With the end of the year quickly approaching, I have been reflecting on the building blocks of my team’s success in 2022. Success happens when we all seek to develop effective leadership skills.  As a way to center my team and create an even more inclusive environment for working and leading together, I introduced 5 key qualities for success: Collaboration, Communication, Curiosity, Creativity, and Co-elevation.  I have since seen the team flourish. These qualities have helped us learn and grow, and they are what drive the best team in the industry--from the seasoned veterans to the emerging learners.  Collaboration means working together in new ways and getting diverse perspectives. In the past year, I have seen my colleagues continue to hone their skills in working remotely and learning from one another in ways we could not have imagined just a few years ago. We have mastered the new tools that bring us together virtually (hat tip to you Jamboard, Slack, Google Meet, and Mural!), yet we have embraced opportunities to meet in person again (yes there was hugging!).  These reunions provided so much joy and helped us exercise some muscles we hadn’t used in a while. Being together definitely fuels our engines. Communication means exchanging new ideas, information, and understandings. I recently spent time with our newest editorial team members honing these skills, inspired by Erica Dhawan’s, Digital Body Language. Dhawan wrote, “These days, we don’t talk the talk or even walk the talk. We write the talk.” Her book underscores the importance of written communication and making a continuous effort to minimize the risk of misunderstanding. Communicating carefully empowers us to collaborate confidently. Start with a simple step to improve your communication: identify your preferred method of communicating, and ask your closest team members about theirs. Their answers may surprise you!  Curiosity means asking questions and seeking out answers. Curiosity is what gets me out of bed in the morning. What challenges will we face today? How can we work to help students and educators be more successful? At the National Council for the Social Studies conference earlier this month, I was inspired by teachers seeking ways to expand their toolbox for supporting students. We talked about the realities of learning loss as students missed essential school experiences during the pandemic. One teacher mentioned handwriting as an obstacle to success now that students have returned to classrooms. It was a light bulb moment for me when she said, “I don’t know if they even picked up a pen during the whole pandemic!”  It has helped me move away from thinking too big; instead, I’m asking more questions about incremental support we could offer. How can we best help students gain skills? How can we help them practice in a way that will elevate their learning? Creativity is the critical thinking skill that allows us to “think outside the box” and come up with original solutions to problems.  There are as many creative solutions as there are problems to solve, and I believe that this starts with asking questions. You may have brainstormed to generate creative new ideas, but have you ever tried question storming? Max Joles defines question storming as “a design and innovation technique that focuses on generating questions rather than ideas in the early phases of a project.” Teams then work together to find the most compelling and actionable questions to try to answer.  I challenged my team to ask 50 questions in 15 minutes on a focused topic, and we well exceeded this goal. It turned out that changing the way we generated ideas led to new ways of thinking. This technique is also being used in classrooms to promote student engagement.  Co-elevation is a superpower I continue to look to sharpen.  I first learned about this concept in Keith Ferrazzi’s Leading Without Authority. Co-elevation means working together with colleagues from different departments, with different skill sets, at different levels, with different backgrounds (and likely different preferences for communicating!), and regardless of managerial reporting lines,  to accomplish what otherwise may have been impossible. This concept defies long-held best practices in the workplace of answering to one manager and following one leader on a straight path to completing a goal. Self-forming teams co-elevate using the first 4 C’s (Collaboration, Communication, Curiosity, and Creativity) to solve today’s challenges with their diverse, collective expertise and ideas. These nimble, cross-functional teams share a passion and a mission to reach new levels of success through trust and caring. I see co-elevation at work every day, best exemplified by the finalists in our 2022 Innovation Tournament. Diverse groups of colleagues co-elevated to improve efficiency, products, our customer’s experience, and our company culture and further motivated all of us toward these goals.  Like an athlete who has to practice regularly to stay in shape, we all need to exercise our muscles to strengthen these important qualities, especially as we think ahead to the goals we want to achieve in the year ahead. What leadership qualities do you want to exercise for success in the new year? Which one of the 5 C’s would best help you achieve your goals?  ... View more

Metacognitive skills help to make students more active participants in their own learning.  Whether offering “debriefs” after exams, activities such as “think-pair-share”, or using goal setting and reflection surveys, there are a variety of instructional methods being used to teach metacognition to aid students’ learning. Teaching these soft skills is becoming more and more common as instructors are noticing their students gain deeper understanding of their materials and doing better in class.  Students’ ability to self-monitor and reflect on their learning can have a lasting impact on their lives both in and out of the classroom. Literature reviews on metacognition have provided insight about its many benefits and the mechanisms that make it such a successful tool within education. At Macmillan Learning, we have partnered with the Bill and Melinda Gates Foundation to learn even more about the impact it has on student success - in particular about the benefits of using digital tools to deliver metacognitive support.  We plan to share our findings with the broader educational community. To learn more about metacognition, and the potential impact that courseware may have, I spoke to Macmillan Learning Research Scientist Kelly Boden and Research Specialist Sarah Gray. They shared interesting insights on its role in college classrooms, why it’s such a powerful tool, how features within our digital learning system Achieve can be used to harness its potential, and what instructors can do to have an oversized impact on students ability to develop their metacognitive skills. Is the use of metacognition becoming more common in classrooms?  Boden: Metacognition literature has grown exponentially in the past decade, and evidence for the powerful impact that instructional methods that support it is mounting. However, it’s unclear how much of that research is making its way into classrooms. Instructors participating in some of our research studies who are using Achieve seem aware of what metacognition is, and also a majority report supporting metacognition in some way within their classrooms. This is a positive sign that metacognition is becoming more common in college classrooms.  What is something about metacognition that you'd like instructors to know? Gray: Metacognitive skills, such as self-monitoring skills, help make students more active participants in their learning. When paired with effective feedback, strong self-monitoring skills can help students foster deep learning. It allows students to compare their actual performance to the learning goal, and determine on their own what action they need to take to close this gap in knowledge.  Boden: Metacognition is something we all do - we’re not taught explicitly to think about our thinking. Although it’s something we all do, we’re not always very good at it! Previous research has found that students are frequently inaccurate in their judgments of their own learning, often being overconfident in their accuracy on a task or topic. Luckily, there are research-backed methods to help support students’ metacognitive skills that can be incorporated into any classroom, virtual or in-person, that can have significant impacts.  When instructors think about metacognition, do you think courseware comes to mind?  Boden: Instructors that we’ve surveyed or interviewed usually don’t mention courseware when discussing metacognition. Most are aware of the concept of metacognition, and report using various techniques/methods to support it in their classrooms. Few, if any, mentioned courseware in those descriptions. I don’t think this necessarily means that instructors think that courseware can’t support or incorporate metacognition. Rather, they first think of the underlying instructional methods before attaching it to a particular courseware.  Instructors who have reported incorporating metacognition into their instruction with Achieve have described using it in a variety of ways. For example, one instructor has students complete short polls at the end of each class asking students to rate their familiarity with the content they covered, as well as their confidence in that content. Another instructor gives students “debriefs” after exams asking students to reflect on how the exam went, what they wish they knew going into an assignment, and how they could improve. Yet another instructor described a variety of activities including self-assessments, peer reviews, and group discussions. Others described activities such as “think-pair-share” and critical thinking discussions, all aimed at increasing students’ metacognition.  Within Achieve, instructors definitely identify the Goal-Setting and Reflection Surveys (GRS) as a useful tool for having students reflect on their own learning and strategy use in order to support their metacognition. Instructors have also reported using iClicker as a way for students to self-assess and complete confidence checks of their current understanding of a concept or topic. Also, the adaptive quizzing tool LearningCurve has been identified as a useful tool to support students’ metacognition by helping them to identify what they do and don’t know. This adaptive quizzing style helps students both identify and practice gaps in their understanding.   Gray: Several instructors have indicated to us that they really value having resources such as the GRS in the courseware; they note that this gives students an opportunity to reframe the way they think about their course as something they really have agency in deciding how they experience. Others have also indicated that having reporting on their student’s GRS results makes it easier for instructors to be aware of issues their students are facing, and better support them as a result. What one thing within Achieve can an instructor can do that could have an oversized impact? Gray: There’s a lot of research out there on what kinds of metacognitive interventions are most impactful for students. Research suggests that the interventions that have the biggest impact on students involve instructors delivering direct instruction on metacognitive strategies, providing opportunities for students to practice these skills, and giving feedback on their work.  Boden: Our own research has found that having students complete at least two of the Goal-Setting and Reflection surveys (intro and one checkpoint survey) can significantly increase their course grade by at least 8 percentile points. Our research has also found that completing at least one survey significantly increased students’ reported self-efficacy, engagement, and their sense of belonging. Given these findings, I would highly recommend the Goal-Setting and Reflection surveys! What kind of new features within courseware could help support metacognition? Gray: One set of resources we are piloting in some select disciplines this spring are critical thinking resources - which include not just explicit instruction on critical thinking skills, but also opportunities for students to reflect on how they use critical thinking skills in their assignments as well as their everyday lives. This is direct instruction plus opportunities for practice in action!  Boden: We are developing new ways to directly support students. This includes a website with additional resources about the strategies included in the Goal-Setting and Reflection surveys, which is offered to be directly emailed to students after they complete a survey. The website includes information on the research behind the strategies, practical ways of incorporating the strategies, as well as helpful additional resources (exam checklist, post-exam reflection, & SMART goals template). We’re also thinking of new ways to share and display survey responses with students that will further support their metacognition and learning.    ... View more

Research has found that students who use their metacognitive skills have higher rates of success -- not only do they earn better grades, but they also gain a better ability to transfer knowledge and achieve higher graduation rates. It’s something that we’ve long been interested in at Macmillan Learning, and are excited to learn even more about -- especially as it relates to under-represented student populations. To that end, we partnered with The Bill & Melinda Gates Foundation to research and test equity-centered enhancements for digital courseware, such as our learning platform, Achieve, in the introductory courses of psychology and sociology. We believe that if we increase Black, Latino/a/x and Indigenous students’ sense of belonging and metacognitive skills in key gateway courses, then we can increase the likelihood of students successfully completing these courses along with other courses to come. But why is that? To explain better, it’s important to have a better understanding of what metacognition is and how it can impact student success. About Metacognition As was mentioned in the first part of this blog series, Metacognition is thinking about ways to improve your own thinking and learning processes. It’s valuable within an education setting because it helps students analyze new problems, identify which resources and strategies are useful to solve those problems, and also to assess and adjust their learning strategies as necessary. In other words, the metacognition required within self-regulated learning helps students to plan, monitor and evaluate their learning. Picture this scenario: A student is taking a low-stakes exam in their psychology class. They begin by reviewing all of the end-of-chapter questions to identify which questions they can answer straight away, and which they need to think more on and save for later. Throughout this process, they’re monitoring how many questions they have left and how much time they have before they need to turn their work in. Once they finish, they then reflect on questions they may have gotten wrong and some concepts they could have understood better. They decide to set aside time to look back on the chapter and join the class’ study group. Within this example, the student would have used all three metacognitive skills: planning, monitoring and evaluating. Planning: When students are setting goals for tasks, identifying the task’s critical features, and planning strategies to solve the task Monitoring: When students are tracking where they are in their learning and monitoring progress towards their goals Evaluating: When students are reviewing whether they met their goals and reviewing the strategies they used to accomplish them Using these skills will help make them a better student by enabling them to gain a deeper understanding of the class’ content and develop more productive ways to study. How Metacognition impacts student success At its heart, metacognition is a student’s ability to adapt problem-solving behaviors to different academic tasks. Primarily, it impacts the skills and motivations that control how a student learns, and it's critical for successful subject mastery and achievement. It’s also something that’s commonly referred to as self-regulated learning. By better understanding how they best learn, students will not only retain more, but they will also instill a greater understanding of how that knowledge can be applied to other situations. Some students may need extra time for writing assignments, or know that they need to put their phone away to avoid distractions when studying. It’s having this kind knowledge about how they learn that helps them to create an environment that enables them to succeed. It can also help them to make better use of their own time, allowing them to make even more progress. Picture this scenario: A student approaches their instructor after class to understand why they didn’t do as well as they thought they would on an exam. They read the material and highlighted the points they thought were most important. The instructor asks a question about how to apply the knowledge to a different scenario, and the student is unable to. While the student became familiar with the topic, they didn’t understand it deeply or learn how to apply what they learned. With strengthened metacognition skills, the student would be better able to reflect on their own learning and develop the kind of higher-order thinking that’s required to succeed in class and throughout their college experience. With time, it will be second-nature to the student as they continue to think about improving their learning. How Instructors Can Support Metacognition One of the most important things an instructor can do is to create connections between how students can apply what they learn to their goals -- both within their class and the real world. Psychology and sociology are often required within a student’s general education and are critical to learning about human nature, but not necessarily tied to their major. While students may not have prior knowledge of or interest in the course material itself, the instructor’s role and metacognitive activities become even more critical to the students overall success. Another way is for instructors to ask prompting questions. Research has shown that asking these questions can lead to students’ increased learning and performance. An example of this is requiring explanations of students’ thought process or asking them to defend a position within their homework assignment. This type of task would help the student to think about their thinking and would prompt the kind self-explanation required to demonstrate understanding of the concept. A different set of interventions aimed at increasing metacognition are self-reflection exercises. These goal setting and reflection surveys can serve several purposes including offering insight into students, establishing a baseline students can measure future progress against. This can be done via surveys or exam wrappers, and would include likert scale and open-ended questions to help students reflect on their study plans and goals. Instructors can also ask students to go through their graded exam to reflect on the answer they got wrong and think about how they could improve on future exams. Our own research has demonstrated that courses which assigned two or more surveys saw a minimum 15% increase in assignment completion, which resulted in at least an 8% point increase in student grades in the course compared to those that assigned only one or no surveys. And finally, instructors can help students to build self efficacy by normalizing adversity. Tools such as Learning Curve’s adaptive quizzing with targeted feedback can help students succeed. The adaptive algorithm selects questions for each student based on their own performance, challenging them with more difficult questions as their performance improves. It’s completely normal to struggle in class, and tools like this can help students to identify gaps in their understanding, get targeted feedback and hints, and allow them to solve the problem again correctly. Both the goal setting and reflection surveys as well as Learning Curve’s adaptive quizzing are available within Achieve, Macmillan Learning’s digital learning system. We’ll explore the connection between courseware and metacognition in the next in the series. In the meantime, learn more about Macmillan Learning’s partnership with the Bill & Melinda Gates Foundation. ... View more

“You can’t be a great writer unless you’re reading,” said Dr. Uzzie Cannon, co-author of Rereading America: Cultural Contexts for Critical Thinking and Writing. Dr. Cannon would know; she’s been an avid reader all of her life. Macmillan Learning recognizes that the success of our textbooks and courseware is in large part due to our outstanding authors, many of whom have years of experience in research and higher education. Dr. Cannon is one of those experienced educators, and it was her teaching experience and specialization in composition and pedagogy that made her the perfect candidate to co-author the latest edition of Rereading America. We recently sat down with Dr. Cannon to learn more about her own educational background and teaching interests. What we discovered is a professor who is passionate about providing her students with the skills and knowledge necessary to become successful young adults with a greater appreciation of diversity, equity, and inclusion. Dr. Uzzie Cannon, Associate Professor of English at Norfolk State University Dr. Cannon has always been an avid reader, but she didn’t initially plan on majoring in English. When she first arrived at Southern Wesleyan University to begin her undergraduate career, she thought about studying Advertising and Marketing. Nevertheless, her school didn’t offer that degree program, so she decided to major in English during her sophomore year as a way to further develop her communication and critical thinking skills. Little did Dr. Cannon know that her love of reading and writing, which her mother instilled in her during her elementary school years, would serendipitously propel her into a successful future career as an educator. “While I enjoyed my time as an undergraduate in English, I thought first about continuing my education in Journalism,” said Dr. Cannon, “but something kept gnawing in the back of my mind that I should teach.” The gnawing in the back of Dr. Cannon’s mind didn’t turn into a desire to teach until she gained teaching experience during and after her master’s degree. “I had the opportunity to work as a teacher’s assistant and tutor undergraduate students, and I also taught high school and community college,” said Dr. Cannon. When considering whether to continue onto a Ph.D. program, Dr. Cannon realized that her master’s program included more courses in writing and writing assessment than literature, and it quickly became clear that she wanted composition and pedagogy to play a large role in her future studies and teaching specialties. It was during Dr. Cannon’s time as a doctoral student at The University of North Carolina at Greensboro where literature began to take the forefront. “I wanted to live a life of the mind and share that with my students,” said Dr. Cannon. “It’s always been a priority of mine to give my students the type of experience with reading that I was privileged to have my whole life.” Dr. Cannon’s favorite genre of literature is fiction. “In terms of African American literature, I remember reading mostly poetry at first,” she said. “But I was exposed to more fiction and novelists during college, which is where I fell in love with the novel.” Dr. Cannon picked up her first copy of Toni Morrison’s Beloved at a flea market while an undergraduate student. “I had not yet heard of her, and the book was a first edition!” Up until that point, the only novels by African American authors that Dr. Cannon remembers reading were The Color Purple by Alice Walker and Clover by Dori Sanders. After reading Morrison’s Beloved, Dr. Cannon was hooked. While creative nonfiction hadn’t been on Dr. Cannon’s radar as much before, she is now trying to incorporate more into her teaching. “I find memoirs really interesting,” said Dr. Cannon. “I was blown away by Kiese Laymon’s Heavy, and I think we have a lot to learn from Gen X and Gen Y memoirs.” It’s important to Dr. Cannon that her students are exposed to a variety of genres of writing. When asked her favorite part about teaching, Dr. Cannon said it’s that ‘lightbulb moment’ when a student’s expression demonstrates true understanding of something. “It happened recently in my literature course,” said Dr. Cannon. “We were reading Kate Chopin and having a conversation about women’s sexuality and discussing why Chopin was so avant garde. Not all of the students understood what is meant by gender, so I explained how it’s a construct, and their minds were blown,” she said excitedly. For Dr. Cannon, it’s moments like this one that keep her going. “When students have that moment of awareness–of knowing something they didn’t before–that’s what makes my job worthwhile.” Diversity, equity, and inclusion (DEI) are at the center of Dr. Cannon’s teaching, and last year she presented a session titled Ways with Culture: Toward Diversity, Equity, and Inclusion in the Composition Classroom at Bedford / St. Martin’s writing workshop. “I grew up in a very diverse community in Upstate South Carolina,” she said, “surrounded by all types of people and all classes of people.” Dr. Cannon credits her upbringing for providing her with an openness to other people’s ways of being. “We need to respect people for who they are as people,” she said. “It’s important to be aware of difference and to accept and appreciate it. If we’re not intentionally practicing DEI, then we’re not doing our students justice.” Just as Dr. Cannon hopes to share her love of reading with her students, she also wants her students to leave her courses with a better appreciation of diversity. One way she seeks to accomplish this is by exposing her students to a wide range of stories and perspectives. “It’s like the tabula rasa theory,” said Dr. Cannon. “How can we expect students to know or understand things which they haven’t experienced or perceived?” This applies to reading, writing, and practicing DEI. “It’s the reason I started using a composition reader in my writing courses,” said Dr. Cannon, “Rereading America is the second reader I ever used, and it’s the only one I’ve used since. It has a wide array of provocative essays that will get students talking and wanting to write.” Dr. Cannon embraced earlier editions of Rereading America, and it was a bit fortuitous that she was able to become a co-author of recent editions. “It’s sort of a funny story,” she said. “I’d just presented at the Modern Language Association’s annual conference in Seattle, sharing my framework for using online tools in the composition classroom, and a representative from Macmillan Learning appreciated my background in teaching. We got to talking and later asked if I would be interested in co-authoring future editions of the book.” “I agreed to it because I thought Rereading America was absolutely fantastic, and I’d already been recommending it to other faculty,” said Dr. Cannon. While she was quite accustomed to earlier editions of the book, she had been supplementing it with other materials that she wanted students to read. These selections eventually made it into the book. “It felt like a natural fit to me,” she said. Dr. Cannon credits her background as a teacher who has worked extensively on writing assessment for making the transition to co-author a smooth one. “The writing itself felt seamless,” she said. “I was prepared to make my own selections about which material I wanted to include, how to formulate good critical questions, and knowing which enrichment activities to add because I had been doing those things so often before.” After the Modern Language Association in January of 2020, Dr. Cannon spent time during the pandemic to write and edit the latest version of Rereading America. “It wasn’t as time consuming as it would have been if I’d been teaching face-to-face,” she said. Dr. Cannon used some of that extra time to continue working on another one of her passions, black and white photography. “I’ve been an avid photographer for close to thirty years,” she said, “and I like the way that black and white forces the brain to see things differently.” When not teaching or writing, Dr. Cannon likes to spend her time drinking tea and editing her photos. ... View more

Do you remember coming home from school with a backpack full of books and a couple hours’ worth of homework as a child? If not, you must be pretty lucky to not have had any homework. If so, this scenario may sound pretty familiar. You ask an adult–perhaps one of your parents, an older sibling, or another caretaker–for help with your homework, and they start using a completely different method to solve the problem than the method your teacher taught you earlier that day. “This is how I learned it,” they may tell you, and you wonder why your teacher hadn’t taught you how to solve the problem this way.  Maybe you’re a little lost at first, but you follow them along and see that they solve the problem with ease. Now you’re curious. You try to complete the same problem using the method you recently learned in class, and you see that you get the same answer using both methods. Why hadn’t your teacher taught you the method that you learned at home?  You ask your teacher the next day before class and find out that the method you learned at home requires extra knowledge about this mathematical concept, which many of your classmates haven’t yet learned. Nevertheless, there are a group of students who do understand this other method, so your teacher starts grouping you together to work on these types of problems.  This is an example of differentiated learning in which the teacher adapts what they are teaching–or the way they are teaching–to meet the needs and readiness of their students.    What is Differentiation?  Differentiation is a valuable pedagogical tool for educators to create more equitable learning experiences for every student. At its core, differentiation is a framework for effective teaching that involves providing a diverse classroom of learners with a variety of methods to understand new information, regardless of differences in ability.  In order to implement effective differentiated instruction in the classroom, educators should first do their research on an important subject–their students. By recognizing and understanding each student’s unique background, experience, and subject matter expertise, educators can better meet every student where they are and help them on their own learning journey.  While this can be an overwhelming step for educators who have large, diverse groups of students with different needs, levels of readiness, and learning styles, getting to know students better throughout the term will help instructors tailor their teaching throughout the semester, even with limited resources. Macmillan Learning’s digital learning platform, Achieve, can help simplify this step with its Goal Setting and Reflection Surveys that give students the opportunity to state and reflect on their goals and needs, and to share this information easily with instructors.    Components of Differentiated Learning Once educators have a better understanding of the students in their classroom, they can then turn their attention to the content, process, and product involved in their differentiated instruction.  Content = curriculum or what students learn Process = how students learn it Product = what students produce that shows what they’ve learned   Content At the content level of differentiated learning, educators may have the option to adapt what they are teaching to meet the needs and readiness of their students. As part of the research phase–when getting to know students–instructors might consider including a course readiness assessment or diagnostic test to gain a better understanding of what their students already know. This way they can begin tailoring the content of their lessons or providing additional reading assignments for students who might need to brush up on a few concepts.  Educators may find that they have a very diverse group of students when it comes to readiness and prior knowledge of the course’s subject matter. Some students may be completely unfamiliar with concepts and others may exhibit partial or complete mastery of certain topics.  The goal of differentiated learning is not to raise or lower standards for different groups of students but to provide learning opportunities that are appropriate and effective  for each student, providing methods for understanding a concept and absorbing new information.    Process The process level of differentiated learning further emphasizes students’ unique backgrounds, traits, and experiences while focusing on different learning styles. Instruction at many universities has often followed a one-size-fits-all approach, mostly through the delivery of lectures. It was very instructor-centric rather than student-centric.  Differentiation gives instructors that chance to focus on the individual, to ensure that each learner can achieve their fullest potential. Students’ culture, socioeconomic status, language, gender, motivation, ability, disability, previous educational experiences, interests, and many other factors have shaped them to create totally unique learners.  Taking into account different learning styles, educators can help students by working with them to develop tailored study plans or by varying content delivery methods through things like reading assignments, lecture, active learning, peer learning, and so on.   Product The product level of differentiation is understood as what each student produces at the end of a lesson or course to demonstrate mastery of content. This can take the form of tests, evaluations, projects, reports, or other assessments.  Instructors should think about what they expect students to show and accomplish on each assignment and at the end of the course. They should ask themselves how they might change their grading scale and expectations, acknowledging that each student starts from a different place and that progress is the main goal. Might you choose to grade on a curve or award students points for showing their work? With differentiated learning, students should have the opportunity to demonstrate what they have learned in various ways; again, it’s not a one-size-fits-all approach.    Tips for Scaling Differentiation in Large Courses Implement one small change. Educators can start small. In a recent webinar about academic integrity, Cindy Albert from the University of Wisconsin-Eau-Claire advocated that faculty start by making one small change when seeking to level up their teaching. This can also apply to differentiation.  Use learning platforms (ed tech) that deliver personalized learning experiences. Learning Curve in Macmillan Learning’s digital learning platform Achieve offers students a more personalized learning approach.  Aggregate the data using tools like Achieve and iClicker. Achieve offers Goal Setting and Reflection Surveys, and iClicker can be used to take pulse checks with exit surveys, allowing instructors to quickly see in aggregate what some common needs are across students, and to drill down to the exact student-level needs.  Have you implemented differentiated learning in your classroom? Let us know in the comments below. ... View more

It’s become more and more common to hear about academic integrity challenges among college educators. Whether it be a perceived increase in students’ academic dishonesty or instructors seeking out new ways to curtail any cheating, the pandemic and increase in remote learning has brought a heightened awareness to an issue that has concerned the industry for decades. With readily available digital tools -- like cell phones, group chats, and multiple tabs or screens -- it’s also brought increased suspicion within college classrooms. While the challenges are new, the problem of academic dishonesty is not. International Center for Academic Integrity (ICAI) founder Dr. Donald McCabe found that more than 60 percent of students admit to cheating in some way while in college -- both in his initial research in the 1990s and in subsequent studies. There are, however, resources and tools available to teachers and institutions to encourage academic integrity and help dissuade students from cheating or being dishonest.  But what exactly is academic integrity? The ICAI defines it as a commitment to six fundamental values: honesty, trust, fairness, respect, responsibility, and courage. Academic dishonesty, on the other hand, happens when there’s cheating, plagiarism, fabrication, or falsification, and it happens for a variety of reasons. While some students are worried about grades, others succumb to peer pressure and yet others just take advantage of an opportunity that is presented to them. There’s no one silver bullet to fixing the problem.  There is one other important category -- the students that may not even be aware that what they’re doing is dishonest; this has less to do with cheating and more to do with offering students the support they need in order to succeed. In a recent conversation blog about the state of academic integrity, Dr. Camilla Roberts, Kansas State University Director of the Honor and Integrity System, and Cindy Albert, University of Wisconsin-Eau Claire Associate Director Center for Excellence in Teaching and Learning spoke directly about the support students need. Teachers, colleges, students, and we at Macmillan Learning all want the same thing -- which is to see students succeed. Academic dishonesty can be a major barrier to accomplishing that goal, with consequences extending well beyond getting caught. For example, students construct an understanding of a topic, in large part, based on prior knowledge of it. When academic dishonesty is involved early on, students may not acquire the knowledge necessary to connect the dots with future lessons or more advanced courses. Free & Low-Cost Tools and Resources for Academic Integrity Some tools for detecting dishonesty have been around for quite some time -- like software that allows professors to identify whether or not students’ writing has been plagiarized -- others are quite new. But supporting academic integrity should be more than just finding an EdTech tool to catch cheating and punishing the cheaters. In fact, uncovering academic dishonesty is just one of several ways to consider the topic. The other, which may be even more effective, is to proactively support academic integrity. With a goal of offering tools that educators can use to teach students about academic integrity and help create a learning environment that supports it, Macmillan Learning has compiled a list of free and low-cost resources and tools that support the journey: Create support services. Writing labs or tutoring services encourage both academic integrity and student success by supporting persistence and helping to eliminate one of the causes of cheating -- students' low confidence in their understanding of the materials. With academic assistance, students are more likely to persist and succeed in college, according to recent research from the Council of Learning Assistance and Developmental Education Associations. Events and activities that promote education and transparent dialogue around academic integrity. It’s not just  instructors who can play a part -- colleges, non-profit organizations, and leading educational technology and publishing companies have a role to play as well. The International Center for Academic Integrity promotes and supports academic integrity & integrity of the academy, and often hosts events and activities on their social media, including Twitter.  Other examples include UC San Diego’s series of events and activities in support of academic integrity, including a mentorship program, integrity awareness week, and contests. Macmillan Learning is also hosting three free webinars in October about the topic, which you can register for here. Get to know your students. When instructors build a strong connection with their students, those students can be less inclined to engage in dishonest behavior because they’re more likely to ask for help when they need it most. A degree of trust and mutual respect is required for this, and it can be built with a little extra effort. Make it a point to get to know your students. Learn their names, encourage them repeatedly to attend office hours, and remind them that you are a resource for them. Investigate misconduct. Unfortunately, proactive measures to support academic integrity don’t always work. There’s no way to eliminate every instance of cheating or prevent every form of plagiarism. It is important to report suspected violations to your institution for investigation. Students may engage in dishonest behavior at higher rates when violations go unreported because they have not experienced any consequences.  Low-stakes quizzing. Many students engage in dishonest behavior because they feel immense pressure to do well in a course or on a single assignment. Nearly every student wants to succeed but when so much of their grade depends on only a handful of assessments, they might turn to dishonesty in an attempt to ensure that success. Frequent, low-stakes assessments can be a great way to check students’ knowledge and progress to identify areas where additional review is needed and to provide them with more opportunities to make the grade. Another tool to consider is authentic assessment, which asks students to apply what they have learned to a new situation; many assignments within Achieve can be adapted to include elements of authentic assessment. Further, the student engagement system iClicker supports frequent, low-stakes assessment and student engagement through active learning. Model behavior. Students look to their instructors for guidance, not just information. One way that you can encourage academic integrity in your students is to model it for them. Source and cite your course materials the way that you expect your students to on their assignments. Answer students’ questions with the same honesty and integrity that you expect them to answer yours. Show students how to cite their sources by teaching them to use documentation advice in their handbooks/textbooks and taking time to have specific lessons on citation practices in your discipline. And when you set an expectation with students, follow through as consistently as possible. We’re often surprised by how much our students don’t know about academic integrity. They may not understand the boundaries of plagiarism. By modeling integrity, you can help students learn how to be good, honest scholars.  Plagiarism review: This type of tool is available in modern courseware, including Achieve for English courses. It works two ways -- students can check their drafts for potential plagiarism and instructors can use it to check work after it’s been turned in. For example, if a writing instructor chooses to enable Achieve’s Source Check feature, students can check their drafts for possible issues with their use of sources and receive instruction that helps them evaluate and fix any problems. Services like Grammarly and Turnitin are also used by colleges and universities to check the integrity of students’ work. Review your institution’s honor code and set your own class policies. Every institution has a code of academic integrity, an honor code, or a code of conduct that clearly outlines the college or university’s expectations of students, potential violations of the code, and consequences for violating the code. Whether you choose to include it in your syllabus or dedicate time on the first day of class to reviewing it, or both, it’s important to remind students that they have agreed to the honor code. You can take additional measures by setting your own class policies for academic integrity and making your students aware of them. Students may have a great deal of motivation to engage in dishonest academic behavior, and possibly countless opportunities to do so. Techniques and tools that center transparency and academic honesty can help deter some of the most common forms of dishonesty. Have you used any of these techniques in your courses? ... View more

Andrea Lunsford, Louise Hewlett Nixon Professor, Emerita, Stanford University“Everything’s an argument,” says Andrea Lunsford, co-author of the eponymous book. If you disagree, she’ll ask you to provide her with an example. “What’s something that you don’t believe is an argument?” she’ll ask. Then she’ll argue that whatever example you provided is, indeed, an argument. She wins every time. She’s never yet been stumped.  “But, it’s not about winning,” she’ll tell you next. There are so many purposes for arguing, and winning is way down at the bottom of the list. Andrea will encourage you to think about the consequences of our arguments–what do we learn from arguments? “We also argue to explore,” she’ll say, “but mostly to understand things. Even meditation and prayer are forms of argument with oneself–to better understand oneself.” This month’s Macmillan Learning Author Spotlight series features the co-author of Everything’s An Argument, Andrea Lunsford, who recently led a workshop titled “Teaching (Ethical) Argument Today” with our Bedford New Scholars. I met virtually with Andrea earlier this summer to learn more about her career as an educator and author, and to hear how retirement is treating her.   July 26, 2022 – It’s a beautiful midsummer Tuesday–depending on where you live. Even Americans’ favorite topic of smalltalk–the weather–is an argument. While large swaths of the country endure relentless heat, it’s pleasantly cool on the Northern California coast. Andrea spends this crisp morning harvesting vegetables from an organic community garden. Today she harvests broccolini, squash, and the first potatoes of the season. The members of the community call the garden “Posh Squash.”  Andrea works in the garden every Tuesday. Her shift begins at 8:30 in the morning and ends thirty minutes past noon. Though today she must cut that short. Her interview with me begins at one o’clock sharp, and she needs to rush home to freshen up.  She’s punctual, joining the call right on time. We spend the first few minutes discussing the pronunciation of our Germanic last names. We’re both fascinated with language. I learn that her niece-in-law speaks six languages, which provokes a short discussion about code-switching. I’ve the feeling we could spend hours talking about our mutual interests, but our time today is limited.  We begin discussing Andrea’s own education journey. Did she always know she wanted to be a teacher? When I ask her this, she tells me she was always an avid reader and writer as a young girl. “I used to make my brother and two sisters take lessons from me,” she says, “and when we went to the five-cent movies, I would make them walk in a line behind me,” she adds with a smile.  Growing up in a very segregated and restrictive society, Andrea learned early the liberatory potential of literacy. Born in Oklahoma, her family moved to Eastern Tennessee after her father was rejected from World War II because of his flat feet and poor eyesight. After he secured a job with an aircraft corporation and became an accountant, the family moved to St. Augustine, Florida.  “I couldn’t imagine going anywhere other than my state school,” Andrea says. So, she enrolled at the University of Florida, where she completed both her bachelors and masters degrees in English. While she was interested in pursuing her Ph.D., her advisor, whom she describes as an old, white man, told her that she should go home, get married, and have children. “At the time, I wasn’t offended,” Andrea says.  Andrea did go home after that, but she didn’t become a stay-at-home mother and housewife. Instead, she started teaching. “I taught every grade from seventh through twelfth,” she tells me. “Juniors and seniors were some of my favorite ages to teach,” she says, “though I liked teaching juniors a bit more because they aren’t yet jaded and don’t have senioritis,” she jokes. Andrea also believes that anyone who teaches middle school is a superhero. “Teaching seventh graders always felt like a battle; either they were going to kill me or me them,” she adds.  While continuing to teach high school English, Andrea also began teaching night classes at a community college. “It was then that I started to think more about my advisor telling me that I couldn’t get a Ph.D.,” she says, “and I started to become angry about it.” She started looking at schools, and decided to apply to The Ohio State University in order to study under Edward Patrick Joseph Corbett, author of Classical Rhetoric for the Modern Student. It was Corbett’s book that really sparked Andrea’s interest in the study of rhetoric. After spending a short time on the waitlist, Andrea was admitted and arrived in Ohio in 1972. “This was during the height of significant political and social unrest,” she says. “There were many protests and conflicts, and the Kent State Killings were only two years prior.” It was this time of Andrea’s life that instilled an ongoing interest and enthusiasm for feminist scholarship and writing about women’s issues. “I’ve always wanted to teach young people how to speak and write with power–to have agency and take control of their own lives through discourse,” she says.  Andrea retired a few years ago, but she continues to speak to many students during virtual classes, conferences, webinars, and workshops. “What I miss most about teaching is the students,” she says. When I ask her about her experience with the Bedford New Scholars, she tells me she most loved hearing about their own work. “These students are working on exceptionally interesting projects and implementing really innovative teaching strategies.”  Students often have just as much to teach their teachers as the teachers have to teach them. Andrea shares with me a recent instance when a student really made her think. “I gave a talk at UC Irvine about writing style, and this young man asked me how he could make his sentences sing,” she says. “That was one of the best questions I have ever been asked. It’s certainly possible to make a sentence sing; we all know one when we see it.”  Andrea enjoys the stylistic part of writing, and she credits many women and especially women of color for creating more freedom in academic discourse. She quotes Maya Angelou, who said “I love a sentence,” and she tells me about Gloria Anzaldúa. “Gloria told me that early in her career she was strongly discouraged from genre mixing, which is something she became quite known for,” Andrea says. “She had an old, white male professor at the University of Texas who did then encourage her to write as she wished, and that gives me hope for the world.”  Writing Everything’s An Argument was one of the highlights of Andrea’s career. She tells me that her co-author, John J. Ruszkiewicz, had students that were complaining about their argument book, and so they decided to write their own. Their book is designed to help students understand and analyze the arguments around them as well as create their own. Sounds like a good skill to me since, as Andrea has now taught me, everything’s an argument. Andrea tells me the most fun she had was developing the Hume Center for Speaking and Writing at Stanford University. There wasn’t an existing writing center when she first arrived at Stanford in 2000, and she didn’t want to institute a new curriculum without one. “We could make it however we wanted to,” she says enthusiastically. “But, we wanted it to first and foremost be a place for the celebration of writing.”  In the beginning, the center sponsored higher-level writing seminars that brought in a far larger audience than expected. “We learned quickly that we needed more room because so many people showed up,” she says. “Eventually, we started hosting writer’s nights, the Stanford Spoken Word Collective, tea parties for multilingual students, parents’ night during parents’ weekend, where parents and students could read together, music nights… everything you could think of!” Photos from "Posh Squash" Community Garden Andrea tells me how much she misses spending time at the center. She always used to conduct office hours there, and she tutored thousands of students during her time at Stanford. Nevertheless, retirement has certainly allowed her to pursue other hobbies and interests, including tending to the community garden.  Andrea stays plenty busy. She tells me she goes to the gym three times a week. “Though I’m not a regular gym rat,” she says. “I’m a gym swan because I don’t sweat,” she jokes. Her nephew will come for a visit later this afternoon. If the good weather holds, which it surely will, they may enjoy a walk along the beach.   Andrea Lunsford, Louise Hewlett Nixon Professor of English emerita and former Director of the Program in Writing and Rhetoric at Stanford University, joined the Stanford faculty in 2000. Prior to this appointment, she was Distinguished Professor of English at The Ohio State University (1986-2000) and, before that, Associate Professor and Director of Writing at the University of British Columbia (1977-86) and Associate Professor of English at Hillsborough Community College. A frequent member of the faculty of the Bread Loaf School of English, Andrea earned her B.A. and M.A. degrees from the University of Florida and completed her Ph.D. in English at The Ohio State University (1977). She holds honorary degrees from Middlebury College and The University of Ôrebro. Andrea's scholarly interests include the contributions of women and people of color to rhetorical history, theory, and practice; collaboration and collaborative writing, comics/graphic narratives; translanguaging and style, and technologies of writing. She has written or coauthored many books, including Essays on Classical Rhetoric and Modern Discourse; Singular Texts/Plural Authors: Perspectives on Collaborative Writing; and Reclaiming Rhetorica: Women in the History of Rhetoric, as well as numerous chapters and articles. For Bedford/St. Martin’s, she is the author of The St. Martin's Handbook, The Everyday Writer, and EasyWriter; the co-author (with John Ruszkiewicz) of Everything’s an Argument and (with John Ruszkiewicz and Keith Walters) of Everything’s an Argument with Readings; and the co-author (with Lisa Ede) of Writing Together: Collaboration in Theory and Practice. She is also a regular contributor to the Bits teaching blog on Bedford/St. Martin’s English Community site. ... View more

The first few weeks of classes are cruising, and your students aren’t yet snoozing. Either they haven’t yet lost that new-school-year excitement, or your active learning strategies are keeping them engaged–perhaps a mix of both!  Active learning requires that students learn by doing; they aren’t only passive observers of class lectures. Instead, instructors create an environment in which students are able to practice their understanding of course material and develop skills by actively participating.  Active learning not only improves student engagement; it also increases student performance. According to a 2014 meta-analysis of 225 previous studies, the implementation of active learning techniques correlated with students earning nearly half a letter grade higher on test scores in science, engineering, and mathematics.  Active learning works, which is why many instructors are already using these five active learning strategies in their classrooms: Asking students to work through problems in class. This can include solving math problems, working through economics concepts such as supply and demand, or responding to an essay prompt.   Assigning group work. Each member of the group can also be assigned a specific task to ensure that all students are actively engaged.  Assigning presentations. When students are asked to present, they’re required to reflect on their knowledge and communicate their understanding. Presentations allow students to practice many skills including task or group member delegation, research, and speaking skills, among others.  Participating in LMS discussion boards. Students are able to share their thoughts about class material and interact with others virtually.  Asking students to facilitate small group discussions. Not all students feel comfortable sharing their ideas in large classes but are more inclined to in small groups.  Exhausted this repertoire of active learning strategies and looking for new techniques to try? No problem! Here are five less commonly used active learning strategies to keep your students engaged through the end of the semester:  Using Case Studies. Case studies provide students with real-world examples of the concepts they’re learning in the classroom and help them contextualize course content. Case studies also provide an easy way to foster collaboration between students by incorporating the common active learning strategies listed above. In-Class Polling. Similar to asking students to work through problems or answer quiz questions, in-class polling gives every student a low stakes way to get involved. In-class polling promotes critical thinking and reflection by asking students questions that are more experiential.  Peer Instruction. Ever heard an instructor say that they finally learned the material by heart because they were tasked with teaching it? The same applies to your students. Having to communicate what you’ve learned with others reinforces your own grasp of the material.  Gamification. It’s time to turn classtime into gametime! Keeping learners engaged can be a challenge, and one solution is to teach through games. You can have your students participate individually or in teams, and you can provide incentives such as points earned for correct answers.  Pre-Class Activities. Unlike regular homework assignments turned in before class and not discussed until graded and handed back to students, pre-class activities require that students come prepared to class with something that will be used during that current class period.  Macmillan Learning’s digital learning platform, Achieve, and iClicker make it easy to implement many of these active learning strategies. Achieve is a comprehensive course management system that’s accessible to students before, during, and after class, and iClicker was designed specifically for student engagement, lending itself to teaching techniques such as interactive games and easy polling.  Have you tried some of these active learning strategies in your classroom or have others not included above? We’d like to hear from you! Let us know about your experiences with active learning strategies in the comments below. ... View more

Dr. Eric Chiang is no stranger to being online and in front of a camera. The Economics: Principles for a Changing World 6e author and instructor was a pioneer in online learning, bringing tech to teachers and students - an environment he was very familiar with well before virtual learning took over during the COVID-19 pandemic. In fact, his stint on the nationally televised show Holey Moley was when I first met him. Just as I was curious about his time on the show in 2019, I’m curious about what got him to that point. At Macmillan Learning, we recognize that the success of our textbooks and courseware is in large part due to our outstanding authors. With this Author Spotlight series, we offer students and instructors a unique opportunity to better get to know these extraordinary authors, whose remarkable careers and interests often extend far beyond higher education.  There’s so much genuine interest and passion about the world’s economies within Dr. Chiang that helps make Principles for a Changing World the compelling text that it is. Within it, learners can hear his distinct voice speaking to them as they are introduced to economic concepts and the many unique examples from both within the United States and around the world. Economics can be practical Economics doesn’t have to be some pie-in-the-sky, impractical set of concepts. And Dr. Chiang doesn’t teach it that way because he didn’t learn it that way. His journey into economics began when he was just a boy, with everyday lessons from his father, a chemist by trade, who had immigrated from Taiwan in the 1960s. While his father had always been interested in economics, he felt compelled to go with the trend of the time within the Taiwanese culture of coming to the United States and studying either engineering or the sciences. Despite that, his father never lost his interest in economics, and he began to teach Dr. Chiang the principles of it with practical life lessons -- how to be frugal with money, how to save money and how to invest money. “He got me excited because he spoke about it in ways that made sense. Oh, we eat at Wendy's a lot, do you want to own a piece of Wendy's?” Dr. Chiang did want to invest and he saved his birthday money and allowances for some time so that he could invest $100. “He taught me about how companies make profits, how companies work -- and the fact that I owned just a few shares of Wendy's … it felt really exciting.” And it’s that same practical thinking that he uses to teach his students at Florida Atlantic University and the College of Southern Nevada. His interest was further piqued when, in high school, he had the opportunity to take classes at Indiana University South Bend. “Everything I’d learned as a child just sort of formalized into these economic models.” And while he considered pursuing careers in his other interests during his undergraduate years of college, like geography or hotel management, he was always drawn back to economics. “Economics provided a foundation that allowed me to study many other subjects,” he explained with a smile. It was ultimately Game Theory, the study of how and why people make strategic decisions, that took him from the role of student to teacher. As a graduate student at the University of Florida (Go Gators) he was expected to teach an undergraduate class; he saw that Game Theory was an option in the catalog and decided to go for it. It was his first teaching experience, so he over-prepared his lectures, memorizing and scripting them. As it turns out, that wasn’t necessary. “As soon as I stepped into the classroom it became so natural, I absolutely fell in love with it. From that point on, I knew I was going to be a teacher because spending time with my students in the classroom was the highlight of my week.” And while he loved teaching Game Theory, the topic proved to be a specialty and niche subject. So niche that he was having to come up with his own course materials for his students because there wasn’t much out there for him to use. “I wasn't satisfied with the existing textbooks at the time, so I was always using my own content.” And while he went on to customize chapters in other economics textbooks, something was still missing in those textbooks and, well, most others. “One part missing in most books that I wanted was the story behind the concept. For example, most principles textbooks jump right into supply and demand, they jump right into elasticity, and they didn't really start the chapter with ‘Why is this important, and how is this relevant to everyone's life?’, and that was the part that I kept sort of filling in right when I customized the book.” And soon enough, he got the chance to write one on his own terms. At first he began as an accuracy checker and reviewer of an economics textbook written by Jerry Stone, but quickly became more and more involved as a contributor. The two authors had a lot in common, with both Stone and Chiang teaching at public universities catering mostly to non-traditional students, who often took classes at night because they were working during the day or had families. Both believed in teaching practical, usable versions of economics -- Chiang understood just how valuable the students' time was and wanted to help them invest it in their future. To do that, Stone and thereafter Chiang tailored the textbook to the needs of those students with the philosophy of being practical and connecting economics to the real world. “You have to be a little more thorough in your explanations, and you have to provide those additional explanations and examples and connect what we're learning to the real world.” That philosophy may be the reason why the largest population of students using the book are those from community colleges. A global perspective When Chiang began authoring the Principles for a Changing World textbook in 2014, he brought in a wealth of modern examples and global perspectives to create even stronger connections with the students. He also placed a greater emphasis on data literacy, all while still staying true to the original philosophy of being practical and connecting economics with the real world. In writing, he made sure that the text attempted to make connections with every student by offering examples from across various regions of the US and even the world. “Take, for example, sports. We’re not just talking about baseball and football in the examples. We’re also talking about cricket, soccer and field hockey. That makes it more relatable.” Chiang is passionate about international travel and culture, which is evident throughout the textbook. Every chapter of the book has an “around the world” feature, offering a different way to think about economics. “If you look at most other textbooks, if they're talking about something in another country, it is because they're comparing their country with our country. It’s their growth rate vs. ours. For me it's more from an individual perspective -- if you were standing in that country, how would someone in that country solve a problem?” Take, for example, Disneyland in Tokyo. It’s quite different from the Disney World or Disneyland that students in the U.S. are used to. Culturally, in Japan, they are not as interested in thrill rides, like roller coasters, but they love photo taking. “Line management in dealing with scarcity and surplus is different in Japan. The park is so crowded but everyone's having a great time because there's so many characters walking around, and you can always take a picture with them and it's a very fulfilling experience …It's just interesting to see how different countries address different demands, and different cultural differences of what people value and that goes into their decision making. It all goes to show there’s not just one way to solve an economic problem.” Growing up, Chiang never traveled far from his Indiana hometown. So as an adult he makes up for it by trying to visit a new country every year. He wants to bring new examples, ideas and stories to his students, which is how he came up with the idea of his Around the world in 80 hours series which is “a fun way to show the class how economics is all around the world.” I asked him about his favorite spots and he mentioned Japan and Singapore. Although he tends to stay a very short time in each country, his reasoning is that there’s around 200 countries in the world, so he’d like to have a glimpse of as many countries as possible -- his face lights up just thinking about it. His most striking economic lesson was when he traveled to Bhutan, a small agricultural Kingdom in the Himalayas. According to Chiang, while it’s not modern (he did not see a single traffic light in the entire country), it’s one of the safest, healthiest and happiest places in the world. “You know they don't have much, but they live very, very well so to me that's a striking economic example.” “The government doesn't measure their well-being through gross domestic product, which is how every other country measures the size of their country.” Rather, Bhutan has a Gross National Happiness Index comprising of nine domains that include psychological well-being, health, education and good governance, among others. “I think Bhutan offers an example of the opposite of what we think of as societal norms - you don't have to have money or lots of possessions, but you have to have community. And that’s a different way of thinking about the health of a country and its economic well-being.” And that’s what makes Bhutan Bhutan. And what makes each student their own person as well, which is why it’s so important that diversity is not only recognized, but championed. “Everyone faces different circumstances and manages resources differently, and that's what economics is about. How you manage your money and your time is different from how I do it. A lot of it's based on our circumstances and values, and how we grew up, and that's based on cultural diversity,” Chiang said. Students growing up in a small town have vastly different experiences than students growing up in an agricultural community, which differs vastly from those in a large city. And that’s just taking into account population size, let alone ethnicity, background, gender or income, among other factors. And that’s true for the world around us, for our classrooms and also for our textbooks. “In the past century there have been so many prominent economists and Nobel Prize winners that are women and people of color, and we highlight the biographies of many of these important contributors to economics,” Chiang noted. He cited Cecilia Rouse and Phyllis Wallace as examples. He further explained, “People always talk about prominent macroeconomist Milton Friedman, but actually he worked most of his life with Anna Schwartz, who was equally deserving of the Nobel Prize.” Dr. Chiang just finished writing the sixth edition Economics: Principles for a Changing World and notes that it will offer the practical and relevant content that’s been counted on for many years as well as fantastic new features like interactive graphing. But this new edition will offer even more information about diverse economists like Rouse and Wallace and how their contributions have affected our everyday lives -- including the economic decisions we make today. It will also include more stories, just like the Gross National Happiness Index from Bhutan that help students understand different ways of thinking about economics. Until then, you can find Dr. Chiang at FAU, UCS, or somewhere at cruising altitude. ... View more

“One of my passions is to help students succeed,” said Dr. Kevin Revell, author of Introductory Chemistry. “It’s part of what drives me.” During his sixteen-year tenure as a chemistry professor at Murray State University, Kevin has helped many students succeed, and this isn’t limited to his own students. As the author of a popular, introductory level textbook, his passion to help students stretches much further than his own classroom.  Writing a textbook is challenging, as educators work to channel their experience and knowledge into a tool to teach others. Macmillan Learning’s authors are accomplished experts in their fields; often distinguished academics at some of the most reputable colleges, universities, and institutions around the globe; and they also have remarkable careers outside the classroom. They use all of these experiences as practical examples when teaching or writing their books.  Macmillan Learning’s new Author Spotlight series gives students an opportunity to learn more about the educators authoring their textbooks. What have their careers looked like? Did they always know that they wanted to work in higher education? When did they turn from teaching to writing? This month’s spotlight is Kevin Revell, an author whose successes and struggles as a student and teacher have informed the way he teaches and writes today.    Dr. Kevin Revell, Murray State UniversityKevin became interested in chemistry at an early age. He told me he remembers sitting in a tree at eight-years-old trying to figure out what plastic was made of. “It’s not made of wood. It’s not metal. So, what is it?” Kevin said. His developing interest in science continued to grow, and he described everything as “clicking” during his high school chemistry class.  “Most students didn’t like the class,” Kevin said, “but I was fascinated by the material and couldn’t stop asking questions.” Less than two years later, Kevin started his undergraduate career at the University of New Orleans as a chemistry major. Despite his strong interest and enthusiasm for the sciences, he struggled during his first year,  describing this as a formative part of his education that greatly influenced the way he teaches today. It’s an age-old piece of advice that students should visit professors during their office hours. Nevertheless, many students are often hesitant to take them up on their offer. I shared with Kevin that my younger sister recently completed her first year of college as a declared biochemistry major and that she struggled during the spring semester in her Chemistry II course. “Tell her to come to Murray State,” Kevin joked.  Kevin wants his students to take advantage of his and other professors’ willingness to offer one-on-one help. “I know I may look sort of big and scary,” he said with his military-style haircut and two folded U.S. military flags in his office, “but I really want my students to know that they are welcome. I want to see them succeed.”  Kevin told me about a frequent visitor to his office hours. “This young woman took both Chemistry I and Chemistry II with me last year, and she really struggled,” he said. “We spent hours working through problems together on the whiteboard, and she got better and better.” Kevin impressed the importance of working through problems on the whiteboard. “I can better understand students’ thought-processes and see where they get hung up,” he said. “We go through a bunch of whiteboard markers.”  The student Kevin described didn’t take organic chemistry with him, yet she still continued to visit him during office hours for help. “She’s on her way to vet school now,” Kevin said. “It’s gratifying to see students not necessarily know where to begin with a problem and then emerging at the end of a semester or academic year with a really developed cognitive skill set. They know how to tackle big problems and persevere until they make it through.” Kevin described many of his students as being far ahead of where he was at their age. “At nineteen I had no idea what I was doing. These students are going to accomplish things that I never could,” he said. When asked what career Kevin saw himself pursuing as a student, he told me his goal was to obtain his PhD. “I wanted to do high-level research and be a big shot in the field of chemistry,” he said. But, after entering graduate school, he became frustrated with his research and felt he needed to step away for a while to reassess. “I moved to Florida and taught at a high school for one and a half years. That’s where I learned how much I love teaching,” Kevin said.  Kevin and his wife had two small children at the time, and he realized that going back to school was going to be the best option to support his growing family. “So, I returned to school and finished my master’s degree,” he said. “Afterwards, I worked for a couple of years in the pharmaceutical industry. I learned so much chemistry during that time. It’s just such a different world from academia. It’s no longer theoretical, and the stakes are really high.”  Fortunately, Kevin also found a way to continue doing what he loved most during this transitional time – teaching. While working for Eli Lilly, Kevin taught one night a week at Ivy Tech Community College in Indianapolis. “I’d get off work an hour before class, make a quick stop at White Castle for dinner, and then rush over to the community college with a handful of markers and a vague plan!” Kevin said. “I really came to appreciate what a community college does, and the challenges and opportunities that professors have,” he said.  Like many others, 9/11 made Kevin reflect about where he wanted to be and what he wanted to do with his life. “It was always going to be teaching,” Kevin said. An opportunity popped up in Florida, so Kevin and his family made the move back to the Sunshine State. “This little college was just beginning to launch into the physical sciences and build the program from the ground up,” he said. Kevin has fond memories of this time. “Everything was new and there wasn’t much of a budget, so the other teachers and I had to be a little experimental.” Kevin described all the “goofy” stuff they were doing – from dropping bowling balls to measure the acceleration of gravity to using old record players from the school’s library to measure rotation. “We even built our own primitive fume hoods to conduct microscale organic experiments,” Kevin laughed.  Although Kevin was thriving as a teacher, he wanted to complete his PhD. “The experience with my master’s degree left a bad taste in my mouth, and I was very reluctant to go back,” Kevin said. It was a mentor, the provost at the college where he was teaching, who made all the difference. “It’s really valuable to have someone in your life who will tell you the things you don’t want to hear,” he said. “He told me the hard truth – that if I wanted to succeed in academia, going back for the PhD was essential.”  It turned out that the PhD experience was much better than his time as a master’s student. “I ended up working with Professor Ed Turos at the University of South Florida. “He was terrific to work with. He understood that I was an adult, balancing the responsibilities of being a teacher and dad, and that I needed to figure out how to make it all fit,” he said. “He helped me make it fit.” Kevin finished his PhD in 2006 and has been teaching at Murray State University ever since.  While there are many chemistry professors, only a few are writing introductory textbooks for thousands of college students. So, how did Kevin become a textbook author? When I asked him, he told me it was sort of a funny process. “I ended up working with Sapling Learning, doing virtual product demos with colleagues around the country. I was able to build a lot of great relationships and learn about the teaching challenges that my colleagues were facing,” Kevin said. It was through this experience that Kevin met the publisher, Roberts & Company (which eventually merged with Macmillan Learning), and started the Introductory Chemistry project.  “It’s amazing how it all came together,” Kevin said. “Our department chair assigned me the non-majors chemistry course. It was a night class, and I was originally pretty grouchy about it because it was during my son’s basketball season, and I hated missing games. But I fell in love with the class, and have been closely involved with the non-majors course ever since.” Originally, the non-majors class used a textbook that had some gaps in it, so Kevin ended up writing an entire chapter himself to fill those holes. When he was approached by a publisher interested in producing a digital-first textbook, Kevin was already prepared with a writing sample.  After signing his project, Kevin noted, “I had this great team with the energy and know-how to make my vision of helping students succeed a reality,” he said. “I wanted to create digital tools that emulate the ways I work through problems with my students in the classroom and office. I feel we achieved that.”  Another thing that was important for Kevin to consider with his textbook was practicality. “I’ve had the benefit of working in the pharmaceutical industry, so I’ve seen how industrial chemistry really works,” he said. “I want students to have the context they’ll need to succeed in their jobs.” Introductory Chemistry exposes students to a wide variety of different potential career paths for students of chemistry. “I’ve provided chapter introductions that tie in stories from different disciplines – forensic, conservation, archeological, geological, manufacturing – all sorts of different things. There are so many opportunities out there that students aren’t even aware of.”    Kevin Revell teaches introductory, general, and organic chemistry at Murray State University, and also serves as the assistant dean for the MSU Jones College of Science, Engineering, and Technology. A passionate educator, his teaching experience includes high school, community college, small private, state comprehensive, and state flagship institutions. His work encompasses curriculum, technology-enhanced pedagogy, assessment, and active-learning design. He has hosted multiple science education workshops, and is the senior editor for flippedchemistry.com, an online community for college-level instructors implementing active-learning pedagogies. A synthetic chemist by training, his research involves the synthesis and evaluation of functional organic materials. With his wife, Jennifer, Kevin has three children – James, Julianne and Joshua – and two grandchildren. ... View more

At the time of this writing, legislation has passed in seventeen US states that prohibits or restricts instruction on a widespread array of topics and pedagogical approaches. Nine additional states have legislation proposed or pending. The prohibitions range from bans on the teaching of critical race theory, restrictions on the adoption of pedagogical practices like social emotional learning and culturally responsive pedagogy, and the inclusion of classroom topics related to LGBTQIA+ communities, gender studies, and gender identity.   These laws and regulations are not just rhetoric. In addition to being the basis for queries about the content of our titles, they have created an environment in high schools and at colleges and universities in which course materials are evaluated not solely on their educational merit, but through a political lens. These laws have resulted in a reduction in transparency into how K-12 titles are evaluated and approved by state boards and agencies and a lack of guidance on how community reviews influence the decision-making process. This is even true for titles developed for high school Advanced Placement courses that had been previously taught in classrooms by school districts without complaint and which strictly align to national standards developed by the College Board.  Despite these most recent infusions of politics into the evaluation of course materials, we remain committed to a publishing process that does not compromise the educational value of what we produce. The recent legislation affects the way we conduct business and makes it harder for us to support our educational mission – we oppose these and other legislative acts that create a political barrier between us and the classrooms we serve.  Macmillan Learning: Diverse Views United To Support An Educational Mission Our company’s mission is to improve lives through learning. At Macmillan Learning and BFW Publishers, we participate in students’ lives through our publications and digital tools. Our employees and the authors we work with take pride in the learning materials we produce and our contributions to better student outcomes for communities, schools, and universities around the world. To value these things means we also value the right of each employee and author at Macmillan Learning to have a political view of their own and to bring their lived experience to bear in the work we do in partnership every day; it is that very diversity of thought that adds to the quality of our materials and to the betterment of our company. The breadth  of our authors and our publications, our commitment to inclusivity, and the effectiveness of our digital  products provide educators with choices and builds equity for every learner in the classroom. You need to look no further than our economics list to see the diversity of viewpoints that we support. From ardent defenders of free market capitalism to proponents of the value of government regulation and intervention in the economy, our authors present a diversity of views and we are proud that several of them have put those views into practice in public service to U.S. presidents from both sides of the aisle.  Our commitment to free speech and diversity of perspectives in the classroom provides a foundation for our stance from which we will not waver: We believe classrooms must be places where ideas are fostered, engaged with, and critiqued – not banned. We believe it is essential for every learner to have a secure classroom environment where an individual’s identity is respected, the inherent human dignity of every person is acknowledged, and their lived experience is valued.  We believe that educators and students should see themselves in their learning materials, and our content is written and our digital programs are developed in ways that support that belief. We promote the free exchange of ideas, oppose censorship, and denounce efforts that place politics ahead of pedagogy.  Our Values Are The Lens Through Which We Make Decisions Our values help us navigate this difficult political climate. We are first and foremost an education company. We agree with PEN America and the American Association of Colleges and Universities that the principle of academic freedom undergirds all academic environments. And further, that  “any legislative effort to circumscribe freedom of inquiry and expression in order to hew to political directives and agendas denies students essential opportunities for intellectual growth and development.” We will meet this evolving political environment head-on by continuing to support free speech and academic freedom, and we will defend our publishing process and our right to publish. We will not compromise the integrity of our content, our values, or the relationships with our authors and each other that bind us through our common mission. We hold to these promises because these principles are encapsulated in our mission, and being a privately held, family owned company, we  measure our success by each student we serve more than the next dollar we earn. We know that what we do makes a difference, and we work everyday to meet our responsibility to unlock the potential of each learner. There are more voices still to be heard, more students still to be reached; as we listen to and learn from them and each other, we are energized by our mission and our role as a positive force in education.  ... View more

“It’s a lot of work to write a textbook,” said Jamie Pope, co-author of Scientific American Nutrition for a Changing World, “Much more work than popular press.” As the author of both popular science books and an award-winning textbook, Jamie would know. Writing a textbook isn’t easy. Not only do authors need to have a wealth of experience and expertise in their respective fields, but their writing also needs to pass a rigorous editing and review process.  Macmillan Learning recognizes that the success of our textbooks and courseware is in large part due to our outstanding authors, many of whom are distinguished professors and academics at some of the most reputable colleges, universities, and institutions around the world. Our authors have remarkable careers that extend far beyond higher education; they are excellent teachers; and they are impeccable writers and storytellers.  Students don’t often think about the authors of the textbooks with which they spend so much of their time. What if there were an opportunity to get to know these extraordinary authors, to learn about their lives, their backgrounds, and how they got to where they are today? Now there is with our Author Spotlight Series. Each month, we will feature a different Macmillan Learning author, and we’re beginning this month with Jamie Pope.    Jamie Pope, M.S., R.D.N., L.D.N., F.A.N.D., Vanderbilt UniversityThere was no grand plan for Jamie. She didn’t know growing up that she was going to study nutrition; work in a hospital as a registered dietitian; contribute to some of the most popular weight-loss and dieting books of the 80s and 90s; serve as a consultant and spokesperson for several large food companies; develop one of the most successful open, online nutrition courses; and write an award-winning textbook – to name but a few of her many career accolades and achievements.  So, how did Jamie first become interested in nutrition? When I asked her this question, she told me it’s a story she tells fairly often. Jamie went to an all girls high school that did not have a traditional cafeteria. There were vending machines with limited options but no robust “hot lunch” for the students. As part of an assignment for her English class, Jamie needed to conduct a survey, and that was when she first thought more about what everybody was eating for lunch. “The two most commonly consumed items were Cheetos and Milky Way candy bars,” Jamie told me. “At the time I wasn’t thinking too much about vitamins and minerals, but when I considered the implications of this simple survey it made me more aware of why food choice and balance might really matter.”  A couple of years later, when Jamie was flipping through the pages of her university course catalog, she remembered thinking she needed to choose a major. “I saw a course on vitamins and minerals and thought it sounded interesting,” she said. To Jamie it ended up being more than just interesting. She loved it, and decided to major in nutrition.  “From there I had sort of the traditional path of a registered dietitian, working in a hospital setting with patients,” Jamie said. She lived in Boston at the time, specializing in the area of heart disease and obesity. One day in 1986, when she was leaving the hospital to catch a flight back to her hometown of Nashville, the medical director stopped her and told her to reach out to Dr. Martin Katahn, a health psychologist at Vanderbilt University writing popular science diet books. Jamie described this as her entry into publishing.  Dr. Katahn had a lot of success. He was featured in People Magazine and appeared in many national talk shows, but Jamie noticed something missing from his team of researchers. “I couldn’t believe he didn’t have a dietitian on his team,” she said. “He was conducting all of this diet related work, but he didn’t have anybody with a nutrition background.” Soon after Jamie returned to Boston, Dr. Katahn asked her to come work with him at Vanderbilt, where she’s been located ever since.  Initially, Jamie was doing weight-loss research and consulted on some of Dr. Katahn’s books. One of these books was The T-Factor Diet, for which Jamie compiled an extensive appendix including thousands of foods with their grams of fats, calories, sodium, and other nutritional information. The book sold millions of copies and quickly became a bestseller. “One day,” Jamie said, “on a call with our publisher, they told me they wanted the appendix to be its own publication because so many people were copying it and carrying it around with them.” The little spin-off fat gram “counter” that she co-authored sold over seven million copies and spent more than three years on The New York Times bestseller list.  Jamie’s success with popular press opened the door to many opportunities. When I asked her about the most interesting roles she’s had, she told me about her time as a spokesperson or consultant for a few different food companies. “One of the fun things about my career were the media opportunities,” Jamie said. “I did a media tour with Chick-fil-A releasing their Gallup poll on fast food nutrition in the 90s. I’ve gone on book tours. I appeared on the Today Show a couple of times.” Chick-fil-A provided her with media training, where she learned media strategy and etiquette. “That was a lot of fun!” “Getting to do those types of things was scary, but there was also always a lot of adrenaline pumping,” Jamie said as she reminisced about the different people she met during this part of her career. “I remember sitting in a green room and being interviewed by Katie Couric.” Jamie also did some consulting for Super Bakery, which was owned by Franco Harris. “Have you ever heard of him?” she asked me with a smile. Jamie admitted she’s not much of a football person, so she hadn’t recognized that he was a multiple-time Super Bowl winner with the Pittsburgh Steelers.  “One day I had to pick him up at the airport, and I thought his name was Frank O’Harris, not Franco Harris,” Jamie said. “I had a sign with his misspelled name on it and was looking for someone who I thought probably looked Irish,” she laughed. “All of a sudden he comes up and tells me ‘I think you might be looking for me.’” Franco thought it was funny, and Jamie’s brother, who is a football fan, couldn’t believe his sister had done that. Thereafter, when Franco would call, he would keep the joke alive and tell Jamie “Hey, this is Frank.”  In 2000, after gaining experience in research, publishing, media, and consulting, Jamie started teaching her introductory nutrition course at Vanderbilt University. “Out of all of the things I’ve done in my career, teaching is what I love most,” she said. Jamie doesn’t expect students to leave her course as nutrition experts. Instead, she described her course much like a music or art appreciation course. “When you take an art class,” she said, “you never walk into a museum the same way again. You look at things differently, you have new questions, and you have a greater appreciation for artists of all types.” She wants her students to appreciate the evolving science  of nutrition. “I want them to be better consumers and be equipped to better evaluate and question what they read or hear about food and nutrition in the media, from friends, and on food products.” Writing a textbook gave Jamie an opportunity to reach even more students. Macmillan Learning approached Jamie in 2012 to ask her about the possibility of writing a textbook. She remembered wondering why the team was asking her, and they provided three reasons. “The first was that I had a publishing history. The second was that I had good reviews on Rate My Professors, which I thought was funny because at the time I had never heard of that before,” she said. Jamie then looked immediately afterward at the website. “And third, they told me that they heard good things about my introductory nutrition course at Vanderbilt.”  The same day Jamie agreed to write the textbook, she was boarding a plane back to Nashville from New York and received an email from her provost and dean at Vanderbilt. They asked her to teach one of Vanderbilt’s inaugural MOOCs (Massive Open Online Courses). Although feeling overwhelmed, she agreed to teach this MOOC, which aligned with her introductory nutrition course and involved creating course content, filming over 80 videos, and managing the course. “At first I thought maybe 300-400 people might enroll, but then it just kept growing!” she said. “Once we got over 50,000, I remember one of my colleagues telling me that we just filled Nissan Stadium.” The course was offered three times ultimately enrolling more than 175,000 participants from all over the world.  Jamie credits her career opportunities for providing her the experiences necessary to write a textbook. “My co-author, Steven Nizielski, and I make a good team,” she said. “Our textbook follows a story-based approach with science weaved into relevant stories.” Jamie said that what sets their book, Scientific American Nutrition for a Changing World, apart from others on the market is the fact that it’s written by two authors who bring different perspectives, allowing different types of readers to connect to the material. “As a registered dietitian nutritionist I bring my nutrition background and practical experience and Steven brings his nutrition and biochemistry expertise, so he provides much of our scientific backbone for the book,” she said.  While Jamie admitted that balanced, sound nutrition is part of how she lives her life, she loves to eat, experience new foods, and eschews restrictive “dieting”. “I made an incredible chocolate cake yesterday,” she said. “I love to bake, which doesn’t always go hand-in-hand with nutrition, but it's another form of creative expression for me.” She also enjoys long walks as her main form of exercise, and she listens to audiobooks on those walks; her favorite genre is historical fiction. She lives with her husband, her younger of two daughters, their big dog, Stanley, and their two cats. Jamie Pope, M.S., R.D.N., L.D.N., F.A.N.D. currently serves as Adjunct Assistant Professor in Nutritional Sciences at Vanderbilt University, is a registered dietitian nutritionist, Fellow of the Academy of Nutrition and Dietetics, and academic author. Jamie came to Vanderbilt in 1986 and has worked in the areas of obesity research, health promotion, and heart disease prevention. Teaching since 2000, her popular classes have reached over 6,000 undergraduate students from a wide range of majors to learn about nutrition science and its application to their personal and professional lives. Beyond the classroom, Jamie adapted portions of her nutrition courses to produce a Massive Open Online Course or “MOOC” which earned her an Innovation in Teaching award from the Vanderbilt University School of Nursing. Jamie is the co-author of the award winning textbook Nutrition for a Changing World. Jamie is a recent recipient of the 2021 Outstanding Dietetics Educator Award from the Tennessee Academy of Nutrition and Dietetics and has served on the executive leadership committee for Nutrition Educators of Health Professionals Dietetic Practice Group. Jamie has authored or contributed to numerous scientific and popular press publications. She has held several corporate positions including at Chick Fil-A and Smart Balance, serving as nutrition consultant and media representative. ... View more

Mia Bay, Roy F. and Jeannette P. Nichols Professor of American History, University of PennsylvaniaThere’s little doubt that Americans rely heavily on travel for both work and pleasure. But there’s more to getting from here to there than meets the eye. The recent Black Lives Matter protests highlighted the ways in which racial profiling and discriminatory policing still exist today on America’s roads and highways. This is not new, however, as the transportation inequities that began as far back as the 19th and 20th centuries continue to persist for many Black drivers.  Macmillan Learning employees recently welcomed Freedom on My Mind author and Professor of American History at the University of Pennsylvania Mia Bay to discuss this intertwined history of transportation, segregation, and resistance, which is the topic of her new book, Traveling Black: A Story of Race and Resistance. To help us better understand the ways in which Black passengers and drivers still haven’t fully escaped from the repercussions of Jim Crow laws, Professor Bay encouraged us to travel back in time to look at the broader history of transportation in America, including a closer look at traveling by train, bus, plane, and automobile.    The Railroad “One of the reasons that transportation became so important in the Black civil rights struggle is that the 19th and indeed the 20th century were the golden age of the American railroad,” Professor Bay reminded us. Almost everyone who traveled long distances in the United States did so by train. While this included many African American passengers, train transportation was not very accommodating to these travelers.  “People also often forget that Plessy vs. Ferguson, the landmark Supreme Court case that established the doctrine ‘separate but equal’ in 1896, was about accommodation in railroad cars,” said Professor Bay. Blacks were relegated to second-class cars known as ‘Jim Crow cars.’ “The Supreme Court’s decision made it very difficult to fight a system,” said Professor Bay, “in which separate was supposed to mean equal, but separate is never equal, as we all know from education.”  African American travelers rode in train cars that were visibly inferior to those of their white counterparts. Not only were Jim Crow cars often the smoking or baggage cars, they were often the oldest cars of the train. “They would typically be made of wood,” said Professor Bay, “whereas the other cars of the train were metal. This led to the development of a phenomenon known as the ‘Jim Crow train crash,’ in which virtually all casualties were those riding in the Jim Crow cars.” It was not  until the 1950s that wooden cars were taken out of rotation.    Buses, Planes, Automobiles Early municipal bus lines were known as jitneys, large cars similar to streetcars, that were both white and Black-owned. African Americans needed to develop their own jitney lines because the white-owned jitneys didn’t always pick up Black people. “Even after jitneys were relegated out of existence and replaced by more buses, they continued to not pick up Black passengers,” said Professor Bay. “Though there were reasons for this beyond discrimination. There weren’t necessarily services for Blacks along the road – places where they could go to the bathroom, where they could eat, or where they could spend the night.”  The advent of the automobile gave African Americans more autonomy, but it did not solve many of these problems. “We often think of cars as being private spaces,” said Professor Bay, “and so Blacks sought to escape Jim Crow laws by owning and driving their own cars.” However, according to Professor Bay, cars are highly regulated. “To drive a car and be able to travel anywhere, you need to be able to use service stations, rest stops and hotels. Further, you’re also subject to police scrutiny.”  While service stations weren’t common in the early days of the automobile, when they finally did become more common they weren’t welcoming to Black drivers. “Gas stations were developed largely to appeal to women drivers, and so they were intensely middle-class, white, domestic spaces,” said Professor Bay. Many service stations refused to sell gas to Black drivers, which Professor Bay said she found puzzling during her research for Traveling Black.  Whether traveling by bus or by car, African Americans needed to strategize their routes. “There came about these publications such as The Green Book, which were basically travel guides for African Americans, informing them where they would be able to stop,” said Professor Bay. “A culture developed in which Blacks were sharing a lot of information with each other and planning their trips very carefully, which is sort of a striking contrast to the emerging notion of the ‘open road,’ which other Americans were thinking about.”  Once planes came along, African Americans were hopeful that they would be an escape from Jim Crow laws. Nevertheless, airports were segregated with  separate waiting rooms and bathrooms, and airport restaurants often didn’t serve Black travelers. “Blacks were usually the first to be bumped from a flight if a white passenger needed their seat. This even happened to Ella Fitzergerald when she was supposed to give a concert in Hawaii,” said Professor Bay.  “While the Freedom Riders in the early 1960s eventually brought an end to segregation in airports, on railways, and buses, they did not completely change our society,” said Professor Bay. While fewer people are traveling by bus or train today, Blacks continue to encounter all forms of discrimination on the ‘open road.’ “They pay higher prices for both insurance and cars, which makes them less likely to own vehicles,” said Professor Bay. “And, something we perhaps don’t think about as often is mobility during disasters. Blacks are disproportionately less able to escape from natural disasters.” As an example, Professor Bay drew our attention to Hurricane Katrina.  To learn more about the intertwined history of transportation and segregation, check out Professor Bay’s book, Traveling Black: A Story of Race and Resistance.    Mia Bay (Ph.D., Yale University) is the Roy F. and Jeanette P. Nichols Professor of American History at the University of Pennsylvania. Her publications include To Tell the Truth Freely: The Life of Ida B. Wells; The White Image in the Black Mind: African-American Ideas about White People, 1830–1925; Freedom on My Mind, Traveling Black: A Story of Race and Resistance, and the edited volume Ida B. Wells, The Light of Truth: The Writings of an Anti-Lynching Crusader. She is a recipient of the Alphonse Fletcher Sr. Fellowship and the National Humanities Center Fellowship. An Organization of American Historians Distinguished Lecturer, Bay is a member of the executive board of the Society of American Historians and serves on the editorial boards of the Journal of African American History and the African American Intellectual History Society’s Black Perspectives Blog. Currently, she is at work on a book examining the social history of segregated transportation and a study of African American views on Thomas Jefferson.  ... View more

As our working life has evolved over the past two years, I have been thinking about the experiences and jobs I have had throughout my publishing career.   Although I did not necessarily love every job, nor was I the best fit for every one, what I know to be true is that each step built on the last one and each one helped me grow as a person and as a professional. A common thread for me as I built my career has been the ever present role of my mentors. Mentoring is widely considered a critical component to career success, and today, women are focusing much more on networking and mentorship. This often provides help for us as we navigate our lives as working women, and we are better for it.    Throughout much of its early history, the publishing industry had a reputation for being a “gentleman’s profession;” one in which women like the first female newspaper publisher Elizabeth Timothy could only be found behind the scenes. At the turn of the century, women who wanted to work in publishing found themselves in secretarial roles because the editorial roles they coveted were dominated by men. As the 20th Century progressed, the industry started to see editorial positions and other roles open up to women. In fact, a 2019 study on the US publishing industry revealed that 74% of employees are women.  At Macmillan Learning, women are a majority of our employees. Much of the reason for the change can be attributed to support and mentorship of women. Elizabeth Timothy relied on her partnership with Benjamin Franklin to publish the South Carolina Gazette, and many women who had ambitions to work in publishing relied on their connections within the industry to get their first roles. Mentors can be invaluable to helping support and nurture women for a career in publishing, no matter where they are in their career journey. Early in my career I never thought I was ready for the next position. In fact, I remember having to be talked into applying for some new roles. Thankfully, my managers and mentors believed in me. My doubts made me one of the 75% of women who manage their imposter syndrome, second guessing whether I was ready for a new role, and to take the next step in my career. And like 72% of these talented women, I relied on a mentor to help me manage and move past those feelings. And as it turns out, they were right. We all have a part to play in helping women grow and nurture their careers both inside and outside the publishing industry. While informal mentorships are a critical part of growth, they’re just one piece of the mentoring puzzle. More and more, companies are recognizing the significance of having a diverse workplace, and an important part of that is gender equality.  But I didn't just rely on mentors early in my career -- they have helped me progress throughout my career. My mentors have been male and female. But unlike what one would think a typical mentorship looks like, many of these were informal relationships that formed organically. I worked on nurturing those connections by asking questions and seeking advice. As my responsibilities grew, I also grew my network of people I could rely on for advice, for empathy and sometimes some tough talk. Today, I’m paying it forward by being a mentor to other women inside and outside Macmillan Learning. I am part of a Women’s Leadership Network, and I sit on the Board of Directors of the not- for- profit organization Reach Out and Read of Greater NY.   I’m proud that I’m part of the company’s mentorship program, and the Executive Sponsor of Proud@ML, one of the company’s Employee Resource Groups.  This Women’s History Month, I wanted to take a moment to recognize those who have mentored me and countless other women to develop their publishing career. For me, being a mentor has brought such joy and pride helping those early in their careers grow and stretch themselves when they are not sure they can.   For those who might be reticent, I encourage you to think about those that inspire you, or spark your curiosity and start having those organic conversations that can oftentimes grow into lifelong mentorships.   ... View more

When instructors and students are used to in-person learning, the switch to online, remote learning can be a difficult one. It’s not unusual to feel rather disconnected, and it can be a challenge to form meaningful instructor/student and peer relationships. Macmillan Learning’s new digital platform Achieve can help facilitate this sense of community that many might feel is lacking in the virtual classroom.  The Achieve platform includes an interactive e-Book as well as extensive learning materials with pre-class, in-class and post-class activities. In addition to these materials, Professor of Psychology Dr. Michael Poulakis finds the Goal-setting and Reflection surveys to be the biggest advantage of Achieve. Through the use of this key function, Dr. Poulakis feels he can better understand the needs of his students and track their progress throughout his courses. Macmillan Learning asked Dr. Poulakis what other features of the new digital learning platform he found helpful.    What have been some challenges with teaching–especially with online learning–since the pandemic started? How have you addressed them? I think one of the main challenges is knowing how I should reach out to and communicate with my students to make sure that they understand the material. I teach psychology at the University of Indianapolis, so teaching online I need to ask myself: Do they understand the material? And, do they feel safe and comfortable enough to reach out to me if they don’t? Can they raise their hand virtually, so to speak, and say “Dr. P. I need your help with this”? Lastly, can I provide them with the tech experience that they need to be successful students? For me, Achieve has achieved that. Achieve has done that for my students.  How do Achieve and LaunchPad differ? Achieve is LaunchPad on steroids. I think that Achieve is what Windows 10 is to Windows 7. One of the advantages is the ability to do online surveys. This way I can gather some confidence about my students regarding how they feel about the class and their performance. How are they doing? How are they performing? These are the questions I ask myself, and with Achieve, I get data. I get to see what challenges my students face, including individual data from each student based on their responses, and that gives me more information about each student.  Another thing I like about Achieve is the plurality of assignments for each chapter. That is one of the major advantages, and the reason I believe that is because I can use current events, and I can also make sure that I capture different learning styles. That has been very helpful to me.  One part of Achieve that instructors and students have really responded to are the Goal-setting and Reflection Surveys. Are you using those? If so, how has that student information changed your class–for you and your students? I’ve used Goal-setting and Reflection surveys since I started using Achieve. One of the main advantages is that I get additional information about each one of my students. I’m a qualitative researcher, so the ability for me to know what is going on for each student–and I taught a class of 45 students this past semester, dealing with COVID, dealing with financial issues, dealing with relationships, dealing with medical issues, working full time (many of them work full time). The surveys gave me information about how I can best reach them, especially during off-hours when I’m not teaching class to ask them “What can I do for you?” or “How can I help you?” and I think that helped me realize that each one of them had their own particular set of challenges. I think it also reinforced that they can reach out to me, and it gave me a good idea of how they’re doing in class. They respond well to that because you can assign the different surveys throughout the semester, and that gives you data–baseline to an output–about how they’ve done, how they have progressed, and also how successful they feel about reaching their goals.  Why did you first decide to use online tools in your class?  All of my students used digital in high school, and that’s a shift that I have seen. Because of COVID, they’re already predisposed to that model. So for me, in terms of teaching, I knew that I needed to have a robust technology platform like Achieve to reach them. There were no technology issues, and that is such a blessing. I did not have to play tech support; I did not have to refer them to the tech side. The worst problem that happened was for me to teach them how to disable pop-ups and ad-blockers–for Achieve to work–and that was the worst scenario the whole semester.    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. Interested in hearing more from Dr. Poulakis? Register today for the webinar "Connecting with Students to Improve Learning" where he'll share more about his experience using Goal-Setting and Reflection Surveys in Achieve. 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