Fig. 2

Comparison of student consensus within each course that individual categories were covered during the first day of class and the percentage of 1 min intervals observed by researchers. A Each stacked bar represents the total percentage of categories from across all 11 courses where researchers observed at least 4%, 0–4%, or 0% of 1 min intervals dedicated to a category. Within each stacked bar, the colors represent the percentage of cases where students from a course reached varying levels of consensus that a category was present or absent. B Detailed summary of the cases depicted in (A). The upper right triangles depict the percentages of 1 min intervals observed by researchers for each course, shaded according to the bins shown in the key to the right. The lower left triangles depict levels of student consensus that a category was present or absent, shaded according to the levels shown in the key above. Courses are ordered from top to bottom according to the number of categories with strong student consensus that a category was present, and the number of researcher observations of high frequency (at least 4% of 1 min intervals). The number of student responses from each course is included below each course number. Yellow borders indicate noteworthy cases of observer–student disagreement