Last week, the Accessing Higher Ground (AHG) conference brought together accessibility leaders, educators, and technologists to explore the latest trends in universal design, assistive technology, and digital inclusion in higher education. My colleague Deanna (Senior Project Manager, Accessibility) and I attended on behalf of Macmillan Learning to engage with the accessibility community and learn how we can make an even greater impact for students and instructors. This was my eighth year at the conference, and as usual, it did not disappoint. It was also a joy to see it through Deanna's eyes, as she was attending for the first time. AHG’s mission aligns with ours: to advance accessibility in education. During our time there, we learned a lot about the impact of accessible course design, strategies for inclusive teaching, and advancements in assistive technologies. We also had the opportunity to share some of what we’ve earned over the past few years from our own accessibility work and from listening to the needs of students, instructors and administrators. We left the conference energized and full of ideas about how we can continue advancing accessibility—and not just as a feature of our products. Five Things We Shared While there, Deanna and I participated in several presentations, and we want to share those insights with you. You can access the abstracts and slides from our sessions by clicking on the presentation titles below. Even if you couldn’t attend, there’s still a lot to gain from our experience:   Improving the Accessibility of Digital Courseware through UX Research: Engaging the disability population in UX research requires extra planning, but it results in more inclusive designs and research practices. Deanna led a treasure hunt for improving digital courseware accessibility through user experience research. She highlighted the importance of including students with disabilities and instructors in the process to ensure better outcomes. Building a Knowledge Base for Accessibility Support: I hosted an interactive workshop on creating accessibility knowledge bases. I shared our tips for building a comprehensive resource (which you can find in our slides) and invited participants to contribute their favorite accessibility tools and information. Stay tuned for a blog on that early next year! I Have an ePub…Now What?  Here Christine Foushi (One Step Beyond) and Charles LaPierre (Benetech), and I took a deep dive into all that an ePub file format has to offer, exploring the features that make ePub reading an engaging experience. The slides have valuable tips on what to do with an EPUB once you get it, including  figuring out if it's accessible, how to read it, and where to find them. Scaling Alternative Format Output: In-House vs. Vendor Support: Is your disability services team struggling to keep up with the demand of alternative format requests? It’s not uncommon -- especially during exam time. I presented with Danae Harris (University of North Texas) and Ramya Karthikeyan (UCLA) about scaling accessibility remediation. Together we discussed what works within universities and when it might be time to seek third-party support. Advancing Accessibility by Fostering Collaboration: It’s critical to work together as a community to create the most accessible experience possible for students. With Mike WIlliamson (University of Colorado, Boulder) Deanna shared the ongoing work of our Macmillan Learning Accessibility Advisory Board and how collaborative efforts are advancing accessibility in higher education. Five Key Takeaways Here are five key takeaways we got from this year’s conference that we believe that instructors and administrators will find helpful and can apply to support accessibility and inclusive learning. Accessibility Starts with Universal Design. “Accessible content benefits everyone—not just students with disabilities,” noted one speaker. The sessions underscored how Universal Design principles—like clear navigation, readable documents, captioned videos, and accessible assessments—make courses better for all students. Instructors were encouraged to view accessibility as an opportunity to enhance learning experiences rather than as a box to check. Post-Procurement Accessibility Is a Must. Institutions sometimes purchase digital tools without fully assessing their accessibility. A session on remediation strategies stressed the need for ongoing collaboration with vendors to address accessibility gaps. Establishing strong reporting processes and holding vendors accountable were key strategies discussed. For administrators, this means asking the tough questions both before committing to new technology and assessing after to ensure feedback loops continue. Leverage AI Thoughtfully in Accessibility Efforts. Generative AI can be a game-changer for tasks like alt-text generation, document remediation, and audio descriptions. But as many speakers cautioned, AI is no substitute for human judgment. For example, an AI tool might describe an image accurately but miss the nuance of its educational context. AI tools can assist but should never replace careful, thoughtful accessibility practices. Accessibility Is Everyone’s Responsibility. Accessibility shouldn’t just fall on the shoulders of a single department. Faculty, IT staff, and administrators all have vital roles to play. Speakers emphasized that the most effective institutions are those where accessibility training is integrated into onboarding, role-specific professional development, and ongoing resources for all employees. Simply put, the more people equipped to recognize and address barriers, the better. Policies Aren’t Just Paperwork—They’re a Roadmap. Institutions need clear, actionable accessibility policies that account for evolving standards like WCAG 2.2, Title II of the ADA, and the EU Accessibility Act. Administrators and instructors were encouraged to incorporate feedback from a range of stakeholders when reviewing policies and to schedule regular assessments to ensure their relevance. The takeaway? Strong policies are a shared foundation for accountability and progress. More information about preparing for the changes to Title II can be found at Five Practical Steps You Can Take To Ensure You’re Ready for Recent Changes to Title II. Accessing Higher Ground reminded us that accessibility is an ongoing journey that requires collaboration, innovation, and a commitment to universal inclusion. At Macmillan Learning, we’re inspired by these insights and will continue working with the education community, working toward a more inclusive educational experience for all learners. And we remain committed to sharing what we learn along the way. ... View more

This year's EconEd focused on one key idea: the decisions we make in our lives, classrooms, and society have far-reaching impacts. To explore these critical choices, we invited leading economists (who just happen to be Macmillan Learning authors) to share their perspectives on issues vital to our economy. One of the key speakers was none other than celebrated economist Justin Wolfers, Professor of Economics and Public Policy at the University of Michigan and co-author of Principles of Economics. (You can watch the full presentation here.) There’s no getting around it—AI is the biggest elephant in the room when we talk about the future of education. In his presentation, spoke about its impact in today’s classroom. We all know how this goes. New technologies come in and change the game—some jobs or practices become obsolete, but at the same time, new and often better ways of doing things emerge. AI is no different. It’s already transforming the way we teach and learn, especially when it comes to the idea of personalization at scale. This is true whether we’re talking about the workforce or the classroom. Imagine if every student could get a customized learning experience without needing an army of instructors. With AI, that idea is no longer a fantasy—it’s quickly becoming reality. So … how would your classroom change if you had a teaching assistant who never slept, worked 24/7, and tailored lessons to each student? Goodbye, High-Stakes At-Home Exams One of the first things Justin Wolfers mentioned was how high-stakes, at-home exams are “basically dead”. He noted that one of the first blows was the pandemic, which sped up the decline of traditional assessments. For many educators, the biggest takeaway from COVID was how to manage online exams—and with AI that’s being rethought again. That’s because AI tools like ChatGPT have made it easier than ever for students to cheat.  So, what’s the solution? Well, instead of worrying about how AI is making cheating easier, Wolfers believes that we should be thinking about how to use it to our advantage. He noted that AI can help us develop new ways of assessing student learning, ways that are more meaningful and less vulnerable to dishonesty. Adrian Wooldridge, who used to be the editor of The Economist, suggested that we go back to sitting in a room with a tutor for an hour each week. “The problem with that idea is that it’s remarkably uneconomic. I teach 500 students. The idea that we could hire 499 other colleagues to help is unrealistic,” Wolfers said. That’s where AI can be a game-changer.  With AI, however, instructors can offer each student a personalized set of AI tools, providing both scale and personalization—at a fraction of the cost. And that’s the big idea: personalization at scale. Wolfers shared four ideas for applications where this could benefit teaching and learning: a Socratic tutor, a practice exam coach, a teaching collaborator, and a text aggregator. Hello, AI as a Teaching Assistant Wolfers first mentioned the idea of a Socratic style tutor—an AI tool that doesn’t just hand over the answers but instead asks guiding questions to help students think critically and learn. He cited a study out of Turkey that found that students who used a GPT-powered tutor outperformed their peers who were using more traditional tools. He believes tools that don’t just make learning easier but make it more effective is what’s needed the most. “And guess what?,” he said. “A version of this Socratic tutor already exists.”  Available in Macmillan Learning’s Achieve, “it’s like having a teaching assistant that’s always ready to help” by guiding students through tough material without giving away the answers. It’s multilingual and can seamlessly switch languages to help non-native speakers. You can get a free demo of the tutor by clicking here. An AI That Encourages, Summarizes and Aggregates Wolfers also introduced the idea of AI acting as a practice exam coach. To understand what it could do, picture this: a coach that gives you practice questions, provides hints, and offers feedback all while cheering you on. He noted that it would not just be practicing for the sake of it; rather, it would give students the freedom to practice until they feel ready. In his class, he offers help in a fun and engaging way with a coach he created that blended Ted Lasso’s sunny disposition with economic knowledge. The coach was designed to give practice questions, provide hints, and offer feedback in an encouraging way, allowing students to practice as much as they want until they feel ready. He noted that his personalization could be a total game-changer, especially for students who need a little extra support before exams. Stop, Collaborate and Listen  Wolfers suggests that GPT could be used to generate active learning activities for a topic (like externalities in his economics class.) However, the key to its effectiveness is to work hard at making it work well.  In this case, a simple prompt may not give the results you’re looking for. It’s the difference between a bad prompt like, “Give me a class activity to explain what externalities are” and a good prompt like, “Create an interactive classroom activity for my freshman principles of economics class where students identify positive and negative externalities from everyday situations, explaining how these affect different stakeholders and proposing solutions to mitigate the negative impacts  Ensure the activity involves small group discussions where students brainstorm examples, categorize them, and present their findings.” Simplify Student Feedback Now that you’ve stopped to collaborate and listen, this could be a whole new invention to supplement what Wolfers calls “one of the most tedious parts of teaching” -- sifting through tons of student feedback. Wolfers described how AI can summarize unstructured text—like student feedback—in seconds. This not only saves time but gives us a real-time snapshot of what students are struggling with, so we can address those issues in the next class. “It’s incredibly useful in deciding where to go next in a lecture or for gaining insight into what students are struggling with," he said. Indeed, using AI to help teach could have broad applications, from class feedback to improving teaching methods in large classes Ultimately, the true power of AI lies in its ability to personalize learning at scale. From Socratic tutors and practice exam coaches to teaching collaborators and feedback summarizers, AI is opening up possibilities we couldn’t have imagined just a few years ago.  So are we ready to leverage AI to its fullest potential and meet the future head-on?  Sure, AI comes with its challenges—cheating, over-reliance, and the like—but the opportunities far outweigh the risks. As Wolfers put it, AI is our chance to personalize education in ways that were never possible before. It’s time we embrace that potential, figure out how to make these tools work for us, and ultimately help our students succeed in this new era of education.  Watch Wolfers full presentation from EconEd 2024.   Want more EconEd? Read: Spend Billions to Save Trillions: An Economist’s View of COVID-19 Response at EconEd as Alex Tabarrok, co-author of Marginal Revolution and Macmillan Learning’s Modern Principles of Economics shares “The Economic Way of Thinking During a Pandemic.” ... View more

Monopoly has sold more than 275 million copies since it was introduced. It's a beloved classic, teaching us about saving, investing, and—let’s be honest—how life can sometimes be unfair. But let’s face it, there are some people you just can’t play with. They storm off in frustration, quit entirely, or just don’t cope well with losing. This dynamic exists in all kinds of games, and it’s becoming more common in education as we increasingly gamify learning. As gamification levels up in education, competition is finding its way into digital learning platforms everywhere. While leaderboards, badges, and challenges can light a fire under some students, they can extinguish the motivation of others. The truth is, one-size-fits-all competition models don’t work for everyone. Fortunately, personalized competition systems, like relative ranking, can help ease the pressure on less competitive students and ensure everyone stays in play. The Inconsistent Impact of Gamification on Student Performance Research shows mixed results when it comes to the effect of gamification on academic performance. For instance, a study by Barata et al. (2013) found that while gamification increased student engagement in a university course, there was no significant improvement in overall academic performance. Some studies demonstrate improved grades and higher engagement, while others show no significant impact—or even negative outcomes. Why the disconnect? It’s all about how the game is played—or more specifically, how competition is used and in what context. Platforms like Achieve have integrated features like leaderboards and adaptive quizzes to boost engagement. The relative ranking feature was designed to reduce the pressure of direct competition, ensuring that all students remain engaged regardless of their rank. Feedback from users highlights that these competitive elements work best when paired with tools that encourage deeper learning, such as assessments and feedback loops. While you can find these combined resources in Achieve, not all ed tech offers them. Elements like leaderboards can boost motivation for top performers by giving them clear feedback on their success. But for lower-ranked students, these same leaderboards can backfire, leading to demotivation or anxiety.  "Leaderboards can be a bit of a double-edged sword. For students who rank high, the public recognition can really boost their motivation. But for those who land lower on the list, it can sometimes feel discouraging or stressful. That's where using anonymity or pseudonyms can help—they allow students to engage without the pressure of direct competition," notes Hilary Duplantis, Learning Research Specialist with Macmillan Learning.  How We React to Competition In general, students have positive attitudes towards gamification, feeling it helps them stay motivated, focused and confident. However, not all competition is created equal.  There are different types of competitive environments, and they affect students in different ways. Structured competition, like those found in some classroom settings, can drive students to achieve better results. But if poorly managed, they may promote surface learning—where students focus on ranking higher rather than truly understanding the material. Then there’s spontaneous, informal competition, which can spark engagement but also come with its own risks, like increased anxiety. Individual personalities matter, too: Introverts often thrive in competitive settings, while extroverts may be less motivated by rankings and prefer collaboration and rewards like badges. Interestingly, competition tends to yield better results in STEM subjects like math and science, because these subjects often have clearer, objective measures of success, which may appeal more to students who thrive on competitive challenges. However, there are flags. "Leaderboards in math can heighten anxiety by amplifying social comparison stress and reinforcing fixed mindsets. For students who view math skills as innate, low rankings may solidify negative beliefs. Constant ranking can be especially discouraging in a cumulative subject like math, where the fear of falling behind is pervasive,” warns Duplantis. However, even in the humanities, competition can boost engagement when applied thoughtfully. The Importance of Balancing Competition and Cooperation So, how can educators harness the benefits of competition without leaving some students behind? The key lies in balance. When competition includes elements of cooperation, it fosters a sense of community and shared goals.   “Designing an effective leaderboard means promoting both competition with elements of cooperation, ensuring students don’t feel too overwhelmed by competition but are still encouraged to improve,” recommends Duplantis. This approach motivates students to work together while still pushing themselves individually, leading to stronger engagement and better learning outcomes. For competitive students, rankings-based systems can inspire them to set goals and work harder. But without balance, competition can become counterproductive, leading to stress and burnout. Students may focus on beating their peers rather than mastering the content. Worse, low-ranked students may feel disheartened, leading to lower self-esteem and a decline in performance. How to Level Up: Using Games to Foster Learning If you're an educator looking to incorporate competition into your classroom, here are three key tips: Balance Competition with Cooperation: Incorporating cooperative elements into competitive environments encourages friendly competition without alienating less competitive students. Gamified systems that blend both competition and teamwork can help engage a broader range of students. “On top of balancing competition with cooperation, also consider combining different types of gamification elements, such as leaderboards and badges, as there is potential for a stronger positive effect than any single element in isolation,” suggests Duplantis. Use Relative Rankings: Shift away from absolute ranking systems (where everyone sees exactly where they stand compared to all their peers). Instead, use relative rankings—which show students their progress in relation to nearby peers—to reduce the negative effects of social comparison. Here, students are ranked based on their performance relative to a smaller group of peers or to their past performance rather than being compared to the entire class. This can help ease the competitive pressure and maintain student motivation, particularly for those not at the top of the leaderboard. Keep competition low-stakes. Avoid tying rankings or competitive elements directly to grades, and instead focus on using them to encourage learning. This reduces the pressure students feel to outperform one another, letting them focus on mastering the material. Tools like iClicker allow for low-stakes, real-time competition through class polls and quizzes, keeping engagement high without adding stress As we continue to explore the role of competition in education, the challenge will be finding that sweet spot—where students are motivated to push themselves and work together without feeling crushed by the pressure to outperform their peers. The reality is, we have a love-hate relationship with games and competition. We enjoy the thrill of winning, but we also stress over the idea of losing the competition. “Future gamification should embrace holistic and adaptive design, integrating personalized, data-driven elements that respond to individual learner profiles while deeply understanding students' motivations, preferences, and unique learning journeys,” Duplantis said. With adaptive platforms like Achieve and iClicker, educators are starting to find that balance. The road ahead is promising, and with continued research and innovation, competition can be used as a powerful force for learning. Learn more about game design: Lessons from Game Design: Turning Learning into Engaging Experiences and read more research from our learning science team: Do Emojis Have a Place in the College Classroom? Boosting Non-Cognitive Outcomes in the Classroom: 5 Practical Steps for Educators ... View more

Employee Resource Groups (ERGs) are voluntary, employee-led groups whose aim is to foster a diverse, inclusive workplace aligned with a company’s overall mission, vision and values. At Macmillan Learning, we value the unique contributions of all of our employees and understand the importance of identity, perspective, and community as we show up in our work everyday. We support the work of our ERGs who provide a framework and a platform for our employees to identify with the voices, issues, challenges, and experiences of the communities they represent.  There are eight ERGs at Macmillan Learning, and each is engaged in raising awareness, celebrating affinity moments, engaging in community challenges and opportunities, and sponsoring career development opportunities for the communities they represent. Get to know Macmillan Learning’s ERGs and learn from several ERG leaders what events and programming they’ve enjoyed most during their time in the ERG community. AVID AVID (Awareness of Visible and Invisible Disabilities) provides a forum for Macmillan Learning employees to broaden their understanding regarding people with disabilities by sharing ideas and participating in the disability community. This ERG subscribes to a broad model of disability that includes (but is not limited to) anyone who faces societal barriers due to physical, mental, neurological, or other differences or health concerns.  What do AVID’s leaders say is their favorite ERG event they’ve organized? “We really love our annual game show event that we host each year during National Disability Employment Awareness Month (NDEAM),” said Rachel Comerford and Sherry Mooney, Co-Leads of AVID. “It’s a great opportunity to learn more about disability advocacy and history, and to have fun doing it!”  BLACC BLACC (Black Leaders Actively Changing Culture) exists to meaningfully impact Macmillan Learning’s products, policies, practices, and programs by supporting and amplifying the perspectives of its Black employees. BLACC provides community and safe spaces for Black employees to restore themselves and empower them for the shared work that they do to change lives through learning. What do BLACC leaders say are some of their favorite events organized by ERGs? “My favorite event is our Black Voices series because it offers invaluable perspectives on the Black experience,” said Jason Walker, Co-Lead of BLACC. “By sharing diverse stories and insights, we create a space for empathy, unity, and a deeper appreciation for the richness of the Black diaspora.” Mishpuchah Mishpuchah is Macmillan Learning’s ERG for Jewish community and culture, whose aim is to educate one another about Jewish heritage and culture. A Yiddish word that means family or social unit–including close or distant relatives, the word “Mishpuchah” was chosen as the name of this ERG because its leaders believe that by understanding and embracing each other’s stories as a unit, they can contribute to a workplace that goes beyond tolerance, and instead thrives on the richness of differences.  What do Mishpuchah’s leaders say is their favorite ERG event they’ve organized? “Our interview with Holocaust survivor Gary Eichenwald was so compelling and uplifting to hear from someone who faced impossible odds and survived,” said Craig Bleyer, Co-Lead of Mishpuchah, “especially because he was able to do so with the help of non-Jewish allies.” PAAN  PAAN (Pan Asian Alliance Network) has the mission to connect, grow, and nurture the diverse voices of the Pan Asian Community through professional development programs and commitment to sharing their perspectives to positively impact Macmillan Learning’s people, products, and practices.  What do PAAN leaders say are some of their favorite events organized by ERGs? “I loved the film series we hosted earlier this year as part of AANHPI (Asian American and Native Hawaiian/Pacific Islander) Heritage Month,” said Harriet Wald, Co-Lead of PAAN, “because it brought so many employees together from all across the country.” Harriet also added that one of her favorite events another ERG has organized was when AVID invited a Guide Dog Mobility Instructor of Guiding Eyes for the Blind.  Proud Proud’s mission is to promote the professional growth, development, and sense of belonging of LGBTQIA+ employees at Macmillan Learning through outreach that improves LGBTQIA+ representation in the company’s products and the development of a social community focused on mentorship and allyship.  What do Proud leaders say are some of their favorite events organized by ERGs? “We really enjoy our annual Virtual Pride Parade,” said Adam Whitehurst and Derek Wiebke, Co-Leads of Proud. Adam added “I have a great time looking through all of the submissions and assembling them into a presentation for an audience that always brings amazing energy!”  Village Village is dedicated to providing a community of support and advocacy for employees who take on the responsibilities of caring for another person. The ERG is committed to creating a space where caregivers can take a moment to prioritize their own wellbeing, while also providing support and ideas to help provide the best possible care for dependents.  What do Village leaders say are some of their favorite events organized by ERGs? “My personal favorite series that our ERG organized was about dealing with grief,” said Lisa Grosbier, Co-Lead of Village, “because the speaker made grief acceptable and real.” Lisa also added that her favorite event another ERG has organized was Proud’s Virtual Drag Bingo.  Viva Viva is a community of Macmillan Learning employees, Hispanic/Latino/a/e and allies alike, working together to foster a sense of belonging and explore the cultural diversity of the Hispanic/Latino/a/e community.  What do Viva’s leaders say is their favorite ERG event they’ve organized? “My favorite event that Viva has hosted is a toss up between Loteria and Viva Radio,” said Michael Emig, Co-Lead of Viva. “Both celebrate Latino/a/e and Hispanic culture in very specific ways: Loteria is a game that is both informational and fun, whereas Viva Radio celebrates our culture through music.”  WOMEN WOMEN (Women Of Macmillan Empowering and Networking) has the mission to support and to advocate for the personal and professional growth and development of people at Macmillan Learning who identify as women through discussion groups, networking and educational events, career training, and volunteer opportunities. What do WOMEN’s leaders say is their favorite ERG event they’ve organized? “Our networking events are my favorite,” said Heather Halter, Co-Lead of WOMEN. “It allows for women to meet other women they wouldn't normally interact with, and we have seen some great relationships built from them.”   For more information on Macmillan Learning’s ERGs, please visit our website. ... View more

If you ask most economists, they’ll tell you that presidential administrations have not had a substantial impact on overall economic measures. According to Nobel Prize-winning economist, NY Times Columnist and Economics author Paul Krugman, while the ideological divide between parties can result in policy differences on issues like taxation or social benefits, these changes haven’t typically had a noticeable effect on macroeconomic measures such as GDP growth, unemployment, or inflation. The fundamental drivers of economic growth, such as technological innovation and demographic trends, tend to operate independently of political leadership. However, in a new and exclusive article The Impact of the Presidential Election on Economics Krugman argues that the 2024 presidential election could represent a break from that tradition. The resource is available to all instructors who are registered in the 7th education of Economics found in Achieve (Macmillan Learning’s digital learning platform). In the piece, Krugman explains why previous presidents may not have dramatically shifted economic outcomes and why this election cycle is poised to be different. It’s an opportunity for students and instructors to dive into the relationship between politics and economics, and analyze the potential effects of each candidate’s proposals.  Krugman’s article provides a detailed examination of these economic dynamics, including thought-provoking discussion questions for classroom engagement, such as: How might the imposition of tariffs on imported goods affect the short-run and long-run aggregate supply curves? Discuss the potential impact of tariffs on production costs and overall economic efficiency. If you’re not currently using Achieve, simply click here to request access. In the meantime, here are three things that we learned from reading the article: Comparative Advantage in Trade: Krugman highlights how reducing international trade through tariffs—especially the high tariffs suggested on imports from China—could limit the U.S.’s ability to benefit from comparative advantage. This would likely impact GDP growth and overall living standards. Comparative advantage teaches us that countries should focus on producing goods where they have relative efficiency. Limiting trade would make the U.S. more self-sufficient, but we’d lose the benefits of specialization. This taps into core lessons in international economics, showing how protectionist policies create long-term tradeoffs between economic efficiency and self-sufficiency. Federal Reserve Independence: Krugman also dives into the importance of Federal Reserve independence. Proposals to reduce the Fed’s autonomy by giving the White House more control over monetary policy could lead to higher inflation. The Fed needs to make long-term decisions without political pressure to keep inflation stable and the economy balanced. This is a powerful example of why central bank independence is essential for avoiding the short-termism that often comes with political influence. Tariffs and Inflation: Krugman explains that tariffs function like selective sales taxes, driving up consumer prices by making imports more expensive—and empowering domestic producers to raise their prices too. This is a real-world example of how taxes and trade barriers can stoke inflation, a key lesson in understanding the connection between trade policy and inflationary pressures. Krugman’s analysis doesn’t just explain the potential outcomes of policy proposals—it’s also a tool for illustrating fundamental economic principles. By linking real-world policy with macroeconomic theory, students can better understand the tradeoffs that come with political decision-making. The article and its discussion questions give educators a chance to create dynamic learning experiences where students apply economic concepts to current events. Whether they’re analyzing tariffs, changes in the labor force, or monetary policy, Krugman’s piece provides a valuable framework for exploring the deep connections between elections, politics, and the economy—and why this election might break the mold. Click here to sample Achieve and gain access to the article at no cost to you or your students. ... View more

“I can’t find her!” she repeated through an increasingly panicked voice as her eyes scanned the hall. “Momma? MOMMA?! I just…I just…can’t find her.” I stepped toward her quickly. “Can I help? Let’s see if we can find her together.” I felt her panic subside as she gripped my hand and we walked slowly toward the main dining room. By the time we reached it, her anxiety had disappeared as her dementia took hold again. She smiled at me, grateful for the nice walk and took a seat at a table.  As I turned away from her and stepped back down the hall to tend to my own mother, I couldn’t hold back the tears that started to burn my eyes. Although she was a stanger, I felt an incredible sadness for the 90-year-old woman overwhelmed by panic and confusion. Her distress mirrored that of a young child who had lost sight of their parents on a crowded playground—a childlike regression is heartbreaking to witness in someone who was likely once strong and independent.  More likely, the tears now streaming down my cheeks stemmed from my anger at what this same disease had taken from my mom, who day after day grew more confused, anxious, and angry about things she could no longer understand. Taking a deep breath, I wiped away the tears and walked back in my mom’s room, steeling myself to explain for the sixth time that hour why she needed to take her medication and that no one was trying to hurt her.  The Reality of Caregiving Being a caregiver to an aging parent is an enormous responsibility, especially with one who is in the grips of dementia. All at once, it is challenging, sad, frustrating, and exhausting, yet also rewarding and heartfelt as you tend to the person who gave you so much in life. Caregivers are crucial during our most vulnerable times; a presence that is fundamental to what it means to be human, regardless of when or how care is provided. Having been a caregiver for my children, a terminally-ill husband, and other family members, I understand the difficulties of this role. While it is rewarding in many ways, it can also be a lonely and stressful journey, underscoring the importance of kindness, support, and community.  As my children grew up, I continuously emphasized the importance of kindness in every interaction. I taught them that everyone had their own story and could be facing hidden challenges. Therefore, choosing to lead with kindness was always the best approach. This rule continues to guide me, especially in the workplace, where personal challenges are less often discussed.  Getting Support at Work I am fortunate to work at a company that values people so deeply. We are often reminded that our employees are our most valuable asset and are encouraged to “bring our whole selves” to work. This guidance has led to the creation of Employee Resource Groups (ERGs), which have increased our awareness, understanding, and acknowledgement of each other’s diverse experiences. Each group provides a safe space for colleagues to talk, listen, learn, or gain support. I am the Executive Sponsor of Macmillan Learning’s Caregivers ERG, known as Village, a group dedicated to providing a community and advocacy for employees who are any kind of caregiver. In our first year, Village has stood with employees through a variety of challenges, from early childhood to teenage college preparations, to grief, mental illness, and Alzheimer’s care. Along the way, we have celebrated important milestones and offered essential peer support.  Since the formation of our company’s first ERG, these groups have fostered community and belonging. They have been instrumental in promoting equity and inclusivity, ensuring that every voice is heard. We now support eight groups and have greatly benefited from their work that has led to important discussions, policy updates, and advancements. In all, they have helped to ensure that our workplace reflects the diversity of experiences and needs of our employees, solidifying our company value that “Inclusion is a choice we make every day.”   Creating a Culture of Kindness and Resilience Next month is National Caregivers Month. We will be celebrating all of the caregivers in our lives as well as the broader mission of each of Macmillan Learning’s ERGs: to build workplaces where all are supported, where every experience is valued, and where we come together to lift one another up. In doing so, we support a culture that is kind, resilient, empathetic, and ready to meet the needs of each employee. And for that, we are stronger. For more information on Macmillan Learning’s ERGs, please visit our website.  ... View more

What’s the right balance between leveraging technology and fostering human creativity? When calculators first appeared in classrooms, many worried they would hinder students from fully grasping math concepts. The same concerns arose when the internet became a go-to tool for research—people feared it would weaken students' ability to think critically and analyze deeply. But today, we know that when used responsibly, both technologies can help enhance learning and create efficiencies that allow students to dive into more meaningful understanding. Now, we’re facing a similar moment with AI. Some wonder if it will dull students’ creativity, problem-solving, and critical thinking. Can it instead help students move past routine tasks and into richer, more engaging learning experiences the same way that calculators and the internet have? The answer is both yes and no—it depends entirely on how we choose to use AI in the classroom. Incorporating AI into assignments offers a unique opportunity to nurture creativity and innovation, but it requires careful thought. Done right, AI can complement creativity rather than replace it. Striking a Balance The trick is balance. Students need to understand that AI isn’t a substitute for their own thinking. It can be a tool, but it shouldn’t do the heavy lifting. This is a lesson that some students learn the hard way, which can lead to turning in assignments that lack their own thoughts, perspective and voice.  Instructors can often pick up on subtle (and sometimes not-so-subtle) clues that students are relying too much on AI. For example, assignments may suddenly shift in tone, using language that feels generic or inconsistent with the student’s usual writing style. Sentences may sound polished but lack depth or reflection. Responses could seem disconnected from class discussions or previous work. If the content feels overly formulaic or includes concepts that were never mentioned in class, chances are that AI has taken a bigger role than intended. That’s why establishing policies and guardrails up front about proper AI use is so critical. Some educators have found success by using AI to help students brainstorm ideas or generate initial drafts, but with a catch: students must refine, critique, and add their personal insights to the work. Setting clear guidelines for how AI fits into assignments keeps students focused on engaging deeply with the material and prevents them from using AI as a shortcut. One of the biggest challenges with AI is keeping the focus on the core learning objectives. It’s easy for the technology itself to take center stage, especially when students get caught up in its capabilities. But AI should be used as a supporting tool, not the star of the show. For example, AI can help refine language or spark ideas, but the students must remain in control of the creative process. They should be the ones shaping and developing the work, not the AI. Another concern is the quality of AI-generated content. In subjects like science or technical writing, where precision is critical, AI can sometimes provide incomplete or inaccurate responses. But this presents a teaching moment—educators can guide students through critically assessing and improving AI-generated content, turning potential pitfalls into learning opportunities. Accuracy is a recurring issue with AI, especially with the phenomenon of “hallucination,” where the AI confidently produces incorrect information.  There’s also the risk that students might become overly reliant on AI, raising concerns about originality and academic integrity. To counter this, educators can include reflective prompts or ask students to document how they used AI and what role it played in their work. This transparency helps students stay accountable for their contributions and reinforces the value of their own efforts. How to Create AI-Enhanced Assignments Start with a Clear Purpose: Identify the core skills or objectives you want students to develop. AI should enhance—not distract from—the learning goals. For example, if the assignment focuses on critical analysis, let AI assist with gathering data or generating examples, but make sure students are responsible for critical thinking and evaluation. Use AI as a Creative Tool: Assignments like brainstorming, ideation, or content drafting are great places to introduce AI. Let students use AI to generate ideas, but require them to refine, reorganize, and personalize those ideas. This approach keeps them engaged in the creative process while benefiting from AI’s efficiency. Encourage Critical Thinking: Design assignments that involve comparing AI-generated content to student-generated work. Ask students to evaluate the accuracy and quality of the AI’s output. For example, in a writing class, students could critique an AI-generated paragraph, edit it, and explain their reasoning behind the changes. This develops critical analysis skills and helps students spot AI’s limitations. Integrate Reflection: Include reflective components in AI-enhanced assignments. Ask students to document how they used AI, what they found helpful, and where they disagreed with the AI. This not only helps with ethical considerations but also deepens students’ understanding of how technology influences their thinking process. Provide Guardrails: Be clear about how much assistance AI is allowed to provide. For example, you might allow students to use AI for drafting but not for final revisions, or for brainstorming but not for solving complex problems. These guardrails help maintain a balance between AI’s utility and students’ intellectual engagement. Build in Collaboration: You can also have students work in pairs or groups to use AI in a collaborative setting. For example, students could collaborate on refining AI-generated content, debate its quality, and collectively agree on changes. This encourages communication and teamwork while keeping the learning experience human-centered. Ultimately the challenge with AI is the same as it was with calculators and the internet: finding that sweet spot where technology enhances learning without overshadowing the essential skills we want our students to develop. AI offers incredible possibilities for re-imagining assignments, but like any tool, it’s how we use it that matters most. With careful planning, clear boundaries, and a focus on creativity, we can help students not just use AI—but thrive alongside it. So what’s the right balance between leveraging technology and fostering human creativity? The answer lies in using AI thoughtfully—as a tool that supports students’ growth, encourages their critical thinking, and leaves space for their creativity to flourish. ... View more

Hispanic Heritage Month is the celebration of Hispanic and Latino/a/e culture, which often gets overlooked in education and work environments. At Macmillan Learning, we celebrate the vibrancy of diverse communities, and it is important to recognize the people who helped to get us to where we are today. As a member of Macmillan Learning’s employee resource group for Hispanic/Latino/a/e employees, Viva@ML, I would like to highlight a specific educator who had a great impact on me: my aunt. She served as an educator for 30+ years in California before retiring to Arizona with her husband. She was born in Texas to a Mexican father and Spanish mother. Not too long after, they moved to California where the remainder of her siblings were born, including my mother. Both my aunt and my mother grew up in a Spanish-speaking household. As my aunt was the oldest child, she helped her parents significantly, as she knew English the best out of all of her siblings. Eventually, she would attend university and become an elementary and middle school teacher. I was fortunate and honored to have been taught by her in fourth and fifth grade. As a teacher, during Hispanic Heritage Month, she displayed her heritage and identity more prominently to the classroom and allowed students to ask questions and comprehend how important it was to celebrate every culture. She shared her culture by teaching basic sentences in Spanish to students, playing various music styles to the class that are prominent in Latin America, and explaining the importance of various holidays to a mostly non-Hispanic/Latino/a/e class. Throughout most of her teaching career, she had mostly non-hispanic students, to my recollection, so she wanted to display the importance of all cultures in our multicultural society. This is increasingly important today as California’s demographics are constantly changing. As I continued my education, she was there to cheer me on, while keeping me rooted in my culture, even when I decided to leave the United States to pursue a masters degree abroad.  My aunt was one of the many influential educators (from elementary teachers to university professors) who were there to cheer me on throughout every step of my life journey, and we know everyone has their unique educational influences. These educators stimulate your mind and encourage you to search for knowledge while learning more about and staying true to yourself.  In my current role at Macmillan Learning/Bedford, Freeman & Worth as a Media Editor, I use the lessons I’ve learned from every teacher and professor, including from my aunt, to connect with people and to learn from others that comprehend the publishing industry better than myself. I’ve witnessed the impact of education on one’s life, as a one-time university lecturer in Germany, and comprehended how it can make a difference in one’s life, which is why I chose to work for Macmillan Learning/Bedford, Freeman & Worth. I believe that the work I do today equally impacts the lives of students as much as a teacher like my aunt. During this Hispanic Heritage Month, I remember my aunt as she taught me and my classmates and displayed the importance of both celebrating diverse cultures in our ever-evolving world and making sure we always remember our roots as we explore them. ... View more

This year's EconEd focused on one key idea: the decisions we make in our lives, classrooms, and society have far-reaching impacts. To explore these critical choices, we invited world-renowned economists to share their perspectives on issues vital to our economy. One topic that continues to shape our world is the COVID-19 pandemic, which has had one of the greatest economic impacts in recent history. While it may feel like we’ve moved past discussing COVID-19, revisiting it now, with hindsight, offers invaluable lessons. Enter Alex Tabarrok, co-author of Marginal Revolution and Macmillan Learning’s Modern Principles of Economics, to guide us through “The Economic Way of Thinking During a Pandemic”.  The Simple Math of a Global Crisis At the heart of Tabarrok’s EconEd presentation, which he shared with economics instructors from across the U.S.,  was a clear message: spending significant resources upfront can prevent far greater economic and human costs down the line. This cost-benefit analysis formed the foundation of the economic response to the pandemic. “The entire world economy really became dependent on a single sector: the vaccine sector,” Tabarrok pointed out. Ensuring this sector’s success was key to reviving industries like travel, hospitality, and retail, which were devastated by lockdowns and restrictions. However, Tabarrok believed that the vaccine sector alone couldn’t carry the burden, and that governments had to step in to take on financial risks that private companies weren’t willing to bear. This approach allowed for a faster recovery, as the public sector shouldered the uncertainty to pave the way for vaccine production and distribution. Tabarrok highlighted vaccine development as an example of how public investment mitigated the pandemic’s economic fallout. Economists advocated for governments to subsidize vaccine production well before approvals were in place. This meant investing in clinical trials and building manufacturing capacity, even when the success of vaccines was still uncertain. While the financial risk was high, he argued that the potential rewards—saving millions of lives and preventing further economic collapse—justified the strategy. Operation Warp Speed in the U.S. exemplified this approach, where government subsidies accelerated production and distribution. The costs of supporting the vaccine sector and implementing public health measures were minuscule compared to the potential costs of prolonged economic shutdowns, overwhelmed healthcare systems, and the human toll of unchecked virus transmission, he noted. “Billions are less than trillions,” he said, calling it “the world’s easiest cost-benefit test.”  Understanding Exponential Growth: The Case for Early Action Tabarrok also emphasized the importance of understanding exponential growth—an often overlooked factor that shaped economists’ sense of urgency during the pandemic. Early in 2020, the number of COVID-19 cases seemed small compared to other causes of death, leading many to question the need for drastic measures. But economists like Richard Hatchett, CEO of the Coalition for Epidemic Preparedness Innovations (CEPI), saw that waiting to act could result in a catastrophe. Hatchett raised the alarm about the potential for millions of deaths early on and secured funding for vaccine development, including Moderna’s, in January 2020—long before the virus had reached pandemic status. Tabarrok pointed out that this kind of early, data-driven decision-making exemplified the economic way of thinking. “If you're not too early, you're too late,” he emphasized. Profits and Public Health: Striking the Right Balance Throughout his presentation, Tabarrok touched on another key issue: the tension between public health and the potential profits from pharmaceutical companies. There were widespread concerns about profiteering during the pandemic, particularly around vaccine sales. “The American people should never be left doubting if the government will put public health over profits during a pandemic.”  He also made a case for profitability being a necessary incentive for rapid vaccine development. Without the promise of returns, private companies likely wouldn’t have taken on the significant risks of vaccine production. Tabarrok noted that while some worried about the cost of vaccines, the real value of vaccines to the global economy was far greater. A single course of vaccines, in economic terms, was worth thousands of dollars, yet governments were often hesitant to act quickly over relatively small per-dose costs. He used Australia as an example, where delays in purchasing vaccines led to slower recovery and economic losses that far exceeded the short-term savings. Tabarrok’s message was clear: focusing on immediate costs missed the larger picture—timely vaccination had the potential to save trillions of dollars in economic losses globally. Economic Principles in Action Reflecting on the COVID-19 pandemic, Alex Tabarrok’s presentation at EconEd provides a crucial reminder of how economic principles can guide decision-making during crises. His central message—"spend billions to save trillions"—underscores the importance of early, decisive action and the willingness to take on financial risks for long-term benefits. From subsidizing vaccine production to leveraging human challenge trials, Tabarrok's analysis demonstrates how the economic way of thinking helped limit the pandemic's damage. While not everyone may agree with every conclusion, the lessons drawn from this real-world test of economic principles could shape how we respond to future global challenges. If you’d like to see the full presentation from Alex Tabarrok, co-author of Macmillan Learning's Modern Principles of Economics, you can see his presentation here. Stay tuned to more insights from EconEd. ... View more

Emojis are used every day. We see them in our friends’ text messages, our social media feeds and even the occasional work email. They’ve come a long way from their humble beginnings of 176 emojis designed for early mobile phones, evolving into a rich visual language that’s now integral to our digital communication. But when it comes to the classroom, should they make the cut?  As a learning company, we’re interested in understanding more about whether or not different communication tools, like emojis, influence the classroom experience. And if they do, what kind of impact do they have? Could they serve as a bridge between instructors and students, making learning more engaging and accessible? Can they help create a sense of community and belonging within the classroom? Or do they risk undermining the professionalism of academic spaces? This is one of the many topics that has intrigued our learning science and research team. In their review of existing studies on classroom communication and student engagement, they found compelling reasons why emojis might just work in the classroom. Here’s what they learned. Emojis Can Enhance the Learning Experience At their core, emojis are all about communication. They can express emotions, clarify tone, and make interactions more personal. In the classroom, that means they have the potential to break down barriers between instructors and students. For example, an encouraging "thumbs up" 👍 or a supportive "heart" ❤️ can turn what would otherwise be a dry message into something that feels a little more human. And in the age of AI-enabled classrooms, adding some humanity can go a long way in engaging students. “Thoughtfully selected and strategically placed emojis can be especially helpful in online settings, as they make up for the lack of non-verbal cues, boosting engagement and making interactions more effective,” notes Hilary Duplantis, Learning Research Specialist at Macmillan Learning. Research shows emojis can help instructors: Make their communication more approachable and relatable Capture attention and add a bit of humor, especially during long or complex lessons Help clarify their intent, making it easier for students to connect with the material Instructors who use emojis thoughtfully might find that their students feel more engaged, more connected to the content (and to them), and maybe even a bit more motivated. But There are Real Challenges of Using Emojis in the Classroom It’s not all “smiles” 😊 and “thumbs up” 👍. While emojis can help bridge the gap between instructors and students, there’s a delicate balance to strike between creating a positive experience and overdoing it. Many students and faculty are hesitant to use emojis in academic settings because they feel too casual and can feel out of place, especially when students are communicating with authority figures like their instructors. Overuse—or worse, inauthentic use—of emojis can make communication seem forced or even unprofessional. “Emojis can shape how students view their instructor’s expertise, trustworthiness, and likability. When used the right way, they can boost these perceptions; however, using them poorly might have the opposite effect,” Hilary added. For example, if an instructor uses emojis excessively when discussing a serious academic topic, it could come off as insincere. It’s also advised to be mindful that not all emojis have positive associations. An example of this is the “thinking face” 🤔. Though we may use it in communication with friends, it’s rarely used in academic settings because it can be interpreted as disbelief or sarcasm. There’s also the potential for misunderstandings when using emojis, and miscommunication is a legitimate concern. “It is essential to connect with your students, but it is equally important to be mindful of your audience when using emojis, as they can sometimes convey an unintended tone,” cautions Duplantis. This is especially true when you factor in the way different cultures and generations interpret emojis.  For example, Gen Z uses the "skull" emoji 💀 to express laughter, while older generations might take it a little more literally. Also, there are emojis that convey passive-aggressive connotations for Gen Z, as opposed to older generations who often use them more literally. The 👍may not offer the encouragement you think it does; GenZ often views the thumbs up as a passive-aggressive, dismissive and abrupt way to end a conversation.  Cross-cultural differences can add another layer of complexity. In some cultures, emojis are used more freely, while in others, they’re seen as inappropriate for formal communication. While the basic interpretations of most emojis are largely universal, differences in usage patterns, subtle connotations, and specific preferences exist. Interpretation of emojis can vary across different cultures, as each may use and understand emojis in distinct ways, affecting their effectiveness in communication. For example, folded Hands 🙏 are commonly used to mean "thank you" or as a symbol for prayer, but can also represent a "high five" for some users. However, in Japan they are often interpreted as a gesture of apology or a request for help. Building Community with Emojis Where emojis can really shine is in helping to build community. Classrooms thrive when students feel like they deserve to be there and belong there–and emojis can help create that. In digital learning platforms like Achieve or online environments, where it’s easy for interactions to feel impersonal, a well-placed emoji can make a big difference. A quick “smiling face” 😊 or “winking face” 😉 from an instructor can turn a formal comment into a friendly, supportive nudge. This kind of personal touch can make students feel more connected to both their peers and their instructors. “Emojis enhance communication by clarifying messages and establishing a social presence, making interactions feel more authentic and fostering cohesion among students,” added Hilary. Emojis can also clarify communication, softening critical feedback and helping instructors strike the right tone. “Softening the tone of feedback through emojis has the potential to encourage students to be more inclined to receiving and processing what they may consider criticism,” notes Duplantis. A little emoji can go a long way toward humanizing interactions and making students feel seen and heard, even in large online courses. And when used thoughtfully, they can encourage participation and create a more relaxed, inclusive classroom environment. Ultimately, emojis are here to stay, and they’re already influencing the way we communicate.  But are they tools for building engagement and connection, or is that the wrong time and place to use the icons? A case can be made for saying they do belong in the classroom. But like any tool, they need to be used with care. Instructors should set clear expectations for emoji use, keeping in mind their students' cultural backgrounds and varying levels of digital literacy. The challenge is finding the right balance between the informal warmth they bring and the professionalism that academic settings require. Al-Zou'bi & Shamma 2021, Dunlap et al. 2016, Hayes & Fatima 2024, Chen et al. 2024, Cherbonnier & Michinov 2022, Dunlap et al. 2016, Svoboda 2022, Togans et al. 2021, Zhukova & Brehm 2024, Doiron 2018, Franzini & Pilli, 2024, Sia et al., 2024, Veytia-Bucheli et al. 2020, Dunlap et al. 2016  ... View more

I remember Hurricane Andrew as if it were yesterday. It struck the week before my first day of High School in Miami, Florida. My family was convinced that it wouldn’t hit, and if it did it would be no big deal. After all, Florida has had no shortage of hurricanes. But this was my first. I worried about the tchotchkes around the house, my friends, my school year—small things that felt enormous at the time. And it turns out, my worries weren’t unfounded. The dirty side of the storm hit us hard, and the Category 5 winds made their way into our home, tearing through the front doors and ripping up the roof. In the aftermath, we were displaced from the city for a week and from our home for nearly a year.  We learned that school would start a few weeks late through the print edition of the Miami Herald, but weren’t sure about what the school year would look like. Many of us were without power for weeks after school started. While much has changed since then (like building codes and daily delivery of a print newspaper) so much about the human experience has not. Over the past week, Hurricane Helene has left a similar trail of destruction across Florida, Georgia, and the Carolinas, dumping unprecedented amounts of rain in its wake. Many students and educators are now facing the same uncertainty I felt back then. Beyond the physical damage, lives are disrupted—daily routines are turned upside down, and fear for loved ones’ safety lingers long after the storm has passed. When you’re without power, water, or basic services, your focus should be on being ok, not upcoming assignments. Supporting students through this time means more than just addressing the logistical challenges. It’s about empathy and understanding the emotional toll a disaster like this takes on everyone. Whether it's offering flexibility, emotional support, or practical solutions, there are actions that can benefit both students and teachers during this period of recovery. Here are some to consider that I know I would have benefitted from. Maintain Open Lines of Communication: Communication has come a long way since the early '90s, but after a hurricane, it can still be a challenge. Regular check-ins through email, text, or learning management systems can help reassure students that they’re not alone. Even a brief message about class schedules or available resources can bring much-needed stability to their disrupted lives. Be Flexible with Deadlines: Many students will face power outages, unreliable internet, and even displacement from their homes. Offering flexible deadlines, alternative submission methods, or extending grace periods can help ease the burden of trying to keep up with schoolwork during such a stressful time. Provide Clear Instructions for Make-Up Work: Offer clear steps for how students can catch up when they’re ready. Having a plan laid out can make the process less overwhelming. Support Mental Health: There is a well-established link between mental health and student success. Anxiety, depression, or going through trauma (like, you know a hurricane) can significantly impact a student's ability to focus, retain information, and stay motivated. In the classroom, acknowledge the mental and emotional strain they’re under, and consider incorporating practices like mindfulness or simple check-ins with iClicker polls to create a space where they feel heard and supported. You can help by encouraging students to access the mental health resources available to them, whether through your school or campus counseling services or community support groups.  Adapt Learning Materials: If possible, provide learning materials that can be accessed offline or shared in multiple formats. Students may have lost access to print materials, or may be without power and not able to get online to read their course materials or access assessments.   Create a Supportive Learning Environment: Foster a sense of community among students by encouraging peer support and group work. Students may find comfort in connecting with others who are facing similar challenges, and working together can help them stay on track. Also consider opening a space for students to share their experiences. Sometimes just being heard can help. Offer Clear Guidance on Priorities: During the chaos of recovery, students may not know where to focus their efforts. Consider offering guidance on what is most essential and what can be put off until things settle. Clarity and understanding go a long way in helping students manage their stress levels. Much has changed since the 1990s when there were no cell phones and rarely anyone had a computer, let alone internet. But what hasn’t is students' resilience, their desire to do their best in class. When your world is turned upside down, literally and figuratively, it’s amazing just how far a little understanding and empathy goes. By fostering connection, offering flexibility, and understanding the emotional toll of events like Hurricane Helene, we can help students recover in every sense, ensuring they have the support they need to succeed when they’re ready. ... View more

Nicky Byam Shaw, who led Macmillan as CEO and Chairman for over 30 years until 2000 and served on Holtzbrinck’s Executive and Supervisory Boards from 1995 for more than a decade, passed away on Wednesday, September 25th. His legacy at Macmillan, spanning divisions such as Pan Macmillan, Macmillan Publishers US, Macmillan Education, Macmillan Learning, and Nature, is one of extraordinary vision and lasting impact, driving the group’s success across multiple markets. Nicky, after having fought in the Korean War with the Royal Navy started off with the Publisher Collins selling books by bus to bookshops around Glasgow and on the underground. He joined Macmillan in 1964 as an International Sales Executive. Despite being largely unprepared, he was sent to some of the most remote parts of the world, where he quickly gained a deep understanding of the complexities of international publishing. When he became Harold Macmillan's right-hand man, Macmillan facing a difficult economic period having rested on past glories. Yet, despite these challenges, Nicky not only adapted but thrived, laying the foundation for his eventual rise to the top of the company. He guided Macmillan through a period of international expansion while maintaining the company’s integrity and core values. Under his leadership, Macmillan created its first locally managed offices in Asia - in Hong Kong, Tokyo, Delhi, and Bangalore—pioneering the expansion of Macmillan Education and Nature into these regions. At the same time, he championed the U.S. market, recognizing its immense strength not only in trade publishing but also in academia. Nicky also expanded the reach of Nature by launching influential journals such as Nature Medicine and Nature Genetics. His ability to recognize and seize opportunities was remarkable, though he always acted with integrity—understanding where potential lay without ever being opportunistic. In 1995, Nicky made the pivotal decision to sell Macmillan to our family-owned company Holtzbrinck. This was a decision rooted in long-term foresight, despite the personal history—his father was lost during World War II in a German attack—and the potential historical sensitivities of a British publishing house being acquired by a German firm. He transformed our group, while we feel until these days the trust in us and the great responsibility that comes with it. Nicky's strength as a leader went far beyond his strategic decisions; he was an exceptional mentor. Personally, I owe much of my career to his guidance, which shaped not only my professional path but also my way of thinking. He had a remarkable ability to inspire and nurture talent, leaving a profound impact on those who worked with him. He also was centrally involved in setting up Macmillan’s "21 Club" an exclusive group for those who had served the company for 21 years, a testament to his deep loyalty and commitment to his colleagues. Though he valued respect over friendship, Nicky’s genuine interest in the lives of those he worked with and his unwavering loyalty left a lasting impression. He cultivated a sense of family and belonging within the company, with a deep dedication to Macmillan’s legacy dating back to 1843. He combined sharp business acumen with a romantic intellect, collecting stories and experiences with the same passion he brought to the publishing world. Outside of business, Nicky was an avid reader of literature and a lover of the theatre. He had a passion for painting and gardening, pursuits that reflected his appreciation for creativity and beauty. He also enjoyed horse racing, though it was clear that the company and camaraderie held as much appeal as the betting. In his later years, Nicky immersed himself in U.S. history, studying at Dartmouth, where his curiosity and intellect continued to flourish. We remember with Nicky a rare leader who blended a deep intellectual curiosity with sharp business insight. His leadership at Macmillan was not just about financial success but about fostering a culture of excellence and human connection, one that continues to define the company today. Macmillan’s reputation for quality and innovation stands as a testament to his vision. As someone who had the privilege of learning from him, I can personally attest to the profound impact he had on my career and on countless others. His legacy in the publishing world remains a lasting influence, and he will be deeply missed. Stefan von Holtzbrinck, 27th of September 2024 CEO, Holtzbrinck Publishing Group ... View more

For centuries, learning followed a simple, structured format. Chalkboards, lecture halls, and the “sage on the stage” model dominated education. In this traditional approach, knowledge flowed one way—from teacher to student—with little room for interaction or personalization. The tools of the trade remained unchanged for hundreds of years, and the idea of innovation in learning was limited to new textbooks or slightly different teaching methods. In recent decades, the pace of change in education has accelerated. Digital tools, multimedia content, and self-directed learning platforms have redefined how and where we learn. Classrooms are no longer the sole space for education. Learners have become more diverse, and their unique needs, goals, and challenges are being brought to the forefront.  At Macmillan Learning, we recognize that today’s learning landscape requires more than updated content and platforms—it demands new ways of thinking. For us, this means reaching learners whenever and wherever they’re learning. Whether it’s helping train the workforce of tomorrow, supporting educators as lifelong learners, or finding innovative ways for students to succeed, we leverage our deep expertise to solve the real challenges that stand in the way of learning. And we don’t do it alone—our employees are at the heart of this mission, working together to bring fresh ideas to life. Intrapreneurship: Redefining Learning from the Inside Out We believe that the key to innovation starts within our walls, and intrapreneurship is one of the most important ways that we can help inspire what’s possible for learners. We encourage our employees to dream about the big ‘if only’ and ‘what if’ questions that keep educators and student advocates up at night. We ask them to think about what our company can do to help learners realize their full potential. We believe that encouraging entrepreneurial thinking from within is one of the most important ways we look at the challenges facing our industry with fresh eyes. Through intrapreneurship, we’re drawing on our extensive knowledge to tackle the barriers to effective learning—whether it’s designing a course that drives active engagement, supporting a student with the answers they need, or helping someone who doesn’t feel like they belong on campus. By empowering employees to think outside their day-to-day roles and challenge the status quo, we create space for innovation to happen organically, and with a clear focus on the learner’s needs. It’s their commitment to innovation that led us to launch our Emerging Business Opportunities (EBO) program. The idea is simple but powerful: we encourage employees to think like CEOs of their ideas, guiding them through a structured process to take those ideas from concept to implementation. It’s about giving our team the tools to dream big and the resources to make it happen—all to improve the learning experience. We want to remove barriers that stand in the way of learning so every student has the opportunity to thrive; by empowering our team to explore new ideas and solutions, we’re driving the future of learning in ways that reflect our commitment to supporting every learner, wherever and whoever they are.  How Ideas Come to Life Through our EBO program, we’ve already seen exciting projects emerge, each pushing the boundaries of what it means to be a learner and exploring a different facet of how we can use our own experiences to do better. Executive Research and Development Editor @sherry_mooney is exploring one such idea. Sherry carried an idea with her for years but put it aside because she saw it as outside the scope of her job and not necessarily something our company has done in the past. But with our renewed focus on intrapreneurship through the EBO program, she felt empowered to tackle a problem she’s seen brewing since before the pandemic: systemic student and instructor disengagement.  She recognized that neither our company nor our industry should keep doing the same thing and that there was an opportunity for our company and industry to explore new approaches. She told me she wanted to “throw her oddball idea out there to see if anyone else thought it could be something.” As it turns out -- we did. We’ve given her (and about a dozen other employees like her) the time and space to explore the kind of ideas that we think can change learning for the better. Sherry’s project explores how we might introduce gamification into history classes to motivate students through a more engaging learning experience. In her words, we can “bring the fun of what you choose to do in your own time and marry it to a learning resource.” As an intrapreneur, she’s setting aside a few hours each day to dedicate to this project, researching the market and working through its details, and is motivated to learn about the impact it could have. She’s just one of the many employees pursuing different ideas to create new and better learning experiences. While her project is still in the early stages, a few other employee-driven concepts are underway, including iClicker for Work, which explores how iClicker, traditionally used in classrooms, can be adapted for corporate training and other environments. This expands our definition of a learner to include professionals seeking to grow their careers. (You can read more about how it’s being used here.) and The Institute at Macmillan Learning, which was created to support educators as learners themselves. The recently launched course, Teaching with Gen AI, empowers them to continuously develop their skills and adapt to the evolving educational landscape. You can learn more about the Institute here and more about Symphonie Swift, the intrapreneur who dreamed up the idea, here. These projects are a few of the many making their way through our EBO. They demonstrate how we challenge conventional definitions of learning and open new doors for growth across diverse environments. They are just the beginning of how we continue to inspire what’s possible for all learners. Our teams understand that innovation doesn’t come from following a single path. It comes from exploring new ideas, asking the right questions, and encouraging our team to challenge the status quo by questioning why we create, not just what we create.  Whether it's fostering a sense of belonging for students, supporting educators in their continuous development, or exploring how technology can enhance self-directed learning, our intrapreneurs lead the way in shaping these experiences. Ultimately, our mission is clear: to make learning a transformative experience. We believe the best way to achieve this is by harnessing the power of internal innovation because the greatest learning company is one that continually learns itself. ... View more

Accessibility is fundamentally important to the teaching and learning journeys of people with disabilities. It is a cornerstone of creating inclusive learning environments that support student and faculty success, no matter their abilities. But creating truly effective learning environments requires more than just policies—it requires good communication and collaboration between students, faculty, and administrators with disabilities. By working together, institutions can create practices that meet real needs and foster an inclusive educational experience for everyone. At Macmillan Learning, we understand the importance of integrating accessibility into the design of our courseware and content. We established a board of expert advisors to help us better understand how accessibility is being addressed on different campuses and to learn what we can do to help foster an even more inclusive learning environment. We discussed with them some of the challenges that they’re seeing most on campus as well as solutions that they recommend to ensure that all students have equal opportunities to succeed. Accessibility thrives when people with disabilities are included in the conversation, and that's why history professor Dr. Suzanne Ament at Radford University and Jeff Toorongian, Director of the Jackson Center for Teaching and Learning and the Campus ICT Accessibility Coordinator at Michigan Technological University both brought up collaboration and communication as areas for improvement in the accessibility landscape. As Dr. Ament, who is blind, noted: the people who need the services should have a say in what goes on—or at least have a voice in that determination. Gaps in Today’s Accessibility Landscape Despite significant progress, accessibility programs and services have room to grow to support the teaching and learning needs of people with disabilities. Differences in technological know-how, uneven resources, and varying levels of support mean that not everyone has equal access to the tools they need. Moreover, accessibility efforts often center on students, leaving faculty and staff with disabilities overlooked and undersupported. As Dr. Ament noted, “The office for accessibility at my institution, even with its limited resources, is only for students.” Faculty and staff with disabilities deserve clear processes for receiving the teaching support that they need. A stronger focus on communication and collaboration could help close these gaps, ensuring that all members of the educational community have the tools and support they need. There is also a lack of comprehensive training for instructors–many don’t know how to best integrate accessibility into their course design. Jeff Toorongian, a digital accessibility expert, noted “Instructors often have limited or no knowledge of digital accessibility and rarely can commit the time necessary to learn and then remediate their content.” That can leave educators feeling unequipped to provide accessible learning environments for all students. Adding to that, there can also be inconsistent communication between departments, leading to confusion and delays in implementing necessary accommodations. This leaves faculty and staff without the support they need, as offices responsible for these services often don’t have the right tools or resources to step in quickly and effectively. Clear processes and communication can create a more efficient system for supporting people with disabilities on campus.  Why Collaboration Matters Creating truly effective and accessible solutions requires the input of those who use them. Both students and faculty with disabilities offer a unique perspective that can shed light on what works and what doesn’t. Their lived experiences are critical in shaping policies and practices that genuinely meet their needs. Dr. Ament expressed concern that faculty are often left out of these conversations: “Textbooks may be made accessible, but the teachers’ manuals? The clicker program—is that readable quickly for the instructor?”  Jeff Toorongian echoed the importance of collaboration in solving accessibility challenges, noting that while tools like LMS accessibility checkers are helpful, “some materials can’t realistically be made accessible,” which shows just how important alternative solutions developed from the feedback of the students and faculty that use them can be. Educators’ lived experiences can help guide the creation of solutions that are both functional and truly inclusive. Dr. Ament shared a personal story where collaboration made all the difference: “Once I was on a panel about disability. I was paired with a deaf speaker. I do not know ASL, and that person could not hear me. There was not an official interpreter there, which would have prevented the problem, and I think what we did was use one of her friends who knew some signing to help out.”  Similarly, Jeff Toorongian shared a success story where collaboration with a student improved accessibility outcomes: “A quick check in Canvas revealed dozens of scanned PDF files that were completely inaccessible. Realizing that working with the instructor to fix the documents would take too much time, I introduced the student to the alternative formats feature of our Ally accessibility tool in Canvas. The student was able to request alt format documents that allowed him to use his speech-to-text software more successfully.” Accessibility should be a collaborative effort, where the voices of those directly impacted play a central role in shaping policies and practices. With the rise of new technologies, including generative AI, accessibility solutions are becoming more advanced and collaboration will be more necessary than ever. Toorongian expressed optimism about the role of AI in this field, noting that “GenAI tools will continue to make a positive impact in the accessibility field,” but stressed that human input is still essential to validate these tools’ accuracy. By removing barriers to education, accessibility in both digital and physical spaces helps foster an inclusive environment where every student can fully participate and engage. Importantly, having learning materials and experiences that are accessible helps to ensure that all students, regardless of their abilities, have the same kinds of opportunities to succeed and thrive. At Macmillan Learning, we’re proud to play a part in this journey, and we encourage institutions everywhere to make accessibility a shared priority. After all, when we design with accessibility in mind, we design for everyone’s success. Read more practical tips from faculty advisors about how to enhance accessibility in your classroom and check out these practical steps you can take to ensure you’re ready for Title II changes.   Dr. Suzanne Ament is a history professor at Radford University who is also totally blind. While she never studied accessibility, her life experiences provide important expertise and help contribute to the conversation and knowledge base on accessibility. Dr Ament is a Russian historian and linguist by training and also teaches World History and History of China. Jeff Toorongian is the Director of the Jackson Center for Teaching and Learning and the Campus ICT Accessibility Coordinator at Michigan Technological University. As ICT Coordinator he leads a small team of staff that work diligently to address digital accessibility issues across the campus. This includes continuously monitoring the college’s public web and the thousands of documents posted there as well as the accessibility of content in their Canvas learning management system. He provides training and consultation to staff and instructors on how to remove digital barriers from their content.   ... View more

Non-cognitive outcomes like motivation, self-efficacy, and belonging can be just as important as grades for many students when it comes to their success. While they’re not as easy to measure as test scores, they help to shape how students connect with course material and how they push through challenges. While it can be common to see declines in motivation across a semester or school year, there are practical, easy-to-implement strategies that educators can use to support their students’ success. Here are five key ways to improve non-cognitive outcomes in your classrooms: 1. Create a Welcoming Classroom Environment A sense of belonging is essential for student engagement. From day one, work on building an inclusive space where students feel safe and valued. Invite students to share their backgrounds and experiences, and acknowledge the diversity they bring to the class. “Encourage them to share authentically about their experience to help normalize feelings of adversity or self-doubt, --everyone has struggles at some point,” noted Sarah Gray, Learning Research Manager at Macmillan Learning. These connections help build a community where everyone feels they belong. Something as simple as an icebreaker activity or using a collaborative tool like Spark (a space where students can engage with one another outside of traditional academic assignments), can help students express themselves and more easily get to know each other. One student described spark as "a fun way of connecting with classmates" and you can learn more about how it was co-designed with students here. 2. Give Personalized Feedback Personalized feedback goes a long way in helping students feel seen and supported. Make it a point to address individual student strengths and areas for improvement, as well as highlight their progress. This doesn’t have to mean extensive time commitments. Quick comments like, “I noticed your improvement,” or “I can tell you are working hard on this,” or “I can see how you worked through this challenge,” can boost students' confidence and encourage them to believe in themselves. “This is especially impactful when you can tie this back to learning goals you set for the class, and give them some clear action steps on how to better meet those goals,” Gray said. 3. Set Clear, Achievable Goals Be transparent about your learning goals for the class or for a particular assignment. This can be done by presenting learning objectives for a learning task, or providing a detailed rubric of assignment expectations. Also, give students a sense of direction by helping them set their own relevant, realistic goals for the class. Whether it’s a weekly task or a long-term project, breaking down assignments into smaller steps can make the work feel more manageable. Encourage a growth mindset by focusing on effort, not just the outcome. Tools like iClicker surveys can also help you keep track of how students are progressing and provide insight into where they might need more support. 4. Integrate Active Learning and Reflection Get students involved in their own learning. Activities like peer discussions, group projects, or problem-solving exercises give them a sense of ownership and accomplishment. Afterward encourage reflection—ask them to think about what they learned, how they approached the task, and what they could improve. Reflection deepens self-awareness and promotes self-regulated learning strategies. “Reflection doesn’t always have to be formal--you can do this through in-the-moment check-ins during instruction or by asking them to rate their confidence in their answers using iClicker confidence ratings,” Gray added.  5. Acknowledge Effort and Progress Regularly Recognition keeps students motivated. Whether it’s a shout-out in class or a quick note on an assignment, small gestures go a long way in reinforcing effort and progress. Implement an end-of-week reflection where students note their own progress, helping them stay connected to their goals and the work they’ve put in. You can use the Goal Setting and Reflection (GRS) surveys within Achieve or another tool to help guide students self-analysis. Supporting non-cognitive outcomes doesn’t have to feel overwhelming. “Think about what small things you are most comfortable doing to encourage students in your class,” added Gray. “How can you ‘bake it in’ to your class in an authentic, meaningful way without taking away from other learning activities?”  With a few thoughtful practices, you can create a classroom environment that fosters motivation, engagement, and a sense of belonging. By focusing on these areas, you not only help students perform better academically, you’re also setting them up with life skills that will stick with them long after they’ve left the classroom. Read more about Macmillan Learning’s research on non-cognitive skills here. ... View more