It’s time to confront my fear of student use of artificial intelligence (AI). I realized this reality the first week of June while attending Macmillan’s 2024 TechEd where I heard from fellow Peer Advocates about their experiences bringing AI into the college classroom.   I have been admittedly reluctant to allow any student use of AI for the obvious reason: cheating. At the same time, I’ve avoided a zero-tolerance policy by reasoning that if students are going to use AI I want them to know how to properly cite it. My approach to AI has been to create assignments that require so many variants that AI use is exceedingly complicated and therefore, I reason, less attractive to students. As a result I’ve had only one case (that I’m sure of) in the last year where a student used AI instead of submitting their own original work.    Listening to my Peer Advocate colleagues at TechEd, however, made me question whether my approach has been short-sighted. If, for example, I am trying to help my students to be work-force ready, am I doing them a disservice by not allowing them some use of AI so that in an academic environment we can grapple with questions about appropriate and ethical uses? The history classroom, after all, is one of the best academic spaces in which to talk about sources. Do I need to start looking at AI as simply one more media source for consideration?    Part of my struggle with the use of AI in student writing has been my concern that a large percentage of my students do not have a strong grasp on basic grammar and writing skills. This reality is painfully obvious to me at the start of each semester when I ask students to introduce themselves in our class discussion board. Asking the students to write about themselves not only provides me information such as preferred pronouns, majors, and career goals, but also a sample of their skill level in regards to writing. I’ve had several students come across as articulate in class only to present significant academic deficits in their writing assignments. These no-stakes introductions alert me to students who require extra support for their writing assignments during the semester.    So what comes next? I have two plans for the summer to help move me from a place of fear and loathing of AI to one in which I better understand the role that the new technology may have in higher education.   First, along with more than 100 faculty at my college I will be participating in a summer read of Teaching with AI: A Practical Guide to a New Era of Human Learning (Johns Hopkins University Press, 2024). My college’s Center for Teaching Excellence supplied copies of the book at no charge to faculty interested in engaging in discussion of AI-related education during the 2024-25 academic year and I’m excited to hear my colleagues’ perspectives on the ideas presented by the authors when we return to campus in the fall.   Second, I plan to develop one low stakes AI-based assignment for my upper-level history students who undertake research projects during the semester. What that project will look like remains to be seen. Suggestions welcome! Drop a comment below or email me at: suzannekmccormack@gmail.com ... View more

My father passed away on May 1st. This blog will, therefore, be a bit indulgent as I want to share some stories about the most influential historian in my life.    My dad, Thomas Kelley, grew up just outside of Boston, Massachusetts, in a large Irish-Catholic family. His parents raised eight sons, all of whom served as altar boys at some point in their young lives. He studied history at Boston College in the early 1960s. I keep his History of Civilization textbooks in my office at home. Even before he passed away, I enjoyed thumbing through the texts and reading his hand-written notes in the margins – tiny windows into his life as a college student.   My dad enlisted in the Air Force upon graduation in 1966 – a choice that would keep him out of the draft and off the frontlines of combat but not immune to the long-term devastation of the war in Vietnam. As an air weapons controller he was unknowingly exposed to Agent Orange. Many, many years after his military deployments ended, the physical consequences of that service appeared, as it has for many Vietnam War-era veterans, in the form of Parkinson’s Disease, which he fought for the final twenty years of his life.    When I was a child my Dad taught history at a high school and continued to serve part-time in the military, which brought us as a family to Washington, DC, in the summers. We spent countless hours at the museums of the Smithsonian Institute and my favorite quickly became the National Museum of American History. I can’t remember any of the exhibits, just a general sense of enjoyment in learning the stories the museum shared with us, and listening to my Dad explain the historical events that were foreign to me as an elementary school student.   It wasn’t until I was in graduate school that I began to understand the role my Dad had played in the war in Vietnam and the impact the experience had on his life. Going through old boxes in the basement one weekend my Dad showed me a remnant of his time overseas – a small booklet he used for keeping track of his pay while stationed in Thailand. The year was 1970 and at the back of the book, in tiny letters, my Dad – then 26 years old – had written “Richard Nixon is a liar.” He shared with me that his unit conducted secret air operations over Laos, a neighboring nation of Vietnam that President Nixon swore was not being brought into the conflict. The short sentence, he said, was a reminder of the disconnect between his military orders and the president’s words – and a way to maintain some semblance of reality for himself through the difficult experience.   Two weeks after my Dad passed away we started summer session at my college. It was the first time in my career that I did not talk to my Dad before classes started about what I am teaching. That realization hit me hard as I entered the building on a gorgeous New England spring morning in May.    My Dad and I did not always agree on politics or our interpretations of historical events, but we always had lively conversations that pushed me to sharpen my arguments. When I started to teach I relied on his decades of secondary classroom experiences to help me find effective ways to deal with the challenges I faced. And, most importantly, I learned from my father that in a truly successful classroom the personal connection between the students and their teacher – including feelings of affirmation and belonging that can be cemented as academic content is transferred from teacher to student – are more significant and long-lasting than even the knowledge being taught. For this lesson, and many many others, I’m grateful.    ... View more

In March I had the good fortune to participate in this year’s American Association of Colleges & Universities Conference (AACU) on Diversity, Equity, and Student Success in Philadelphia, PA. Preparing for my roundtable discussion on “Diversifying the US History Survey” prodded me to think about what I’m currently doing in my courses, and encouraged some dialogue with students about what is/not working from their perspectives.   Often we as teachers are not the best judges of what our students require to be successful because we subconsciously lean on our own educational experiences when we develop expectations of our students’ needs. Thinking about diversity and inclusion in the college history classroom, therefore, requires us to reflect on our biases and open ourselves up to learning about topics that we might not have studied in graduate school to encourage our own growth, and our students'. In the United States history survey courses, inclusion demands that we expand the narrative beyond electoral wins and losses and look more deeply into how decision-making by leaders (local, state, and national) has impacted the diverse communities that together create our nation. Diversity, equity, and inclusion (DEI) in history education necessitates consideration not just of race and gender, but also economics and social class, particularly the way in which those in political power often utilize their advantages to the detriment of others.    After hearing from colleagues in states with anti-DEI legislation either passed or pending it struck me that at the heart of the movement is fear of the unknown – of people and ideologies that are different from those who for so long have had political and economic control. Historically there is nothing new about this kind of resistance. While I feel fortunate to teach in a so-called “blue state,” the angry sentiments of DEI resistance exist in every community, though their voices and the power they wield are stronger in some than others. As I listened to presentations at the AACU conference it was reaffirmed for me that what my students need most is a broad knowledge of our national past so they can better understand the current debates about DEI and place those debates within historical context. In other words, a student who knows nothing about the movement for civil rights in the United States will fail to understand the detrimental impact of anti-DEI legislation.    Yesterday students in my US History since 1877 class watched a segment of the classic documentary “Eyes on the Prize” as part of a larger discussion of school desegregation efforts in the 1950s/1960s. The community college where I teach has approximately 11% students who identify as black and/or African American, and is a federally- designated Hispanic Serving Institution (HSI). Many of my students did not realize that segregated schools were a part of our national history. Having these conversations about the history of civil rights reminds us all that the playing field has never been equal and that there is considerable danger in political movements that seek to silence the very efforts that have moved us towards a more integrated society (with much work still left to do).   I would love to hear from Macmillan Community members about the challenges they are facing in their communities related to DEI. What kinds of resources are you as educators relying on to help students understand the centrality of diversity to our national history? And, what kinds of resources would be helpful as we navigate these challenging educational waters?    Please share by commenting here or emailing me at suzannekmccormack@gmail.com ... View more

Tagging on to my Macmillan Community colleague’s post “Recommendations for Black History Month” I’d like to share two web sites that I find particularly pertinent for educators in all disciplines as we continue to watch state legislatures and local school boards mercilessly target history education. No matter our politics, as educators we have a responsibility to our students to encourage critical thinking about both current events and historical topics. Here are two additional links for those who are seeking ideas, discussion, and resources. Both of these sites go beyond the scope of Black History Month to maintain up to date information year round:   Teaching History with Integrity – part of the American Historical Association’s multi-faceted efforts to counter-balance efforts against teaching all aspects of our national history. The site includes videos featuring historians describing the challenges educators are currently facing and why we as a society need to be honest with students even when the narrative is uncomfortable.   The Zinn Education Project provides lesson plans on topics not commonly found in textbooks, including this month’s focus on environmental racism. If you’re looking for resources to supplement discussions on race, gender, climate justice, imperialism and many other areas, this website is regularly updated and full of ideas for expanding conversation in your classrooms.   Other suggestions, please share!  ... View more

As Black History Month comes to a close, I think it's important that we remember that learning about Black history shouldn't be confined to the month of February; it is imperative that we continue to learn and understand the contributions Black Americans have made in the United States. Here is a list of great books and videos to learn more: Read Incidents in the Life of a Slave Girl, by Harriet A. Jacobs The New Jim Crow: Mass Incarceration in an Age of Colorblindness, by Michelle Alexander Invisible Man, by Ralph Ellison Beloved, by Toni Morrison  Bluest Eye, by Toni Morrison The 1619 Project, by The New York Times Chocolate Me!, by Taye Diggs  Becoming, by Michelle Obama Their Eyes Were Watching God, by Zora Neale Hurston Chasing Space: An Astronaut's Story of Grit, Grace, and Second Chances by Leland Melvin I am Perfectly Designed, by Karamo Brown 28 Days: Moments in Black History that Changed the World, by Charles R. Smith Jr.   The Dangers of Whitewashing Black History | David Ikard | TEDxNashville Talks to celebrate Black History Month BlacKkKlansman Freedom Riders Quincy ... View more

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