I have been using CTAG for well over fifteen years. My students have found it very helpful in understanding how to think about and solve complex genetics problems. Students perform better on exam questions in the same topics than before we started using CTAG, as we have shown with the assessment data of exam questions over several years. I also know that during this time, the grades on questions related to areas where we used the cognitive tutors has improved, making me I am confident the improvement reflects the benefits of the Cognitive Tutor Of particular interest to me is that so many students wanted to take the course that enrollment nearly doubled, requiring me to offer a second lab section this year (2019). Handling this increase in student population would have been more difficult without the personalized tutoring and automatic grading that CTAG provides, and the immediate feedback students receive. Several students interested in taking genetics have actually mentioned the cognitive tutors as something they had heard was beneficial. Additionally, because of the tutors, we are also able to devote more time in lab to research projects in genetics. In summary, I have taught genetics to undergraduates at Washington & Jefferson College for almost three decades. Prior to my teaching the genetics course, there was no lab component. Students at that time struggled with the course, as has been historically the case for undergraduate genetics classes. I added a lab component when I took over, which helped students master material and learn to apply the concepts learned in lecture. However, with increasing material to cover, and with today’s students analytical backgrounds uneven, some still did not do well. Fortunately, the use of CTAG to supplement lecture and lab learning during the last two years has helped students who would otherwise have struggled in my genetics course. Performance in the course has improved, where over the last fifteen years, where now we see fewer grades below a B than before the tutors. I have thoroughly enjoyed using this tool that helps our science students achieve deeper understanding in problem solving. Alice G. Lee, Ph.D. Professor of Biology Washington & Jefferson College

“We are failing to properly educate our high school students in biology on a national scale. The biological sciences are changing faster than our public educational system can keep up with. This MUST change. I have used CTAG in my biology classes for over a decade. This web-based cognitive tutor for biology is laying the foundation for a revolution in high school biology education. This is not hyperbole. It goes straight to the heart of how to think like a biologist.” - Mark Krotec – Teacher of Biology and Chemistry at Pittsburgh’s Central Catholic High School since 1981, who has served as the director of extracurricular science (PA Junior Academy of Science, Science Bowl, Pittsburgh Regional Science and Engineering Fair, and the Envirothon) for over a decade, and is actively involved in the promotion of teacher education and curricular development nationally in his roles as an AP Biology consultant for the College Board, a master educator for regenerative medicine (bioengineering and tissue engineering), as the director of yearly Diocesan Science Teacher Enhancement Institutes, and as an executive board member of the Western PA Biology Teachers Association.