Do Quizzes Improve Student Learning?

A Look at the Evidence

Recently I’ve been trying to locate the evidence that supports quizzing, wondering if it merits the evidence-based label. Tracking down this evidence in our discipline-based research is challenging because although quizzing has been studied across our disciplines, it’s not easily searchable. My collection of studies… (cont).


Join the discussion in Office 365 Yammer: “CTE Discussions”



Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering (2015)



Nancy Kober; Board on Science Education; Division on Behavioral and Social Sciences and Education; National Research Council


The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions.

[read full description]


Publication Info

256 pages | 8.25 x 10

  • Paperback: 978-0-309-30043-8
  • Ebook: 978-0-309-30046-9

DOI: 10.17226/18687

Avida-ED Active Lens Workshop

The 2nd annual Avida-ED Active LENS Workshop will be held at Michigan State University June 9-11, 2016 in East Lansing, MI. The purpose of this workshop is to train instructors in the use of the Avida-ED software package, developed to help students learn about evolution and the nature of science, so that workshop participants can both implement classroom interventions using this software and also train other educators. Teams of two will learn to use Avida-ED and how to best incorporate it into courses that they teach. Travel and expenses related to the workshop will be covered for the 20 workshop participants as part of an NSF-funded IUSE grant.

Avida is a digital evolution software platform used to study evolutionary processes, and harness evolution to solve engineering problems. Avida-ED is a free, user-friendly version of Avida developed specifically for educational purposes, with a graphical user interface and visualizations that allow the user to observe evolution in action. (See for avida-ED-logomore information and to download a copy of the software.) Organisms within this software (Avidians) are self-replicating computer programs, competing for computational resources supplied by the environment. Their replication is imperfect, resulting in mutations in some of their offspring, which may alter the ability of those organisms to make use of their environmental resources. Populations studied over the course of generations therefore display all of the elements necessary for evolution by natural selection: variation, inheritance, selection, and time. Avida-ED thus provides not a simulation of evolution, but an actual instance of it.

Avida-ED has been developed for undergraduates and advanced placement high school students to learn about the nature of science and evolution in particular. Users have significant control of the environment, and are able to change parameters such as the world size, the mutation rate, and what resources are available. Individual organisms can be saved in a virtual freezer, analyzed individually to watch how they perform tasks and replicate themselves, and used to start new evolutionary runs. Because digital organisms grow and divide much faster than even the fastest microbes, Avida-ED allows users to test evolutionary hypotheses over the course of hours or minutes. By generating hypotheses, collecting data, and analyzing results, users gain experience not just with concepts in evolution, but with the nature and practice of science as a whole.

Workshop participants will join a growing community of educators using digital evolution to let their students directly observe evolutionary processes through inquiry-based exercises that advance reform-oriented active learning. Participants will develop new lesson plans and will help collect assessment data from their classroom implementations. They will help disseminate materials and train other science educators; financial support is available for this. At least one member of each pair will attend a 1-day follow up meeting at MSU in early summer 2017 to report on their experience.

The team application form for the Active LENS Workshop must be completed online on the following page: Applications should be submitted no later than March 7, 2016. If you have any questions or difficulties with the application, contact Michael Wiser (

More Biology Travel Funds

BiologyNSF-funded REIL-Biology<> is accepting applications now for workshops held immediately preceding the Council on Undergraduate Research (CUR) National Conference<> and the Genetic Society of America Allied Genetics Conference (GSA TAGC)<>, both to be held in Florida this summer.

A team of faculty would propose a project to develop a module or course that incorporates research into the lab course.  This project can take advantage of local expertise among your faculty, collaborations with neighboring institutions, or adaptation of nationally-vetted course-based undergraduate research modules.  At the day-long workshop, the faculty team will work specifically on that module, preparing it for future implementation and assessment at your institution.  At the following associated national conference, they will also present their projects to a larger conference audience.

Accepted teams can receive funding to travel to the workshop and attend the conference.

Please see the website for more information/registration

External Grant Opportunities For Individual Faculty

moneyNEA Foundation Student Achievement grant DUE Feb 1

The NEA Foundation provides grants to improve the academic achievement of students in U.S. public schools and public higher education institutions in any subject area(s). The proposed work should engage students in critical thinking and problem solving that deepen their knowledge of standards-based subject matter. The work should also improve students’ habits of inquiry, self-directed learning, and critical reflection.

NEA foundation Learning and Leadership Grant Due Feb 1

All professional development must improve practice, curriculum, and student achievement. “One-shot” professional growth experiences, such as attending a national conference or engaging a professional speaker, are discouraged. Decisions regarding the content of the professional growth activities must be based upon an assessment of student work undertaken with colleagues, and must be integrated into the institutional planning process.