We administered this test to the SUSTAIN students after 1 quarter and a group of freshmen in physics after 1 quarter. The physics class consisted largely of engineering and science majors in their fall of their freshman experience. A word about the physics class. It was run in a team-based learning mode where students, for all intents and purposes, appeared to be thriving and engaged in the course work. The faculty member was more of a coach than a lecturer in this course, so we had expected the physics students to report a high value of the course.
Results: The SUSTAIN students reported higher scores on all scales relative to the physics students by about a standard deviation (that is considered a large "effect"). The differences were statitically significant for all categories except the Course Learning. (Statistical test: Multivariate Analysis of Variance, p=0.000 for all cases except CL - p=0.100)