What happens when you build a library that’s more than just a place to study? At Berea College, a tuition-free, work college nestled in the Appalachian Mountains, Amanda Peach and her colleagues at Hutchins Library have created something powerful. The library has become a third space, a mentorship hub, and a launchpad for student research and agency. After our conversation on The What & Who of EDU, I haven’t stopped thinking about what every educator (and every institution) can learn from their approach. Here are four takeaways that stuck with me, and that I hope will stick with you too. 1. The Invitation Matters Sometimes the most transformative thing an educator can do is extend the invitation.  Amanda doesn't wait for students to come to her, she reaches out. She actively invites them to co-author research papers, present at conferences, and engage in work that’s typically reserved for graduate students. Every semester, someone says yes. Why does that matter? Because for many students, especially first-gen or underrepresented students, asking to do research, or even knowing it’s an option, can feel out of reach. Amanda takes the wondering out of it by extending the invitation. In the process, students build their portfolios as well as something even deeper: a sense of scholarly identity. 2. Third Spaces Build Belonging Libraries are not just academic commons, they’re cultural ones too.  Hutchins Library leans into this by offering board games, pots and pans, podcast equipment, and ample gathering places for students to just pause and breathe.  Third spaces like these matter, especially on campuses where community is sometimes hard to find or harder to keep. In an era where such spaces are disappearing, libraries can step in and  give students agency to create and nurture them. 3. Information Literacy Is Everyone’s Job The information landscape isn’t just complex, it’s also constantly shifting. Amanda and her team realized that a legacy framework from the early 2000s wasn’t enough to equip today’s students to navigate deepfakes, echo chambers, and algorithmic bias. So they pivoted.  They replaced outdated interventions with one-on-one research consultations, partnered with faculty to embed information literacy into assignments, and rethought what students need—not just to write a paper, but to become critical, ethical consumers and creators of information. This work isn’t extra. It’s fundamental and foundational. 4. Access Is a Design Choice Yes, Berea’s endowment helps make their tuition-free model possible, but the intent behind it is what matters most. Berea shows us that higher education can be reimagined with access and agency at the center. We may not all work at a work college, but we can all ask: “What can I do, in my role, to remove barriers and open doors?” Whether it’s redesigning an assignment, rethinking who we co-create with, or making a trip to the library a part of our class plans, we all have levers we can pull. There’s so much more to our conversation and you should tune in to hear all of it.  Listen to the full episode of "The Heartbeat of Berea: How Hutchins Library Builds Community and Critical Thinkers" on The What & Who of EDU featuring Amanda Peach, available wherever you get your podcasts. And if it sparks something, leave us a voicemail at 📞 512-765-4688. We’d love to feature your voice on a future episode. ... View more

What if students could get a jumpstart on college while still in high school?  That’s the opportunity dual enrollment offers. And while it’s not a new idea, it’s becoming a bigger part of the conversation about college access, affordability and student success.  Dual enrollment allows high school students to take college-level courses, often earning both high school and college credit, through partnerships between their school and a local college or university. The courses will often mirror the core classes students would take during their first year of college, like English composition, U.S. history, psychology, and biology. The courses are taken at a local college, online or right in the high school classroom. According to the Community College Resource Center, around 2.5 million high school students take dual enrollment courses each year. And demand is growing as more students look for ways to lower the cost of college, explore career paths or simply get ahead. Dual enrollment programs are offered in all 50 states and available on 90% of high school campuses, though the structure and requirements can vary significantly from one program to another. In states like Florida and Georgia, the programs are state-funded and widely accessible, meaning students can often participate at no cost. In other states, families may face tuition or materials fees, and students’ access to the programs may depend on local partnerships between colleges and school districts. And while students do earn college credit, not all institutions accept those credits equally. “When designed to reflect the rigor and expectations of true college coursework and classroom environment, dual enrollment offers far more than academic credit, it provides students with an early, meaningful introduction to college life. This early exposure, delivered in a supportive, lower-stakes setting, has the potential to help students develop the confidence, discipline, and academic habits essential for a successful transition into higher education,” said Hilary Duplantis, Learning Research Specialist at Macmillan Learning. Why It Matters For many students, dual enrollment isn’t just a way to earn college credits faster. It’s also a way to shift what they believe is realistic or even possible for them, opening doors for students who might not otherwise see college as part of their future.  Take a high school junior who’s the first in her family to even consider college. Or imagine a student from a low-income household, where every dollar counts. There’s also the student who’s breezing through their high school classes, itching for something more challenging. And then there are students in rural communities or students in under-resourced schools.  These aren’t hypothetical, they represent real stories happening in classrooms across the country. An Institute of Education Sciences (IES) review in 2017 found that dual enrollment programs have positive effects on college degree attainment, access and enrollment, credit accumulation, high school completion, and general academic achievement in high school. “Post-COVID studies show these benefits persist. Dual enrollment students continue to enroll in college at higher rates and are more likely to persist through their first year and complete their degrees. These outcomes are especially significant for first-generation, low-income, and minority students, for whom dual enrollment can be a transformative stepping stone,” said Hilary.  Specifically, the CCRC found that 81% percent of dual enrollment students went to college just after high school, compared with about 70% of students overall. When students see themselves succeeding in college-level work, they start to believe they belong in college. That sense of belonging and early success can shape how they approach the rest of their educational journey.  In a time when students are questioning the value of college, dual enrollment offers one way to change the narrative. It can also change the math. Taking just a few college courses in high school can significantly cut the time (and money) it takes to earn a degree. For students balancing work, family and school, that flexibility can make all the difference. “Ultimately, the success of dual enrollment depends on structured support, clear academic pathways, and equitable access. Addressing these challenges while maximizing the benefits can help ensure that all students, particularly those from underrepresented backgrounds, can fully reap the benefits of dual enrollment,” Hilary added. ... View more

Lectures get a bad rap. For some students, they’re the academic equivalent of airplane mode, something to quietly endure until it’s time for the test. But lectures don’t have to be lifeless. Across the country, instructors are finding fresh ways to make even the most content-heavy sessions engaging, interactive, and (dare we say) fun. At The What and Who of EDU, we asked educators across the country to share how they’re flipping the lecture model, without flopping in the classroom. The result? Ten practical, classroom-tested strategies from 11 instructors that help learning stick. Be sure to check out the full podcast episode From Blah to Aha: 10 Instructor-Approved Ways to Engage Students in Lecture-Based Courses Needs on Apple or Spotify to hear all the tips straight from the instructors themselves. Here's a preview of what they shared: 1. Don’t Compete With AI—Do What It Can’t Dr. Ryan Herzog, Associate Professor of Economics at Gonzaga University knows that AI might be just a browser tab away, but he doesn’t see that as competition. Instead, he focuses on what AI can’t replicate: connection, conversation and context. He uses group work, iClicker questions and current event discussions to help students apply economic concepts in real-world ways. “Students don’t feel like they need to pay as much attention in the classroom because they can just go to AI and they think they can get the material from AI, and we are seeing more and more of that. So you know, you, you want to try to tell fun stories, and you want to try to get them to engage in the material in ways that make it seem relevant.” Why it works: When students see real-world relevance, they’re more likely to stay present—and participate. It’s not about beating the bots, it’s about offering what they can’t. 2. Break the Spell Every 15 Minutes Dr. Erika Martinez, Professor of Instruction at the University of South Florida knows that attention spans tend to expire before the lecture does. She breaks her sessions into short, interactive chunks, using polls, videos, and demonstrations to keep students actively engaged. “I try to break up all of my lectures into 15, no more than 20 min segments where I'm changing what I'm doing at the time to help re-engage the students.” Why it works: Structured variety gives students a mental “refresh” without losing momentum—and keeps them actively processing the content. 3. Add Checkpoints Mid-Lecture Dr. Margaret Holloway, Assistant Professor of English at Clark Atlanta University doesn’t wait until the end of class to check understanding. She builds “mini invites” into her lectures, prompting students to talk, practice, or reflect every few minutes to stay mentally present and involved. “I break my lecture up into maybe 3 different parts, especially if it's a a longer lecture. So I will introduce a concept, talk about the concept, and then I'll insert a slide or something in my PowerPoint presentation and say, 'Hey, now, let's practice this, or let's talk about it'. So it's not just me talking for 20 min or so, and them getting bored or checking their phones.” Why it works: These micro-engagements keep students on their toes—and give instructors real-time feedback on how well students are tracking with the content. 4. Let Students Take the Wheel Dr. Mike May, Mathematics and Statistics Coordinator at Saint Louis University lets students decide how the lecture unfolds. His classes begin with warm-up questions based on the previous session, and from there, students guide the direction of the lecture. Bonus: they even campaign for the “right” answer. “So the way I structure my lectures is the first 10 minutes are warm-up questions... I will have students tell me how to proceed….So when someone then says, ‘Why did you put a 5 there?’ My answer is, ‘Because somebody told me to put a 5 there. Do you think something else needs to go there?’” Why it works: Giving students agency turns passive note-takers into active co-creators and makes the learning stick. 5. Use iClickers as Brain Speed Bumps Dr. Christin Monroe, Assistant Professor of Chemistry at Landmark College uses iClicker questions to pace her lectures and create space for neurodivergent learners to reflect. These checkpoints help her adapt in real-time to students’ needs, especially when body language doesn’t tell the whole story. “I do use iClicker questions in my classes because it helps to pace myself. I don't always know whether the students are learning the content. I can't always look out and read students faces. And so what's nice about the questions is essentially it helps me to read the room." Why it works: Frequent, low-stakes checks for understanding create a rhythm that supports all learners—and prevents runaway lectures. 6. Remix the Medium—Even Disney Counts Jennifer Duncan, Associate Professor of English at Georgia State University's Perimeter College taps into unexpected sources—like Frozen or The Little Mermaid—to explain academic concepts. The medium matters. She swaps traditional course readings with videos, adaptive assignments, and yes, even Disney songs to illustrate rhetorical principles in memorable ways. “Sometimes it’s a YouTube video of Disney characters singing songs while they spot the rhetorical elements... Anytime I can teach through an interactive activity instead of through a lecture or a course reading, that’s going to be a real win for me.” Why it works: Unconventional content can activate curiosity, make abstract ideas more memorable, and meet students where they already are—culturally and cognitively. Also, multiple modalities speak to multiple learning styles. 7. Don’t Just Lecture—Choreograph Learning Dr. Derek Harmon, Associate Professor – Clinical, The Ohio State University College of Medicine makes movement part of the message. He incorporates demos, student participation, and even VR to immerse learners in the content. “... When I am immersed in a space, everything else fades away, and I am only able to focus on what is presented in front of me in that virtual space. I think that is, without a doubt, one of the most powerful and unique features of virtual reality compared to any other medium.” Why it works: When students move through the material—literally—they retain it better. It’s learning by doing, not just listening. Physical interaction and immersive environments boost attention and recall, something that’s especially in dense subjects. 8. Design Asynchronous to Feel Interactive Betsy Langness, Professor and Psychology Department Head at Jefferson Community and Technical College makes asynchronous classes feel guided and personal through carefully selected interactive eBooks with adaptive quizzing, try-it questions, and multimedia to support student engagement in virtual classrooms. Because asynchronous doesn’t mean autopilot.  “Trying to give them a little tidbit or insight into what they're going to be reading in the book and then really selecting a really good ebook that is interactive that does engage students by giving them try-it questions.” Why it works: Self-paced learning can still feel structured, guided, and responsive with the right tools. 9. Build Belonging Into the Bones Dr. Charlotte de Araujo, Assistant Professor of Biology at York University, integrates connection into her teaching from day one. Whether through student-led decisions or coloring activities that explain biochemical structures, she creates a learning environment that prioritizes well-being and inclusion. “No matter how large or small my classes, I try to assign a getting to know you introduction piece asking students to share something they would like me to know more about... It also fosters conversations during student hours throughout the semester” Why it works: Students who feel seen and supported are more likely to engage and ask for help when they need it. 10. Flip the Script—Let Students Lead the Questions Adriana Bryant, English and Developmental English Instructor, Lone Star College–Kingwood, doesn’t use lecture time to talk at students, she uses it to talk with them. Rather than deliver information during class, Bryant gives her lectures in advance and uses in-person time to dive into student-generated questions and discussions. Collaborative note-taking rounds out the strategy. “My students will create questions that they have over the lectures. So then, when we get to the actual day, I spend the majority of the time going over the questions that they have about the materials... It becomes more a discussion of the topics than me just talking to them for an hour and 20 minutes.” Why it works: When students show up with questions, they’re already engaged. And when they help shape the discussion, they take ownership of their learning. Lectures aren’t the problem—it’s how we use them that matters. These 10 tips demonstrate that a few small tweaks, even the most traditional formats can become active, inclusive and deeply impactful. 🎧 Want to hear it all in action? Listen to the full episode → Have a student engagement hack of your own? Leave us a voicemail at (512) 765-4688 and you might just hear yourself on a future episode ... View more

Our company mission is to inspire what’s possible for every learner. It’s one of the many reasons we're proud to support the future of science education by sponsoring the 2025 U.S. National Chemistry Olympiad (USNCO), a prestigious competition that challenges and celebrates the nation’s brightest high school chemistry students. Now in our fourth year supporting the Olympiad, we donated digital access to Biochemistry, 10th Edition and Quantitative Chemical Analysis to help equip the 20 students selected for the 2025 USNCO Study Camp. These college-level texts not only build a strong foundation in key concepts, but also reflect the latest research techniques and real-world relevance. Biochemistry 10e  offers a deep dive into physiological and medical connections, while Quantitative Chemical Analysis 11e represents the benchmark in analytical chemistry while seeking to inspire students to see themselves in the field. “These gifted students are tackling college-level material as part of their preparation, and we’re honored that our course materials are playing a role in their journey. Supporting these rising scientists is exactly what our mission is all about: empowering learners, backing educators, and making sure every student has access to the tools they need to succeed,” said Jeff Howard, Program Director, Chemistry at Macmillan Learning. The on-site camp is an intensive program held in early June where top high school chemistry students from across the country compete for a coveted spot on Team USA. The final team will go on to represent the United States at the 57th International Chemistry Olympiad in July. To the competitors: we’re cheering you on. And to all educators and mentors guiding these students. You make this possible.   ... View more

The Four Student Success Strategies Every Educator Should Know (And How to Use Them)   There’s no shortage of teaching advice out there, but when student success is on the line, what actually works? A three semester study from Macmillan Learning in 2022 and 2023, supported by the Bill & Melinda Gates Foundation, put four well-known strategies to the test: data-driven instruction, formative assessment with feedback, active learning, and metacognition.  While these strategies aren’t new, what's new is the scale and clarity of the findings. When instructors used these four practices consistently, and when students actually engaged with the work, performance improved. Measurably.  The study revealed statistically significant findings of a 4–5 percentage point bump on exam scores for students who engaged with EBT-aligned digital resources. and up to 20 points higher on final course grades for students with high engagement in their completion of assignments in high-assignment courses. Even students with medium engagement in assignment completion saw a boost of 9–13 percentage points in course grades. These strategies aren’t new, but this research adds to the growing evidence that how we implement them matters. Here’s a quick breakdown of each, along with practical ways to bring them to life in your classroom. 1. Data-Driven Instruction Students can’t hit a target they can’t see. Data-driven instruction helps clarify what success looks like by making learning goals and progress visible. In the study, it was the most commonly used of the four strategies. Data-driven instruction supports motivation, retention, and even graduation rates by aligning content with clearly stated learning objectives. When students understand the “why” behind what they’re doing, they engage more deeply and perform better. Guido Gatti explains, “It’s critical for everything that is important in life. Think of it like this: I wear a blood sugar monitor. It lets me know right away when something’s off, so I can respond in the moment, not after the damage is done. The timely feedback and ability to take action is what keeps me on track, monitor, then treat. Same goes for learning -- don’t wait until after the exam.” Ways to try it: Start class by posting a few specific learning goals. Use quick polls or check-ins to identify where students are getting stuck. Show students their progress on learning objectives with visual dashboards or midterm reflection surveys. 2. Formative Assessment with Feedback Formative assessment is less about grading and more about guiding. The idea is to help students spot gaps in their understanding while there’s still time to close them, and to offer feedback that motivates rather than discourages. Instructors in the study who used these strategies said they saw improvements not just in grades, but in student confidence and engagement. Courses with consistent feedback practices saw students improve both exam performance and confidence, according to both quantitative and qualitative data. “Things like LearningCurve give them quality, directed feedback that clears up misconceptions and keeps the learning going. That’s what makes the difference. It’s not just about what they don’t know, it’s about helping them see how much more they can learn,” Gatti explained. Ways to try it: Use low-stakes quizzes that offer immediate feedback. For a seamless way to implement you can use tools like LearningCurve (Achieve’s formative assessment tool). Build in short writing prompts or “muddiest point” reflections. Offer encouragement-focused feedback that highlights effort and next steps—not just what’s wrong. 3. Active Learning When students participate, they retain more. Active learning shifts the classroom from lecture hall to learning lab without needing a complete redesign. Courses that included just occasional active learning strategies still saw notable gains in exam performance, without requiring a complete course redesign. Even small steps can make a big difference. But here’s the catch: in the study, active learning was one of the least-used strategies, often due to time constraints or uncertainty about how to implement it in large or online classes.  Ways to try it: Break up lectures with think-pair-share activities, or small group problem solving. Use quick polls or group challenges to reinforce key concepts. Mix up your methods, because variety helps more students find their footing. “If there’s no real engagement, small groups can fall flat and could be doing less for students than a focused lecture would. Mix it up. Try projects, real-world scenarios, competitions, games, or even a phone-pic scavenger hunt. Make active learning the norm, not the exception. Get students interacting with the what, how, and why of the content and don’t give them the option to sit it out,” Gatti said. 4. Metacognition Also known as “thinking about thinking,” metacognition helps students take ownership of their learning. It teaches students to plan, monitor, and reflect on their learning—skills that go far beyond the classroom. This strategy had some of the strongest links to improved learning outcomes, especially when paired with reflection prompts, self-assessments, or goal-setting tools in courseware. That’s because, in addition to performance, it builds self-awareness, resilience and confidence. While it might be the most powerful strategy of all, it's often also the hardest to implement. According to Gatti, “Metacognition is really just problem solving. The problem is: Realistically, how do I get an A in this course? You ask yourself what’s working, what’s getting in your way, and what your plan is. Then you work the plan, pause, reassess, and revise. As instructors, we can guide students through that process, especially after big moments like the first exam. Take a little time to help them discover, plan, and adjust. That’s how learning sticks.” Ways to try it: Ask students to set a learning goal at the start of a unit, and reflect on it at the end. Encourage self-assessment: “What do I know well? What should I review?” Normalize struggle as part of the learning process. You don’t need to overhaul your course to use evidence-based strategies. In fact, the biggest takeaway from this research might be this: small, intentional changes matter. A few more reflection prompts. A few more goals shared out loud. A few more opportunities for students to speak, reflect or adjust. Want to learn more? Listen to Marcy Baughman, VP of Learning Science & Research at Macmillan Learning, as she talks about Four Strategies, Five Point Gains: Digging Into The Data on The Real Impact of Evidence-Based Teaching on The What & Who of EDU. ... View more

College can be stressful for students. Between deadlines, personal responsibilities and everything else going on, it’s no wonder they sometimes hit a wall. But academic struggles don’t always look like failing grades or skipped classes. The signs can be much more subtle. And those signs matter, because stress, anxiety, and depression are among the top factors that negatively affect academic performance. Students grappling with these challenges are more likely to drop classes, delay graduation or simply just leave school. And that’s the last thing we want for them. Stress and mental health challenges aren’t just personal issues, they show up in the data as well. According to the ACHA's Fall 2024 National College Health Assessment 37.1% of undergraduate students said stress negatively affected their academic performance in the last year. And among students who faced issues like procrastination, financial stress or career anxiety, more than 70% said those problems caused moderate to high levels of distress. That kind of pressure can chip away at a student’s ability to focus, stay motivated or make progress toward their degrees. By spotting the signs early and offering support, educators can help interrupt this cycle and keep students connected to their learning—and to the future they’re working toward. Below are seven common indicators that a student may be struggling, along with low-lift ways you can offer support. (And if you’d like even more ways to tackle stress and anxiety, Macmillan Learning has some practical tips and strategies from instructors just like you.) They’ve Gone Quiet Students who used to participate regularly might suddenly stop showing up in discussions or go completely silent in class. In person, they might avoid eye contact or sit further back than usual. Online, they may stop turning on their camera or leave discussion posts half-written. What You Can Do: Reach out with a short, empathetic check-in. A message like “I noticed you’ve been a bit quiet lately, everything okay?” can open the door to support without pressure. If you’re using platforms like Achieve, consider using analytics to spot students who aren’t engaging with assignments or course materials so you can follow up early. They Miss One Class…Then Another A student who skips one class and then another may be dealing with stress that’s impacting their ability to show up. This pattern can be hard to break once they feel behind or embarrassed. What You Can Do: Offer pathways back in. Instead of asking why they missed class, ask how you can help them re-engage. Make it clear that missing class doesn’t mean they’ve failed the course. Flexible attendance options, short video summaries, or alternative participation formats can also help students reconnect. Their Work Quality Changes A student who usually hands in thoughtful, on-time work starts submitting rushed assignments, incomplete work, or nothing at all. You might also notice more typos, shorter answers, or off-topic responses that suggest they were distracted or overwhelmed when completing it. What You Can Do: Consider offering a small grace period or flexible deadline. According to Macmillan Learning’s faculty guide, policies like these reduce anxiety and help students stay engaged without feeling like they’re falling behind. In Achieve, flexibility settings like assignment extensions or drop-lowest-score options are easy to apply and can reduce unnecessary stress. They Seem Disengaged or Disconnected in Class Disconnection can look like a student who stares at their phone, doodles in their notebook, or avoids group conversations. Online, it might be someone who logs in but never responds to chat, polls, or breakout room prompts. What You Can Do: Mix things up. Try resetting the classroom tone with something unexpected. You could use a one-word check-in, a silly GIF or a collaborative activity in iClicker to bring students back into the moment. Even a little burst of energy or humor can make the room feel more human and less heavy. They Avoid Asking for Help Some students will never say “I’m struggling” even if they are. Instead, they might stop attending office hours, skip clarification questions, or give up midway through an assignment. This can be especially common with students who are perfectionists or fear looking unprepared. What You Can Do: Normalize help-seeking early and often. Share how you struggled with material as a student or encourage questions with anonymous polls or “parking lots” for lingering questions. If you’re teaching a STEM class, encourage them to take advantage of Macmillan Learning’s AI Tutor, which offers just-in-time guidance at the exact time they need it and without judgment. They’re Fixated on Grades When every conversation starts with “what do I need to get an A?” it might be more than ambition — it could be anxiety speaking. What You Can Do: Reframe the narrative. Emphasize effort, progress, and learning over perfection. Rubrics, low-stakes assessments, or “grade insurance” policies (like dropping the lowest quiz) can also ease pressure. Also, If you're using Achieve, consider upgrading or the goal-setting and reflection surveys, which can help students think about their own learning habits and redefine success in a more personal and sustainable way. They Mention Feeling Overwhelmed (Even Casually) Sometimes, students will say “I’m just so tired lately” or “I have no time” — comments that might seem offhand, but signal deeper stress. What You Can Do: Take them seriously. Acknowledge what they said. A quick note like “I heard you mention feeling overwhelmed. I just wanted to say I’m here if you need support” can offer reassurance. You can also point them toward campus resources or suggest practical tools like study planners or wellness apps. You don’t have to be a counselor to make a difference. By tuning in to these signs and making small adjustments, you create a classroom where students feel seen and supported. For more tips on tackling stress and anxiety, Macmillan Learning has some practical tips. Because when students know their well-being matters, learning becomes a lot more possible. ... View more

Today is Global Accessibility Awareness Day (GAAD), a moment that calls us to reflect on what it truly means to create learning experiences that support all students.  We believe that an investment in education is an investment in human potential, and it’s that belief that drives us to design materials that support a wide range of learning needs from the start. But we don’t do this alone. Every product we build is shaped by conversations with educators who tell us what’s working, what's not, and what students need next. That feedback matters because no two learners are alike. Each brings different goals, strengths and challenges to the classroom.  At Macmillan Learning, our mission is to inspire what’s possible for all learners. That mindset has helped guide our shift from content provider to a learning company. Importantly, one that’s focused not just on what we build but how we build it and who it serves. Creating a company culture that prioritizes accessibility is an important part of that evolution. Yes, accessibility is a requirement -- especially with the Title II updates to the Americans With Disabilities Act on the horizon. But for us, it’s more than a requirement. It's a responsibility. And it’s one we take seriously.  What We’re Doing Over the past few years, we’ve made and continue to make improvements to our digital products and workflows to better meet the needs of students and instructors with disabilities. That includes testing new tools that identify issues earlier in development, expanding accessibility training across teams and listening to educators and students with disabilities to better understand their lived experiences.  In the last year, our accessibility and learning science and research team partnered to ask some important questions about how students with disabilities were experiencing college. We spoke to them about topics running from the level of support they get from instructors to the challenges they come across in their coursework to better understand the barriers they’re facing and how we could better support them and make class more accessible. We also leaned into the expertise of our Accessibility Advisory Board, made up of disability services officers across the country. Their insights have helped shape everything from our upcoming catalog updates to our blog content, conference presentations and support materials.  For the sixth year in a row, we’ve been recognized by Benetech as Global Certified Accessible, validating that our digital learning content is “born accessible.” This certification affirms that our materials meet rigorous EPUB accessibility standards aligned with WCAG 2.2 AA+ guidelines. It’s a milestone we’re proud of, but we know it’s only one piece of a much bigger picture. Inside Our Walls Our commitment to accessibility extends beyond our products. Training and education remain central to that effort—ensuring every employee understands how accessibility connects to our broader mission, and how they can make a difference. A huge part of that internal culture is thanks to our AVID Community (Awareness of Visible and Invisible Disabilities). Their work helps remind us that improving accessibility helps make learning clearer and more effective for all students. Just as we ask students to think critically, we challenge ourselves to do the same. We listen, we learn, and we evolve alongside the educators and learners we serve. We know we still have work to do, and that’s a good thing. We’re excited to share more throughout 2025, including new initiatives and partnerships that continue to put accessibility at the heart of learning. Because when every student has the chance to succeed, that’s when we truly inspire what’s possible ... View more

What if boosting exam scores didn’t require a complete curriculum overhaul, a new certification, or sacrificing weekends to the grading gods? What if the answer was as simple (and yet as complicated) as helping students think about their own learning? On this episode of The What & Who of EDU, we sat down with Marcy Baughman, VP of Learning Science & Research at Macmillan Learning, to talk about what the data from a 1,400 student study that took place over three semesters says about the benefits of evidence-based teaching (EBT). Below we share insights from our conversation. But … we’re just scratching the surface here. Be sure to check out the full podcast episode on Apple or Spotify to hear all the details about what was learned. 1. Students performed 5 points better on exams when they routinely used evidence-based digital tools. No tricks, no gimmicks required here … just good strategy paired with the right support. That 5 point boost came when students consistently used assigned digital resources that aligned with evidence-based practices.  “I know that seems so simple. But if you think about it, an instructor has to be very mindful in the assignments that they give to their students right? They can't assign students three homework problems or three homework assignments, every class.” 2. Metacognition had the biggest impact, but instructors felt the least confident using it. Thinking about thinking might sound soft, but it packed the biggest academic punch, especially for underserved students. In the study, instructors were always looking for guidance or advice or resources to help them improve their metacognitive support for students Baughman hears from instructors, “I get the premise. I understand that I want to support my students in planning and monitoring and evaluating and reflecting on their learning. However, I'm not sure how to incorporate that into my classroom activities in a way that feels deliberate and mindful.” 3. Metacognition helped students manage feelings of being overwhelmed For students juggling five classes and a job, metacognition provides structure. Metacognitive habits gave overwhelmed students tools to plan, track, and reflect on their learning so that they better managed their semester. “These courses have like five different discipline areas, they have five different instructors with very different teaching styles. And so students have a very difficult time figuring out the actions and the activities that they need to complete in order to accomplish their goal.” 4. Digital tools performed just as well as live classroom strategies. Because this was an IRB-approved study, academic achievement was able to be matched with use of resources. Baughman shared that one of her biggest “aha” moments was when she learned that feedback, whether through in class activities like iClicker or an adaptive quiz online after class, were equally effective in improving learning outcomes. The common denominator being, of course, feedback. “I didn't expect that a digital resource like, for example, a quiz that we call learning curve, which acts as a formative assessment with feedback, was able to have as large of an impact on our student outcomes as an instructor also implementing formative assessment with feedback in the class.” 5. Formative feedback doesn’t have to be fancy to be effective. Formative assessments with feedback have been around for decades. That may look like a raised hand, a wrong answer or a low-stakes quiz. Because when instructors use those moments to adjust and respond, learning sticks. “The formative assessment could be something as simple as having students volunteer their responses to a multiple choice item ... and if they got it wrong, digging deeper into why they got it wrong, and then having a conversation about it.” 6. Instructors felt confident about active learning—but students didn’t realize it was happening. Throughout the study, instructors were making very dedicated choices to incorporating active learning opportunities. But many students didn’t recognize active learning even when they were doing it. That disconnect matters. “We know that when students feel like they are actively learning when they can recognize it. It feels interesting to them, it feels engaging to them.” 7. Post-COVID, students have anxiety around group work. That hesitation affects their engagement with collaborative learning, and it’s changing how instructors think about participation. They prefer working independently, quietly, and not partnering with somebody else. “... the online environment or interaction feels safer or more natural to them. They're students who spend a lot of time on their phone and in social media apps." But that doesn’t eliminate group work completely, which takes us to the next tip. 8. Digital collaboration lowers anxiety, but still counts as active learning. Shared docs, polls, chats … it all works. And sometimes, digital space can be more inclusive than face-to-face interaction. “Offering opportunities for students to contribute or partner in a more digital way seems to remove some of those barriers and anxieties that present themselves with like an actual face-to-face conversation.” 9. Instructors evolved mid-semester, and planned changes for the next one. Even with just one day of professional development, many instructors made changes mid-stream based on what was working. Others were already thinking about how to redesign for the next term. “...what they would often tell us is that they felt very much like they were doing trial and error through the course of the first semester. They felt like they were still learning from their mistakes. They were figuring out what worked, and, more importantly, what didn't, and they were already making plans for their next semester to adjust not only their teaching practices, but their curriculum” 10. One habit to try tomorrow? Have students set a goal—and reflect on it. Baughman shared that goal setting is something instructors should coach their students towards. Post a learning objective, and end class with a quick reflection. This can be done the good old fashioned way or with modern tech like Achieve’s Goal Setting and Reflection Surveys for a more structured approach. “Students have a very difficult time figuring out the actions and the activities that they need to complete in order to accomplish their goal. And so having somebody remind them that just setting a goal intentionally is very important … I think instructors can be a very powerful positive influence on their students by providing that mentorship.” So What Did We Learn? Evidence-based teaching doesn’t have to be complicated—but it does have to be intentional. When instructors use proven strategies and match them with consistent digital support, students win. Especially those who need it most. 🎧 Want the full story and some practical examples? Listen to the episode: Four Strategies, Five Percent Gains: The Real Impact of Evidence-Based Teaching on Apple Podcasts] or Spotify. ... View more

We’ve all seen it: the perfectly polished, eerily impersonal student essay that practically screams, “Written by robots.” And we get it. AI can make it easy. Too easy. But just because students can use AI doesn’t mean we have to hand over our classrooms to the singularity. The real question for educators isn't whether to use AI; rather, it’s how to use it thoughtfully without losing sight of pedagogy, purpose or students' real voices. At The What and Who of EDU, we asked educators across the country to share how they’re building smart, structured ways to use AI in their classrooms—without letting the robots steal the show. The result? Ten practical, classroom-tested strategies for keeping AI an assistant, not the boss. 🎧 Be sure to check out the full podcast episode  From Copy-Paste to Critical Thinking: 10 AI Guardrails and Hacks Every Educator Needs on Apple or Spotify to hear all the tips straight from the instructors themselves. Here's a preview of what they shared: 1. Use AI as Your Digital Assistant Dr. Erika Martinez, Professor of Economics at the University of South Florida, doesn’t try to do it all, she lets AI take the busywork off her plate. She treats AI like an extra set of hands that frees her up for the real work. She explains: “I use AI to help streamline a lot of the administrative tasks. I use it to revise emails and classroom announcements, create study guides from my lecture notes, help me develop rubrics for assessments that I've generated, and I also use it for many personal tasks in my daily life, which frees up time for me to do things for work.” Why it works: When AI handles the repetitive stuff, you get your time (and sanity) back. More energy for teaching, less drowning in admin. 2. TILT Your Assignments for Clarity Jennifer Duncan, Associate Professor of English at Georgia State University Perimeter College, knows what seems clear to us isn’t always clear to students. She uses AI to help "tilt" her assignments and make expectations obvious. She notes: “One of the ways that I'm currently using AI that I really love is... tilted writing assignments where we help students really unpack that assignment. As an instructor, it's sometimes hard for me to unpack all the hidden steps, so if I can take an assignment and put it into an AI and say, ‘Would you please tilt this assignment for me?’ then I've now used a tool to make this assignment more accessible.” Why it works: Students do better work when they know exactly what "good" looks like, not just what we think we said. 3. Build Rubrics That Talk Back Dr. Amy Goodman, Senior Lecturer in Mathematics at Baylor University, turns to AI when students want specifics about grading. She lets AI help articulate grading criteria quickly, making expectations clear and transparent. She says:  “I was playing with [AI]... and had it help me write some rubrics. It would take, for example, a 10-point umbrella category and break it down into subcategories worth 1, 3, 3, and 3 points, and then I could give criteria for what a 3-point version would look like... and then kind of continue that trend down through each of the pieces of my rubric.” Why it works: Good rubrics remove the mystery, and AI speeds up the build. When grading expectations are clear, students stay focused, and grading gets faster. 4. Let Learning Objectives Lead Dr. Christin Monroe, Assistant Professor of Chemistry at Landmark College, doesn’t just throw AI into her courses. She checks if it serves the lesson or distracts from it. She explains: “It’s important to go back to what your learning objectives are and to determine whether or not the use of AI in a particular moment will go against those objectives... I asked it to give me prompts for the students to start their process of identifying a topic... because their topic selection isn't really a part of the learning objectives. It's them applying the chemistry content knowledge.” Why it works: AI should be the GPS, not the driver. Learning goals stay in the front seat. 5. Teach AI Fire Safety First Adriana Bryant, English Instructor at Lone Star College–Kingwood, establishes clear guidelines before integrating AI tools. She doesn’t ban AI, she builds the fire escape plan before lighting the match. She explains: “I establish a very specific criteria and policy within my syllabus explaining to them that we will be utilizing it for certain topics, for certain assignments, but that they will be given clear instruction as to how we will use it.” Why it works: With clear guidelines, students don’t just light matches, they learn how not to burn the house down. 6. Use the 10% Rule Dr. Margaret Holloway, Assistant Professor of English at Clark Atlanta University, wants students to engage, not outsource. She enforces a "tiny assist"  not a "do it for me" policy. She says: “I have very strict rules about AI because I know that it's easy to disregard my own instructions, throw the assignment sheet into ChatGPT or Claude or wherever, and generate an essay. So right now I'm still sticking with my gut of being very strict with AI … 10% or less.” Why it works: Critical thinking isn’t optional. Students can brainstorm with AI, but the real work stays theirs. 7. Prioritize Accuracy and Ethics Betsy Langness, Psychology Professor at Jefferson Community and Technical College, sees AI as a tool, but not an excuse. She helps students prioritize accuracy and ethics in AI-assisted tasks. She reminds students: “I just really tell students it's their responsibility to make sure that the information that they're providing is accurate... and if they use AI, let me know that they used AI, and what did they use it on.” Why it works: Students don’t just need to use AI, they need to be able to stand behind what they submit. 8. Protect Student Voices and Stories Julie Moore, Online Academic Advisor and First-Year Composition Instructor at Eastern University, pushes students to believe their story matters. She reminds students that no bot can tell their story better than they can, noting: “You have a voice, and I want to hear what you have to say, not what AI has to say … You have worth and value. Your voice matters.” Why it works: AI can generate paragraphs. It can’t replicate lived experience. Only humans can tell stories that matter. 9. Teach AI to Be a Study Buddy Dr. Amy Goodman, Senior Lecturer in Mathematics at Baylor University, helps students write prompts that push them toward understanding, not shortcuts. She’s teaching them to use AI for inquiry, not just answers. “I tell them I'm only going to assess your intelligence. I'm not going to assess the intelligence of any other device in the room.” Why it works: Good prompts build real understanding. Shortcuts just build bad habits. AI can support learning, but only if students learn to ask for help, not answers. 10. Require Receipts Adriana Bryant, English Instructor at Lone Star College–Kingwood, doesn’t just want to see the final product, she wants to know how the AI got there. She requires documentation of AI use to promote digital literacy. In other words, she wants the receipts. “They can either do that through their own artistic abilities or they can utilize an AI image generator. But they have to document their entire input and output process within their submission.” Why it works: Teaching students to document their AI use builds the kind of digital literacy that actually transfers to real-world tech fluency. So What Did We Learn? AI isn't the enemy. It's not a cheat code, a scapegoat, or your new TA (even if it’s suspiciously good at writing rubrics). It’s a tool—one that demands structure, thoughtfulness, and a lot of human intention.  🎧 Want to hear more?  Listen to the full episode: From Copy-Paste to Critical Thinking: 10 AI Guardrails and Hacks Every Educator Needs on Apple Podcasts or Spotify. Got a guardrail or hack that’s worked wonders in your classroom? Leave us a voicemail at (512) 765-4688, and you might just hear yourself in a future episode. ... View more

Teaching public speaking isn’t just about grading speeches, it’s about helping students tackle one of the most common (and nerve-wracking) fears out there: speaking in front of other people. It’s about building skills they’ll carry long after they leave the classroom, balancing theory with real-world practice, and meeting students exactly where they are, whether they practiced speech and debate in school or are working up the nerve to introduce themselves to the class. Of course, helping students find their voice isn’t always easy. Public speaking instructors juggle a lot: nerves, skill gaps, theory, practice, and the constant challenge of making it all click in ways that feel real and lasting for students. While the hurdles are real, the rewards are even greater. We asked instructors to share the biggest challenges they face when teaching public speaking. Here's what they told us, and how you can tackle these challenges head-on. Challenges in Teaching Public Speaking & How To Address them Getting Students to Practice Their Speeches Ask a room full of public speaking instructors what keeps them up at night, and you’ll hear this loud and clear: getting students to actually practice their speeches. In fact, 15% of instructors say this is their biggest challenge. Some students are nervous. Others are busy. Many just don’t know how to practice effectively. There are a few ways instructors can help students overcome these challenges.  Encourage students to practice in pairs or small groups. This peer-to-peer interaction can reduce anxiety and foster a supportive learning environment. You can also use Macmillan Learning Achieve's integration with GoReact to offer students a seamless video assessment tool that lets them record, upload, and receive time-coded feedback on their speeches. With the new GoReact A.I. Assistant toolset coming to Achieve this summer, students can even get instant A.I.-generated analytics and feedback on practice sessions, ensuring they receive targeted, personalized feedback as they prepare to deliver their speeches. Engaging students with public speaking apprehension or anxiety Public speaking anxiety isn’t just a student problem—it’s a universal one. It consistently ranks among the most common fears, and 10% of instructors say helping students manage that fear is a significant challenge.  One way to help is to start small. Low-stakes speaking opportunities, like impromptu mini-presentations or short storytelling exercises, can help students gain confidence before tackling full-length speeches. Interactive, easy-to-assign versions of the Personal Report of Communication Apprehension (PRCA) and the Personal Report of Public Speaking Anxiety (PRPSA) are available in Achieve; both are widely accepted instruments for assessing communication anxiety and apprehension and can provide greater insight into how students feel at the beginning and end of the semester. Balancing theory with practical speech exercises Public speaking courses require a mix of theory and practice, but finding the right balance, without shortchanging either, can be tough. In fact, 13% of instructors surveyed list this as a top challenge. One solution? Try a flipped classroom model where students engage with theoretical content before class (through readings, videos, or online discussions), freeing up in-class time for practical speech exercises and interactive discussions. This way, students come to class ready to put what they’ve learned into action. Accounting for different skill levels A public speaking classroom is a mixed bag—some students are seasoned speakers, while others would rather do literally anything else. That’s why 10% of instructors say accommodating different skill levels is a major challenge. It’s hard to lead an intro to communication course when some students come in with years of speech experience and others are terrified to even introduce themselves, and it requires both flexibility and creativity.  Mentorship programs for students or differentiated instruction with tailored assignments and feedback to individual skill levels help ensure each student is both challenged and supported. Additionally, LearningCurve adaptive quizzing in Achieve gives students the support they need for reading assignments, with individualized quizzes and feedback for incorrect answers, all linked to relevant sections of the e-book. Strengthening students research and information literacy skills Great speeches don’t just sound good—they’re backed by solid research. But 10% of instructors say students struggle with finding, evaluating, and integrating credible sources. For students in communications courses, it’s worth noting that all Macmillan Learning titles for public speaking and introductory communication include coverage of research skills, with Achieve for Joshua Gunn’s Speech Craft also includes a supplemental module on avoiding the dangers of disinformation. Despite the challenges, one thing is overwhelmingly clear: instructors love seeing their students grow. There’s nothing quite like watching a once-nervous student stand tall, deliver a speech with conviction, and realize they’re capable of more than they thought. And there’s immense pride in knowing that the communication skills students develop in these courses will serve them well beyond the classroom—whether in job interviews, leadership roles, or everyday conversations. Students might walk into these courses with hesitation, but they leave with something far more powerful, and that’s the confidence to speak up. They also gain the clarity to share their ideas as well as the communication skills that can open doors for the rest of their lives. Our world runs so much on connection and conversation, and learning to speak well isn’t just a nice-to-have, it’s essential. And that’s what makes every challenge along the way so worth it. ... View more

There’s no doubt that AI is dominating the conversation right now, across industries and especially in education. In fact, about one in every four dollars in venture capital funding in 2024 went to AI-related companies. That energy was impossible to miss at the recent ASU+GSV Summit, where nearly every conversation, demo and pitch touched on artificial intelligence in some way. New tools and startups are racing to embrace artificial intelligence, and many hold real potential. Yet within the education sector, the real differentiator shouldn’t be flashy technology with a shiny new interface but meaningful evidence of impact. Student success isn’t built on AI alone. It’s built on what actually works, backed by research and real-world outcomes. While there’s no doubt that AI-enabled tools are becoming powerful assets in the educational toolkit, they are by no means a silver bullet. What actually moves the needle for students are technologies rooted in research, tested in real classrooms and refined based on real outcomes. The best tools, whether AI-powered or not, are those that improve retention, boost confidence, and offer insights to both students and instructors. The Promise of AI is Real Don’t get me wrong. In education, AI offers a world of possibilities from personalized learning pathways to efficiencies in assessment. But to fully realize that promise, our industry must stay rooted in outcomes. It’s not enough to marvel at what AI might do, we need to know what it actually does. And just how well it does it. At ASU+GSV, I interacted with a wide range of companies bringing AI into education in thoughtful and innovative ways. Some were developing AI-assisted grading tools designed to give faculty time back. Others focused on scaling access to internships through project-based learning or using statistical modeling to enhance language acquisition. And yet others were reimagining how to deepen student practice in key subjects like math through highly adaptive platforms.  What stood out were efforts to apply AI to real problems, like supporting student understanding and skill development, improving feedback, or increasing engagement, often in ways that could meaningfully support instructors and students alike. The common thread among the most compelling? A clear commitment to understanding and improving learning through data. And beyond that, measuring that data against things that matter, such as better engagement and improved course outcomes. Ground AI Dreams in Real Data At Macmillan Learning, we’ve taken a purposeful approach to AI, ensuring each tool we build rests on a foundation of data-supported outcomes. We ground our AI dreams in real data and proven efficacy. It’s why we created our AI Tutor using a Socratic method of teaching, and are now in our fourth semester learning about its efficacy. While early findings taught us that students using it felt more confident in their problem-solving skills, this Fall we learned the benefits can extend beyond that. In fact, just 15 interactions with the AI Tutor helped students boost their course grades by three points.  We continuously gather feedback to better understand how our tools are being used, and how they can improve. It’s that ongoing cycle of research, reflection, and refinement that keeps our focus where it belongs: helping instructors teach and students learn. Our conversations with thought leaders and research-driven companies at ASU+GSV reaffirmed a belief we hold deeply, which is that the future belongs not just to the boldest innovators, but to those who can demonstrate genuine impact. If the last year was about exploring AI’s potential, this next chapter should be about proving it. The question isn’t whether AI will shape education, because it already is. The question now is whether or not we can ensure it measurably improves learning. ... View more

What if high school wasn’t just about preparing for college … but already was college? At Bard High School Early College (BHSEC), students don’t just dream about the future, they live it. From day one, they’re immersed in a culture of thinking, writing, questioning and becoming. It’s not a test-run for adulthood; rather, it’s the real thing, designed with purpose and rigor and powered by trust. That vision is something Dr. Siska Brutsaert, principal at BHSEC Bronx, lives and breathes. With a PhD in molecular immunology and a deep passion for student-centered learning, she leads one of the newest Bard campuses with an eye toward both academic rigor and human development. In a recent episode of The What & Who of EDU podcast, LaShawn Springer, Director of Inclusive Pedagogy at Macmillan Learning, sat down with Dr. Brutsaert to unpack what makes Bard so different; and how any school, regardless of zip code or structure, can borrow from the Bard playbook. Here are ten powerful strategies you can adopt to make your school a little more Bard-like, and a whole lot more student-centered. 1. Build a Mission-Driven Faculty.  Faculty at Bard aren’t just qualified, they’re purpose-driven. These are instructors with college-level credentials who choose to teach younger students. Why? Because they believe in transformation. Dr. Siska Brutsaert, principal at BHSEC Bronx, explained that faculty "take responsibility for cultivating these very malleable, eager, curious minds." 2. Let Students Lead with Curiosity, Not Competition Bard avoids traditional academic hierarchies like valedictorians or class rankings. The result is a culture of exploration over comparison. Students apply to Bard by showcasing curiosity and voice—not just test scores. In your own school, consider how your systems may unintentionally reward competition over collaboration. Can you create spaces where inquiry is the prize? 3. Start with a Week of Writing and Wonder Before diving into the syllabus, Bard schools kick off with "Writing & Thinking Week", which is a one-week immersive writing workshop inspired by the Bard Institute for Writing and Thinking. Students respond to prompts, reflect out loud and build a culture of trust. Activities like focused free writes and believing/doubting exercises help students to find their voice. Brutsaert described it as an opportunity to build a foundation: "writing can be, especially for an incoming ninth grader, intimidating... by having these informal writing workshops where you know everything is okay... it's okay to make mistakes." 4. Rethink Rigor, and Support It Yes, Bard students complete college-level coursework by the time they graduate high school. But they also receive daily support: small classes (18-22 students), advisory periods, after-school learning centers, and built-in tutoring. Brutsaert emphasized the balance: "We're supporting the students at the same time that we're really pushing them." 5. Create Cohesive Curriculum Communities Bard faculty don’t work in silos. Teachers from across the Bard network gather to align on what early college rigor looks like. They consult college syllabi, share best practices, and reflect on what students need to thrive in 200- and 300-level courses later. Brutsaert shared that ongoing meetups with Bard College faculty help them ask, "What are our approaches? What are the skills and competencies that our students are gonna need?" 6. Blur the High School/College Divide At Bard, the same teacher might guide a student through both 10th grade and their first college seminar. This creates continuity in expectations, pedagogy, and mentorship. Brutsaert noted, "All of our faculty teach both in the high school program as well as in the college program." 7. Design for Belonging and Becoming Teenagers are still, well, teenagers. Bard recognizes this and designs its model to support not just academic, but emotional growth. Students get to stay in a familiar environment with known adults even as the academic bar rises. Brutsaert described the support system: "Our teachers have office hours. We have a learning center... we know a lot of our teachers do tutoring and small group instruction during lunchtime or during their free periods." 8. Center Student Voice ... Then Help It Grow Bard looks for students with a voice. Then it teaches them how to use it boldly. Through informal writing, collaborative workshops, and small group discussions, students learn that their ideas matter. Brutsaert explained, "You're really helping them to trust what that inner voice is and to share it really boldly and courageously." 9. Focus on the Graduate, Not Just the GPA Brutsaert shared that the ideal BHSEC graduate is someone who can "think independently, that can think critically and evaluate sources of information... have confidence in their academic ability and also know when to ask for help." 10. Trust Young People. Seriously. Bard challenges students because it believes in them. Brutsaert put it simply: "Trust in the ability of your students and give them agency and independence and allow them to be themselves." Most schools aren’t Bard. But any school can start asking Bard-like questions: Are we empowering students to use their voice? Are we designing for transformation? Are we building classrooms where thinking is the goal, not just the grade? Borrow the spirit, remix the methods, and remember that every school can (and should) be a place to think. You don’t need Bard’s structure, or its badge, to build a school that challenges students to think deeply, speak boldly and grow with confidence. It just takes trust, intention and the belief that every young person is already capable of more than we sometimes give them credit for. You can listen to the whole conversation on your favorite streaming platform, including Apple & Spotify. Learn more about LaShawn on The What & Who of EDU website. ... View more

Traditional assessments have their place. Sometimes you need to know if students remember the equation, read the chapter, or, yes, stayed awake during your last lecture. But if we want students to do more than just regurgitate facts on command, we need assessments that go deeper. Enter: authentic assessment. This doesn’t mean elaborate semester-long projects and color-coded rubrics -- authentic assessment isn’t about complexity for complexity’s sake. It’s about alignment. Specifically, aligning what we teach, what we value and what we ask students to do.  Authentic assessments aren't just for composition or communications classes anymore. They can happen in every discipline, including the ones you might not expect. We share ideas for those, and how to create authentic assessments on your own, below. Or you can check out ideas from instructors who’ve been using them for years from the free webinar “Authentic Assessments for Every Discipline: Engaging Techniques That Reflect Real-World Learning.” What Is Authentic Assessment, Really? At its core, authentic assessment asks students to apply what they’ve learned to real-world situations, problems, or audiences. It’s not just what they know, it’s how they use it. Unlike traditional assessments (e.g., multiple-choice tests, five-paragraph essays), authentic assessment engages students with tasks that mirror professional and practical applications of course concepts Authentic assessments tend to share a few key traits: they connect to real-world contexts, give students some choice in how they show what they’ve learned, emphasize the learning process (not just the final product), often involve collaboration, and help students build practical, discipline-relevant skills along the way.  When done right, these assessments become less about catching mistakes and more about supporting growth. They help you spot misconceptions earlier, design feedback that sticks, and watch your students connect dots across your course in ways multiple-choice exams rarely allow. But What If My Discipline Doesn’t "Lend Itself"? Even if you teach a STEM-heavy, skills-based, or survey-style course, authentic assessment can work. That’s because it’s not about abandoning content, it’s about contextualizing it. Even in highly structured or technical disciplines, there are ways to create space for relevance, problem-solving, and transfer.  Start by asking: Can students apply this concept to a scenario they might face in their future profession? Can they explain their thinking to a non-expert audience? Can they create something that demonstrates not just what they know, but how they know it? Here are a few examples of authentic assessment in disciplines that may surprise you:  STEM: Instead of traditional problem sets, have students analyze real-world data, design a prototype, or build a simulation that models a current scientific issue. Computer Science: Ask students to develop a basic app or software solution to solve a real-world problem on campus or in the community. Health Sciences: Partner with local organizations and task students with creating accessible public health materials like infographics, brochures, or social media campaigns. Business: Move beyond theoretical cases and have students pitch a business idea in a Shark Tank–style format, complete with financial modeling and audience Q&A. What these have in common: they're relevant, they're active, and they reflect the kinds of challenges students might actually face beyond your course. Authentic assessment doesn’t have to be complicated, but it does have to be intentional. And the payoff is more meaningful learning for your students and more insights for you. If you’re looking for additional ideas, be sure to check out Macmillan Learning’s Authentic Assessment for Every Discipline guide. ... View more

Ever walked into a room and felt like you missed the memo? Like everyone else had the secret playbook ... and you were stuck flipping through the table of contents? For far too many students, that’s not a moment. It’s a semester. At The What and Who of Edu, we asked educators across the country to share what they’re doing to help students feel seen, valued, and connected … especially those who might be unsure if they belong in college at all. The result? Ten classroom-tested strategies that help turn “me” spaces into “we” spaces. 🎧 Be sure to check out the full podcast episode — From Me to We: 10 Strategies to Build Belonging in Your Classroom on Apple or Spotify to hear all the tips straight from the instructors. Here’s a preview of what they shared. 1. Learn—and Use—their Names Dr. Erika Martinez, Professor of Instruction in Economics at the University of South Florida, doesn’t just call roll, she learns every student’s name. Even in classes with 65 students. “I learn all of my students’ names. I do that in a class of 18, and I'll do it up to when I have classes of 65 students. I learn all of their names within the first three weeks of the semester, and I use their names regularly.” Why it works: Names are powerful. When a student hears theirs, it reinforces that they matter, and they’re more likely to show up, engage and persist. 2. Help Them Recognize Themselves in the Discipline Instead of asking students to share basic bios, Dr. Christin Monroe, Assistant Chemistry Professor at Landmark College, reframes introductions in a way that supports her neurodivergent learners. “One of the activities I like to start off with is having students choose a scientist they identify with, and they can identify with that scientist because of personal identities or scientific identities. Having them introduce themselves in that way to each other and to me can kind of help break down some barriers.” Why it works: Students start to see themselves as part of the field and not outsiders looking in. 3. Representation in the Curriculum Julie Moore, Senior Online Academic Advisor and First-Year Composition Instructor at Eastern University, makes it a point to integrate authors from a variety of backgrounds. “... They're reading Authors of color. They're reading Amy Tan. They're reading Julia Alvarez. They're reading Frederick Douglass. They're reading Malcolm X...” Why it works: Students can better engage when they feel represented. It tells them their experiences belong in the academic conversation. 4. Build Connection and Community … with Snacks At Georgia State University’s Perimeter College, Jennifer Duncan creates optional, ungraded discussion threads full of quirky prompts like the “Be British” challenge. “I will present really goofy challenges that ask the students to literally be there like be in the picture, be in the video” When she did, a student posted a picture of him and his grandmother at a tea parlor. “He really showed himself to be a person in the classroom.” Why it works: Shared experiences help create a shared identity. And biscuits (also known in the U.S. as cookies) can help. 5. Kick Off Online Courses with Video Blogs Betsy Langness, Psychology Professor and Department Head at Jefferson Community & Technical College, knows online students can feel isolated. Her fix? Video blogs—and she always posts hers first. “... they do a video blog, and on that I provide my own example for them. So they see me. They hear me talk about whatever the topic may be. And I think that helps create that connection, that okay. If our instructor can do it, then I can do it too.” Why it works: Visual presence builds trust and community. Even in asynchronous spaces. 6. Celebrate the Little Wins Dr. Margaret Holloway, Assistant Professor of English at Clark Atlanta University, sees belonging in the small stuff. “making those more personable comments to them, and just knowing who they are being interested like, Hey, what are y'all doing this weekend, or are y'all going on, you know, to any events on campus or things like that, just, you know, making it seem like I'm just really interested in who they are as a scholar, not just someone in my class, but a part of our academic community at our university.” Why it works: Affirmation builds confidence. And confident students stick around. 7. Get Their Boots Muddy Dr. Jennifer Ripley Stueckle, Teaching Professor of Biology at West Virginia University, takes students into streams to teach younger kids about ecosystems. It’s not just science—it’s service. “ … I'll have my students learn those concepts. And then we invite elementary and middle school students to go out to streams and rivers around the area, and I have my students teach them those concepts out in the field.  Why it works: Real-world application creates real-world connection, and a deeper sense of purpose. 8. Let Students Write from Their Strengths Adriana Bryant, English Instructor at Lone Star College–Kingwood, designs assignments that feel personal, relevant, and doable. “I create a lot of assignments with different options to allow them to feel like their specific strengths, whether it's in artistic strength or music like there's so many different ways in which they can find something that is more appealing to them.” Why it works: Students engage more when they see how the work reflects their identity and interests. 9. Build Teamwork That’s Built on Trust Dr. Mike May, Math & Stats Coordinator at Saint Louis University, makes group work count. “.. if they think of themselves as a team, where they're working with each other they're more likely, I find, to be concerned about letting another student down than they are about getting a bad grade.” Why it works: Peer accountability builds community. No free rides  just shared wins. 10. Normalize Being Wrong Amy Goodman, Senior Lecturer at Baylor University, wants students to stop fearing mistakes—especially in math. “... at the beginning, just reminding students that some of the math concepts we tackle are heavy. They have a high cognitive load, but when you walked into this class you were admitted into Baylor University. In fact, you've been admitted into a STEM major at Baylor University. You have already proven to the world that you are a smart and capable individual." She lets them know that they can be wrong without fear of being labeled as a failure. In fact, she encourages it.  Why it works: When students stop equating mistakes with shame, they start to thrive. 🎧 Want to hear more? Listen to the full episode — From Me to We: 10 Strategies to Build Belonging in Your Classroom on Apple or Spotify  💬 Got your own classroom belonging strategy? Leave us a voicemail at (512) 765-4688, and you might just hear yourself in a future episode. ... View more

Over the past few weeks, we’ve explored research into AI Tutors, evidence-based teaching practices, and strategies to help students succeed. But what about the students who haven’t yet stepped into a college classroom? This week, we’re diving into our research on AP Learning—examining how digital tools like Achieve can support high school students and better prepare them for higher education. In the K-12 space, we’re uncovering more about how tools like Achieve can support Advanced Placement (AP) courses.  What We’re Learning About AP Students In 2023-24, we studied about 400 students taking AP Psychology, Statistics, and Literature to see how digital tools like Achieve support their learning. We learned a lot about just what kind of impact it can have.  In fact, 14.9% more students in Achieve-using classes scored a 3 or higher on the exam (a score that earns college credit) than the general population of students. In addition, students in courses that used Achieve consistently were 15% more likely to take the AP exam than their counterparts whose teachers used Achieve sparingly. So more likely to take the exam, and more likely to pass the exam. This means these students were far more likely to earn college credit. In 2025, this research will continue, looking for additional trends within language and composition and exploring the impact of Achieve in biology and human geography. We’ll also dig into the reasons why students decide not to take the AP Exam as well as to explore how to better prepare high school students for college by addressing learning gaps.  There’s even a small group of AP instructors testing our AI Tutor in their classrooms. Will high school students see the same benefits from AI as college students? We can’t wait to find out. But one big question remains—how do we take everything we’re learning and apply it to real-world solutions? Next week, we’ll dive into how we turn research into action—ensuring that insights don’t just stay in reports, but lead to meaningful change for instructors and students. Learn more about our overarching goals and how we think about research in part 1 Hear about the data behind AI Tutors in part 2 Discover what we mean by the 360 degree student in part 3 ... View more