Over 5 semesters and 10 sections, students in a 300-level research methods course used clickers to respond to knowledge-based and opinion/attitude questions about clicker use, the effectiveness of assignments, self-confidence regarding skills and abilities, and more. Changes during the semester and student answers to questions about pedagogy and the execution of the course were compared to course grades (total points earned). Students perceive clicker use positively, reporting that they attend more, pay better attention, and participate more than they normally would due to clicker use. Other positive indicators do emerge linking the achievement of course goals to student performance. Outcomes are discussed in the context of how scientist-educators are encouraged to study scholarship of teaching and learning-type questions in order to be effective teachers. (Contains 1 table and 1 note.)