do poorly or drop out. Undoubtedly, if we maintain high standards, some students will fail each semester. As we struggled with under-prepared students who tried so hard but were not able to succeed, we began to ask ourselves this question: Is there something that we can do to reduce the number of students who fail introductory biology?
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