Co-design is a collaborative approach, where students and instructors work together with designers and developers to create products. This process ensures that the products are tailored to meet the actual needs and preferences of the users. At Macmillan Learning, we believe that involving students in the co-design process is crucial for creating educational tools that truly enhance their learning experiences.   When the company began developing a new tool to help facilitate a sense of belonging, they knew it was critical to gather insights and feedback directly from the students who would use it. Several studies have characterized sense of belonging as a key contributing factor regarding student retention, and Macmillan Learning’s product and learning science and research teams wanted to better understand whether technology can help foster it. This is especially important for historically underserved students, as they tend to report a weaker sense of belonging on their campuses. Despite going through alpha and beta tests over several semesters, the company continued to work closely with students to gather more insights.  Because who would better understand whether a product would foster a community and make them feel more comfortable and at home in their learning environment than the students themselves? Co-design was an incredibly important part of understanding whether and to what extent the tool was helping students form connections based on shared interests or life experiences. Working as a “Student Influencer”  One of the most impactful voices on the new tool’s design was Kendraih Moore, a recent graduate who participated in the co-design sessions the summer before her senior year at Talladega College. She described her role in the co-design process as a "student influencer."  While she started as a beta tester, she quickly saw the potential for improvement and spoke up to the instructor that was testing the new app. This led to her becoming an active voice in the company’s development sessions, where she shared her ideas and expertise.  As a “student influencer” she gave voice to students, with feedback that helped ensure that both the design and the program that it supports does what it is meant to do. “I thought that the digital tool could be even better for students. I voiced my opinions about different things, like the app features we did use and those we didn’t use as much, so that it could be more useful," Kendraih said. Because of her valuable feedback, Kendraih was invited to speak at TechEd, an event that brings STEM instructors from around the country to Macmillan Learning’s Austin office to share teaching practices and learn from each other. There she spoke about her experience offering feedback on the product and she encouraged instructors to use it to help foster a sense of belonging with students. She also offered advice for students using the new tool: actively participate, find strategies to integrate the tool into their daily routines, and focus on time management. The Co-Design Experience By working directly with students, Macmillan Learning gains valuable insights that help us develop products that are not only functional but also engaging and effective. While Kendraih was initially skeptical about how much influence she would have, she found her voice was respected and her ideas to be thoughtfully considered.  She believed the experience was “collaborative and inclusive” and that Macmillan Learning was genuine in their desire to improve students' educational experiences. The experience offered  “a safe space for us to talk about the things going on.” Kendraih said. “The team was very diligent, gentle, and interactive with everybody. It was just a great environment to share our thoughts.” Further, Kendraih noted that the hands-on experience she got while co-designing was vital for both understanding and improving educational tools. By testing and providing feedback about the new digital tool, she believed that her voice had a real impact and she encouraged students to do the same whether in an official capacity or not. "Don’t knock it till you try it. Get your own experience and make [the products] memorable for yourself and others." She also emphasized just how important it is to help students feel at home in their learning environment. “It’s crucial for their comfort and success. Students come from all over the world, and you have to make the school their home. If you're not comfortable in your learning space, you're not comfortable at school.” She noted that the new tool could help create that comfort. Kendraih's suggestions ultimately led to the introduction of new features such as trophies and streaks representing social media trends and enhanced student interaction capabilities. She credits her involvement in the project with improvement in her public speaking and networking skills. “By involving students in the development process, we ensure that our products meet their needs and enhance their learning experiences,” said Marcy Baughman, Vice President of Learning Science and Research at Macmillan Learning. “Kendraih’s contributions have been invaluable in making the digital resource more engaging and useful for her peers by helping us understand what features students truly need and use. ... View more

For many of us, we can pinpoint that one person who helped us become who we are today. Whether it was a parent helping decide what career to pursue, a teacher igniting passion about a topic, a counselor offering understanding and belonging, or something else, interaction with that person changed the course of our lives. Sparking that flame of curiosity is the reason why many of us show up every day to work for a learning company like Macmillan Learning, and it’s also the reason why instructors’ and authors' work is more important than ever. It’s that feeling that Macmillan Learning CEO Susan Winslow evoked in her keynote speech at the Textbook and Academic Authors Association annual meeting last month in Nashville. Her discussion with authors, most of whom were also educators, focused on the critical role that they can and should play in guiding AI use in the classroom. Her key message was this: learning is very much a human experience and while the integration of AI and other tech tools in educational settings may change how teachers teach and learners learn, the core of the experience -- what makes us want to learn -- has not. Learn more about what she had to say about how authors and educators can shape AI and how AI can be used as a tool to help students learn even better below. You might also gain some practical tips about how to integrate AI in your classroom. AI in Education Today AI is fast becoming a familiar presence in classrooms. From students' use of large language models (LLMs) to conduct research, to AI-driven tutoring systems, to automated grading and personalized learning platforms, it’s hard to avoid its impact on teaching and learning. And while these developments are welcome, getting here wasn't seamless. As many of us were enthusiastic, there were also just as many who were apprehensive and skeptical about the benefits of AI in educational settings. Winslow shared her own experience with this and explained that shortly after ChatGPT launched, "we were slammed with very urgent worried messages from instructors saying, 'I think my students just cheated their way through the final.'" Instructors wanted a voice in how AI was being used in their classrooms, and while cheating was the initial reaction, it wasn't their only concern. Many were also worried about the potential for increased inequities, the perpetuation of biases within AI systems, and their inability to keep up with the rapid changes. She used her own learning journey as a means of embracing her own “stages of learning” as it related to AI; and ultimately, she was able to move from early denial to a place where she was enthusiastic about the opportunities ahead. She encouraged Macmillan Learning employees to learn as much as possible and experiment with different technologies as quickly as possible because “even to experiment you have to protect content and understand what AI is capable of.” With Winslow's own learning journey and the company’s experimenting came important and still unanswered questions: How is this going to affect equity? How are we going to empower learners with the skills they need for the AI-enabled workforce of the future? What did all of this mean if nobody was speaking with educators to do it? While big tech companies had been chasing the dream and the challenge of AI, educators had not been brought to the proverbial table to discuss where it went next. Even with all those unanswered questions, Winslow’s direction was clear about the way forward. “We could all be great at teaching AI how to be an exceptional learner. But that isn't our job. Our jobs are still to help humans learn, and so our mission really didn't change.” She recognized that learning companies like Macmillan Learning could help to inspire what was possible for every learner. And she also knew that students would be best served if the company did it with the input and feedback from educators. Shaping AI Through Collaborative Efforts Macmillan Learning's initiatives in customizing AI tools to meet specific educational needs have shown promising results. "The most successful projects in the past were when that little synergy came to life and we went from serendipity and big ideas to ‘yes let's make that happen,” Winslow said. Educators' involvement in the design and implementation phases ensures that AI tools are developed with a deep understanding of educational needs and contexts. On the flip side, passive adoption of AI could lead to unintended consequences, including increased inequities and the perpetuation of biases. Educators bring unique insights and expertise that are crucial in refining and improving AI tools, ensuring they serve the educational community effectively. Winslow's keynote emphasized the necessity for educators to actively engage with AI tools rather than adopting them passively. "We need you in this space more than ever. You are the critical piece," Winslow said. Alongside instructors and students, who are beta testing new products, Macmillan Learning is actively exploring how and to what extent AI should be integrated in its products and services. Internally, the company has conducted experiments with AI tools to understand their capabilities better. Upcoming products, such as the AI Tutor and iClicker Question Creator, are designed to assist instructors in creating more engaging and personalized learning experiences. Practical Steps for Educators and Authors to Integrate AI Integrating AI into the classroom may feel overwhelming, but there are practical steps that instructors and authors can take to engage effectively with this technology. Susan Winslow emphasized the importance of experimenting with AI tools and sharing findings with peers. Here are some actionable steps based on her insights: Engage in Safe Exploration: Platforms like Playlab.ai offer educators a safe space to experiment with AI tools, create assignments, and share experiences without risking intellectual property issues. Winslow highlighted that using such platforms helps educators get familiar with AI, brainstorm new ideas, and rethink classroom activities with AI skills. Winslow further stressed that educators should not underestimate how confused students can be about the rules of AI use in the classroom. By experimenting with AI tools and sharing their experiences, educators can learn what works and what doesn’t, and develop ethical guidelines for AI use. Participate in Training and Workshops: Given the rapid advances of AI, it’s a good idea to stay up to date on the latest thinking on AI and education. Winslow shared her own journey of learning about AI by attending conferences, reading research articles, and staying updated on the latest developments. Educators and authors should continuously seek knowledge about AI and its implications for education. One good way to do that is through participation in workshops and training sessions, such as the AI for Educators eight-week course offered by the Institute at Macmillan Learning. These sessions provide structured support and professional development on AI basics, helping educators and authors understand AI’s capabilities and limitations. Collaborate with Publishers: Working closely with publishers in this space can provide valuable feedback and insights. Winslow mentioned that Macmillan Learning frequently organizes gatherings where educators can play with tools, give feedback, and discuss the practical applications of AI in education. This collaboration ensures that AI tools are developed with a deep understanding of educational needs and contexts. Address Ethical Considerations: Winslow highlighted the ethical concerns related to AI use, such as ensuring equity and addressing biases. Educators should consider these factors when integrating AI into their teaching practices. Creating a transparent and honest environment where the use of AI is documented can help mitigate some of these concerns. Focus on Human Connection: Despite the capabilities of AI, Winslow noted that human interactions are essential for deep learning. Educators should leverage AI to enhance, not replace, human interactions in education. AI can handle administrative tasks and provide core explanations, but it cannot offer the deeper insights and emotional engagement that human instructors can. Looking ahead, Winslow envisions a future where AI and human educators work together to enhance learning outcomes. She believes, "In a future where AI is changing our jobs and skill sets and is still prone to hallucinations and is still citing awards and articles that do not exist, the reverse is true of what some of the media says … expertise matters more. Good training matters more." The ongoing role of educators in shaping and refining AI tools will be crucial in ensuring that AI enhances rather than replaces human interactions in education. While AI tools can provide good core explanations about topics, “they don't offer deeper insights or answer questions about what students should now do with the information they just learned.” And that is yet another reason why the human component of learning is so important. As we move forward, it is more important than ever for educators and authors to take proactive steps in shaping the future of AI in education, ensuring that it serves to enhance, rather than undermine, this very human experience of learning. Stay tuned for even more insights from the TAA meeting in the coming weeks and months. To read more about AI and the Inherently Human Experience of Learning from Susan Winslow, click here and to learn more about Susan's presentation at TAA click here.  ... View more

Every June, we celebrate Pride Month in the United States (and elsewhere), and many of us reflect on the moments that have shaped the struggle for civil rights in the LGBTQIA+ community. It has been a journey with moments of heartbreak, celebration, social change, and cultural revolution. As I make my way from Grand Central to our offices in lower Manhattan, my first thoughts mark another anniversary of the Stonewall Uprising (1969), of how Greenwich Village became the stage for daily protests in response to an early morning police raid on the Stonewall Inn that ignited a global movement for LGBTQIA+ rights. The Stonewall Uprising became a pivotal moment in the fight for LGBTQIA+ rights, symbolizing courage, resilience, and an enduring struggle for equality.  I also have in mind a Saturday in June 2011. I had spent a few hours that morning at our New York office near Madison Square Park when I decided to leave the office to head across the park to see the parade coming down Broadway. In the days preceding the NYC Pride Parade in 2011, the governor of New York had signed into law the Marriage Equality Act, legally recognizing same sex marriage in the state.  As I watched the crowds on the streets, the parade marchers advancing down Broadway, equality flags waving in the air – the simple yet powerful design: blue field framing a yellow equal sign – I was struck by a feeling. This moment, and other moments like this one, is what struggle can look like when it turns into joy. Equality, measured not just by the passing of a law, but in the faces and expressions of those passing by, some perhaps feeling it for the first time.  Reflecting on these events invites us to reaffirm our commitment to championing equal rights, and value diversity and inclusion within our workforce and through our business practices. It compels us to ensure that we are actively fostering a more equitable society. As a learning company, we are anchored in the belief of the transformative power of learning. This commitment and responsibility lives in our mission: to inspire what’s possible for every learner. We work with intention to create educational products that resonate with the diverse populations of students we serve. The intrinsic benefits of diverse and inclusive educational environments inspire our research, product development, and pedagogical strategies. We are unwavering in our commitment to developing materials where every student feels represented and supported, irrespective of their background or identity. We understand that student success is intricately linked to a sense of belonging. When students see themselves reflected in their learning materials, they are more likely to engage deeply and thrive academically. Representation matters; it fosters a learning environment where students feel validated and empowered to reach their full potential. No student should have to adopt a specific political or cultural point of view to succeed in the classroom, but every learner deserves an education that respects and acknowledges their identity. Inclusion drives innovation and creativity, qualities that are essential for educational excellence. Our commitment to diverse learners and inclusive learning environments is not just a corporate value—it is a guidepost critical to who we are and what we strive to achieve. Despite significant progress, discrimination and inequality persist. We see this in various forms, including attempts to silence marginalized communities through censorship.  As we celebrate Pride Month, we stand alongside all of our employees, customers, and partners—no matter their gender, gender identity, or sexual orientation. Inclusion is a choice we make every day. Macmillan Learning remains dedicated to creating a world where every learner feels seen, supported, and inspired. We envision a world in which every learner succeeds and we believe we play an important role in making that possibility a reality.  ... View more

Dr. Susan Nolan on the terrace outside her house in Banja Luka, overlooking the Vrbas River in Bosnia and Herzegovina.Dr. Susan Nolan is a distinguished psychologist, educator, and author whose career is marked by resilience, curiosity, and an unwavering commitment to advancing the field of psychology. With a diverse educational background and a passion for research and teaching, Susan has made significant contributions that resonate within and beyond the academic community. Her innovative approaches to education, including the integration of generative AI technologies, reflect her forward-thinking mindset and dedication to enhancing the learning experience for her students. In this spotlight, we delve into Susan's journey, exploring her educational background, research and teaching experiences, and her impactful work as a textbook author.   Susan’s Winding Path to Psychology  Susan’s journey in psychology is a compelling tale of serendipity and perseverance. Growing up as the oldest of five children in a family where education was valued, but graduate school was not the norm, Susan navigated her academic path with a mix of family guidance and personal discovery. Her father was a high school teacher, and her mother was a dental hygienist. The expectation was clear: attend college, earn a bachelor’s degree, and enter the workforce. However, the specifics of her educational journey were left to her to discover. She enrolled at Holy Cross, where, initially, she had a passion for French and aspired to major in it, but her parents steered her to choose something more "practical." So, she became a psychology major. Reflecting on this decision, Susan shared, "At the time, I didn’t know exactly what I wanted to do with a major in psychology, and that’s okay. What’s most important is that my studies opened up so many doors for me later in my career.” Despite her initial lack of direction, Susan found herself drawn to the subject, enjoying her introductory psychology course even though she admits her grades were not stellar; she earned a B-minus in the class. After graduating from Holy Cross, Susan faced the daunting task of deciding her future. Graduate school was not part of her initial plan, so she ventured into the workforce. She took on a job as a bike messenger in Boston, an experience that ended abruptly when she was injured in an accident. After recovering from surgery, she saved enough money to move to Paris, where she taught English for an academic year. This international experience was transformative, exposing her to new cultures and solidifying her interest in teaching. Susan eventually secured a position at Massachusetts General Hospital's Depression Research Unit after returning back to the United States. It was here that she fell in love with research. A psychiatrist mentor advised her to pursue a Ph.D. in Clinical Psychology, a suggestion that led her to Northwestern University, where she completed her Ph.D. in Clinical Psychology.    Inspiring Students and Colleagues to Make a Real Impact in the World Susan's research interests span several areas within psychology, including clinical, social, and international psychology. Her early exposure to clinical settings at Massachusetts General Hospital ignited her passion for research, particularly in understanding depression and other mental health conditions. This initial focus on clinical psychology expanded during her doctoral studies at Northwestern University, where she also delved into personality psychology. Susan began her tenure-track career at Seton Hall University, where she quickly became a beloved professor known for her engaging teaching style and commitment to student success. What she appreciates most about Seton Hall is its mission of servant leadership. The university's focus on training students not only in knowledge and skills but also in values and community service aligns perfectly with Susan’s own educational philosophy. "Seton Hall's emphasis on servant leadership resonates with me. It's not just about what you learn, but how you use that knowledge to help others," she explained. One of Susan’s standout courses is her international psychology class. This innovative course explores how different countries approach psychological research, practice, and policy. It addresses global issues such as terrorism, migration, and environmental psychology, and emphasizes solutions and positive transformations. Through this course, students gain a global perspective on psychology, learning about diverse approaches to mental health and well-being. "My international psychology course covers how different countries handle research, practice, and policy in psychology," Susan said. "We look at big issues like terrorism and migration, focusing on solutions and positive changes." Susan’s teaching extends beyond the traditional classroom. She has given talks to international audiences, including recent virtual presentations to educators in Mexico and India; she served as a United Nations representative for the American Psychological Association for five years; and she spent sabbatical years as a Fulbright scholar in Bosnia and Herzegovina and Australia, researching education in psychology. Her ability to connect with students and professionals from different cultural backgrounds underscores her commitment to global education and her belief in the power of psychology to foster understanding and change.   Writing Textbooks as a Way of Giving Back to the Field of Psychology Susan’s journey to becoming a textbook author is as unconventional as it is inspiring. Despite her initial struggles with introductory psychology and statistics as an undergraduate, she has co-authored several textbooks in these subjects. This transformation from a student who earned a B-minus in statistics to an accomplished author of a statistics textbook is a testament to her dedication and growth. “I like to share with my students my own challenges as an undergraduate student in these courses,” she said, “to inspire them what’s possible through dedication and perseverance.” Susan considered what concepts she struggled with as a student and how she could bring more clarity to those same concepts in her writing. Reflecting on this achievement, Susan remarked, "I never thought I'd write a statistics textbook, especially after getting a B-minus in the course. But it's been incredibly rewarding to turn that early struggle into something that helps students learn and succeed." Susan was also part of a taskforce that developed the new APA (American Psychological Association) Guidelines for the Undergraduate Psychology Major, 3.0, which came out last summer. She is also a co-founder and co-leader of a group of over 100 psychology educators from more than 40 countries who developed the International Competences for Undergraduate Psychology. “Both of these experiences with the development of learning outcomes directly inform my textbook writing,” she said. Her textbooks are known for their clarity, accessibility, and practical applications. Susan’s ability to present complex psychological concepts in an engaging and understandable manner has made her books popular among both students and instructors. She brings her extensive teaching experience into her writing, ensuring that her textbooks are not only informative but also pedagogically sound. "I aim to make my textbooks as clear and engaging as possible," she said. "It's important to me that students find them helpful and approachable." Writing textbooks allows Susan to reach a broader audience and contribute to the field of psychology in a significant way. Her books are used in classrooms around the country, helping to shape the education of future psychologists. For Susan, authoring textbooks is more than just a professional achievement; it is a way to give back to the academic community and support the next generation of scholars. "Knowing that my textbooks are being used by students globally is incredibly fulfilling," she shared. "It's my way of giving back to the field that has given me so much."   Enrolling in “Teaching With Generative AI” Course Offered by the Institute at Macmillan Learning Susan’s commitment to innovative teaching methods led her to enroll in the Institute at Macmillan Learning’s Teaching with Generative AI: A Course for Educators summer session offering. This experience has been transformative, equipping her with new tools to enhance her teaching. The course focuses on the integration of generative AI technologies in education, offering novel ways to engage students and personalize learning experiences. For Susan, the potential of generative AI in education is immense. She sees AI as a tool that can revolutionize the classroom, making learning more interactive and tailored to individual student needs. "Generative AI has the potential to transform education," Susan explained. "It can make learning more interactive and personalized, which is incredibly exciting." One of the exciting applications of generative AI in Susan’s teaching is in the area of statistics. AI can help demystify complex statistical concepts, making them more accessible to students. Interactive AI-driven tools can provide students with hands-on experience in data analysis, enhancing their understanding and retention of statistical methods. "Using AI to teach statistics can really help break down complex concepts," she said. "It makes the material more accessible and engaging for students." Moreover, AI offers new opportunities for international collaboration and learning. Susan envisions using AI to connect her students with peers and experts from around the world, facilitating cross-cultural exchanges and collaborative projects. This aligns with her broader educational philosophy of fostering global awareness and understanding through psychology. "AI can help bridge cultural gaps and connect students globally," Susan noted. "It's a powerful tool for fostering international collaboration and learning."   Susan’s Lasting Impact in the Field of Psychology Susan’s career is a testament to the power of resilience, curiosity, and dedication. From her early days as a somewhat aimless undergraduate to her current role as a renowned psychologist, educator, and author, Susan’s journey is marked by continuous learning and growth. Her diverse experiences in research, teaching, and textbook writing reflect her commitment to advancing the field of psychology and making a positive impact on students and the broader community. Susan’s story is particularly inspiring for students and aspiring psychologists. It shows that the path to success is not always straightforward and that it is okay to take detours and explore different interests. Her ability to turn early academic struggles into a successful career as a professor and author of textbooks in those very subjects demonstrates the transformative power of education. "It's important to remember that struggles can lead to growth and success," she said. "My own experiences have shown me that perseverance and a willingness to learn can make all the difference." Through her teaching, Susan not only imparts knowledge but also instills values and a sense of global responsibility in her students. Her innovative use of generative AI in the classroom exemplifies her forward-thinking approach and dedication to providing the best possible education for her students. "Teaching is about more than just conveying information," she emphasized. "It's about inspiring students to use their knowledge to make a positive impact on the world." Susan’s contributions to psychology and education continue to resonate, inspiring both her students and her peers. Her work embodies the mission of servant leadership, making a lasting difference in the field of psychology and beyond. Dr. Susan Nolan is Professor of Psychology at Seton Hall University in New Jersey, where she has been a 2020 College of Arts and Sciences Teacher of the Year. Susan has researched curricula and assessment in psychology education, the interpersonal consequences of mental illness, and the role of gender in science careers. Her research has been funded by the National Science Foundation. Susan was the 2021 president of the Society for the Teaching of Psychology. She also is a Fellow of the American Psychological Association (APA) and the Association for Psychological Science. She holds an A.B. from the College of the Holy Cross and a Ph.D. from Northwestern University. Susan is fascinated by the applications of psychology to the real world,; both locally and globally. She served as a representative from the APA to the United Nations for 5 years, and was a recipient of the Fukuhara Award for Advanced International Research and Service from the International Council of Psychologists. She was a U.S. Fulbright Scholar in Bosnia and Herzegovina, where she and her husband have a home, as well as a 2023 U.S. Fulbright Scholar in Australia. An avid traveler, Susan uses the examples she encounters through these experiences in the classroom, in this textbook, and in the statistics textbooks that she co-authors. At Macmillan Learning, she is co-author of Discovering Psychology, Psychology, and Statistics for the Behavioral Sciences. ... View more

Genny Beemyn, Ph.D. (they/them)This Pride Month, Macmillan Learning’s LGBTQIA+ employee resource group had the privilege of hosting Genny Beemyn, a distinguished advocate for LGBTQIA+ rights and the director of the UMass Amherst Stonewall Center. Genny’s talk focused on the state of LGBTQIA+ inclusivity on college campuses in the United States, shedding light on both the progress and ongoing challenges. Here’s a summary of the key points from their insightful presentation. The Current Legislative Landscape Genny began by addressing the current political climate, which is increasingly hostile toward trans and nonbinary individuals. They noted that around half of the states in the U.S. are implementing or attempting to pass laws that significantly limit the rights of trans and nonbinary youth. These legislative efforts aim to erase trans identities, leading to widespread fear and discrimination. The negative impact on mental health is profound, with increased rates of anxiety, depression, and suicidality among trans and nonbinary youth. Despite these challenges, Genny highlighted that some states are moving towards greater inclusivity by mandating LGBTQIA+ inclusion in school curricula and providing specific support for trans students. The Threat of Anti-DEI Legislation Genny emphasized the growing wave of anti-Diversity, Equity, and Inclusion (DEI) legislation. These laws, often driven by the same groups promoting anti-trans legislation, threaten the existence of college offices that support marginalized communities. In states like Texas and Florida, LGBTQIA+ centers are being closed down, depriving students of critical resources and support systems. Genny stressed the importance of these centers, which offer extensive programming and advocacy, helping students navigate their academic and personal lives more successfully. Challenges in College Environments Despite the perception of some colleges as being trans-friendly, the reality for trans and nonbinary students often falls short. Genny provided examples from institutions, which are often perceived as progressive, where trans and nonbinary students report lower levels of belonging and higher rates of discrimination compared to their peers. This negative environment impacts students’ mental health and academic success, highlighting the need for ongoing efforts to improve campus climates. Mental Health Concerns Genny discussed the minority stress model, which explains how prejudice and discrimination adversely affect the mental health of marginalized groups. Trans and nonbinary students face compounded stressors that lead to high rates of anxiety, depression, and suicidality. They pointed out that increased political awareness among students correlates with higher levels of depression, anxiety, and stress, especially for those with multiple marginalized identities. The constant exposure to hostile political rhetoric and legislation exacerbates these mental health challenges, making it crucial for colleges to provide robust support systems. The Importance of Community Finding a supportive community is vital for the well-being of LGBTQIA+ students. Genny stressed that having a network of peers and allies is essential for positive mental, emotional, and academic outcomes. While institutional belonging might be lacking, niche communities within the college environment can provide understanding and support. These communities help students navigate the unique challenges they face and foster a sense of belonging and acceptance. The Role of Activism Genny also touched on the complex impact of activism. While activism can empower students and provide a sense of agency, it can also lead to increased stress and depression as they confront the vastness of systemic issues. The more students engage with political issues, the more they might feel overwhelmed by the scale of the problems they are trying to address. Balancing activism with self-care and community support is crucial for sustaining mental health and well-being. Looking Forward In concluding their talk, Genny called for continued advocacy and support for LGBTQIA+ students. They emphasized the need for comprehensive support systems, inclusive policies, and active resistance against hostile legislation. Creating safer and more inclusive environments on college campuses requires sustained effort and collaboration among students, faculty, and administrators. Genny’s message was clear: while progress has been made, there is still much work to be done to ensure that all students can thrive in a supportive and inclusive environment. Genny Beemyn’s presentation was a powerful reminder of the ongoing challenges faced by LGBTQIA+ students. As we celebrate Pride Month, let’s commit to fostering inclusivity and standing in solidarity with all members of the LGBTQIA+ community. By working together, we can create college campuses where every student feels valued and supported. ... View more

To learn is to change. Learning literally changes the networks in our brains. It transforms the way we see our world and our relationship to it. Learning is why those of us who commit our careers to education–whether teachers, designers, researchers, developers, technologists, or writers–do what we do. It’s a mission. We got hooked on that lightbulb moment, that epiphany of connecting ideas and capabilities that help build the next bridge. Of course, learning is sometimes bewildering, prompting us to ask, “What if I don’t get it? Where does that leave me?” I sometimes hear that wariness, and even fear, in discussions about generative AI and the important questions it raises about assessing learning. There are risks, such as the many outstanding questions about the efficacy of gen AI detection and the inherent bias against English language learners whose work may be falsely identified as being AI generated. But what if, as we learn, we turn in a more courageous direction? When we approach changes before us with interest, curiosity and even awe, we open ourselves up to different lessons and new opportunities to perhaps find a way to do better. At Macmillan Learning, our exploration of the potential applications of AI tools focuses on careful design and implementation, bringing forward its best uses, just as we’ve done with other new technologies and teaching practices before it. The foundation of our work as a learning company is based on being open to change, building on successful practices that improve learning, and also respecting (and protecting) the humans in the process. Importantly, that commitment is what led to Macmillan Learning creating a new team that I’m honored to lead—the Pedagogical Design Group (PDG).  Translating Theory into Practice: Inclusion, Accessibility, and Course Design Bringing together three interconnected areas–course design, inclusive pedagogy, and accessibility–into one Pedagogical Design Group ensures an integrated approach in our early  planning and development and enables us to share best practices across all disciplines at Macmillan Learning. These efforts are a part of our journey from being simply a textbook publisher to flourishing as a digital learning company.  Working with Macmillan Learning’s learning science team and the experts within our disciplines, the PDG serves as a bridge, translating research into practices implemented across our products in a way that is impactful and scalable. Our work begins with ensuring that students feel like they belong and culminates in learning that helps them succeed in the classroom and beyond. It’s critical that our resources reflect the diversity of learners who use them. Designing for inclusion goes beyond attending to representation. While Macmillan Learning has historically invested in pedagogically-focused products and services developed through the lens of inclusive teaching, our new team is focused on deepening our impact by designing equitable and accessible learning experiences for more learners.  We aim to create a learning environment where every student can thrive, and do this by creating best-in-class materials that support diverse learners and needs. That includes raising the bar on our accessibility journey so that all learners have the same opportunities for success. Because we were the first higher education company to become “Global Certified Accessible” by Benetech for our digital native course materials, we know how critical it is to continue to partner with thought leaders and make ongoing investments in our materials.  Our team is committed to developing learning materials that are not only compliant with accessibility standards but are also engaging and effective for all learners. This is more than just a legal requirement to us–it is a moral imperative. Listening: The Key to Creating Responsive and Responsible Resources Listening to our customers about what matters most to them allows us to be as responsive and responsible as possible, and our new team is dedicated to ensuring our products do just that. Approaches to teaching and learning vary across contexts, and no two instructors, classes or disciplines have the same needs. Active learning and critical thinking are just empty buzzwords if we aren’t attentive to the values and content knowledge within each discipline. The PDG knows how essential it is to carefully design products that support developing skills in ways that respect these differences.  A recent Macmillan Learning survey, conducted in collaboration with our learning science and marketing colleagues, revealed enthusiasm among instructors across disciplines for adopting new evidence-based teaching practices by incorporating discrete new elements, like activities that support a sense of belonging, gradually into their resources, rather than making a wholesale shift. Being responsible means understanding when change is needed as much as how. We understand the need to balance enthusiasm and optimism about the future with meaningful change. Listening to students talk about how they’re using new AI-infused tools has been instructive. While many are exploring them to engage more critically with information and to foster curiosity, others are a bit more wary, protective of their own distinct writing voice and ideas. The best learning materials are adaptive, meeting students where they are and providing the support they need to succeed. Generative AI is just one of the many tools we can use to support student learning, the heart of our work. To learn is to change, and by bridging student and instructor needs with our company’s mission to inspire what’s possible for every learner, we are well-equipped to embrace it. ... View more

Accessibility is fundamentally important to students’ learning journeys. By removing barriers to education, accessibility in both digital and physical spaces helps foster an inclusive environment where every student can fully participate and engage. Importantly, having learning materials and experiences that are accessible helps to ensure that all students, regardless of their abilities, have the same kinds of opportunities to succeed and thrive. At Macmillan Learning, we understand the importance of integrating accessibility into the design of our courseware and content. We established a board of expert advisors to help us better understand how accessibility is being addressed on different campuses, and what we can do to help foster an even more inclusive learning environment. We discussed with them some of the challenges that they’re seeing most on campus as well as solutions that they recommend to ensure that all students have equal opportunities to succeed. Here are some recommendations from the advisors that can help you on your accessibility journey. Develop Greater Understanding: Addressing accessibility requires a fundamental shift in perspective to recognize and embrace the diverse needs of all students. Director of the Center for Teaching Excellence at Our Lady of the Lake University, Stacy Ybarra Evans, elaborated on this, noting: "One of the greatest challenges instructors face is the lack of awareness and understanding of accessibility guidelines and best practices. Many instructors may not know where to start or how to incorporate accessibility into their course design without additional support and training." Read on for some ideas on how to start the process. Conduct Accessibility Audits: Ybarra Evans suggests an audit should be a first step when working towards creating a more accessible learning environment. An audit involves assessing your content for accessibility issues. A common accessibility standard that is used to help identify areas that need improvement is the W3C’s Web Content Accessibility Guidelines (WCAG). The audits will help you locate where you need to revise image descriptions, add captions to videos, or redesign interactive elements to be more user-friendly. “Once you have identified potential barriers, you can start implementing solutions to make your course more accessible," she said. On the Macmillan Learning Accessibility catalog page, you can download some quick checklists for auditing your documents and presentation decks.  Ybarra Evans shared some resources that could be helpful for educators: Web Content Accessibility Guidelines (WCAG): The international standard for web accessibility. Use the WCAG checklist to evaluate your digital content. WAVE Web Accessibility Evaluation Tool: A free browser extension that helps identify accessibility issues on web pages. Accessibility Insights: A free tool from Microsoft for testing websites and Windows applications for accessibility. AChecker: An online tool that checks single HTML pages for conformance with accessibility standards. Start Small and Make Incremental Changes. It can be daunting trying to overhaul an entire course to make it accessible, so beginning with small, manageable steps is a practical approach. There are some quick wins that instructors can easily accomplish. "Begin by incorporating basic accessibility practices such as providing alternative text for images and captions for videos,” Ybarra Evans said. She also encourages instructors to gradually explore and implement more advanced techniques as they become more familiar with accessibility guidelines. For some ideas on how to get started, check out Reading Rockets: Accessibility Tools and Resources, a guide to getting started with accessibility, including information on audits, technology, and professional development. Rethink Your Materials: Instructors may find it more convenient to make incremental adjustments rather than starting from scratch. However, this approach could result in a patchwork of modifications that may resolve only a few accessibility needs. Senior Digital Accessibility Specialist at the University of North Texas, Danae Harris, elaborated on this challenge, explaining: "One frequent challenge I encounter in digital accessibility within higher education is the faculty's preference for remediation over recreation. Faculty often find it easier to modify their existing content rather than create new content with accessibility in mind from the start. However, this approach can diminish the overall learning experience for all students." Ensure Digital Spaces Are Accessible. Digital educational content and platforms can be complex, incorporating multimedia elements like videos, interactive quizzes, and simulations. Ensuring that all these elements are accessible requires detailed knowledge of accessibility standards and best practices. Samm Nelson, Coordinator of UMass Amherst’s Assistive Technology Center, ensures faculty, students, and staff have equitable access to digital spaces. They help the institution keep up with digital advancements and meet accessibility standards through training, auditing, and remediation. UDL is one way to accomplish this, which is explained in more detail below.  Implement Universal Design for Learning (UDL). Harris calls UDL "The most important strategy for faculty.” This critical framework enhances learning experiences by catering to the diverse needs of students. It provides learners with various ways to engage with course material. Harris continued that University of North Texas “faculty are encouraged to provide learners with multiple means of engagement, multiple means of representation of information and multiple ways for students to express themselves," which are the three core principles of UDL. It’s an effective best practice that minimizes barriers for students with disabilities, “though it may not meet the needs of every individual student it is still a beneficial method of creating an inclusive learning experience,” Harris added. Ybarra Evans shared the official guidelines from the Center for Applied Special Technology (CAST), the pioneers of UDL.  Nelson shared that “UDL is the best practice, but it will never be a substitute for listening to our disabled community and directly addressing accommodations.” They noted the importance of asking if anyone needs accommodations and listening to what is shared because access needs can conflict between students with various disabilities. “When I am in a virtual meeting with a colleague who speech reads it is important to share my screen as little as possible so my deaf colleague can see my face with ease. When I'm in a virtual meeting with a student with ADHD sharing my screen can help with focus and understanding. When I am in a meeting with both of them together I need to best accommodate both their needs. Often that means sharing meeting materials prior to meeting so we all can follow along and see each other's faces,” Nelson said. Leverage Student Input: Involving students with disabilities in shaping accessibility policies and practices is crucial. Harris emphasizes the importance of hiring Accessibility Testers who are current or former students and expert assistive technology users. Their input is invaluable in creating and advocating for accessible content. Accessible materials not only help level the playing field for students with disabilities, they enhance learning, support a more diverse student body, and encourage continuous improvement. Ultimately, making education accessible is not just about meeting legal requirements, but about upholding the moral imperative to provide an inclusive and supportive learning environment for all.     Stacy Ybarra Evans, Ed.D., is the Director of the Center for Teaching Excellence at Our Lady of the Lake University. She collaborates with faculty to design accessible course materials and provides professional development on incorporating Universal Design for Learning (UDL) principles into their teaching practices. Samm Nelson, CPACC is the IT Digital Accessibility and Assistive Technology Specialist at UMass Amherst. They are responsible for ensuring faculty, students, and staff have equitable access to digital spaces on campus.  Danae Harris is the Senior Digital Accessibility Specialist at the University of North Texas. In addition to reviewing online courses to help faculty create accessible content, she also works with third-party representatives, including publishers and e-learning software providers, to address accessibility concerns and shares best practices and tools for making digital content accessible. ... View more

Learning is a fundamentally human experience. Whether it's students in classrooms, individuals acquiring new skills, or even companies trying to train their employees, learning is something that we all share and no two people experience it in the same way. So how do we know what we’re doing is effective? One way that’s becoming more common over time are skill-based evaluations known as authentic assessments. Authentic assessments are challenging, evoke reflection, encourage collaboration, and replicate real-world scenarios and tasks. They’re designed specifically to measure students’ ability to apply what they have learned in meaningful ways. While it may sound like a jab to traditional assessments, it's not. Traditional assessments, like standardized tests and quizzes, are just as important to measure student progress and success. (You can read more about them and their impact.)  Authentic assessments work by requiring students to demonstrate their understanding through practical, applicable tasks. This can range from project-based learning and group collaborations to case studies and reflective essays. By using them alongside traditional assessments, instructors are provided a more holistic evaluation of student learning and understanding. Keep reading for examples that illustrate what authentic assessment looks like in action. The concept of authentic assessment is not new. It first gained traction in the late 1980s and early 1990s amidst growing criticism of standardized testing. Educators and researchers recognized their limitations in measuring learning and began to advocate for assessments that could better capture students' abilities to apply knowledge in real-world contexts. While over time more and more K-12 schools and universities began intentionally integrating authentic assessments into their curricula, that was not always the case.  To this day, traditional assessments remain the predominant way of measuring learning: when Macmillan Learning recently surveyed instructors, we found that 57% of respondents currently use all or mostly traditional assessments. Although many instructors don’t use authentic assessments at all, many do incorporate authentic assessments but don’t use this formal name for it. This tracks with our research on the topic, as we learned that only half of the instructors were familiar with the term “authentic assessment”, and only 18% reported using the term in their professional life. Benefits of Authentic Assessment Just because instructors aren’t using authentic assessments regularly doesn't mean they don’t want to. In that same instructor survey by Macmillan Learning, 69% of all respondents report wanting to increase, to some degree, the amount of authentic assessments they offer. And with good reason—the benefits of authentic assessment are manifold.  By simulating real-world challenges, these assessments help students develop essential skills that are directly applicable to their personal and professional lives. For instance, working on a group project can enhance teamwork and communication skills, while conducting a case study can improve critical thinking and problem-solving abilities.  Additionally, authentic assessments foster a more inclusive and equitable learning environment. They allow students with different strengths and learning styles to showcase their abilities in ways that traditional assessments might not capture. This helps to ensure that all students have the opportunity to succeed and be recognized for their contributions. Practical Ideas for Authentic Assessments While group projects and real-world applications are more commonly thought of in social sciences and humanities, they can be used successfully across disciplines. When ChatGPT 4.0 was prompted to develop  assignments that would be considered authentic assessments within different disciplines, it offered a variety. However, there’s more to authentic assessments than just generating interesting projects; the true value lies in how these assignments are designed to reflect real-world relevance. Below are a selection of assignments, but improved and revised with additional details on how to use them and how they benefit students. They have in common their real-world relevance, practicality for the college classroom, requirement of higher-order thinking and integration of skills and knowledge from across multiple areas of study. Literature Analysis Project. Students can choose a novel or other written work (either from an instructor-created list, an era, or just about any criteria) and create a multimedia presentation analyzing its themes, characters, and historical context. Two poignant examples that remain relevant today and could be on a list include "1984" by George Orwell, where students can analyze the themes of totalitarianism, surveillance, and individuality; or the graphic novel "Maus" by Art Spiegelman, where students could examine themes of the Holocaust, memory, and trauma. This task goes beyond memorization, asking students to analyze, synthesize, and present information in a format that mimics real-world literary analysis and scholarly presentation. Economics: Taylor Swift Concert Tour Case Study. Students are tasked with analyzing the economic impact of Taylor Swift’s concert tours on local economies. This project involves researching various aspects of her tour, including ticket sales, local business revenue, and broader economic effects. Using a popular figure like Taylor Swift makes the assessment engaging and relevant, potentially increasing student motivation and interest in the subject. It requires students to apply economic principles, analyze data, and synthesize their findings into a coherent report. (You can read more about some “Swiftienomics” assignments, including the impact of her concerts and her impact on the NFL.) Historical Research Paper. Students can research a historical event or figure and write a detailed research paper, including primary and secondary sources, and present their findings in a mock academic conference setting. For example, they could research and then present on the rise and fall of the Byzantine Empire by reviewing the events and factors that contributed to it, learning about the role of emperors, military strategies, economic factors, religious conflicts, and external invasions. This assessment replicates the actual work of historians, who conduct thorough research, critically evaluate sources, and communicate their findings through scholarly papers and presentations. It emphasizes critical thinking, research skills, and effective communication. Engineering Design Challenge. Students are given a real-world problem, like designing a sustainable water filtration system, and must apply engineering principles to develop a prototype. They can present their design process and prototype in a mock industry showcase. This task replicates the real-world process of engineering design, from problem-solving and prototyping to presentation and feedback. It requires practical application of engineering concepts, creativity, and communication skills, closely aligning with the work engineers do in their professional roles. Biological Experiment and Report. Students design and conduct an experiment to test a hypothesis related to a biological concept, for example, the effect of light on plant growth. They collect and analyze data, then write a scientific report and present their findings. Going beyond the typical science fair project because it requires controlled environmental conditions, systematic and repeated measurements of specific growth parameters, and detailed analysis of physiological responses to different light wavelengths over an extended period. It involves designing an experiment, collecting and analyzing data, and communicating findings, which are key components of scientific inquiry. Ultimately, it helps students develop critical thinking, data analysis, and scientific communication skills. ... View more

As Asian American, Native Hawaiian and Pacific Islander Heritage Month comes to a close, Macmillan Learning continues its series that began earlier this year during Black History Month by featuring prominent trailblazers in the field of education from historically marginalized communities.  The beginnings of Asian American, Native Hawaiian and Pacific Islander Heritage Month, as we know it today, began in the 1970s as representatives in congress proposed a bill that would proclaim the first week of May as Asian-Pacific Heritage Week. The resolution was signed by President Jimmy Carter in 1978, making that designation official. Thirty-one years later, President Barack Obama signed a proclamation recognizing the entire month of May as Asian American and Pacific Islander Heritage Month. As of 2021, the month officially changed to include Native Hawaiian through the signing of another proclamation by President Joe Biden.  Each year, the month of May serves as a time to celebrate and honor the contributions of Asian Americans, Native Hawaiians and Pacific Islanders to the fabric of American society. In the realm of education and pedagogy, there have been many remarkable individuals whose pioneering work has left an indelible mark. Here are eight AANHPI trailblazers in education.  Grace Lee Boggs (1915-2015) Grace Lee Boggs, a Chinese American philosopher, writer, and activist, emphasized the importance of education in fostering social change. She co-founded Detroit Summer, a multicultural, intergenerational youth program aimed at revitalizing communities through education and activism. Helen Zia (1952-Present) Helen Zia, a Chinese American journalist and activist, has been a prominent voice in advocating for Asian American studies programs in schools and universities. Her efforts have helped to broaden the understanding of Asian American history and experiences in educational settings. An outspoken activist for a wide range of causes, Zia has also advocated for both women’s rights and LGBTQ rights, and was a prominent voice during the Civil Rights Movement. Mamie Tape (1895-1983) Mamie Tape, a Chinese American woman, played a pivotal role in the landmark case Tape v. Hurley in 1885, which successfully challenged racial segregation in San Francisco schools. Her advocacy laid the groundwork for desegregation efforts in education. Haunani-Kay Trask (1949-Present)  Haunani-Kay Trask, a Native Hawaiian scholar and activist, has been a leading voice in advocating for indigenous perspectives in education. Her work highlights the importance of centering indigenous knowledge and experiences in educational curricula. As professor emerita at the University of Hawai’i at Mānoa, she founded and directed the Kamakakūokalani Center for Hawaiian Studies. Patsy Mink (1927-2002) Patsy Mink, a Japanese American politician, was the co-author of Title IX, a landmark legislation that prohibits sex discrimination in education. Her advocacy has had a profound impact on gender equity in schools and universities. Ronald Takaki (1939-2009) Born in pre-statehood Hawaii, Ronald Takaki was a Japanese American historian and ethnographer who played a critical role in the development of ethnic studies programs across the United States. His book, "Strangers from a Different Shore: A History of Asian Americans," is a seminal work in the field. Jim Yong Kim (1959-Present)  Jim Yong Kim, a Korean American physician and anthropologist, served as the President of Dartmouth College and the World Bank. His work in global health and education has influenced policies and practices worldwide, particularly in improving access to education in developing countries. Viji Sathy (1972-Present)  Viji Sathy, an Indian American professor of psychology and neuroscience, is known for her work on inclusive teaching practices. Her research and advocacy promote equitable education by addressing the diverse needs of students in the classroom. ... View more

Jewish American Heritage Month this May offers us an opportunity to reflect on the rich history and contributions of Jewish Americans. This year, Macmillan Learning was privileged to host a webinar featuring Holocaust survivor, Gary Eichenwald, who shared an experience that was both a reminder of the dark chapters in history and a testament to the resilience, compassion and humanity that can emerge even in the face of unimaginable adversity. Here are some of the things we learned from him during the moving hour-long discussion. The Power of Resilience: One of the most striking aspects of the story of Gary and his family was their incredible resilience. Despite facing the horrors of the Holocaust, they managed to find strength within themselves to survive and rebuild their lives. From escaping Germany to seeking refuge in the Netherlands and living in hiding, his ability to maintain strength and dignity serves as a powerful reminder of the human spirit's capacity to overcome adversity. Gary and his family hid with a Dutch farmer, Hendrick Bloem, who had nine children. Initially, they worked on the farm, posing as cousins. However, when the danger increased, they moved to a shack in the woods. Their journey is a powerful reminder of the human ability to endure even the most devastating circumstances. Compassion in Crisis: Throughout the webinar, Gary shared instances of compassion and kindness that he experienced, even in the darkest times. Gary recounted stories of small acts of kindness that provided immense comfort and hope. For instance, when his family was hiding with the Bloem family, they were treated with great care and respect and provided two meals a day. These moments of compassion not only provided immediate relief but also restored faith in humanity. The Courage to be Brave: When we think of bravery during the Holocaust, we think of the many Jewish victims who were forced to make life or death decisions -- from whether to send their children away, to who they should trust and where they should go. Yet it’s also important to remember and honor those who were not Jewish, but made hard and courageous choices that ultimately saved lives. While Oskar Schindler may be one of the most well-known, there were many others whose bravery deserves recognition. Among them are Polish social worker Irena Sendler, who saved about 2,500 Jewish children from the Warsaw Ghetto; Swedish diplomat Raoul Wallenberg, who issued protective passports and sheltered Jews in buildings designated as Swedish territory; and Chiune Sugihara, a Japanese diplomat in Lithuania, who issued thousands of transit visas to Jewish refugees, allowing them to escape through Japan. These and many other persons just like Hendrick Bloem are among the 27,000 recognized as “Righteous Among the Nations” and have their names enshrined in Yad Vashem, The World Holocaust Remembrance Center, for their bravery throughout the Holocaust, risking not just their own lives but the lives of their families. The Importance of Memory: Gary emphasized the critical importance of remembering and sharing stories like his, as well as the history of the Holocaust. His detailed recollections of Kristallnacht, when Nazi soldiers and thugs broke into and vandalized his grandmother's textile store and severely beat his grandfather, were reminders that the Holocaust didn’t begin with concentration camps. Rather, it began by making an “other” of the Jewish community. His and his family's experiences during the war highlight the importance of remembrance and the need to educate future generations to prevent such atrocities from happening again. By keeping the memory of the Holocaust alive, we honor those who perished and ensure that the lessons learned from this dark period are not forgotten. This act of remembrance is a call to action to stand against hatred and bigotry in all forms. It’s common to hear “never forget” within the Jewish community, and for good reason. Giving memory to these tragic events helps ensure they are not forgotten. Hope and Renewal Amidst the stories of suffering, there were also stories of hope and renewal. Gary spoke about rebuilding his life after the Holocaust, and the importance of finding meaning and purpose. His journey from a war-torn Europe to starting a new life in the United States is a testament to the possibility of renewal and growth even after profound trauma. This resilience and hope are crucial for moving forward and building a better future. The insights gained from Gary’s story are not just historical; they offer valuable lessons for our present and future. In a world still grappling with hatred and division, the experiences of Holocaust survivors like Gary teach us the importance of empathy, understanding and standing up against injustice. Sadly, antisemitism is not a relic of the past; it remains a significant issue in many parts of the world. This speaks to the ongoing importance of individuals and communities standing up against all forms of bigotry and speaking out against hate speech. By remembering the past and educating future generations, we can foster a more compassionate and understanding world. As we commemorate Jewish American Heritage Month, we should not forget the lessons from Gary, and should strive to build a world where our humanity triumphs. You can read more about Gary’s story and the Bloem family. ... View more

As today is Global Accessibility Awareness Day (GAAD), I want to draw attention to our company’s vision statement: at Macmillan Learning, we envision a world in which every learner succeeds. As a learning company, this means we’re working tirelessly to ensure that, regardless of demographics or ability, each learner has the best possible opportunity to flourish in their educational experience. An important part of getting that right is developing course materials that are accessible, and I’m pleased to share some of our recent progress on our accessibility journey as it evolves with the needs of both students and instructors.  For the fifth consecutive year, Macmillan Learning was recognized as Global Certified Accessible by Benetech. This means that we provide “born accessible” digital learning options that ensure that every student, no matter their ability, has the same access to information. Benetech certified our conformance to the accessible EPUB creation guidelines, which are based on WCAG 2.2 AA+ standards put in place by the international standards organizations and the publishing community.  While I am proud of our recognition, we understand that accessibility is not only about checking boxes or fulfilling requirements; rather to us, it is an ongoing journey of creating a world in which every learner succeeds. Our product and engineering teams have been busy at work trying to do just that with ongoing updates to Achieve, our digital learning platform, to make it more friendly for users with disabilities. Their work included experiments with tools and workflows that integrated accessibility testing and resolution earlier in their development process. Recognizing that accessibility is a journey we are on together, our teams wouldn’t be able to make these improvements to our products without a firm understanding of accessibility themselves. This is why we continue to focus on accessibility internally as well, offering training opportunities for all employees to become better allies to the students and instructors we support. This commitment to our employees is also a reason that we scored 100% on the Disability Equality Index, which ranks companies on their use of best practices that support disability inclusion, for the third consecutive year. Lastly, I would like to take the opportunity to shine a spotlight on one of our Employee Resource Groups, AVID (Awareness of Visible and Invisible Disabilities), for their partnership in helping  increase awareness of disabilities. Throughout the year, they’ve worked with individual employees to share blogs, stories, and informational posts about their experiences with disabilities, demonstrating to all of us that improving accessibility is helpful to everyone, not just those with disabilities.  Everything we do is in service to our common goal with educators—to see students succeed and inspire what’s possible. Accessibility will always be an important part of that journey.   Want to learn more? Read more about where to start when designing an accessible course and what it means to have “accessible” course materials. ... View more

Since its creation by college instructors, iClicker has been a staple in college classrooms around the nation. Known for its ability to create more engaging learning environments, this ed tech available on students’ phones and laptops has transformed thousands of classrooms into more dynamic learning environments.  While the iClicker technology continues to evolve, and now even offers a GPT-enabled AI question generator, its utility spans much further than lecture halls -- just ask the police and fire stations, learning and development teams and manufacturing teams that use it regularly. No longer just for college classrooms, iClicker has emerged as a useful platform to facilitate interactive training, get real-time feedback, study and learn, and ensure employee engagement across a variety of unusual and distinct environments.  “We noticed a portion of our overall customer base was unrelated to higher education so we decided to do what we do best at Macmillan Learning–learn more,” said Toni Chastain, Business Development Manager for Enterprise Solutions. The company learned about the innovative and surprising ways the tech was used to help transform learning from the university classroom to now anywhere in the world. “From bustling factory floors to remote locations abroad where traditional technology often falls short, iClicker is being used in all kinds of unconventional settings.” Why iClicker Clicks all the Right Buttons, So to Speak Macmillan Learning’s corporate customers are driven by various factors, including the need for engaging employee learning sessions that balance participation and focus. In environments where traditional training methods are either impractical or ineffective—such as noisy factory floors, remote oil rigs, or regions with limited technological infrastructure—standard educational tools can fall short. While the mobile app provides easy, on the go access, there are also physical devices available that use radio frequency and don't require extensive setup. or familiarization, making it ideal for use in places where time and resources are limited.  In fact, iClicker is currently being used successfully for new hire onboarding, continuing education courses, voting, training employees on internal systems, meeting OSHA requirements efficiently, and more. The platform’s inherent simplicity and ease-of-use allows the tech to work in so many different environments, ensuring that all employees, regardless of their work environment, have access to critical knowledge and skills. Most importantly, it helps keep employees interested in what they’re learning as well as to better retain that knowledge. “Our customers have shared with us that integrating iClicker into their training sessions has led to a notable boost in engagement. Gone are the days of passive observation; participants are now actively involved, eagerly participating in polls, posing questions, and contributing openly to discussions,” Chastain said. Breaking Boundaries: iClicker on the Move Imagine a group of engineers on a remote oil rig, where reliable internet connectivity is not an option. Unlike college classrooms, which take advantage of the ease of use on mobile phones, the physical iClicker is a durable and robust option designed to withstand travel and rough usage. It’s become critical in conducting safety training and compliance assessments, ensuring that even in the most isolated environments, education and safety protocols are strictly upheld. This adaptability is not confined to outdoor or remote settings. Inside oversized manufacturing facilities, where the noise and constant activity make traditional training methods less effective, iClicker helps in conducting periodic safety training and on-the-job learning sessions. The same holds true for iClicker’s customers of police and fire departments. The device's simplicity allows for quick setup and execution, with training sessions pre-planned or on the fly and allowing for educational opportunities as they’re needed. The story of iClicker's global journey doesn't end on factory floors. In parts of the world where technological infrastructure is minimal and the concept of a 'smart classroom' isn’t a viable option, iClicker has been a game-changer. For example, on regional public awareness and outreach programs in rural Africa, iClicker devices have enabled facilitators to deliver content and assessments without the need for local internet, reaching students who may otherwise be cut off. This can have a profound impact in bridging educational divides, making knowledge more accessible to all, regardless of location or local infrastructure. iClicker in Action Consider the case of a multinational corporation that decided to implement iClicker across its global training programs. With employees scattered across continents, many in areas with unreliable internet access, the company faced significant challenges in delivering consistent training. By integrating iClicker into their program, they were able to standardize training modules and assessments across all locations, ensuring that every employee, whether in a high-tech office in New York or a field site in rural India, received the same quality of training. The feedback was overwhelmingly positive. Trainers appreciated the ease with which they could set up and conduct sessions, and employees valued the interactive nature of the sessions, which made learning not just more engaging but also more effective.  As iClicker continues to be more widely used in a range of sectors and geographies, it proves that good technology does not just reside in its advanced features but also in its ability to adapt and be relevant in diverse settings. Through its journey across different industries and continents, iClicker exemplifies how technology can transcend traditional boundaries, facilitating learning and development in ways previously unimagined. It is a testament to the transformative power of simple, effective technological solutions in the global quest to find new and better ways of engaging employees. ... View more

AP Exams start this week! That means almost three million high school students across the nation are gearing up to take one or more of the standardized tests from the College Board, which offer an opportunity to earn college credits. These annual exams, covering subjects as varied as calculus, world history, and psychology, demand not only a deep understanding of content but also the ability to apply knowledge in complex scenarios.  The benefits of AP Exams go beyond the allure of gaining college credits; they allow students to challenge themselves academically, improve their college applications, and gain a taste of college-level courses. However, the rigorous nature of these exams can also be daunting. As the review sessions ramp up and the study sessions grow longer, students might feel overwhelmed by the sheer volume of material and the pressure to perform well. We asked employees from Macmillan Learning and BFW Publishers to share some of their top tips and strategies to help students navigate their study sessions effectively, reduce stress, and maximize their performance on the upcoming AP Exams. Here’s what they shared with us: Try not to stress. Macmillan Learning employee Lisa Grosbier, Executive Rep for High School, wants students to know that they already have it in them to pass. “Relax and remember that you have worked all year towards this and you've got the skills and tools you need to nail this!” She also encourages students to try to get a good night sleep the night before and have a good breakfast the day of the exam. Space out studying over time. Janna Tolleson, High School Sales Rep for North Carolina, South Carolina and Georgia encourages students to chunk their studying. “When you do that, it gives your brain time to process the information and make connections in your brain. When you go back to review and begin studying a second part, then the initial information becomes part of a stronger connection in your memory. It also helps you figure out where you're strong and where you need more review and it allows you the time to do that.” Focus on the essay. For some subjects, especially those in the humanities, the essay or free-response section is crucial; it can be make or break for passing as it often represents a significant portion of the exam's total score. Macmillan Learning Recruiter Ngozi Lush believes that focusing on that section is the way to go. “It's about how effectively you can compile evidence from texts you learned in class because the most prominent point is the contextual part of the essay session.” Use your textbook. Sr. Director of Communications Marisa Bluestone encourages students to go with the tried and true method of studying -- the textbook. “While it’s been some time since I took the exam, I remember relying heavily on my textbooks, as I knew they were designed specifically to support the AP Exams. Their structured explanations, detailed reviews of key concepts and practice questions are invaluable tools, and they provide practice scenarios that mirror the format of the AP Exams. It helped me turn my nervous energy into a focused, strategic approach to test preparation, which helped me pass all four exams.” Mix up the study tools. Macmillan Learning College Account Manager Rosie Loiacono recalls taking the AP exam, and offered one of her tips for getting a top score. “Use different media while studying! Watching videos, specifically the Crash Course series by John and Hank Green, helped me conceptualize all of my written notes by adding visuals and fun narration. If there's a podcast on the topic you can listen to while studying your note cards, it might help the info stick better.” Keep it in perspective. Janie Pierce-Bratcher, BFW Director of Marketing, reminds students about their self worth, noting “Remember that your value as a person is not determined by how you do on this exam. Regardless of the outcome, you are better for having pushed yourself to take this class. AP exams are hard, but the more you do hard things, the better you get at them. So, see, you’re better already and you haven’t even taken the exam. (This is coming from a mom who pushed her child and should’ve given this advice instead.)” Ed tech can help with practice. Katie McGaughey, Publisher's Rep Kansas & Western Missouri, noted that many students have access to educational technology and digital learning courseware like Sapling and LaunchPad. To help prepare for the test, they should take some of the sample exams and work through the solutions with their teachers. Write it out: BFW Marketing Intern Emily Wills wrote as she studied. “If I was taking a practice test or rereading notes and something felt important or it was something I kept misremembering, I'd write it down in a new set of notes. So then I'd have an extra study guide that was just the stuff I needed extra help with and physically writing it down helped solidify it in my memory.” Use memory tricks: Carter Brantley, also a BFW Marketing Intern, used buzzwords to help him remember what was important and trigger knowledge. He described it as “thinking of phrases that would help me to remember certain information. Like something that would bring all the information back.” As you can see, preparation for the AP exams is not just about memorizing facts; it’s about understanding concepts and applying them. Throughout the year, students put in tremendous effort, and these final days are just about pulling all that knowledge together. Use the tips shared by our Macmillan Learning and BFW experts to guide your study sessions, manage stress, and approach your exams with confidence. Good luck on the exams! ... View more

What if instead of getting in the way, AI could help students get deeper into topics that interest them?   I’ve been thinking about this since attending the College Board’s 2023 AP Annual Conference, where a panel of educators spoke about the role of generative AI in the classroom. The majority of teachers attending the session had not used AI and were apprehensive about how it could support them, until some of the early adopters started to share their experiences. A lot of light bulbs began to light up. It turned the conversation quickly from a negative focus on cheating to an emphasis on providing students with new opportunities to learn. Time has allowed more teachers to better understand what AI can do for them, and it is fueling excitement!  One teacher from the panel I caught up with, Bruno Morlan, of Acalanes High School (CA), has his AP History students practice answering questions with feedback from AI to help elicit more details needed for full credit. He’s used AI to help students decide where to do additional research in order to prepare for a presentation. “[AI] has not gotten in the way of honest academic work; it has students getting deeper into topics that interest them.”  We know that teachers are constantly learning, and AI literacy is at the forefront of lifelong learning for educators. Former Chief Reader for the APⓇ Psychology Exam and new coauthor on Myers' Psychology for the APⓇ Course, Elizabeth Yost Hammer, is empowering her students to learn AI literacy alongside other key skills in the college psychology classroom. “We teach critical thinking, we teach tech literacy, and we talk about how these come together in thinking critically about what we’re reading online.  Now we are talking about AI literacy broadly: how do you use it well, how do you critically think about it, and how do you use it ethically.”   Hammer is teaching students to create a hypothesis before using AI to assist in a research project. Students were a bit surprised to hear their professor suggesting they use AI.  At Xavier University of Louisiana, where Hammer serves as the director of the Center for the Advancement of Teaching and Faculty Development, their mission is to develop students into leaders.  Hammer encourages her students to use AI as a tool, but to always imbue their voice in their work: “We need you at the table, and you are not going to be at the table if you don’t have a voice.”  AI literacy involves students understanding the benefits and the risks, checking information sources, and always developing their own thoughts.  This is preparing them for their time outside the classroom as they think about career opportunities, too.  At Macmillan Learning, we see AI creating more engaged students with an AI Tutor that we’re piloting in several disciplines in higher ed.  The tutor is prompted to chat with students in a Socratic communication style, aiming to stimulate intellectual curiosity and facilitate self-directed learning. The tutor will not simply provide the answer but is instead instructed to help students with a specific homework question.  Instructors piloting the tutor have reported that their students are getting the help they need in a safe space where they are not embarrassed to persist the way they might with a human tutor. Students are engaging and asking more questions when they don’t understand or need a reminder on key concepts or equations. One instructor noted: “The AI Tutor is helping students get started, resulting in less questions about the basics of how to work problems. This is allowing us to use help room time/office hours for more advanced questions and even some discussions!”  Whether you’re a college instructor or teaching high school, AI is sure to have an impact on your classroom and influence how students learn. Embracing AI doesn't mean losing the essence of teaching and learning; it's about amplifying it, making sure every voice is heard, and every piece of history is explored with a fresh perspective.  Let’s work together to prepare students not just for exams, but for a world where technology and humanity work together to spark new ideas and new voices with our engaged students.   ... View more

Today, April 22, communities around the globe unite in celebration of Earth Day, a testament to our collective commitment to protect our planet. This annual event draws attention to the pressing environmental challenges that face humanity and the natural world. Earth Day is an important reminder of the fragile beauty of our planet and the urgent need to safeguard it for future generations. It’s also an opportunity to teach about the impact that students can have. In an era where information is as abundant as it is accessible, it’s more important than ever that we anchor our understanding of our environment in solid, scientific facts. This is just as true for an article we read on the internet as it is for a high school environmental science textbook. It’s especially crucial in environmental science, where understanding the facts is key to comprehending the complexity of the issues involved. This is why, just ahead of Earth Day, I spoke to professors Andrew (Andy) Friedland and Rick Relyea, co-authors of Environmental Science for the AP Course, 4e about their experiences in teaching environmental science. Educational Impact through Experience and Engagement Many people initially encounter the natural world through their childhood exploration, yet they often rely on their teachers and textbooks to understand its complexities. For Friedland, this combination of experience and education in school was where he first discovered his passion for the environment.  As a student, he and his class helped clean up litter and clear walking paths at a wetland near their school, visiting it many times ahead of Earth Day. During these visits, they didn't just tidy up—they immersed themselves in the ecosystem. They identified tree and shrub species, learned about the natural history of those species, and even crafted interpretive signs that described the flora and fauna prevalent in the wetland. This approach not only allowed Friedland and his peers to explore and learn about the plant life around them, it also allowed them to participate in knowledge sharing by creating signage to communicate what they learned with others.  This and other experiences with the environment inspired Friedland and Relyea to nurture within their students the same kind of curiosity, wonder and confidence to contribute to positive changes in their own environments. This also meant helping their students realize success on the AP® Environmental Science Exam and inspiring them to want to learn even more about the world around them. “In looking at environmental science textbooks when we wrote the first edition of our book, we were struck by the fact that many students in environmental science classes experienced a sense of gloom and doom about the state of the planet. One of our goals was to provide a more balanced view of environmental issues and to identify the opportunities where steps could be taken to improve a diversity of environmental problems,” Relyea said.  A Balanced Perspective on Environmental Issues From scientific notation to biodiversity, their textbook explores the environment from a fact-based perspective, while at the same time conveying the authors’ passion for the world around them. A fact-based approach, such as the one in Environmental Science for the AP Course, promotes objective learning, allowing students to form their own opinions based on evidence. The approach has always been to avoid telling students what they should think about climate change, or any other environmental topic, but rather to look at the data for themselves and come to their own conclusions.  Friedland noted, “our book emphasizes objectivity and neutrality about environmental science: we don’t tell students (or teachers) what to think about the environment; we tell them how to think about the environment and give them the tools to understand, assess and evaluate environmental topics and problems.” For example, when bringing up a topic like nuclear energy, there can be strong feelings about how and whether it should be used. The book does not pass judgment —  telling the students whether something is good or bad —  but instead describes the pros and cons of nuclear fuel to generate electricity. It describes how it is a “clean” energy source in the conventional sense (e.g., no emissions of particulates, sulfur, or nitrogen oxides and perhaps most importantly, carbon dioxide) but it does leave behind radioactive waste.  “We strive to have students learn how to evaluate data and think like a scientist. When they do so, they will understand how our planet is changing, how human activities have contributed to these changes, and how we can work together to mitigate these changes,” Relyea said. Earth Day is Every Day Friedland wants teachers to know that every day is Earth Day. “There is nothing you can do to improve human sustainability on Earth if you do it only on one day a year. The actions and impacts of human beings need to be minimized on a daily basis if we are going to lower overall human impact on the planet.” Through their comprehensive textbook, they offer not just a compilation of data and research but help guide us through the complexities of ecological balance, human impact, and the path to sustainable living. But more than that, their title offers hope for the future.  “There are lots of reasons to be hopeful,” Relyea said. “With the will of the people, we can reverse many of the impacts that have been caused by human activities.”  Their work exemplifies the spirit of Earth Day — educating, inspiring, and empowering individuals and communities to base their environmental actions on sound scientific principles. Let this Earth Day be a reflection of our resolve to choose the path of informed, impactful environmental stewardship.   Friedland is the Richard and Jane Pearl Professor Emeritus in Environmental Studies at Dartmouth College and has served on panels for the National Science Foundation, USDA Forest Service, and Science Advisory Board of the Environmental Protection Agency. He has authored 80 peer-reviewed publications. Relyea is the David Darrin Senior ‘40 Endowed Chair in Biological Sciences at Rensselaer Polytechnic Institute. He has authored more than 200 scientific articles and book chapters and presented research seminars throughout the world. ... View more