We’re now more than midway through the Spring semester, and many instructors are still teaching remotely. Many of them are using digital learning systems to accompany their instruction, enabling students to complete assignments, track their grades, connect with instructors and peers, take quizzes or other use other self-assessment tools, and stay engaged. The launch of Macmillan Learning’s new digital learning platform Achieve , couldn’t have come at a better time to support these learners.  Over the past few semesters, many instructors have already made the switch from Sapling, one of the more popular systems for STEM instructors and students. The Achieve platform includes an interactive e-Book as well as expansive learning materials with pre-class, in-class and post-class activities. We asked Karen Butland , an Adjunct Professor of Chemistry at Grossmont College , about digital learning and her switch to Achieve for Foundations of College Chemistry . What have been some challenges with online learning since classes went virtual?  How have you addressed them? One of the challenges since classes went virtual is trying to assess student learning with exams and quizzes. Some instructors choose to address that problem with proctoring services, or with having students sign an honor code. I did not like either of those options.  With fabulous features in Achieve, I was able to “pool” questions so that the computer picks different questions for each student within a certain category. For numerical questions that are the same, Achieve has algorithms that give every student a different number. Achieve has a feature allowing timed tests which has great flexibility. My students have a two-day window to complete an exam or quiz whenever it is convenient for them, but once they open the quiz, the timer counts 45 minutes for them to complete it. People are hesitant to embrace change, but what would you say are the benefits of moving to Achieve vs your experience in Sapling? I am VERY hesitant to embrace change, but I have found Achieve to be well worth the effort. I had already made the shift to using Sapling in HTML5, so migrating to Achieve wasn’t that much different. How do Achieve and Sapling differ? Achieve has many more features than Sapling. I have yet to discover all of them, but there was one thing I was delighted to find. When a disability student needed extra time on an exam or quiz, this was quite difficult to do in Sapling. In Achieve, it is so easy--just select the student and type in how much time they get, and Achieve does the rest. One benefit to digital learning is the insights you get about student performance. What kind of feedback do you get and how do you use it? I love being able to see exactly which questions each student missed. It is extremely helpful to have a student on Zoom and share my screen while we look directly at their homework and compare their answers to the correct answer. I can also easily “reset” a question to give a student the opportunity to try again with a different number, once they feel like they understand the solution. I love the flexibility of being able to edit their score as I see fit. This interview is part of a series focusing on how digital learning is being used in college classrooms and, in particular, what the transition to Achieve has been like. About Achieve:  Macmillan Learning built its new digital learning platform Achieve to help students of all abilities and backgrounds succeed. It offers the content, tools and insights about student success to do just that. Achieve was designed with active learning in mind, and can be used in traditional, online, hybrid, blended, or a fully “flipped” classroom, with options for both synchronous and asynchronous learning to support engagement. It was co-designed with more than 7,000 students and over 100 leading educators and learning scientists both at our company and on our independent review boards. Learn more about  Achieve . ... View more

Major corporations across America are running a race towards an imaginary finish line. Seemingly every company is running it, no matter the industry, though at different paces and on uneven terrain. It’s an important race, an essential one, fueled by good-minded people who desire change. Many companies are celebrating the passing of each mile marker, and sometimes passing certain mile markers indeed feels like a big moment. Yet at times the outward appearance that companies project conveys a desire to reach an imaginary finish line when they can claim the moment that racism, prejudice, and bias no longer influence the products they create, the people they hire, or the culture of their workplace.  Macmillan Learning has been running this race for the last few years. To some of our employees the pace has felt feverish, to others looking for change to come faster it has appeared more like a jog, a feeling we were too focused on the marathon ahead. This week at Macmillan Learning has felt more like a sprint. And if we are running fast it is because we have to, because in a particular incident that emerged in the last month, we missed the starter’s gun entirely.  For the last three years, in various formats and detail, Macmillan Learning has been reviewing our course materials with a focus on diversity, equity, and inclusion. One tool at our disposal are audits of our published material. These audits identify inappropriate or outdated uses of language, underrepresentation and overrepresentation of people and perspectives, and subjects that require additional context to increase their pedagogical value. They aren’t employed to remove coverage of controversial subjects, instead they are used to enhance the likelihood of productive discussions about them. Nor do they attempt to impose an ideological point-of-view or a pedagogical norm on our authors, editors, or in the classrooms we support. These audits, and other elements of our editorial guidelines for diversity, equity, and inclusion, provide discipline and structure -- and demand a more diverse outlook as well as the inclusion and participation of broader perspectives to an editorial practice that has been too often informed by a homogenous group - authors, editors, reviewers, and instructors that too commonly can be identified as Western ( and predominately White ), Educated, Industrialized, Rich, and Democratic, as has so frequently been articulated in higher ed research.   Our efforts over the last three years have been forward-looking, but we have learned that sometimes when you concentrate on creating a better future you can fail to stop to take care of the present. In February, a school district notified us that a passage in one of our publications was offensive and risked negatively affecting students in their classroom. The passage had already been removed from the forthcoming edition of the book due to be published in late 2021. At issue? An edition of our world history textbook, Ways of the World , included a racial epithet employed in the running narrative of a chapter on British colonialism in India. The epithet was used to demonstrate the depth of racist attitudes that fueled British ideology in India. The epithet included an offensive, contemptuous term historically used to describe a Black person . To the reader, be they Indian, Indian American, Black, or White, the offensive phrase is encountered in the passage without warning or precondition. Its use lacked necessary context and historical reference and appeared more for effect than substance.  The authors’ intent was to demonstrate the far reach of European racism and to expose the largely American audience reading the book to how much racism has shaped the world outside our borders -- how personal it can be felt by people in countries beyond our own. It is a pedagogical goal that I can understand and appreciate. Yet the manner in which this reality was conveyed was unacceptable and carried too much educational risk for its intended benefit. Evaluating pedagogical value is part of our responsibility as a publisher. As editors we are the stewards of our publications, and our stewardship is foundational to the partnership and bond we have with our authors and those that use the educational resources we produce. Our authors are not to blame in this situation. We are. I am. This was an error in judgment exacerbated by publishing processes that did not empower our editors to root out a use of language that is not just disagreeable but which offends and potentially harms. The steps our authors and editors had taken with the upcoming edition corrected the error and recast the entire narrative in this area -- but we cannot miss this opportunity to correct it in the present. Addressing this case only in future printings and editions is not enough. And so in the last weeks we began this sprint. A sprint to update the language in these titles and ensure that classrooms using our books have access to new versions that reflect our commitment to supporting a pedagogically sound educational environment -- admittedly, a sprint in which we felt like we were chasing the field every day. But we are making progress. By publication of this post, adopters of every edition of Ways of the World in which the offensive reference appears will have been notified and we will have revised the language in all our e-books and online learning platforms. Any student, teacher, or instructor who logs into their e-book or online learning platform will see an updated passage. For schools that purchased print editions of our book, we are providing updated pages and access to the revised chapter and we will work to accommodate school-specific needs as they are identified. No more copies of this book will leave our warehouse or be offered online that include the offensive reference.  What does this mean for Macmillan Learning? It means not pausing to congratulate ourselves for fixing something that should not have occurred. It means continuing to look not only at the products that we produce but the people and culture that produces them. Numerous stories have been published in recent years detailing the lack of racial diversity in the publishing industry and our leadership team and employees at Macmillan Learning have taken them to heart. But what we take to heart requires commensurate action. Events like this one put these facts into starker relief as our leadership team continues to prioritize actions that will create an environment that supports an increasingly diverse workforce so that we can continue to create products and services that better reach an already diverse educational audience, now and in the future. In this specific incident, it has included taking care of our employees who both questioned how this occurred and who were affected by it, no matter their background or position on the issue, though taking greater care to speak to individuals and groups historically targeted by the reference.  And we are taking steps to ensure what we learn is carried forward in our products, through an editorial process that emphasizes the inclusion of more voices from differing perspectives, and through a cultural and editorial philosophy that insists we question the status quo and invites people to engage in difficult conversations.  There is no finish line to this marathon, but that fact does not make the necessity to pick up our pace any less urgent. And with that effort, each day we can become a better publisher.  Charles Linsmeier  Executive Vice President, General Manager Macmillan Learning  ... View more

Choosing the right digital learning system is an important consideration for instructors as they plan out their courses -- especially when many classes are taking place remotely. More than just a place to read an e-textbook or complete homework, these systems are interactive tools used by students to complete assignments, track grades, connect with instructors, take quizzes or other self-assessment tools, and more.  Susan Hendrickson, Teaching Professor in Chemistry at the University of Colorado With the launch of Macmillan Learning’s new digital learning platform Achieve, instructors have been making the switch from Sapling, one of the more popular systems for STEM instructors and students. We spoke to Susan Hendrickson , Teaching Professor in Chemistry at the University of Colorado, about her experiences teaching students in her virtual classroom. We also asked her about her experience transitioning from Sapling to Macmillan Learning’s new digital learning system Achieve last fall for her Gen Chem 2 class and this spring for her Gen Chem 1 class. What have been some challenges with online learning since classes went virtual?  How have you addressed them? Making meaningful connections- between instructors and students, as well as between students- has been very challenging. I think students are more engaged, responsive and motivated when they connect with their instructor and classmates. I try to share a little bit about myself or something funny from the news at the start of class to lighten the mood. This works with some students but not with others. Another challenge is keeping students organized and able to complete their assignments on-time. They seem to be struggling with their calendars more than usual. Every day and every class must feel the same from their bedroom so they just seem to lose track of what  day it is.  I have had to step up my own calendaring and To-Do list skills too! I feel like I’ve done more coaching about making schedules and sticking to them since going virtual. Why did you first decide to use online tools in your class? Class size!  Although I would love to SEE their work and be able to give them personalized feedback.  With sections of 100 – 400 and whole courses with enrollments of 600 – 1,000, that’s just not possible.  Online homework allows them to practice, get immediate feedback and work according to their own schedules.  Otherwise we couldn’t require homework. People are hesitant to embrace change, but what would you say are the benefits of moving to Achieve vs your experience in Sapling? There are a few things that I love about Achieve. I love that the grades are synced between Achieve and Canvas. This has saved me about an hour every Tuesday and Saturday morning alone. I also love that they can use a link in Canvas to access the Achieve resources – assignments as well as reading.  This might have been possible in Sapling but we didn’t have it set up. Honestly Achieve isn’t that much different than Sapling – same assignments, same questions (mostly).  It wasn’t that much of a change content-wise so the transition has been easy. How have students responded to Achieve? I switched with a group of students last spring (Gen Chem 1) in Sapling to this fall (Gen Chem 2) in Achieve and they transitioned with no issues.  I don’t think they saw  it as a dramatic change since the assignments themselves looked the same.  I know they like how easy it is to access the assignments and readings with two clicks from Canvas. This interview is part of a series focusing on how digital learning is being used in college classrooms and, in particular, what the transition to Achieve has been like. About Achieve: Macmillan Learning built its new digital learning platform Achieve to help students of all abilities and backgrounds succeed. It offers the content, tools and insights about student success to do just that. Achieve was designed with active learning in mind, and can be used in traditional, online, hybrid, blended, or a fully “flipped” classroom, with options for both synchronous and asynchronous learning to support engagement. It was co-designed with more than 7,000 students and over 100 leading educators and learning scientists both at our company and on our independent review boards. Learn more about Achieve . ... View more

Choosing the right digital learning system is an important consideration for instructors as they plan out their courses -- especially when many classes are taking place remotely. More than just a place to read an e-textbook or complete homework, these systems are interactive tools used by students to complete assignments, track grades, connect with instructors, take quizzes or other self-assessment tools, and more. Each system has different strengths and offers different pedagogical approaches.  With the launch of Macmillan Learning’s new digital learning platform Achieve , instructors have been making the switch from Sapling, one of the more popular systems for STEM instructors and students. The Achieve platform includes an interactive e-Book as well as expansive learning materials with pre-class, in-class and post-class activities.  We asked Dr. Tony Hascall , a Chemistry Professor at Northern Arizona University, about digital learning and his switch to Achieve for Interactive General Chemistry . People are hesitant to embrace change, but what would you say are the benefits of moving to Achieve vs your experience in Sapling? The main benefit is that Achieve is better integrated with the textbook and gives you the ability to assign readings from the textbook as well as links to videos, simulations etc. The library of questions is exactly the same, including LearningCurve (adaptive quizzing), but Achieve allows readings etc. to be assigned for credit. Achieve also has a more modern, less cluttered appearance and makes it clear for students to see what assignments have upcoming due dates. You mentioned that you give students pre-class, in-class and post-class work -- how does technology like LMS, Achieve and iClicker fit into that? I have found that students don’t tend to do assignments unless they count for some points in the class. Achieve allows readings from the textbook to be assigned for credit. I also post asynchronous video lectures on YouTube, which can also be assigned on Achieve, as well as links to other resources such as PhEt simulations. These can be assigned pre-class to allow students to come to class prepared for active learning activities. And of course homework can be assigned as post-class work.  The LMS has mainly been useful during removed learning for posting materials that would have been handed out on paper in class. I have also used it for exams One benefit to digital learning is the insights you get about student performance. What kind of feedback do you get and how do you use it? I mainly use this to identify students who are struggling or not doing work early in the semester to try to change their habits before it is too late. Why did you first decide to use online tools in your class? Since my classes have been quite large, I did not want to assign paper homework each week due to the large amount of time needed to grade. But it is important that students practice the material outside of class. Online tools allow students to be given assignments that are graded automatically and provide students with instant feedback and hints. Also I believe that students tend not to read traditional paper textbooks anymore, so having an electronic textbook that is integrated with the online system, as is the case with Achieve is very effective. What have been some challenges with online learning since classes went virtual?  How have you addressed them? I would say the two major challenges have been trying to do active learning in a remote format, and giving exams. I have tried putting students in Zoom breakout rooms, but with large classes, it is really not the same as having students working together in the classroom and being able to walk around the room and look at students’ work and help them As for exams, I have tried as much as possible to write “Google-proof” questions to try to ensure that students are being tested on what they have learned, not just what they can look up. This interview is part of a series focusing on how digital learning is being used in college classrooms and, in particular, what the transition to Achieve has been like. About Achieve:  Macmillan Learning built it’s new digital learning platform Achieve to help students of all abilities and backgrounds succeed. It offers the content, tools and insights about student success to do just that. Achieve was designed with active learning in mind, and can be used in traditional, online, hybrid, blended, or a fully “flipped” classroom, with options for both synchronous and asynchronous learning to support engagement. It was co-designed with more than 7,000 students and over 100 leading educators and learning scientists both at our company and on our independent review boards. Learn more about Achieve . ... View more

When incoming freshmen dreamed of going to college, they likely envisioned attending classes in person with peers, hanging out with their newly-made friends in a dorm, and attending events for clubs and organizations regularly. For many of them, that is not the first-year experience they got when they began college this   fall. A survey of students by Student Monitor this fall found that among on campus learners, 87% agree that “The social aspect of traditional on campus classroom learning is very important to me.” To support a better experience, colleges that offer First-Year Experience courses have been proactively addressing how to help create a sense of belonging for students. Macmillan Learning facilitated a conversation with Your College Experience authors and first-year experience experts John Gardner & Betsy Barefoot to better understand how colleges, instructors and administrators can “face the unknown.” From that conversation, nine ideas emerged for helping to support and engage with students who are starting their college journey during these tumultuous times. Establish what students need. According to Gardner, national data suggests that students need information that gives them more certainty and helps them make decisions. Instructors can help students reflect on the year they had and what they may want to do differently. Recognize students’ journey. This upcoming fall will be the first time that large numbers of students will be reconvening in person after the pandemic, tumultuous election campaign and civil unrest of the past year. Instructors should have a pulse on the issues and their impact on their students. Help students find their purpose. Students are worried about family, economics, what they’ll do after they graduate, and even whether college was worth it. Help them go back to the sense of purpose -- why they’re attending school and what they hope to gain and what college will do for them. “You can help them understand all the ways college can change their lives for the better,” Barefoot said. Cultivate a sense of belonging . “The basic human need that has not been met for the past year is belonging,” Gardner said. Specifically, belonging in groups. FYE programs are a group -- and may be the only group -- that can help them to foster this sense. Students need to feel like they matter. With so much going on, many students don’t feel as if their voices are being heard. There are some simple and effective ways to help them feel seen including: using their names in class, emailing them individually, having them submit a weekly report on how they’re doing, and responding to them individually. According to Barefoot, “Student-centered teaching helps to show them that they matter. They learn from and listen to their peers.” Focus more on the tangible things with critical thinking . Help students focus on the future by focusing on the things that they can impact and change. One instructor commented, “I do want them to realize they are our future and need to begin to develop critical thinking on today's situation, so they’re prepared as adults.” Have the classroom be a safe space or sanctuary. One instructor noted that they have an agreed-upon policy that the classroom is a safe place to share and that anything shared in the classroom stays in the classroom. This also creates a space where students can learn from each other. Check in with your students. There are a variety of ways that FYE programs have been doing this, from asking students to create weekly journals, to one-to-one emails asking how students are doing, to emoji scales that provide prompts for conversations. This outreach to students helps them to feel heard and can help foster a sense of belonging. Encourage students that are struggling to seek help. “The students often that need the most help are the least likely to go get it,” Gardner said. Getting help, even virtually, is typically free in college and is confidential. Help reduce the stigma for mental health and point out that the students that get help are more likely to persist. To get more tips on how to create a supportive First-Year Experience for students, visit our College Success Instructor Community or view resources for students in our COVID-19 Student Toolkit . Find more at our College Success Resources page.     ... View more

The Department of Economics at The University of Missouri – Columbia was this year's inaugural winner of the AEA Award for Outstanding Achievement in Diversity and Inclusion. This award is given to recognize departments and organizations demonstrating outstanding achievement in diversity and inclusion practices. To learn more about the award-winning program, we talked to Dr. Eric Parsons, an associate teaching professor of economics at the University of Missouri, who teaches Principles of Microeconomics to nearly 2,000 students each year. Marisa Bluestone: The University of Missouri Department of Economics expressed a purposeful determination to create a more open and welcoming learning environment for under-represented students. How did you come up with the plan to do that? Dr. Eric Parsons: Improving outcomes for under-represented students is an issue that has rightfully received much attention and discussion in recent years. This is perhaps even more true in economics, which historically does not have a good track record on these issues. Hence, the first step was recognizing the problem and then actively looking for opportunities to implement initiatives designed to improve performance in this regard.  One of the first developments was the creation of the Diversity in Economics seminar series, which leveraged our departmental research seminar series as a platform to invite economists from diverse backgrounds to campus to present their research but also to speak to my large-lecture introductory economics classes and meet with smaller groups of students outside of class. The ultimate goal of these interactions was to spark interest in economics among all of my students and particularly those who may not traditionally consider economics as a field of study. The seminar series has been a great success and even received significant social media attention when our first speaker, Damon Jones (University of Chicago), tweeted about his visit . Subsequent guests have included Lisa Cook (Michigan State), Anne Winkler (UMSL), Peter Blair (Harvard), Jennifer Doleac (Texas A&M), Trevon Logan (Ohio State), and Laura Gee (Tufts). Conrad Miller (UC-Berkeley) was also scheduled to visit, but his trip was postponed due to the global pandemic. Another key initiative in this program came about through our College of Arts & Science development of diversity-intensive course offerings. Following a redesign of the course curriculum to highlight diversity intensive topics (more on this below), we were able to have our Principles of Microeconomics course designated as Inherently Diversity Intensive. The department has also implemented a variety of other programs and policy changes designed to support our diversity and inclusivity goals, including the development of a mentorship program that includes mentors from a diverse array of backgrounds, the appointment of a Director of Diversity, Equity, and Inclusion, and the creation of a Women in Economics Group and a Freshman Interest Group on Economics and Social Problems. Marisa: You re-designed your Principles of Microeconomics course curriculum to highlight diversity-related topics. Can you give an example of one of the changes you made? Eric:  What’s great about economics, particularly if it is taught through a public policy lens as is frequently the case in the Cowen and Tabarrok text, is that it provides many opportunities to tie the course concepts to diversity-related topics and questions. In fact, almost every chapter has one or more connections along these lines. As one example, the textbook uses the War on Drugs to illustrate an important policy implication of the total revenue rule of demand elasticity – specifically, in a market where consumers are not price sensitive (in this case, due to drug addiction) policies designed to restrict supply of the product ultimate increase the amount of revenue received by producers (drug sellers). The analysis of this issue then leads to an examination of alternative policy solutions to the drug problem and provides an excellent opportunity to discuss the disparate impacts that the War on Drugs has had on different communities and how well-designed policy changes may help improve these negative outcomes. Marisa: One of the goals of the AEA award of "Outstanding Achievement in Diversity and Inclusion" that your department won is to increase participation of underrepresented minorities. What changes have you seen in  that regard Eric: As with any initiative of this nature, the progress is often not as fast as we would like, and we still have much work left to do. That said, these efforts combined with other departmental programs designed to enhance recruiting and improve our student experiences have led us to realize a 44% increase in overall student credit hours and a near doubling of undergraduate majors and master’s students in just over a two-year period. Marisa: What role did the Modern Principles of Economics course materials play in supporting the new curriculum? Eric: As mentioned above, Modern Principles of Economics is an excellent textbook to use in supporting the new diversity-intensive curriculum as it is well-written, uses interesting and timely examples, and includes lots of policy-related examples to illustrate the key economic concepts. Moreover, it is clear that the authors c are about these issues and have put thought and effort into their inclusion. For example, the textbook includes an extended treatment of labor market discri mination that goes beyond the traditional economic model to include models of discrimination that are not necessarily competed away by the market over time. The Cowen and Tabarrok textbook really does provide much of the overall framework for our course and, as a result, was an important factor in our achieving the diversity-intensive designation. Marisa: How was the Economics, Ethics, and Public Policy section used to facilitate conversations about diversity? Eric: This is another chapter of the textbook that I think really illustrates the authors’ willingness to address these important issues and make them part of the economic conversation. It is also a chapter that I think is unique among Principles textbooks (at least the ones that I have examined, which covers quite a few). This chapter directly exposes students to questions of exploitation and fair and equal treatment and also introduces them to the work of John Rawls, as well as other social justice paradigms. It also includes a discussion of whose views generally count the most in the policy process (in the context of immigration) and, with some additional questioning along these lines, allows students the opportunity to explore their own (sometimes contradictory) viewpoints on this question. Hence, overall the chapter provides a great springboard for thinking about these issues and how these ideas compare and contrast with the typical economic viewpoint.  I always tell the students that this chapter is more about getting them to think critically about the topics and begin asking questions than it is about providing answers. It also gives another nice opportunity to highlight the positive versus normative distinction that we take so seriously in economics and hopefully provides students with some of the tools they will need to discuss these issues intelligently and civilly with one another while considering other viewpoints and worldviews. In fact, I think this chapter is so important that I save it until the end of the term, as it provides an excellent bookend to our semester’s worth of economic study. If you are interested in learning more about the University of Missouri’s Diversity-Intensive Principles of Microeconomics curriculum or their efforts in this regard more generally, please feel free to contact Eric Parsons at parsonses@missouri.edu.   ... View more

I am thrilled to announce an important new team member has joined Macmillan Learning; Coltrane Stansbury is now our Vice President, Diversity, Equity and Inclusion (DEI). In this newly created role, Coltrane will lead our diversity and inclusion strategy and programs as well as amplify the work the company is doing in support of our people, programs and culture. He’ll be reporting directly to our Senior Vice President of Human Resources, Kristin Peikert. Creating an increasingly diverse and inclusive company is a core strategic goal for Macmillan Learning. While there has been much work and progress since we launched our initial grassroots D&I initiative in 2017, we knew we needed an experienced DEI leader with big ideas to help us broaden our efforts and help us come closer to fully realizing our vision. Our employee volunteers helped us to create the foundation for change through increased awareness, education, and engagement, and Coltrane is the leader that will help our initiatives flourish and make a lasting impact. Coltrane approaches inclusion and outreach in a holistic manner, creatively thinking about how programs can affect change in ways that tie closely to the mission of the business. Importantly, he has a passion for equity in education and already has many ideas on how we can foster internal growth and work in the educational community to engage all learners throughout their educational journey. Making impactful change is part of Coltrane’s DNA. He is an experienced DEI leader with an extensive background in business, policy, and community outreach. He comes most recently from Becton Dickinson & Co, PSEG, and Johnson & Johnson, where he was responsible for building DEI programs from the ground up. Coltrane is very active in his community, working with local schools, civic leagues, and the United Way.  Here’s what Coltrane had to say about his new role at Macmillan Learning: “A good education provides the nation’s youth with opportunities that would have not been otherwise available to them; especially underserved students, and students that come from a place of disadvantage. Working at Macmillan Learning allows me to contribute to their education, and in the process help students’ lives flourish.” This is an important moment, with so much momentum building towards a more equal society and culture. Our goal is to help all learners succeed. To that end, we’re proud to further move forward Macmillan Learning’s commitment to DEI in a meaningful way and are excited for Coltrane’s leadership during our journey.    Susan Winslow is President of Macmillan Learning   ... View more