Dr. Tyler Cowen, Professor of Economics and Director of the Mercatus Center at George Mason University, is the type of person who knows what he wants to do and then accomplishes it. At a young age, he knew he wanted to study economics and become a successful economist. Now he is consistently recognized as one of the top economic and political thinkers of our time. More recently, Dr. Cowen wanted to be the first person to publish a book with AI. Earlier this year, he also achieved that goal.  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. Dr. Cowen is perhaps one of Macmillan Learning’s most accomplished and impressive authors. We recently sat down with Dr. Cowen to learn more about his background, interests, and accomplishments–both related and unrelated to the field of economics.    Dr. Tyler Cowen, Professor of Economics and Director of the Mercatus Center, George Mason UniversityDr. Cowen knew that he wanted to become an economics professor at age thirteen. Remarkably, he made his childhood dream come true. “I consider myself largely self-educated,” he said. “I’ve always been motivated to read, and learn, and explore my interests.” Those teenage interests included reading the works of Adam Smith and Friedrich Hayek, two economists who had a big influence on Dr. Cowen’s own approach to economics.  “Smith and Hayek were more focused on thinking about the world as a whole rather than limiting their thought to the field of economics,” he said. Their influence on Dr. Cowen’s approach to economics is recognizable in his writing, teaching, and in his passion to continue learning just about almost any topic.  "If you can't explain it simply, you don't understand it well enough." How does Dr. Cowen think is the best way to learn? Talking and writing. While his formal education includes earning his Bachelor of Science in economics from George Mason University and his PhD from Harvard, Dr. Cowen firmly believes that he’s learned most when having to write or talk about the topics that interest him. “When you have to consider how to communicate and explain concepts or ideas to other people,” he said, “that is when you learn the most.”  Dr. Cowen’s graduate students will tell him something similar. They’ll say to him, “Well of course I learned something from your course, but I really learned from having to teach your book.” By this, his graduate students don’t mean that they are learning from Dr. Cowen’s textbooks, which in this case are largely for introductory undergraduate courses, but that they need to be able to share the book’s content in a way that the students can understand. Or as Albert Einstein is quoted as saying: "If you can't explain it simply, you don't understand it well enough."  For someone like Dr. Cowen, who has taught most economics courses that you could imagine, communication is exceptionally important. “In the spring,” he said, “I’ll be teaching a graduate level course on the history of economic thought.” It’s the first time Dr. Cowen will teach such a course, for which there is already great interest and a long waitlist. Nonetheless, he’ll be prepared and well-equipped to teach the course, for he previously researched and published a book on the same topic.  Dr. Cowen always enjoys when he is able to use his own books in his courses. “Especially for the introduction to economics courses,” he said, “there were not great books on the market–adequate, but not great–and I used them. But, when using my own books, the students can feel it’s me somehow.” It’s this unique situation in which Dr. Cowen’s students get to know the author of their textbook that allows them to truly understand their instructor’s passion for and dedication to teaching.  Dr. Cowen’s relationship with his co-author, Alex Tabarrok, also greatly improves their students’ experience with their textbooks. “I’ve been working with Alex for over 33 years,” Dr. Cowen said, “and after all of those years, I can still speak about him with affection in my voice.” Dr. Cowen firmly believes that their face-to-face relationship as colleagues in the same department for more than three decades is a significant reason that their textbooks are better than competitor books. “Whether working on revisions for one of our textbooks, or needing to exchange ideas about another shared project, all we need to do is walk down the hall to each other’s offices,” Dr. Cowen said.  Communicating with the TikTok Generation Dr. Cowen is a prolific writer, and textbooks such as Modern Principles of Economics, Modern Principles: Microeconomics, and Modern Principles: Macroeconomics are only one genre of writing in which he’s published. He has also published dozens of popular nonfiction books and journal articles; is a frequent contributor to The New York Times and Bloomberg View, among other publications; writes entries often on his and colleague, Alex Tabarrok’s, blog, Marginal Revolution; and he has even published an Ethnic Dining Guide for the Washington D.C. area.  “I like writing in all genres,” he said, “and I feel like the style of textbooks shouldn’t be that different from other, popular nonfiction books.” Dr. Cowen believes that textbooks, like trade books, need to start with compelling examples that grab the reader’s attention and hold it. “More textbooks need to be written that way,” he said, “especially today with the generation on TikTok and Instagram.” Dr. Cowen views the social media giants as his biggest competitors. “You have to interest your students immediately. If not, they’ll click, tap, and swipe to find on their phones what they’re searching for,” Dr. Cowen said.  Dr. Cowen knows more than one way to keep things interesting for his students. In addition to his written publications on a plethora of interesting topics, Dr. Cowen also hosts his own podcast called Conversations with Tyler. The podcast is free and there are transcripts for each episode. “Many of the episodes feature prominent economists such as Larry Summers, Paul Krugman, Raj Chetty, and Claudia Goldin,” he said, “but there are also many episodes with other people such as Mark Zuckerberg, Margaret Atwood, and Kareem Abdul-Jabbar.”  “The podcast features whomever I want to speak with and whoever is willing to speak with me,” Dr. Cowen said. With more than 100 episodes, Tyler has covered topics ranging from Irish and British history, to ornithology, to daily life in Nairobi, Kenya. “It’s a lot of work for me,” he said, “to keep up with these people and the work they’re doing in their fields.” Dr. Cowen says that the conversations on the podcast are not inherently about economics, not analytically at least; the topics are rather a kind of economics conducted anecdotally or culturally.  Much of Dr. Cowen’s work can be thought of as innovative and ahead-of-the-curve, and his most recent book publication is a project of the future available to readers in the present: the first book published with generative AI. “It’s titled GOAT: Who is the Greatest Economist of All Time and Why Does it Matter? I started writing this book during the pandemic–with chapters on Hayek, Smith, and other names that would not surprise-and include my views on why these people are important economists and thinkers,” he said.  The book is certainly the first of its kind, and Dr. Cowen believes that it is the future of publishing. “Actually, I would say that it’s already the present,” he said. An app was built for the book that is integrated with ChatGPT and other AI platforms, so that readers can ask questions about the book, about economics, about the author, or anything they would like more details on. “If readers want to know how Paul Krugman would view something differently, ask the app,” he said. “If they want a summary of a chapter, ask the app;” he added, “it’s like an all-purpose universal tutor for the reader.”  One question the app may not be able to answer–if you’re curious–is Dr. Cowen’s food recommendation for the holiday season. Having visited over 100 countries, including eleven visits to China, seven visits to India, and more than thirty visits to Mexico, Dr. Cowen has tried food from all over the world, and he speaks proudly of the restaurant scene where he lives in northern Virginia. “The best people to ask for food recommendations are always travelers,” he said with a smile, “like people who sell textbooks.” Dr. Cowen’s advice: next time you receive a visit from a Macmillan Learning sales representative, ask them for their food recommendations. ... View more

Since its explosion over the last year, AI is no longer a distant, futuristic concept. It's here, woven into our daily lives in ways we might not even realize. From voice assistants guiding our mornings, to algorithms helping us choose what to watch or buy, AI is everywhere, quietly shaping our world. But how do we prepare our workforces for this new era? Macmillan Learning CEO, Susan Winslow, recently described her AI journey akin to processing the stages of grief; I see some of our teams having the same experience - denying the impact AI will have on their workflows, hoping it will go away, or angry at being asked to evaluate processes that seem fine already. It is clear to me, however, that we all need to embrace the AI learning curve. That extends beyond our tech talent and coding gurus and starts with seeing AI not as a replacement for our jobs, but an opportunity to enhance human potential. At Macmillan Learning, we are providing our teams with foundational courses to get them started, including content explaining what AI is to understanding the various ways that AI can be leveraged as a learning tool. We’ve been training best practices of good prompting and creating guidelines on how to ensure safety and ethical use along the way. These basics are followed with a challenge for each of us to keep an open mind, take initiative, and experiment. Our leaders are not exempt from this. It’s proven important for each of us to lead by example, rolling up our sleeves and diving in to set the tone for our teams. I recently took a hands-on approach to testing HR use cases for generative AI and even dug into the development of an employee self-service chatbot. The insights that I have gained from both successes and failures have helped me to communicate, first hand, insights to hopefully make it a little less scary for our teams to take a first step. But change is hard and saying “this will be a fun adventure” doesn’t always quiet the fears people have about the unknown. That’s why we have to continually remind ourselves that people will always be at the center of successful evolution. AI can handle repetitive tasks, and serve as a great starting point for ideation; but empathy, creativity, and intuition? Those are OUR superpowers. That's what sets us apart from the algorithms.  As a People & Culture leader, I talk every day to our team about jobs, and AI has left a big question mark for a lot of people as they worry about proficiency or replacement. I have told our teams to try not viewing AI as competition, but a collaboration between human ingenuity and AI efficiency that frees us up to focus on what we do best—using our creativity, emotional intelligence, and problem-solving skills. Incidentally, those are the skills I’m leaning into to get the most out of using AI tools too.  Our approach may not be perfect, and I keep reminding myself that it will take resilience to stay energized about the possibilities when advances in tomorrow’s technology require us to retool our thinking all together. I will challenge you, just like our teams, to embrace the potential of AI, learn from it, and together, let's shape a future where technology empowers us to be the best versions of ourselves. As one of our core values reminds: learning is a journey we are on together. ... View more

Picture a classroom where cupcakes aren't just a sweet treat but a lesson in inequality or where karaoke isn't just for fun, but a tool to understand the supply curve in action. Seeing economics in action can help students not feel overwhelmed by its complex theories and intricate models. Instructors can use products and activities students know and love to help them contextualize the concepts and help make the journey of understanding the world through the lens of economics fun and engaging. Macmillan Learning asked our Peer Consultants to share the most effective engagement activities that they use in their Microeconomics and Macroeconomics classes. They delivered, and it should come as no surprise that many of the activities revolve around some of students’ favorite foods. These activities can be scaled and work well in both large and small classes. Here are four ways to incorporate real-life activities and interactive experiences to help students learn and retain complex economic concepts. To see them all, and get more details on the activities, hear from the instructors in this seven-minute video. Supply curve karaoke: Economics Assistant Professor Dr. Kalina Staub, University of South Carolina Chapel Hill, asks her class to stand up if they’re willing to sing in front of the class for $1,000. Usually about 90% of the class will stand up at first, but then students begin to experience the creation of a supply schedule, and eventually a supply curve, in action as they count the number of students who remain standing as that pot of money decreases.  Cupcake economics - visualizing inequality: To teach about inequality, Dr. Christopher Clarke, Economics Assistant Professor at Washington State University, brings five students to the front of the class. Each represents a 20th percentile of the population, and he distributes the amount of cupcakes reflective of their wealth. Students are often surprised when the bottom 10% get only a sliver of one cupcake. Often, the person with the most cupcakes will offer them to other students, which also allows teaching of voluntary redistribution, among other topics. The taste of competition: To discuss competition, Dr. Aisling Winston, Clinical Assistant Economics Professor at University at Buffalo, uses chicken nuggets from a range of fast food restaurants. The students are asked to identify which nuggets are from which restaurant, choose their favorite, and then consider whether they’d switch to their second favorite. This brings them to a discussion about perfect competition, monopolistic competition, and monopolies. Donut dilemma - scarcity in action: Economics Senior Instructor Dr. Erika Martinez from the University of South Florida uses donuts to talk about scarcity. If there are 20 students, but only 10 donuts. The students then ideate about how to allocate the donuts, which brings up discussions about the price system and can lead to suggestions like arm wrestling -- all allowing for conversations about allocation mechanisms.  These are just some of the many activities instructors can use to make economics more engaging. To see all the tips, and hear from these and more instructors, check out Macmillan Learning’s EconEd page where you can watch the seven-minute video or get tips from Macmillan Learning’s authors on AI and other topics. ... View more

In a recent Executive Order from the White House on AI, President Biden encouraged the industry to “shape AI’s potential to transform education by creating resources to support educators deploying AI-enabled educational tools, such as personalized tutoring in schools.” We’ve known since research completed in the 1980s that personalized tutoring is significantly more effective than “factory models of education,” and I have spent a good portion of my career considering how human-centered product design and technology can help fulfill the promise of personalized learning.  The time is now. This fall, I’ve watched with great interest and excitement as our teams at Macmillan Learning have tested personalized tutoring with thousands of students in courses in our digital courseware product, Achieve.  Early results indicate that AI-enhanced personalized tutoring positively impacts student engagement and progress, especially at times when they need help with assignments. Without giving answers away, the AI-powered tutor uses socratic-style questions delivered in a chatbot to help guide students step-by-step to the correct conclusion. Importantly, we have seen that whereas students sometimes feel self-conscious asking their instructor or teaching assistants for help, they are open and persistent with the AI tutor, asking questions repeatedly until they gain better understanding. Faculty have also responded positively, noting that the AI tutor is available late at night or generally when faculty and teaching assistants are not available to answer questions. Because our AI tutor is grounded in the specific Achieve course content from the instructor’s assignment, faculty have reported confidence that their students are receiving better assistance than other online options. While it’s still a bit early for us to understand the efficacy of the AI tutor, we have enough early positive indicators that we are eager to now understand the impact it has on learning. Please stay tuned!  AI tutoring is just the beginning of the opportunities in front of us. Imagine a learning environment in which teachers have a learning assistant that knows each student's preferences and levels of preparedness, paces lessons accordingly, and provides timely interventions when needed. Imagine that instructors can intrinsically engage students by framing knowledge acquisition and skill-building in ways that acknowledge the student’s curiosity, their lived experience, cultural background, and personal goals/mission–all while ensuring that students make progress against faculty course outcomes. The promise of AI is that we can support both instructors and students in making learning more deeply personal, accessible, and engaging. But how do we get there? It may be easy to surmise that with the breathtakingly fast evolution of Generative AI technology the promise of personalized learning assistants will be delivered very soon by large language models. But, human-centered products never result purely from technological advancement–instead, we must roll up our sleeves and intentionally create products that students and teachers find valuable and trustworthy.  One of the most challenging and important problems to solve with AI-enhanced personalized learning is the management and protection of student data privacy and security. In surveys Macmillan Learning has conducted this fall, 63% of students indicated that they have concerns about how data is used, stored, and generated by AI applications and companies. In our fall 2023 AI tutor tests, we have been firmly grounded in the AI safety and ethics principles and processes that we developed with the help of two advisory boards of experts. Good intentions are important, but they’re not enough.  We have been, and will continue, actively monitoring to ensure that data, privacy, and security measures are working as intended. We will continually work with experts to stay current on quickly evolving tools and best practices, and importantly, to implement auditing processes on the AI products/features we’re developing. We are resolute that AI tutors and assistants in our Achieve and iClicker platforms will align with our rigorous human-centered AI ethical principles and processes. We’ve also heard concerns that the use of AI may create disparities in education, as economically disadvantaged individuals might not have access to the same resources. There's also the risk of AI systems inheriting biases present in their training data, which can also perpetuate disparities. We believe that it's essential to approach the integration of AI in education with an awareness of these challenges and a commitment to use these tools ethically, inclusively, and equitably.  Again, good intentions are important, but not enough. We are working with AI bias experts to determine if we can proactively detect and, when possible, mitigate bias in training data. This fall, we have conducted research specifically with students and faculty at minority-serving institutions to ensure that we acknowledge the needs, questions, and concerns around AI from traditionally underrepresented populations. As if these substantial challenges are not enough, we also have new AI software infrastructure, QA testing, and monitoring projects to tackle. Every workday feels more full and fulfilling than the day before, but I’ve truly never been more energized in my career in education. I share President Biden’s observation that we have not recently had such a tangible opportunity to fundamentally transform education–and to do so in a way that benefits every learner. ... View more

AI is rapidly reshaping the educational landscape, and maintaining and nurturing academic integrity is more crucial than ever. It’s a topic that Macmillan Learning is particularly interested in. To that end, last month our CEO Susan Winslow was a panelist in a webinar “The Importance of Truth, Honesty, and Pedagogy in an AI World” alongside Packback CEO Kelsey Behringer and hosted by Inside Higher Ed Contributing Editor Racher Toor. The webinar (which you can watch here) yielded invaluable insights from these three leaders, with candid conversations that spanned from strategies instructors can use to support academic integrity to the role of AI in classrooms and the optimal ways to bolster pedagogy.  Nearly 1,000 instructors attended the live session, actively engaging in dialogue around AI's role in education and the promotion of ethical academic practices. The discussion yielded several actionable suggestions for instructors and we have since received many requests for access following the session. We are pleased to continue the conversation here, sharing some of the insights instructors shared there. From unpacking the implications of AI in educational systems to highlighting effective measures for promoting ethical academic practices, below are some tools and ideas shared on how to reinforce the significance of truth and honesty while bolstering pedagogy in an era of AI-driven learning. Fact-Checking and Reference Checking: Educators are actively teaching students how to fact-check and reference-check AI-generated content, emphasizing the importance of verifying information from multiple sources. One instructor noted in chat: “Fact checking is a great conversation starter in class. (Students) present what they get from AI and they either support or correct the information by using evidence from legitimate sources.” Reflection and Accountability: Encouraging students to reflect on their use of AI in assignments, including fact-checking and critical evaluation, helps instill a sense of accountability and transparency. One instructor shared: “I have added an assignment on reflection. Students are asked to keep a field notebook of how they plan to use Gen AI before they begin an assignment. Then I ask them to reflect on their experience after the completion of the assignment. At the end of the course I plan to have them reflect on what they discover.” Critical Analysis and Rhetorical Evaluation: Rhetorical analysis is a valuable tool for assessing the credibility and quality of AI-generated content. This skill can help students distinguish between reliable and unreliable information. One instructor commented: “My students analyze GPT-written papers for rhetoric. When analyzing ethos, they dig into what the AI uses as sources. They often find that some information is credible, but there is still a lot that AI includes that is incorrect and even made up.”  Digital Literacy: Promoting digital literacy is a key component of integrating AI into education. Educators are incorporating assignments that require students to critically evaluate information from different media sources. One instructor noted: “Some employers are seeking a workforce that has a developed digital literacy. Educators need to think deeply about what we're implying when what we expose them in the classroom is disconnected from the world around them.” Balancing AI Use with Traditional Skills: Educators are mindful of maintaining a balance between teaching AI-related skills and ensuring that students continue to acquire traditional knowledge and skills in their respective disciplines. One instructor noted this in chat: “When deciding when and when not to use AI, for me it comes down to what the purpose of the writing is. If the students are writing to show their writing skills, AI won't be able to help with this. If the students, or the instructor, are writing to convey information (i.e., facts, etc.), why wouldn't AI be helpful and permissible then?” Understanding Source Credibility: Teaching students to differentiate between "credible" and "expert" sources helps them assess the trustworthiness of information and identify authoritative voices in their research. One instructor commented: “I make a distinction between "credible" and "expert." A credible author is trustworthy; however, an expert is someone who, by their training and hands-on experience, has a higher level of knowledge on a specific topic.” Restricting Source Types: Some educators limit the types of sources students can use, encouraging reliance on reputable academic and government sources while discouraging the use of sources like Wikipedia or less reliable websites. One instructor gave examples of the types of sources they did and didn’t allow students to use; they restricted students to using PsycINFO, university websites and government websites and do not allow Wikipedia, Simply Psychology, and Verywellmind, among others. Promoting Honesty and Integrity: Fostering a classroom environment centered on learning, honesty, and enthusiasm for knowledge encourages students to value the integrity of their academic work. One instructor shared in the discussion: “I think the classroom climate matters a lot. If the focus is always on learning, then our goal is to activate and facilitate learning always. Those who choose to cheat themselves out of learning by cheating will always find a way. But we can aim for the joy and enthusiasm of learning, and bring along those who are with us.” Hands-On Learning with AI: Encourage students to actively engage with AI by using it for practical tasks, such as lesson planning and project creation, while also encouraging critical thinking about the generated content. One instructor commented: “I teach both history and history ed. I have my history ed students use AI to write lesson plans, create projects, write activities, etc. I do ask only that they don’t accept it as perfect and to tell me they have used it. But I encourage it. I am judging them less on whether they came up with the material out of their own creative juices and more on whether they think something will work in the classroom.” These ideas collectively highlight the educators' commitment to equipping students with the skills necessary to navigate the AI-driven information landscape responsibly and ethically while emphasizing the enduring importance of traditional educational principles. Stay tuned for even more insights and for more webinars from Macmillan Learning discussing teaching with/through AI. For additional resources you can use, including webinar recordings, blogs from Macmillan Learning’s leadership and access to our community for instructors, visit the AI for educators website; you can also watch the full webinar at no cost here. ... View more

Macmillan Learning recently wrapped up EconEd, our annual economics conference which explores the multifaceted ways that instructors teach college economics. This year’s focus was the topic on everyone’s mind: AI’s impact on education, work and life.  The 2023 conference included a series of webinars from instructors, who also happen to be our Principles of Economics authors. Justin Wolfers’ session discussed the elephant in the room - Assigning Homework in a World with ChatGPT. The Macmillan Learning Principles of Economics author, New York Times Contributing Columnist, and professor of economics and public policy at the University of Michigan spoke about how traditional ways of assessing students are being challenged with the rise of powerful AI tools like ChatGPT.  There aren't always simple solutions when AI tools can not only quickly finish homework assignments and pass exams, but in some cases, can even outperform students or trick instructors into believing generated essays were written by students. At a time when algorithms and automation are reshaping industries, it’s more important than ever that higher education helps equip students with skills that complement AI. This is especially true in an economics course, where students can develop these critical thinking skills alongside an understanding of how AI intersects with economic theories and practices.  Instructors are considering the best ways to restructure their syllabi and assessment methods and, importantly, seeking out the best ways to support students’ ability to succeed both in class and down the road; they're also exploring how they can best account for the presence of AI tools in the class while at the same time encourage academic integrity.   Here are five things instructors should consider about homework and assessments in their Economics class. Whether or Not to Use AI is an Economic Decision for Students Every decision is an economic decision. Thus, it’s also the case for students deciding whether or not to use an AI like ChatGPT when completing homework or other assessments. Using a cost-benefit analysis framework, students have to weigh the benefits of saving time and potentially getting higher grades versus the costs of getting caught, facing punishment, and missing out on learning opportunities.  The Challenge of Academic Integrity In our digital-first world, the line between legitimate assistance and outright cheating has blurred. With 35% of students admitting to using online tools during remote exams, educators are challenged to reconsider assessment strategies. Wolfers cautions educators about the dangers of relying solely on detection software to catch instances where ChatGPT or other similar models might have been used to complete assignments.  It’s Time to Rethink Traditional Assessments ChatGPT's performance varies with question type and subject area. For example, it is very proficient in answering introductory economics questions and scored high on multiple standardized tests related to economics, outperforming many students. ChatGPT achieved an A- in microeconomics and an A in macroeconomics in tests conducted at Harvard. It scored 5 out of 5 on AP Microeconomics and AP Macroeconomics exams, placing it among the top students. Wolfers argues that to discourage cheating, the goal should be to use questions in a way that makes large language models like ChatGPT less reliable. To that end, ChatGPT struggles more with multiple choice than true/false questions, and it’s not much help with the graphical ones. For instance, when presented with a graph depicting economic trends, ChatGPT couldn't interpret the data as effectively. It also struggled with multi-step questions with interdependent information. While its capabilities are advancing quickly, by delving deeper and focusing on application or critical thinking, educators can make these tools less appealing for cheating.  Leveraging Technology's Double-Edged Sword Ignoring the growing role of AI in education isn't a solution. While the immediate fear is cheating, ChatGPT and similar models can also be used to enhance educational experiences. For example, ChatGPT can act as a learning companion, answering questions, explaining complex concepts, and providing instant feedback. Wolfers demonstrated an AI tutor designed to help students, but without providing direct answers. The tutor follows a Socratic approach, guiding students toward answers rather than giving them outright. Make the Content Relevant Making assessments and content in textbooks more relevant and meaningful to students can motivate them to complete their work. Real-world examples and applications can enhance the learning experience not just by presenting information, but by offering context, fostering critical thinking, and facilitating deep understanding. Interactive experiences, real-world case studies, guided exercises, and opportunities for active learning can differentiate a textbook from mere information. To that end, the role of textbooks should not just be about information delivery but conceptual organization, rich context, and problem-solving guidance. A good textbook doesn't just present data, but crafts a narrative or a framework that makes the data make sense in a way that AI-driven summaries might not -- especially when paired with effective teaching. According to Wolfers, while tools like ChatGPT might change the landscape of learning, they can't replace the depth, contextual understanding, and human touch that comes from well-crafted educational materials and effective teaching. The challenge is for educators to continually adapt and ensure that the materials and methods they use provide genuine value to students. A recording of Wolfers’ session alongside content from the last decade of EconEd and fresh content from our teaching community of peer consultants is available at our revamped EconEd page. We will be offering fresh content in this space throughout the year, and giving updates about EconED 2024 in Chicago next fall.  For more information from Wolfers, be sure to watch the full webinar: Assigning Homework in a World with ChatGPT. ... View more

Dr. Doug Emlen, Regents Professor of Evolutionary Biology at University of Montana and co-author of Evolution: Making Sense of Life, was recently inducted into the National Academy of Sciences. “It’s surreal and difficult to process,” he said, “but it’s an opportunity to be an ambassador for science on a much grander stage.”  A fierce believer in the importance of vibrant science and a population of citizenry that understands, embraces, and appreciates it, Dr. Emlen has spent his career fostering a passion in his students for the sciences. Macmillan Learning recently sat down with Dr. Emlen to learn more about his background, to find out what inspired him to become a biologist, and to learn more about his research and teaching interests. Get to know Dr. Doug Emlen in this month’s author spotlight.    Science is in Dr. Emlen’s blood Dr. Doug Emlen, Regents Professor of Biology at University of MontanaDr. Emlen is a third generation biologist and a fourth generation scientist. His dad was a biologist who studied animal behavior, his grandfather was a biologist who studied animal behavior, and his great grandfather was a physicist. As Dr. Emlen puts it, science is in his blood. “I guess you could say that my background is a little unusual,” he said. “As a kid, I was dragged along with my dad to do field work in some spectacular places around the world.”  Those travels during his childhood and teenage years were formative for Dr. Emlen. He spent six months attending middle school in Nakuru, Kenya, while his father conducted research on White-fronted Bee-eaters in Lake Nakuru National Park, and he spent a month in Panama during high school. “I learned early what it was like to live and work in the field,” he said, “and I grew up with a great appreciation for the natural world and this intense, infectious desire to understand it.”  Dr. Emlen is grateful for those experiences. “I was raised in the life of a field biologist,” he said. “We rarely traveled as tourists, but actually lived in the places we visited, getting to know and understand the people and culture, and studying animals in the context of their natural environments.” As he put it, that’s just what the Emlen family did. Dr. Emlen was hooked early; he was also going to become a scientist.  Though when he started his undergraduate career at Cornell University, he decided to pursue a degree in archeology–not biology. “I wanted to break out of the mold,” he said. “I’ve always had a closet passion for history, so I considered becoming an archaeologist or maybe a paleontologist.” The reason he switched majors is a reason that many students change their majors: how much they like or dislike their professors. While a really good professor may persuade a student to change their major to that professor’s discipline, a poor professor may convince students to leave their major for another. For Dr. Emlen, it was the latter. “I didn’t like my professors in my archeology courses,” he said, “and the coursework just didn’t light my fire.”  When Dr. Emlen changed his major to biology, he needed to take all of his father’s classes, as he was on the faculty at Cornell. “Oops,” Dr. Emlen said with a smile. “Maybe I should have gone to a different university.” Even with his father as one of his professors, Dr. Emlen’s love of biology continued to grow. At the conclusion of his undergraduate degree, he decided to continue his education, pursuing a PhD in biology at Princeton University.    The uncharted frontier: beetles  Dr. Emlen may not have broken away from the field of biology in undergraduate, but during his time at Princeton, he was determined to carve out his own path. “My dad’s main area of research was birds,” he said, “and my grandfather also worked on birds.” Dr. Emlen wanted to focus on something new, something about which far less was known, an uncharted frontier. For him that meant beetles.  More specifically, that meant rhinoceros beetles. “I like extremes,” said Dr. Emlen, “and I wanted to explore things that seem like they shouldn’t be possible.” When looking at different species, from extinct triceratops, to deer and elk, Dr. Emlen became fascinated by extreme structures. “But, unlike many other animals, there were literally thousands of beetle species that nobody knew anything about,” he said.  Dr. Emlen’s interest in beetles also resulted in the fulfillment of another one of his dreams: a trip to the rainforest. “I had always wanted to visit the rainforest, and now I had a reason to go,” he said. When doing his PhD research, Dr. Emlen got to spend more than two years living in the rainforest studying beetles in their natural habitat. Although that was nearly thirty years ago, he continues to be fascinated with beetles to this day. “My questions are always changing; technology is always changing,” he said, “and I like the intellectual challenge. It’s exciting!”  For Dr. Emlen, it’s the sheer size of male weaponry in species like rhinoceros beetles, elk, and deer that first grabs his attention. “They’re huge!” he explained. “Say you line up one hundred of the same species in a row. If you compare the smallest to the largest in body size, the difference will only be about twofold. But, if you look at their horns or antlers, there can be a thirtyfold difference in size.” Dr. Emlen and his students seek to understand how this happens, exploring the genes and developmental pathways regulating weapon growth, as well as why it happens – what advantages (besides when fighting for territory or a mate) this exaggerated male weaponry serves.  “For years, I’ve sent graduate students to Japan to conduct field work to study these fascinating beetles,” Dr. Emlen said. “We’ve sequenced their genome and looked at the genes involved with the expression of their horns, but all from a lab.” Last summer, Dr. Emlen finally got to accompany his graduate students on their trip to Japan. “I was back in the forest again studying them in the wild,” he said enthusiastically. “I felt like a kid again, when I was just starting out my career in the field.”    An old-fashioned teacher and storyteller  In addition to his graduate student advisees, Dr. Emlen also teaches two large undergraduate courses each year: Genetics & Evolution and Behavior & Evolution. “The way I teach now for my large format classes is a combination of lecturing and discussion sections,” Dr. Emlen said. “I know that lectures may seem a little old-fashioned for many, but I believe that done right, a lecture can be a tremendously impactful way to teach.”  Dr. Emlen sees himself as an outlier in that regard. “I’m a storyteller,” he said. Dr. Emlen takes time to carefully craft his lectures so that they are interesting and engaging. “I try to pull the students in by grounding what the students are learning in time and place, so that the students can relate to the content,” he said. Many of Dr. Emlen’s students grew up in rural Montana, surrounded by the agriculture industry, so he uses what the students already know to improve their understanding of difficult topics. “What they don’t know before coming to my class is how much agriculture has to do with evolution,” he said. “It has everything to do with evolution!”  Dr. Emlen also builds his classes around contemporary issues that are on the minds of his students. “I love teaching most when I can awe my students a little,” he said. “When I can leave them sort of spinning and reeling and thinking about their world in ways they never thought they would.” Dr. Emlen also recognizes that many of the topics discussed are not easy, and that his students can become quite overwhelmed. “The pandemic and climate change are big topics for the students,” he said, “which is why I want to start including a segment on hope in my classes.” He wants his students to walk away from his class feeling energized and optimistic. “Science can do that. Especially with new technology, biology can provide the solutions they’re looking for,” Dr. Emlen said.    A biologist and a writer Dr. Emlen never intended to write a textbook, even though his teaching and storytelling experience would have positioned him well to do so. Instead, he was approached by a publisher to review a non-majors biology textbook written by Carl Zimmer. “I didn’t know Carl at the time,” said Dr. Emlen, “but I was a huge fan of his writing. There are a few science writers out there that really get it. Carl is one of them.”  As a journalist by training, Carl Zimmer was an excellent writer who also really understood science and knew how to articulate difficult topics without making them too simple. “They asked me to go through the chapters because of my teaching experience,” Dr. Emlen said, “and to bring a trained research biologist on board.” Based on his contributions to Zimmer’s non-majors textbook, Doug was asked to continue working together with him on a majors-level textbook. “I viewed it as a good opportunity to learn from Carl and improve my writing,” Dr. Emlen said. “After working on the non-majors book, I thought I was ready. How wrong I was! I’ve probably spent 10,000 hours of my life working on this book.”  A majors-level textbook has different criteria then a non-majors book. On top of that, Dr. Emlen and Zimmer wanted to achieve something new with their textbook. “Flashback a generation,” said Dr. Emlen, “textbooks were more like an encyclopedia, used as a desk reference to look something up. Today, students can do that on their own, so we wanted to create a book that students would actually want to read.” Dr. Emlen and Zimmer saw this as an opportunity to build a textbook that didn’t feel like a usual textbook.  “While I’m proud of what we created today, we made the mistake at first of sharing our book with instructors without clearly explaining the goals of our book,” Dr. Emlen said. When finished with their first edition, they asked biology instructors to try their new book. What they didn’t expect was the sharp criticism. “‘It’s not technical enough,’ ‘You don’t have this equation,’ ‘And what about this? That’s not how that study actually works,’” he said. “The pushback was massive.”  The next time they shared their book with instructors, they included a cover letter explaining why they departed from a traditional textbook format. “They eventually came around,” Dr. Emlen said. Soon, Dr. Emlen and Zimmer were receiving praise for what they achieved. Students were reading the textbook and understanding topics and concepts they hadn’t before. “Our approach with this book was to introduce students to material through stories and to build on what they learn in each successive chapter,” he said. “By the third edition, as far as I’m concerned, we nailed it.” ... View more

As long as I’ve been with Macmillan Learning, our company has been anchored by its belief in the transformative power of learning. This commitment and the responsibility derived from it lives in our mission: "Inspiring what’s possible for every learner." From general education courses throughout the higher education curriculum to the expanding reach of Advanced Placement® courses in high schools and the development of enterprise technology solutions that promote student engagement and success, our mission drives us to discover the individual learner in any product or service we provide.  We are also at an inflection point with AI, as the educational environment and opportunities to support learning are changing rapidly. The emergence of Generative AI, among other AI-based programs, has the power to amplify our mission and help us do what we do best better than ever. Both inside and outside the classroom, AI has the potential to reinforce some of the most important pedagogical strategies. And at the same time, it challenges many long-held assumptions. Our Compass is Good Pedagogy  Central to our ethos are evidence-based teaching practices. These instructional practices, which have been rigorously vetted and validated through empirical research, are the foundational pillars that dictate the creation and refinement of our tools. These practices provide a framework that reaches beyond the origins of our work as a textbook publisher to the learning company that we have become and, used ethically and effectively, AI can serve to reinforce, strengthen, and advance use of those practices. Over time, the influence on the overall education experience and impact that Macmillan Learning has had on student success has grown. Gone are the days where students received a printed textbook and our work was done. Now our products offer students multimodal experiences that help incite their curiosity, motivation, and engagement. In particular, we see personalized learning turning an important corner; new technologies advanced by AI can help make the educational experience even more meaningful, relevant, and transferable. These new technologies can help realize the long sought-after goal to advance skills and competencies in students that are demonstrable, repeatable, and applicable to the novel situations they will encounter over their lifetimes. In this work, we help to enrich and foster a learning environment that supports and advances learning, but which also brings comfort, belonging, and compassion to the educational environment for each learner. Today, our responsibility to each learner is to create an educational experience in which we inform, inspire, enrich, and help each student understand themselves in the arc of their educational journey. Together, the outcomes are students who know their learning, love their learning, do their learning, and become their learning. Pedagogy is the Heart of Any AI Implementation As with any tool, efficacy depends on how it’s designed and used. The litmus test for any AI application in education is this: does it augment learning and advance human endeavors or does it act only as a sufficient substitute? We believe that the greatest benefits are realized for students when AI serves to augment the learning process in ways that retain its humanity and foster learning that is applied and transferable. The real power of AI lies not in its advanced algorithms and LLMs, but in its thoughtful implementation.  Our obligation to the success of classrooms drives our work everyday and frames our decisions as we integrate AI and new technologies into our work, products, and educational services. In practical terms, this means supporting the different ways that learning takes place and supporting them differently than we have in the past.  Learning begins with the learner, not the educational tools we create. It means challenging our pedagogical intent by viewing it through the lens of a first generation college student experiencing campus life for the first time; a student commuting between job and an online class who searches the course catalog for the skills and know-how they will need at their next employer. We ask questions about assessments and how they could impact a student who throughout their life has experienced socioeconomic barriers that question if they belong in the college environment at all. We believe that it's in the moments of grappling with complex problems that the most good can be fostered, not to make learning easy but to make it meaningful in every respect to every learner. The Nexus of Outcome-Driven Education and AI As we think about the best uses of AI, we consider the important aspects of pedagogy and how they relate to the human experience of education and together they inform Macmillan Learning’s mission. This is where everything changes -- from how we assess learning to helping students hone their metacognitive skills. It is revealed in the way learners discover themselves that education truly can be transformative. Accomplishing these goals requires continual improvement and new strategies. While traditional tests and formative assessments may not be as effective in an AI world, it doesn’t mean that assessments don't have a place. Maybe, as our CEO Susan Winslow said, we were placing too much value on the multiple choice question all along. Continuous evaluation and feedback during the learning process can offer invaluable insights into students’ understanding of material and AI can be an effective, though imperfect, resource in that effort: queries about a confusing topic need not wait for office hours nor require the student to stumble through articles from a browser search; persistent engagement with AI can not only be a positive pedagogical practice but can help the student practice skills that will transfer outside the classroom, build confidence, and help them envision new possibilities and their potential within them.  Instead of students just absorbing information, AI-driven tools can further enable the shift to active participation, change the way educators design project-based learning, and captivate learners with personalized challenges and real-time feedback creating a learning experience that is uniquely their own. Additionally, AI can aid in fostering metacognitive skills, advance students’ own thinking about thinking, and help students become more self-aware and strategic in their approach to their education, reduce anxiety, and increase their self-assurance.  All of these possibilities are only as real as the care we put into making them safe, reliable, ethical, and unbiased. All the trapdoors and stumbling blocks remain; no system will drive them out entirely. Measured approaches need to produce measurable results; good intentions and optimism won’t win the day on their own.  At Macmillan Learning, we prioritize good pedagogy and evidence-based teaching practices as the framework to make these important decisions. As we navigate this AI-influenced pedagogical landscape, we won’t lose sight of our belief that technology is most beneficial when it complements, not substitutes, the human touch in education. While AI is not the destination, it can be a rather helpful companion on the path to learning. ... View more

At Macmillan Learning’s Tech Ed Conference this year, I connected with dozens of instructors teaching the next generation of learners about the topic on everyone’s mind -- Artificial Intelligence. AI will undoubtedly continue to change the learning experience. But I would also argue that the most meaningful parts of learning, at the core, are deeply human, and that's something we must never forget. So as teachers around the world have returned to class, I wanted to share some thoughts on our future and on what I believe will be AI’s impact on education. But first, let’s take a step back in time to November 30, 2022 -- the day that Chat GPT was unleashed as a free platform for the world to use and explore. I remember vividly the enormous influx of messages from my colleagues across the company and in classrooms. Everyone had questions about what it meant to education, what it meant for Macmillan Learning, and what its impact will be on society in general.  Not too long thereafter, we were inundated by headlines like The End of High-School English from The Atlantic and Teachers are on alert for inevitable cheating after release of ChatGPT from The Washington Post.  We began getting messages from instructors letting us know that their students were cheating using AI to write essays, to answer homework, and even during quizzes -- and they needed help.  It was at that moment of information crush that I remember looking up at the ceiling and understanding that everything had completely changed. I told our instructors at Tech Ed that in that moment, it felt a bit like I was rapidly going through the stages of grief: Denial. Sadness. Bargaining. Depression. And finally, acceptance. But that journey was critical to understanding the problem … and envisioning the solutions. AI as an Educational Tool  To best solve a problem you first need to understand it. So the first thing I did was what so many of us who work in education love doing -- learning more about the problem. I spent the next two months with various generative AI tools, with tech leaders, at AI conferences, with students and with teachers, and ultimately fortified myself on what Macmillan Learning’s role could and should be. There were enough people training the AI how to learn. Our job is to help humans learn.  Coming to that conclusion, for me, changed everything. I became optimistic. I remembered that learning should require effort. To form those new synapses, you need to be puzzled, challenged, engaged. The education community works tirelessly to both guide students along their learning path, and ensure the reward once it is taken.  I considered that this may be another opportunity to revisit some of our goals when it comes to reaching learners. To do things in a better way. To address issues of equity, equality, neurodiversity, or access in a different way. To address issues of bias in the system. To create stronger assessment tools, that can be tailored to a broader set of outcomes. Maybe we can unlock new learning experiences, reach more students, and have a real learning renaissance. Maybe the multiple choice problem wasn't the best assessment tool to begin with. Maybe there are other experiences we can develop that will assist all instructors in creating that magic moment that becomes the human connection to learning with their students.  Learning is Still Human In each of our lives, there likely has been someone or something that inspires: an influential moment in a person’s life that helped them to become the person who they were; a book they read; a speech, a lesson they learned in class; an instructor who took the time to get to know them and make them feel like they could do it. As amazing and useful as generative AI technology is, it still falls short of that person who inspired you to be better, that maybe changed your life. And that is ok. AI can do what it does well, and there is still a place for the human connection to do what it does best. As a learning company, enabling more of those moments needs to be at the forefront of the work we do. This means that we need to talk directly with, and listen to, students about how they use AI, and under what circumstances it advances their learning. As I have talked to students, I have found that they are not shy about sharing how they have used AI, talking as much about how they have used AI apps to cheat as they have used them to assist in their learning. We need to do more work here to know what exactly they’re doing and why they’re doing it.  Can we unlock learning for students in a way that is exciting and expands their curiosity? In my conversations with them, in many cases, they have told me they’re not actually sure if what they’re doing is, in fact, cheating. And when I ask them what motivated them to use AI in the first place, the answer is often “because I want to see if it will work.” There’s curiosity in there. There is learning happening there. With the rapid advance of AI tools and functionality, we’re getting into the potential of a new experiential learning experience. Students were one of the fastest adopting demographics for AI and there’s much to learn about how they use it.  Can we use metacognition in a way that helps provoke learning? If you ask ChatGPT what it learned this year, it responds “I don't have the ability to learn or experience things in the way humans do, as I am a pre-trained model with a knowledge cutoff in September 2021…” We can work with that. We can use metacognitive prompts to ask students if they’re aware of their learning, and what they learned. We can use the science of learning to help our human students be better at learning, to gain the kinds of critical thinking and awareness skills that will be crucial to helping them get better jobs in an AI-assisted future.  At Macmillan Learning, we see significant opportunity in this new world, but we also know there is a lot to continue to learn, understand, and be careful of. We’re partners in this journey. We’ve already rolled up our sleeves and are digging in creating new, exciting products and processes to support students and instructors. We are working to set new standards in inclusive practices within AI tools. And we are committed to advancing the learning science that will shape our next education renaissance.  In the coming months, you will begin to hear from our company leaders about our strategy, our projects, and our ideas. We’re working on some cool things. We’re eager to learn from you along the way. I hope you will stay close to us through our collective journey so we can inform each other’s progress. Our job is to help humans learn, to inspire what’s possible for every learner, to envision a world where every learner succeeds. And AI is changing the game in how we all support that journey. ... View more

With her Eras tour, Taylor Swift has been dominating the news this hot, cruel summer, including the $55 million in bonuses she gave to every member of the team that worked on the tour. But her impact on the people and the places involved with the concert experience extends way beyond that. From the resale prices, to the impact on local economies, to the role of Ticketmaster, we can learn a lot about economics from the pop icon and her tour. Economists research topics like labor, trade, global markets, healthcare, inequalities, education, etc., but the core of economics - one that Swift's Eras Tour has helped to teach us is How should economies allocate scarce resources?  Macmillan Learning author Paul Krugman (Economics from Krugman/Wells 6e) indicates that we can learn a lot from analyzing the headlines around something like the Eras Tour. Knowing that Swift's Eras Tour provides such strong teachable moments in economics, he created assignments for instructors to use this fall. The assignments are available beginning this August as an added benefit to all instructors using Macmillan Learning’s Achieve, but the team also wanted to make a few of them available for broader use. So … Don't let them slip by, like a moment in time. Is Taylor Swift Underpaid? This assignment asks students to think about economic growth as well as demand. Economic growth, the 11th principle in the first chapter of Economics from Krugman/Wells 6e, considers how the increases in an economy’s potential lead to economic growth over time. Concerts are big business. In fact, according to Bloomberg, Taylor Swift is bringing in ticket sales of more than $13 million a night for each concert, which may make the Eras tour the highest-grossing tour in music history (now that’s an American Dynasty). So how on earth could we even consider that she is underpaid? Let’s think about the question like an economist. Here are some things to consider: Modern superstar musicians don’t make the majority of their money from streaming or music sales. Rather, it comes from concerts. Unfortunately for Swift, but fortunately for us, we have the ability to listen to her songs just about any time (though there can also be a monthly subscription associated with that). While attending concerts offers a special experience, modern technology (Spotify, Apple Music, SirusXM) provides opportunities to hear Swift’s latest songs and even recordings of her live performances. Taylor Swift increased the number of shows on the Eras Tour, more than doubling the original number of shows to 131 shows. Following that announcement, ticket prices continued to soar (people seriously need to calm down!). Ticket prices on secondary markets have, in some instances, increased to more than 10 times their face value. Secondary markets exist because face values don’t reflect actual demand and supply. In the case of Taylor Swift, concerts sell out and prices continue to increase. That means demand continues to exceed expectations -- and when demand exceeds supply, prices will increase. So … should Taylor Swift have been paid more? What do you think? Start out your fall term by thinking about economic growth and demand. If you’d like to use this assignment in class, you can use the prompt above or log into Achieve for Krugman Wells 6th edition; there you’ll find a slide deck in the Resources Tab titled First Day of Class Icebreaker: Taylor Swift for even more details on the assignment.  Also, check out the assignment about the cost of attending a Taylor Swift concert & the concept of opportunity cost. ... View more

With her Eras tour, Taylor Swift has been dominating the news this summer, including the $55 million in bonuses she gave to every member of the team that worked on the tour. But her impact on the people and the places involved with the concert experience extends way beyond that. From the resale prices, to the impact on local economies, to the role of Ticketmaster, we can learn a lot about economics from the pop icon and her tour. Economists research topics like labor, trade, global markets, healthcare, inequalities, education, etc, but the core of economics - one that Swift's Eras Tour has helped to teach us is how should economies allocate scarce resources?  Understanding economic principles doesn’t have to be thinking about “widgets”; rather, we can look at decisions in our everyday lives. In fact, Macmillan Learning author Paul Krugman (Economics from Krugman/Wells 6e) indicates that we can learn a lot from analyzing the headlines around an important piece of pop culture -- like the Eras Tour. Knowing that Swift's tour provides such strong teachable moments in economics, Krugman created assignments for instructors to use this fall. The assignments are available beginning this August as an added benefit to all instructors using Macmillan Learning’s Achieve, but the team also wanted to make a few of them available for broader use. So … Are You Ready For It? The cost of attending a Taylor Swift concert & the concept of opportunity cost This assignment asks students to think about the true cost of attending a concert. Was it just the price you paid for a ticket? Let’s consider … In Chapter 1 of Economics from Krugman/Wells 6e, the concept of opportunity cost is introduced, which discusses both monetary and non-monetary costs.  In this example, students are asked to consider what they gave up, relative to their next best alternative. This means the cost of buying tickets plus what they could have been doing during the time spent waiting in the virtual queue, including lost sleep, missed homework assignments, and missed school or work.  What about the money spent buying the tickets? The concert outfit? The concert t-shirt? How about parking? And dinner before the concert with your Swiftie besties? Students may have given up the chance to sell them on the secondary market and just watched Netflix instead. Thinking about the costs of attending the concert -- what would students have if they made the decision to stay home instead. It should be no Trouble working that out. All of these decisions are part of the costs of getting Taylor Swift tickets. So … here’s your Question …” -- was it worth it? Start out your fall term by thinking about opportunity cost and the true cost of attending a Taylor Swift concert. Stay tuned next week for another Swiftie-nomics assignment! Instructors can learn more about Economics from Krugman/Wells 6e and Macmillan Learning’s digital learning platform Achieve. The 7th edition of Krugman/Wells will be available later this fall. To learn more about it, find your rep!) ... View more

According to the National Center for Education Statistics, Economics is the 15th most popular major in the U.S. But, students don’t have to major in Economics to take an economics course and reap the benefits. They don’t even need to be an expert at math.  From learning about whether to rent or buy a house to understanding why the prices of gas vary so much in any given year, students can learn practical and useful skills by taking economics courses -- and perhaps choose it as a minor or secondary area of study. One might even say that economics can be like a superpower that helps students to make decisions throughout their lives.  We have pulled together seven reasons why students should consider taking an economics class -- even if they don’t plan on majoring in it. Is Taylor Swift Underpaid? Understanding the Game of Supply and Demand: Economics can help students to better grasp the art of balancing supply and demand, a concept that demonstrates how the prices of things are determined in a market. By analyzing market trends and consumer behavior they may be able to better predict when the price of their, say, favorite sneakers or purse will drop, or why their concert ticket prices are high. Great examples of real-life applications that demonstrate how economic concepts like supply and demand play out in the real world can be found in an article about the economics of a Taylor Swift concert by Paul Krugman or Economics and Essentials of Economics by Paul Krugman and Robin Wells.  Every Decision is an Economic Decision. Mastering Opportunity Costs to Make Wise Choices: Most students have been faced with the decision of whether they should study for that test or do something a bit more fun, like watch a movie or go to a party. Whether or not they know it, that decision is an economic one -- the principle of opportunity costs. Taking an economics class will help them to better understand that there’s a cost to what they give up when they choose one option over another. Principles of Economics authors Betsey Stevenson & Justin Wolfers present a framework in their title that argues that every decision is an economic decision and demonstrate throughout how economic principles can be used by students to make better decisions in their own lives. Who isn’t Looking to Save Money? Becoming a Savvy Consumer: Is that sale the best deal a student can get for a new laptop, or should they wait to buy one? Economics can help turn students into savvy and strategic shoppers. In an economics class, students learn about pricing strategies, how to manage their resources more effectively, and even be able to spot some misleading advertising and marketing tricks. Is Pizza Alone Enough? Exploring the Power of Incentives: Another challenge students face -- especially early on in college -- is having to move frequently. They may try to entice friends with offers of pizza, a night out on the town, or even promises to help them when they move. But are those incentives enough to help? Maybe some garlic bread and refreshments may make their friends more inclined to help. Economics reveals how incentives work and how people respond to rewards and punishments. Specifically, how both are used to encourage people to take certain actions or make certain choices. Modern Principles of Economics by Tyler Cowen and Alex Tabarrok demonstrates the importance of incentives and covers the topic in great detail with an entire chapter dedicated to it. Why is it Impossible to Choose? Embracing Decision-Making and Critical Thinking: Not every student starts college confident about what major they want to choose. They can use skills gained in an economics class to help them decide by considering what they value the most and what they’re willing to give up in order to get it. For example, if a student is passionate about studying the world around them and is not sure whether they’re more interested in biology or astronomy, they can learn how to weigh which are of study they may like more and would give them a more fulfilling career against what it would cost for them to achieve the desired outcome -- whether it be a high salary, the ability to work in the field, or something else entirely. Economics classes can help sharpen decision-making abilities by teaching students how to think critically, evaluate costs and benefits, and assess risks.  Can you Measure GDP by How Happy a Country is? Gaining a Global Perspective: Did you know that the government of Bhutan doesn't measure their well-being through gross domestic product, but through a Gross National Happiness Index. Whether talking about dollars, euros or shekels, students can discover how countries interact as it relates to their economies. They’ll learn about international trade, exchange rates, the impact of international agreements and treaties. Understanding the global economy can help students discover more about our interconnected world (and possibly a fun global job as well). There’s a Macmillan Learning title that looks at economics specifically from this perspective: Economics: Principles for a Changing World by Eric Chiang. How do Sports Play into Economics? Understanding that Economics is Everywhere. Even in sports. Students can learn about one of their favorite pastimes and how economics impacts so much of it -- from ticket prices, to how much athletes get paid, to why some teams are more profitable than others. One of Macmillan Learning’s titles, Sports Economics by David Berri, even has a section dedicated to “Why People Hate the Yankees.” No matter students' reasons for studying economics -- and whether it be for a class or a lifetime -- they can reap the benefits for years to come. Economics is a vast field that allows students to explore human behavior, societal issues, and the workings of our intricate economic systems.  Learn more about Macmillan Learning’s catalog of Economics textbooks and the experts that write them here.   ... View more

Writing a textbook is challenging. There are different requirements than writing a popular trade book; the text must undergo strict fact checking; and the inclusion of multimedia, assessments, and digital learning materials can make it a long and arduous project. That doesn’t include the time and effort it takes to build rapport with co-authors and the editorial team.  For Dr. Allison Sidle Fuligni, Professor of Child and Family Studies at California State University, Los Angeles, and Dr. Andrew Fuligni, Professor in the Departments of Psychiatry and Behavioral Sciences and Psychology at University of California, Los Angeles, some of those challenges were mitigated and others heightened. “We’ve of course collaborated before,” said Allison with a nod toward her spouse, “on things like raising our children together.” However, their professional work has remained mostly separate.  When approached by Macmillan Learning and asked to author Scientific American: Lifespan Development, Allison and Andrew learned quickly how to navigate living with a co-author and authoring with a spouse. “I think we figured it out early,” said Andrew. In this month’s special edition of our Author Spotlight series, we sat down with co-authors–and spouses–Allison and Andrew.  Dr. Allison Sidle Fuligni, Professor of Child and Family Studies at California State University Dr. Andrew Fuligni, Professor in the Departments of Psychiatry and Behavioral Sciences and Psychology at University of California, Los Angeles While Allison and Andrew are both experts in the field of developmental psychology, their areas of expertise vary and their educational and career journeys are distinct.  Allison was, from a young age, interested in child development; though she didn’t always know if graduate school and a career in developmental psychology was for her. “Growing up,” she said, “I thought I wanted to become a teacher, getting a degree in education and a teaching certificate.” While studying at Brown University, she discovered a degree program that she didn’t know existed, and it set her on a different path.  “It was an interdisciplinary major,” Allison said, “that combined psychology, linguistics, neuroscience, computer science, philosophy, and anthropology. It taught me to think about and understand things through many different lenses.” It was through this Cognitive Science degree that Allison was exposed to and able to conduct her own research. “I focused on children’s cognitive development for my honors thesis,” she said. “Working with children during my undergraduate research is what inspired me to apply to graduate school,” she added, “which is where Andrew and I met.”  Andrew remembers becoming interested in developmental psychology in high school and feeling certain that he would major in Human Development while studying at Cornell. “I was already interested in the subject,” he said, “and then I was fortunate enough to enroll in the honors section of an adolescent psychology course during my second semester. It was treated like a graduate seminar, and from then on I was hooked.” Andrew had no doubts about his educational and career path when he started graduate school at the University of Michigan, where he and his future spouse enrolled in the same PhD program.  Although in the same program, Allison and Andrew’s graduate school experiences were quite different. “I wasn’t always sure that graduate school is what I wanted to do,” said Allison, “which makes it much more difficult.” Allison often shares with her students the challenges she faced. “I actually quit graduate school twice before obtaining my Phd,” she said. “My mentor told me that all I had left to finish was my dissertation, and I’m glad I persisted.”  Part of what made graduate school a challenge for Allison was figuring out what she wanted to do with her degree. “One of my professors encouraged me to go the route of developmental psychology, a very research-based PhD,” she said. “And I did enjoy the problem solving and measurement aspect of research, but I also longed for more of a service-oriented career.” At one point, Allison considered getting her M.D. and becoming a doctor. Nevertheless, she completed her PhD in developmental psychology and spent the first half of her career as a research scientist. “Now the majority of my job is full-time teaching,” she said, “and that feels like my service: training students who will someday become Head Start teachers and running after school programs.”  Andrew teaches less than his spouse, though he still finds it just as rewarding as the research and writing aspects of his job. “Most of my teaching is of graduate students,” he said, “which is intricately involved in the writing process itself. Though I find it important to include undergraduates in the research process as well.” Andrew’s favorite part about teaching is when he can show his students the science that tells them that something they thought was true isn’t true. “With child development,” he said, “people think they know it well because they experienced it firsthand… but the science behind it often surprises them.” There is a feature in each chapter of their textbook, Scientific American: Lifespan Development, called “Can you believe it?” that demonstrates what Andrew described as his favorite part of teaching. “In this feature,” he said, “we offer a deep dive about preconceived ideas that students may have, and then we discuss the science behind it.” Allison agreed. “I love bringing new information to students. They become so interested and it opens up new perspectives,” she said.  Even with their wealth of teaching and research experience, writing a textbook posed a new challenge for both Allison and Andrew. “It took much longer than I had anticipated,” said Andrew. “And we were cautious because there are many textbooks out there and it’s difficult to break into the market.” Allison added: “It’s a big decision to change textbooks. Not one that instructors take lightly.”  The exciting challenge of their textbook was to create something novel. “We wanted it to be graphically interesting, include multimedia, be accurate and up-to-date, and based in science,” said Andrew. “It also needed to be accessible to students,” he added. Allison and Andrew greatly credited their other co-author, Jessica Bayne, for bringing the project to life. “We envisioned the content,” said Andrew, “and Jessica–who has a long history as an editor and producer–had the vision of the entire textbook and package and how it should come together.”  Between the three co-authors, there was a natural division of workload. “My area of expertise is early childhood,” said Allison, “including infancy, early, and middle childhood. Andrew’s is adolescence and the transition to adulthood.” Content-wise, it made sense for Allison to write the first half and Andrew to write the second half. “Jessica then provided the continuity across all of the chapters,” said Allison. “She was very focused on helping us create fresh, engaging, and accessible material.”  Scientific American: Lifespan Development provides students with a rich portrait of different stages of the lifespan, including different experiences, strengths and weaknesses, challenges, settings, and family forms. “Development is about how we raise our children,” said Andrew, “about how we change and adapt to the world we grow up in.” Each chapter in the book features the story of a different person or family, and developmental concepts are introduced to students through the context of these people’s experiences–and then explained through science.  “It’s difficult to choose a favorite story or chapter,” said Allison. “Though one is of a toddler named Telele. She is an Alaskan native, and her parents are from different tribal groups in Alaska, raising her to speak multiple tribal languages in addition to English.” Allison is passionate about second language acquisition in childhood, having conducted research on Spanish-speaking children early in her career.  Diversity is a central theme throughout the book. In addition to Telele’s story, the book includes a same-sex couple living in New Jersey with adopted daughters; a set of sisters on either side of the puberty transition; and the story of an individual with dementia. “The book captures the essence of stages of life really well,” said Andrew. “Through the stories, students really gain a better understanding of what toddlerhood is like, and adolescence, and being a parent, and taking care of one’s own parents.” The co-authors described the book and the stories within as those of “typical people with many typical life experiences.”  Dr. Andrew Fuligni & Dr. Allison Sidle FuligniWhile Allison and Andrew are experts in their field and have literally written the textbook on Lifespan Development, they still experienced some of those typical experiences when raising their children. “I think it’s been an interesting experience,” said Andrew. “Certainly, my profession has provided me with the scientific knowledge of what goes on during each life phase, but there was still a lot of gut checking and patience required.” Allison described it as being difficult to “turn off” the analytical part of her brain. “It’s how I’ve been trained and it’s how I face the world,” she said.  In addition to raising their two children and writing Scientific American: Lifespan Development together, Allison and Andrew enjoy hiking the Southern California mountains. “My mom took me backpacking as a child, which instilled a love of nature and wilderness in me,” said Allison. “And now we have this goal of completing the Backbone Trail in the Santa Monica Mountains, a 67-mile long hiking trail.” The two also enjoy sharing book and movie recommendations with each other, and playing board games as a family when their children are home. ... 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At Macmillan Learning we envision a world in which every learner succeeds. We recognize that to do just that, it’s critical that students recognize themselves in our course materials. Each and every team within the company has an important role to play in achieving that goal.  When thinking about the teams that create educational titles, we may first consider those who write the materials. It’s easy to recognize the strong impact they have on what information is shared in a textbook. But there’s more to it than just that. There are teams that have the important task of selling or marketing the materials, which helps make the materials available to the students that need them.   But there’s one team that’s also critical to making diverse and inclusive course materials -- and that’s the team that manages our rights and permissions. This team enables Macmillan Learning to use audio, video, photo/images, and text assets in each of our titles. This is no small task when each title can have hundreds, if not thousands, of media assets.  Working in collaboration with Editorial teams, the Permissions team helps decide which images and media to include, ensuring that they add value to the learning experience while also representing and reflecting the many different students and instructors who may use the materials. The team also checks the content throughout the production process to ensure that there’s no misrepresentation. This is true both when there’s a new title we plan to publish as well as when we’re updating an already existing title for a new edition. For many years, educational materials did not reflect the diverse population that used them which is why this team has been redoubling their efforts to ensure this very important work is addressed. Creating representative and diverse textbooks Students have a remarkably diverse range of motivations, goals, and lives in and out of the classroom. They also have an increasingly diverse representation in college campuses, with more students than ever reflecting many different ethnicities, backgrounds and even countries. In fact, in 2020, more than 40% of students attending college were BIPOC ( 21% Hispanic, 14% Black, 7% Asian). We believe that offering materials that include representation for students of all abilities, backgrounds, and demographics helps support students’ sense of belonging both in and out of class. According to Cecilia Varas, Senior Executive Permissions Editor, “Representation matters when teaching students from all over the world. It is important that our student audience sees itself in our content to feel more connected and engaged to the material. Something as simple as a photo, text blurb, or cartoon can impact how one feels.”  To that end, the Rights & Permissions team finds content from a variety of sources. They seek out partnerships with organizations that specialize in diverse materials as well as collections from existing partners that have committed to offering inclusive content. “It’s fun to research new DEI artists and photographers. Sometimes we have the opportunity to work with incredible photographers, illustrators and artists,” said Robin Fadool, Executive Permissions Editor. She cites her work with artist Cynthia Fisher on For All Practical Purposes and photographer Lois Greenfield to get a licensed photo of Parsons Dance for the cover of Schacter Psychology 6th edition.  What the rights and permissions Team does When the team gets "rights and permissions” to use copyrighted material, that means that they’re obtaining the authorization and consent from the copyright holder to use their work in a specific manner. It’s a process that’s not always linear, as sometimes the owner of the copyright is deceased, or the copyright for materials has changed hands. The diverse content varies greatly from historical -- like speeches from Martin Luther King Jr. -- to more contemporary works, like a photo of a painting of Michelle Obama for use on a textbook cover. Another important, but challenging, part of the work is ensuring the copyrighted works are being used as intended, and that involves a detailed accounting of them. “So much of our work is tracking. Tracking assets and the rights associated with them. We try to keep it simple by requesting broad rights and working with preferred vendors but when we license for video or text, the tracking of restrictions needs to be accurate. Data entry standards are very important in our group,” said Christine Buese, Executive Permissions Manager.  Sheena Goldstein, Executive Permissions Editor, concurs: “It can be a grueling, tedious process to track down rights for a photo from a hard-to-reach source, like an academic who is out in the field conducting research or from a small library in a tiny town somewhere. However, it is always rewarding to see the final photo on the page and know that this unique image will help students learn and absorb the material. Some of us are visual learners. Images convey so much meaning in every book.” And, surprisingly, the opposite is also true -- the team also receives permission requests to use our material in other publications. According to Alexis Gargin, Permissions Editor, these can range from journal articles and textbooks to more unique usages such as a TV classroom prop, a whaling museum, and a Swiss hiking trail. If you look closely, you may find Myers/Psychology in Patriot's Day or Henretta/America's History for the AP Course 2020 in The Republic of Sarah, for example. In addition to being researchers and trackers, the team is also skilled in negotiations. While there are often standardized licensing agreements with the company’s preferred vendors, particularly for common types of content like stock photos, that’s not always the case. It's common for negotiations to cover what the assets will be used for, the period of time in which they will be used, as well as payment terms and any limitations.  Diversity and inclusion in action Because the educational publishing industry serves and informs students and instructors from a variety of backgrounds, its goal is to offer diverse materials that are backed by research and pedagogical insight. But in order to use diverse materials, those materials first need to exist. Oftentimes, this means going back to the drawing board (literally and figuratively speaking) to create representative content. This is done with both the company’s preferred vendors alongside new ones. And it can be done in big and little ways -- from re-imagining the entire cover of a textbook to changing captions that accompany new images. Their strategies are informed by a set of guidelines created by the company’s editorial teams.   Some of the many guidelines include recommendations like: Include photos and content that showcase a diverse array of humans and human activity; present people in non-stereotypical roles; Consider a full range of diversity categories: race, ethnicity, nationality, gender and gender identity, sexual orientation, age, religion, political affiliation, ability, socioeconomic status, veteran status, family status, and environment; Be aware of your own preferences and biases. One example of how the team put the concepts from the guidelines in action was by partnering with a preferred vendor, Cartoonstock, to improve the process of revising cartoons and, in turn, make content more inclusive. Goldstein cites working on Jonathan Gruber’s Finance and Public Policy 7th edition on cartoon captions and imagery revisions as an important step for her and the entire team, as it was the first title that she and the Economics editorial team had done revisions on a significant amount of cartoons.  Previously only 23.5% of the cartoons had women represented in its cartoon program for the previous six editions of the book. Now, there are 43% female‐presenting characters and 31% people of color. There are also now two people representing the LGBTQ+ community and one person with a physical disability, where previously those communities were not represented visually in the text. In addition to improving representation, the partnership also taught the team several best practices for future projects on how to best adapt cartoons for DEI. While some progress is quantitative, like Finance and Public Policy, some progress is done behind the scenes and is more qualitative. Gargin noted, “One of my favorite projects to work on was Developing Lives 2.0 because of all of the diverse photo research. This digital project showed how families are all different and unique and yet we all face the same challenges from selecting which schools to send our children to or even just deciding between a cat or a dog as a pet. The editorial team requested photos that represented how multiple countries and cultures celebrated life milestones from Korean Doljanchi to Apache Sunrise Ceremony.” Varas cited her recent work with the history title Freedom On My Mind as a highlight. The textbook offers narratives of African American and US History with documents that support the inspiring quest for freedom, the American dream and the countless contributions of African Americans to our collective history. She obtained permission from the Smithsonian/National Portrait Gallery to use an image of Michelle Obama by painter Amy Sherald.  “As editors and researchers, we’re always curious. We always want to make sure that the content is fresh and relevant. The team really cares about our products and what they see when they turn the pages of our books, and are always looking for new material” said Hilary Newman, the team’s leader and Senior Director of Rights and Permissions. “There’s nothing static about being in permissions.” ... View more

It is with a heavy heart that I share the sad news that a dear friend to many of us at Macmillan Learning and the founder of Worth Publishers has passed away. Robert (Bob) Worth was 92 and was surrounded by his family and his wife, Blaikie.  A visionary leader, Bob founded Worth Publishers in 1966 with a unique philosophy: to create textbooks in only a few select subjects while ensuring they were of the highest quality available. The initial books were painstakingly researched, developed, and tested and the resulting titles had a profound impact in biology (Helena Curtis), psychology (David Myers and Kathleen Berger), sociology (Ian Robertson), and economics (Greg Mankiw and Paul Krugman). That unflinching focus on quality and on authorship still drives our company today. His contributions to our company and our industry, as well as his impact on the entire education community, cannot be overstated. Bob had an uncanny eye for talent and how to shape an author’s vision and teaching talent into course-defining products. He signed and nurtured relationships with many of educational publishers’ best-selling writers and industry thought leaders. In fact, Bob’s “commitment to excellence” is among the key reasons Dave Myers has noted that he joined Worth Publishers versus a competitor. Bob was one of the educational community greats. I have long been moved by his passion, empathy and deep commitment to advancing students’ learning that goes beyond words. As a young person entering this industry, he was an inspiration to me. He saw that things could be better and he set out to make a difference. His strong relationships with his authors, his friends, fueled his ability to change the face of education. That’s the heritage he leaves us. It’s an honor that we take forward and it is a legacy we are committed to protect.  On behalf of the entire company, I extend our deepest condolences to Bob’s wife, Blaikie, and his family and loved ones. While we mourn his loss, we also celebrate his life and we will continue to honor his memory by carrying on the work he began.  Sincerely, Susan Winslow ... View more