Back in the March 2005 issue of this newsletter, we reported results analyzing the effects of assigned seating in a large physics course. The results were of special note because even though the students were randomly assigned seats, where they sat was still strongly correlated with their grades. Students in the back not only got lower grades, they had poorer attendance and less positive attitudes about physics. Steven Kalinowski and Mark Taper (reference below) were troubled by those results. They decided to see if the results held true for a 200-level biology course for majors.