What was it really like to travel as a Black American during the era of Jim Crow laws and segregation? Award-winning journalist Alvin Hall and social justice trainer Janée Woods Weber hit the road to find out on Driving the Green Book, a living history podcast from Macmillan Podcasts. Over the course of 12 days and 2,021 miles, the two drove from Detroit to New Orleans collecting personal stories from Black Americans who used the historic Negro Motorist Green Book travel guide to navigate trips safely and with dignity, patronize Black-owned businesses, and come together in the face of institutionalized racism. Driving the Green Book sheds light on what has (and hasn't) changed for Black travelers since segregation and honors the stories of those who lived through the era, supported and uplifted each other, and fought for equality.  Listeners can also gain a deeper appreciation of the historic, but often forgotten, locations that helped Black Americans to travel safely across the United States with Driving the Green Book's custom Apple Maps Guide. They can also enjoy a playlist on Apple Music highlighting the songs that came out of the era, many of which were written in response to the injustices faced by Black Americans all over the country.  Educators can use the podcast and additional resources as supplemental tools in a variety of history courses to explain how the Negro Motorist Green Book was a seminal publication in the ongoing fight for racial and social justice. ... View more

Last summer I instituted open-notebook exams in my introductory-level history courses. Previously I had relied on traditional practices: a mix of essays and objective questions for which students had to be well-versed in a half-semester’s worth of material. I was, however, increasingly concerned about the low grades that students, especially those in their first-year, were earning on exams that required memorization. The fact that many of our current first-year students had at least some period of remote learning during COVID, during which it's possible they were not required to prepare for closed book/notes exams further encouraged me to try some alternative practices aimed at improving student outcomes.   My goal was to focus my students’ attention on note taking with the idea that this skill is one that can and is used in virtually every professional career. As I was writing this blog, for example, I unscientifically polled friends – a banker, a sales professional, and two personal trainers – all of whom confirmed that they take notes every day while they work. Sometimes on paper, but more often using cell phones or even napkins. As professionals they have learned that there are key stats/terms/ideas that they need to be able to reference at a later time and they acknowledge that their memory is often flawed. Notes trigger memory and, in the case of my students, I hope that their notes connect them to the discussions we had in class days/weeks after, which would enable more success on exams. [FYI: For more on the topic of linking professional skills to open-note exams, see Carol E. Holstead’s piece “In Praise of Open-Note Exams” in The Chronicle of Higher Education (5 September 2023)]   I’m now in my second full semester of open notebook exams with my US History I and II students. Each week I distribute a handout to guide student note-taking: key terms, images/maps from lecture, and sometimes definitions or references to place in the textbook that I think are particularly helpful. I also invite a professional from our college Tutoring Center to meet with the class during the first two weeks to offer support for note-taking skills/guidance.    Admittedly I have not yet done any statistical analysis of students’ test results, though I have witnessed first hand the reduction in stress level as we get closer to exams. I have also discovered that the open-notebook exams policy created an avenue for me to regularly address the importance of taking notes in class. This past week, for example, during a particularly complicated discussion about politics in the Progressive Era I noticed several students not taking notes. I took a few moments at the end of class to discuss with the class what specific information they felt was important from my lecture and what they had written down. I pointed out some details that I hoped they had recorded, and suggested that they share their notes with a classmate after our meeting to ensure that they were not missing any key information. Several students stayed after class to ask me questions and to clarify their notes.    This change from memory-based to notes-based exams has been small but so far meaningful. The greatest challenge for me, however, has been determining what kinds of questions work best for open-note exams. Doing some basic internet searches on open-notes exams has shown me that, like everything else in the field of education, there is no consensus on what works best with students. I would love to hear from colleagues in the Macmillan Community about what kinds of questions have worked best in open-notes exams.    Please share! ... View more

Just before Valentine's Day, 1965, the Supremes released the breakaway-hit "Stop! In the Name of Love" after recording it a month prior. The song skyrocketed on the charts hitting Number 2 on the U.S. Billboard Top 100 and was also a Top 10 hit in the U.K. The Supremes consisted of Diana Ross, Mary Wilson, and Florence Ballard. Both the artists and the song's notoriety is often associated with the famous "traffic cop" dance style where the ladies sang the chorus and made the "stop" sign gesture with their hands in tune with the music. The Supremes went on to become one of Motown's leading female groups. ... View more

Over the past year many publications have explored the COVID 19 pandemic-related “gaps” that educators are seeing in elementary school-aged children who missed out on important opportunities for social and emotional growth as part of in-person classes. As we move forward in the post-COVID era, here are some (unscientific) observations of what I have witnessed with my students during 2023. I’m sharing my experiences in hopes of inspiring us all to think about what we can do with future classes to close the social/emotional gaps among the 18+ year-olds that we teach at America’s colleges:   Students feel overwhelmed. Many students feel alone in their educational journeys in spite of available safety nets and support systems.   Example: my students can meet with an advisor in person or complete the advising process on their own by following carefully written directions and utilizing a virtual assistant. After the enrollment period for 2024 opened I asked one of my classes if anyone was taking the second half of the US history survey with me during the spring semester. Silence. Then I asked if anyone had met with their advisor or utilized the advising app. Fewer than a handful of hands were raised in a class of 20-plus students. When I expressed concern about how many were unprepared for the course selection process a student shared that she was completely overwhelmed by the process. Several students nodded in agreement. Later that day a student from the class stopped by my office to discuss her concern that she is in the wrong major.   Students are isolating themselves from their peers. On any given day, walk into a college-level lecture and the majority of students will be scrolling their social feeds or texting with people who are not in the same room. Especially at commuter-colleges but no doubt also at places with active dorm cultures, students often make little to no effort to get to know their classmates unless we engage them in that practice.    It has been reaffirmed for me this year numerous times that student resistance to even general conversation with peers in an academic setting is evidence of how much they need that interaction. Case in point: my US history students in a medium-size lecture hall. After splitting them randomly into groups to begin discussion, many sat with their backs to their group members until I told them to face one another for their discussion.   Students are in desperate need of all kinds of support. No doubt there is nothing surprising to anyone about this observation, and the reality is that college-aged students have historically struggled with stress, anxiety and depression in addition to academic challenges. The COVID-19 Pandemic only exacerbated a problem that already existed. Encouraging students to take advantage of on-campus counseling support is critical, but I would further suggest that bringing academic support measures into the classroom from the first day of school can help alleviate some of the stress before it builds to a breaking point. I’m excited to be part of a pilot program at my college in which we will embed a peer tutor into my US history classes. I look forward to writing more about this experience in future blogs.   What challenges are you anticipating as we begin a new calendar year? How can we, the Macmillan Community, best support our colleagues through these and other challenges? Please share by commenting below or email me at suzannekmccormack@gmail.com   Happy New Year!    ... View more

Last week I had the opportunity to participate in a Macmillan webinar titled “Working with Divided Student Attention: Engaging Learners in A World Full of Distractions.” Professor Christin Monroe (Landmark College) and I shared some of our experiences working with diverse student populations in our respective fields, chemistry and history. We heard from lots of faculty participants from all over the country during the webinar who asked questions and shared experiences from their own classrooms. Most helpful for me was our discussion of what it means to be “distracted” and how to tell if a student truly is not paying attention. As we seek a better understanding of how the brain works and how much information we can process at one time, these kinds of conversations are critical for faculty seeking to make the most of the in-person time they have with students.    I’m happy to share a recording of the webinar below and welcome the opportunity to continue this conversation in a future blog. Comments are welcome through the comment box below or to me via email at suzannekmccormack@gmail.com   Working With Divided Student Attention: Engaging Learners In A World Full of Distractions (macmillanlearning.com) ... View more

This week's Quick Watch provides a demonstration of the Primary Source assignments available in Achieve, which are some of my favorite items to use for discussion and low-stakes quizzing. Questions? Please ask!    ... View more

As Professor Scribner notes, it's not always easy to have historians explore new digital features! However, LearningCurve adaptive quizzing provides improved results for students without extra stress. Listen as he discusses the most popular digital asset combination to get students to come to class prepared and having done the reading: Learning Curve adaptive quizzing + eBook within Achieve! ... View more

Over the past year I have transitioned all of my US history courses to either Achieve or Achieve Read & Practice. This week I've created a short (5 minute) video to show how easy it is to get started creating a course. In subsequent posts I will share some of my favorite Achieve-based content to use in history courses.   ... View more

The community college at which I teach is designated a Hispanic Serving Institution (HSI), which means that at least 25% of our students are Hispanic. Many of our students are first-generation college students making it imperative that we provide a curriculum that affords them an opportunity to explore their cultures as well as examples of people from their communities who have been successful in their professional pursuits. Hispanic Heritage Month, September 15 to October 15th, is a great time to review our courses and extracurricular offerings to ensure that we are meeting the needs of these valued members of our academic communities.   This past summer our Diversity, Equity & Inclusion Council reached out to the Rhode Island Latino Arts (RILA), a statewide cultural institution, to connect with a Dominican-American filmmaker. Alberto Genao grew up only five miles from our campus in one of the communities from which many of our students graduate high school. He visited campus last week to share his work in documentary and narrative filmmaking, as well as his efforts to document the Dominican and Colombian communities in our state.   Students had an overwhelmingly positive response to Genao’s visit and his message encouraging them to network in both their home communities and the collegiate environment. Having a professional filmmaker show students music videos he has made with performers in the Caribbean was motivating and inspiring, allowing them to see the possibilities that exist beyond the boundaries of their neighborhoods and the success of a man with a shared socio-economic background. Many of the students in the room during Genao’s talk could identify directly with his upbringing and the familial and cultural challenges he faced as he pursued a non-traditional career path.    Anyone in the Macmillan Community looking for an engaging speaker to connect with students during Hispanic Heritage Month, is encouraged to reach out to state cultural organizations such as RILA who can introduce students to speakers with whom they can directly identify. Just as we want students to see themselves reflected in a diverse teaching faculty, community members’ participation on our college campuses can present valuable role models for our students as they navigate the challenges of higher education. ... View more

New for Spring 2024: Access the "best of Bedford" and American History with over 120 titles including survey texts, primary source modules, writing guides, Bedford Series books, and much more--all at an extremely affordable price! ... View more

Historian and professor Vaughn Scribner explains Achieve in his own words and why it's changed his classroom for the better. ... View more

We’ve had the good fortune this calendar year of welcoming two new faculty to our department, both of whom are newly-minted PhDs. Having fresh f aces to interact with has added energy to our department while also making us all a bit more aware of how important it is to “check in” on one another.    As we met in our opening-day department meeting I reflected on my first faculty meeting as an assistant professor on the tenure track in 2007. Diversity in hiring has been a priority of my community college for some time now. On that day in 2007, however, I was one of only two female faculty in a department of 15. Sixteen years later our department of 18 full-time faculty includes seven women and six people of color. We are the most diverse department on campus and our students notice. Increasingly they see themselves reflected in their teachers and that is meaningful. So many of our students are first-generation college students and seeing a diverse faculty provides them with examples of who they could become. They look to us as examples for their professional careers and to share with us the challenges they are facing as students and human beings.    I sent texts to our new faculty members a few days into the school year just to “check in”: how is it so far? What challenges are you facing? One commented that they were having trouble asking for assistance from our wonderfully helpful administrative assistant because in their head they were “still a graduate student.” We chatted about this transition from student to faculty, which gave me an opportunity to think about my own experiences so many years ago.   As we start this new semester, check in on your colleagues – young and old, new and seasoned. Yesterday one of our younger faculty members stopped by my office to ask how my semester is going. The “ask” gave me an opportunity to vent about a frustrating interaction with a student and I felt noticeably lighter when the conversation ended.    So this year, as always, whether it’s online in the Macmillan Community or in our brick and mortar offices, we as faculty can be amazing allies and support for each other. Keep your doors open and remember to keep checking in. ... View more

This week I had the opportunity to participate in New Student Welcome Day at my college. Beyond helping them to learn the ins and outs of the campus, the students were introduced to the college’s Pathways program and had the opportunity to eat lunch with a faculty member who teaches within their chosen academic path.    Participation in such a program by faculty is always voluntary at my community college. For me, New Student Days are an important way to help forge a personal connection to the physical space of the college while also being introduced to the intellectual shift that needs to take place as they become college students. While the idea behind the lunch was to provide students an opportunity to talk about possible career paths available to them with specific majors, the best part of the experience for me was listening to the general concerns that the student expressed.    I participated in this week’s event as a “history professor” but in reality what the students needed was a safe space in which to ask what they deemed “stupid questions.” This realization occurred about five minutes into my lunch group’s discussion when a student interrupted my talk about academic majors to ask what the difference is between calling an instructor “Professor” versus “Mr. or Mrs.” What followed was a series of “This is a dumb question but ….”    I was reminded during that one-hour discussion that many of my students are first-generation college attendees. Unlike myself, they did not grow up hearing their parents tell stories about college experiences. They likely do not keep one of their father’s college textbooks on their bookshelves like I do – a relic of my father’s life as a young man but also evidence of my family’s history of higher education. I don’t remember ever wondering why college-level teachers are called “professors” … but I do have memories of my father describing a particularly difficult professor at the institution we both attended.    As much as I tried to talk about career paths, what the students wanted was to discuss the basics: schedule, calendar, textbooks, bookstore, and general interaction with faculty. In other words, they could not yet envision career paths because they need to get over this first hurdle of experiencing the environment of college.   As we prepare for the first days of the new semester, let's try to hold some extra space and empathy in our hearts for those young people who are very likely to soar academically, but only after they stumble the first few weeks in an environment that is entirely foreign to them. Recognize that what feels so natural to those of us who teach, may feel cumbersome and riddled with anxiety to a person who has no previous connection to higher education. In other words, while our expertise may lie in an academic area, many young people need us more simply to be their bridge to that space that is unknown and uncomfortable. Best wishes for the new academic year!  ... View more

Even after teaching college students for twenty-plus years, I'm still searching every summer for tips and tricks to make the upcoming year's courses more meaningful for both myself and my students. This summer I was fortunate to participate in an assessment workshop at my college to evaluate our student learning outcomes (SLOs). Faculty from nearly every academic department worked in small mixed-discipline groups to consider necessary changes to our SLOs and discuss implementation of changes during the upcoming academic year. At the conclusion of the workshop each group shared observations for their assigned SLO in a seminar-wide discussion.    The strongest take-away for me from this workshop was the importance of helping students to understand the “why” in my assignments. From the simple (“why are we reading these textbook chapters?”) to the more complex (“why can’t we use unvetted web sites in our history research projects?”) it was demonstrated to me time and again as I listened to the challenges colleagues face in their classrooms that we as faculty need our students to buy-in to our assignments. They must see the value in completing the work as a component of their personal success rather than simply checking a box.    I’ve blogged before about the challenge of convincing students to engage with  assigned readings. Reality is that if students believe they can complete a course without reading the text, they will do so. My students are assigned various types of quizzes (Summative Chapter or Learning Curve) available with Achieve to prepare for class. While I can’t be certain that they have read every word of the chapter, I can generally see from their quiz grade whether the student has engaged even minimally with the material before coming to class. Having those quizzes combine to equal one exam grade gives some weight to the reading as well and undoubtedly increased the quality of class participation and discussion.   While many Macmillan Community members may already be familiar with the so-called TILT framework for creating course assignments, I am sharing the link this week because until this summer’s faculty seminar, TILT was a foreign concept to me. A research project originally begun at the University of Illinois-Urbana/Champaign, TILT provides a framework for transparency in student assignments. The web site linked in this blog provides an explanation of the framework as well as opportunities for faculty to participate in on-going research studies of student assignments. In our faculty seminar we shared assignments from previous semesters and made suggestions to each other, using the TILT concepts, for how our goals for SLOs could be better conveyed to students through our instructions. The experience was incredibly valuable! As you prepare for the semester ahead, TILT is just one more resource to consider adding to your academic tool box.   Tips for the new school year? Please share!   ... View more