We propose to implement a flipped classroom and embed peer communication consultants from CxC in the writing-intensive elective course in Biological Sciences, Biol 4244/5244: Conservation Biology. We will use a controlled study to measure qualitative and quantitative differences in student outcomes, including those related to written communication, between a traditionally taught face-to-face lecture course and a flipped-lecture environment that both incorporate peer communication consultants. We predict that students in the flipped classroom environment will demonstrate higher outcomes than students who learn in a traditionally taught lecture environment due to having increased class time to practice the development of written communication skills. The results of our study will provide a valuable framework for the future development and implementation of additional writing-intensive courses in Biological Sciences, and will help inform the best uses of peer communication consultants in other Biological Sciences courses as well.