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

Accessibility remediation can instill a rollercoaster of emotions. How can you get from a place of fear and uncertainty to one of support and inclusion?  Macmillan Learning has the opportunity to learn directly from disability services and accessibility staff on our accessibility advisory board. These advisors help to shape the future of accessibility at their institutions. Stacy Ybarra Evans, Ed.D., Director of the Center for Teaching Excellence at Our Lady of the Lake University, and Jeff Toorongian, Director of the Jackson Center for Teaching and Learning and the Campus ICT Accessibility Coordinator at Michigan Technological University, were excited to share strategies their institutions have been employing to advance accessibility on campus. The key to accessibility is tackling it in smaller, more manageable chunks. It’s more of a marathon than a sprint. Here are six tips to help you create a more accessible environment both in the short and long term, keeping in mind that the most critical part of the journey is getting started. Short-Term Goals While accessibility may seem overwhelming at first, progress happens in steps. No one expects you to overhaul your course overnight, but small, intentional actions can make a significant difference. That’s where short-term goals come in:  1. Just Get Started. A common phrase in the accessibility field is “progress over perfection.” In other words, being perfect isn’t a realistic goal. No matter how inconsequential an accessibility improvement may feel to someone who doesn’t need it, the impact can be enormous for the person who does. Whether you currently have students with disabilities in your classroom or not, design your course with accessibility at the forefront for all students.  2. Don’t Reinvent the Wheel.  You are not the first person to tackle accessibility remediation, and you will not be the last. Uncover the resources at your disposal, whether they are resources offered by your institution or found online. Ybarra Evans has several recommendations including following relevant hashtags on social media like #a11y and #UDL, subscribing to accessibility-focused blogs and podcasts, like AXSChat or Equal Entry, and attending conferences and webinars, like Accessing Higher Ground (AHG) or the California State University at Northridge Assistive Technology Conference (CSUN-ATC).  3. Teach Your Students About Inclusive Design.  Accessibility isn’t just for educators. While modeling accessibility skills in your course, teach your students how to implement inclusive design strategies into their work, whether they are formatting an essay or recording a podcast. Accessibility is the responsibility of each and every one of us. By empowering students with the tools and resources that they need to design with accessibility in mind, you are setting them up for a more inclusive future. For free resources that support instructors to teach their students about accessibility, check out Teach Access.  Long-Term Goals 4. Learn More About Accessibility Tools. Testing the accessibility of your materials should incorporate both automated and manual testing. Toorongian explains the development of their team’s technology: “Over the years we have organized a suite of tools to help identify and remediate digital accessibility errors.”  They use built-in LMS checkers and a third-party accessibility vendor to crawl courses and public web pages. The tools often include reporting features such as tracking the institution’s progress against the Web Content Accessibility Guidelines (WCAG).  5. Make Accessibility a Habit. True accessibility is not a one-time fix but an ongoing commitment. As you integrate accessibility into your teaching, it should become a natural part of course development rather than an afterthought. Regularly review your materials, update them as needed, and seek feedback from students and colleagues to ensure continuous improvement. Ybarra Evans emphasizes that accessibility is a continuous process, not a destination: "Accessibility is not just a technical requirement, but an ongoing process that requires continuous learning, collaboration, and readily available support." By embedding accessibility into your everyday workflow, you help build a more inclusive learning environment for all students. 6. Advocate for Institutional Change While individual efforts are essential, lasting change requires institutional support. Faculty, staff, and administrators must work together to push for policies that prioritize accessibility in course design, technology procurement, and campus-wide initiatives. Toorongian highlights the importance of administrative buy-in and structured support: "Getting support from upper administration and appropriate resources is one of the biggest challenges in meeting accessibility compliance requirements." Advocating for dedicated accessibility training, better resources, and stronger institutional policies will not only make compliance easier but will also foster a more inclusive campus culture. And every step you make towards that goal is one worth celebrating.  To read more about how you can improve the accessibility of your course, check out our blogs: Where to Start When Designing an Accessible Course and From Challenges to Solutions: Advice for Enhancing Accessibility in the Classroom.  Jeff Toorongian is the Director of the Jackson Center for Teaching and Learning and the Campus ICT Accessibility Coordinator at Michigan Technological University. As ICT Coordinator, he leads a small team of staff that works diligently to address digital accessibility issues across the campus. This includes continuously monitoring the college’s public web and the thousands of documents posted there as well as the accessibility of content in their Canvas learning management system. He provides training and consultation to staff and instructors on how to remove digital barriers from their content.  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. ... View more

Just as Artificial Intelligence helped shape this article—offering structure, clarity, and efficiency—it is also reshaping how students learn. For students with ADHD, AI isn’t just a convenience; it’s an essential tool that helps level the playing field in education AI is changing how we work, learn, and interact with the world. In my own work, my colleagues and I use AI daily—to get started on projects, refine our ideas, and ensure clarity in our communication. If professionals across industries are using AI as a tool to support their work, why should learning in today’s dynamic world be any different? For many students, particularly those who struggle with executive function challenges like ADHD, AI represents more than just a convenience—it may be the accommodation they’ve always needed but never had. The early evidence suggests that AI can help level the playing field, ensuring that more students—not just those who thrive in conventional academic settings—can engage more effectively with their learning. The ADHD Learning Gap: It’s Not About Intelligence—It’s About Persistence in an Outdated Model Students with ADHD face unique challenges in education, but those challenges are often misunderstood. It’s not a lack of intelligence or ability—many ADHD learners are highly capable. Instead, the issue often lies in the structure of traditional education. The difficulty isn’t learning itself, but sustaining effort in a system that was never designed with ADHD minds in mind. ADHD students tend to struggle with executive function—planning, organization, time management, and working memory—which makes traditional education models, where success is tied to long-term sustained focus on repetitive tasks, particularly difficult. Many of these students experience high levels of anxiety and disengagement as they try to force themselves to function within a rigid academic structure. When they fall behind, it’s not necessarily because they lack understanding—it’s because they struggle to keep up with a system that wasn’t built for the way they think. This is where AI has the potential to make a transformative difference. How AI Can Remove Barriers to Success for ADHD Students Research and early user experiences suggest that AI tools like ChatGPT can provide real-time support, structure, and guidance, helping students stay engaged and overcome executive function challenges. Here’s how: Breaking Down Complex Tasks: Many students with ADHD struggle with task initiation—knowing how to get started. AI can break large assignments into manageable steps, provide structured guidance, and even help generate outlines or study plans. Providing Instant Feedback & Engagement: Unlike traditional learning models where students must wait for a teacher’s response, AI delivers immediate answers and feedback, helping students maintain momentum and engagement. Minimizing Distractions: Instead of getting lost in multiple browser tabs or endless internet searches, students can use AI as a single point of focus to get information without unnecessary distractions. Personalized Learning Assistance: AI can adapt to different learning styles, offering explanations in multiple formats (simplified text, analogies, step-by-step guidance) to ensure that students grasp concepts in the way that works best for them. Encouraging Independent Learning: Many students with ADHD rely on external accountability—teachers, parents, structured environments—to stay on track. AI can provide a supportive structure, acting almost like a digital study partner to keep them engaged. The benefits of AI in learning aren’t just theoretical. Already, students and educators are experimenting with these tools to create customized support systems that help ADHD learners thrive in ways they never could before. We No Longer Need Students to Conform—We Can Adapt Learning to Them For years, success in school has been tied to how well a student can conform to traditional academic expectations—taking notes in class, managing long study sessions, and staying focused through repetitive assignments. But in an era where careers value adaptability, problem-solving, and creativity, shouldn’t we rethink what learning success looks like? AI tools offer an opportunity to reimagine learning in a way that doesn’t require every student to fit a rigid mold. Instead of expecting students to force themselves into traditional models of persistence and organization, we can equip them with the tools they need to succeed on their own terms. This isn’t about replacing teachers, nor is it about making learning “easier”—it’s about making learning more accessible, engaging, and reflective of the real-world skills students will need in their careers. An Exciting Time to Be in EdTech As someone working in education and product development, I believe we are at an inflection point in how we think about learning tools. AI is not just a novelty—it’s a real opportunity to bridge gaps that have existed for decades. The students who might have struggled through school in the past—those who were bright, capable, but often frustrated by traditional learning methods—now have a tool that can help them stay on track and engaged. Too often, AI in education is seen as a shortcut or even a way to "cheat," but that perspective misses the bigger picture. AI isn’t about replacing learning—it’s about enhancing it, providing support where students need it most, and helping them build the skills to succeed in ways that work for them. Just as professionals use AI to organize ideas, refine communication, and increase productivity, students can use it as a scaffold for their learning, not a substitute for effort.  The future of education isn’t about all learners navigating the same structures—it’s about giving them better tools to help them thrive. AI is one of those tools, and I’m excited to be part of the work that makes that possible. ... View more

Educating the whole child is more than just an educational philosophy—it’s a commitment to ensuring students' social, emotional, and physical well-being alongside their academic development. But as any educator knows, that’s easier said than done. Dr. Anthony Perry from The Lab School of Washington is an educator who lives and breathes this approach. The school specializes in teaching students with language-based learning differences, proving that when schools are intentional about their structures and support systems, whole-child education is more achievable than we might think. The school is unique in its approach: with a small student body of around 390 students and nearly 200 adults, it prioritizes individualized attention. Students receive support not only from teachers but also from occupational therapists, speech-language pathologists, and psychologists. This robust team ensures that each learner's needs are met holistically. In a recent conversation on the What & Who of EDU Podcast, we dug into what makes The Lab School different and how educators everywhere can borrow some of its best strategies to build inclusive, empowering learning environments. Five Practical Takeaways for Any Educator Not every school has the resources to employ an entire team of specialists like The Lab School, but Dr. Perry offers strategies that any educator can implement: Leverage Specialists as Partners Many schools have instructional designers, learning specialists, or literacy coaches. Instead of seeing them as separate from classroom instruction, integrate them into your teaching process. Their expertise can help tailor instruction to meet diverse learning needs. Make Learning an Interactive, Multi-Sensory Experience Dr. Perry emphasizes the importance of repetition and variety. “Students need multiple iterations of content in different forms—reading, watching, discussing, and doing.” By incorporating different learning modalities, educators can ensure all students grasp key concepts. Empower Students to Co-Create Their Learning At The Lab School in Washington D.C, students are active participants in their education. Whether through project-based learning, discussions, or choosing how they engage with material, giving students a voice increases engagement and ownership. Foster a Culture of Belonging Dr. Perry describes The Lab School in Washington D.C as a place where students support each other. Educators can create similar environments by building classroom norms that emphasize empathy, fairness, and collaboration. Rethink How We Teach Reading and Literacy The Lab School in Washington D.C prioritizes evidence-based literacy instruction, such as the Science of Reading and Orton-Gillingham approaches. Ensuring that teachers receive training in effective literacy practices can transform outcomes for all students. While not every school can mirror The Lab School in Washington D.C model, the core principles of building strong support networks, fostering student agency, and creating inclusive environments are universal. As Dr. Perry reminds us, all students deserve to be in schools where they feel seen, heard, and empowered. By taking small, intentional steps, any educator can move toward a more holistic approach to teaching and learning. Want to hear more? Tune in my full conversation with Dr. Anthony Perry on The What & Who of EDU podcast. Apple | Spotify | What’s one change you can make today to bring whole-child education into your classroom? Drop us a voicemail at (512) 765-4688, and you might hear yourself on a future episode! ... View more

What if the secret to better grades isn’t studying harder—but thinking smarter? Most students spend hours studying, but what if they could get better results by simply changing how they think? That’s where metacognition—the science of thinking about thinking—comes in. Research shows that students who reflect on their learning can improve their grades by 10 percentage points, yet many don’t do it naturally. In the latest episode of The What & Who of Edu, we dig into metacognition’s impact on learning and share simple ways to bring it into the classroom. But before you hit play, here are five surprising things you might not know about metacognition. Most students think they understand more than they actually do Ever had a student say, “I got this!” only to bomb the test? Research shows that students tend to overestimate their understanding—a classic case of the Dunning-Kruger effect in action. Metacognition helps bridge the gap between thinking you know something and actually knowing it. 👉 Want to help students see their blind spots? We break down how you can in the podcast. It’s been around for centuries ... long before the term existed Speaking of misconceptions, did you know metacognition has been around for centuries? Metacognition might sound like a buzzword, but Socrates was using it in his teaching long before it had a name. The Socratic method, asking deep, reflective questions, was an early form of metacognitive practice, forcing students to evaluate their own thinking rather than just absorb information.📜 In the podcast, we explore how John Flavell officially coined the term in the 1970s and why it’s more relevant than ever today. A simple habit can boost scores by 10 percentage points One of the most compelling studies we discussed in the podcast found that students who regularly reflected on their learning (using Goal-Setting and Reflection Surveys) saw their grades increase by a full letter grade. Just a few minutes of structured reflection can make a real difference.📊 The research backs it up—listen in for the details! Self-explanation might be the ultimate learning hack Want students to retain information longer? Have them explain it to themselves. Studies show that students who talk through their problem-solving process understand concepts more deeply and apply them better in new situations. ✍️ We share easy self-explanation exercises you can try in class—get the details in the episode! AI could take metacognition to the next level Traditional strategies like reflection and self-explanation are powerful, but AI-driven tools could supercharge metacognitive growth. Imagine real-time feedback that helps students adjust their strategies as they learn. 🤖 Curious about the future of metacognition? We explore what’s next in the episode! TLDR: Metacognition isn’t just a theory—it’s a proven strategy that can help students become more independent, confident learners. 🎙️ Listen to the full episode about why metacognition is so meta on The What & Who of Edu now: Apple |  Spotify  ... View more

What makes a great teacher? How do the best educators engage students, spark curiosity, and build lasting confidence? And—perhaps most importantly—how can research help make great teaching even better? These are the kinds of questions we’re tackling in our new podcast, The What & Who of EDU.  Launched today, this podcast is designed for educators, researchers, and education professionals who want to learn practical, research-backed insights that can be applied in the classroom today. In other words -- you. Why This Podcast? Educators are constantly innovating, adapting, and finding new ways to inspire students. But with so many new studies, teaching methods, and technology trends emerging, it can be tough to separate the noise from what really works. That’s where The What & Who of EDU comes in. Each episode, we’ll unpack key topics in teaching and learning—from cutting-edge research to tried-and-true classroom strategies. We’re talking with thought leaders, researchers, and real educators who bring data, personal stories, and actionable advice that you can put into practice immediately. Here’s What We’re Unpacking: ✅ Key research, minus the jargon – because you may not have time for a 40-page study. ✅ Real-world strategies from educators – because theory only works if it’s practical. ✅ Honest conversations about what’s working (and what’s not) in the classroom Here’s what’s streaming now:  🎧 Digging Into the Data: Why Metacognition is the New Meta in Learning How can we help students learn how to learn? We break down the science behind metacognition and how it impacts student success.  →  Apple |  Spotify 🎧 From Anxiety to A-Game: 10 Ways to Build Student Confidence Nine educators. Ten strategies. Real-world solutions for helping students overcome self-doubt and thrive. → Apple | Spotify | YouTube 🎧 Pedagogy in Practice: What Every School Can Borrow from the Lab School in Washington, D.C. A deep dive into what makes this innovative school work and how you can apply its strategies to your own classroom → Apple | Spotify | YouTube Let’s unpack the What & Who of EDUcation ... one episode at a time. Your guides through The What & Who of EDU are Macmillan Learning’s very own Marisa Bluestone (Sr. Director, Communications) and LaShawn Springer (Director of Inclusive Pedagogy). They’re both dedicated to bringing you insights, strategies, and conversations that make teaching both easier and more impactful. (You can learn more about them and podcast producer Derek Lambke here.) You can watch all the episodes (with new ones dropping every other week) when you find and follow us on your favorite streaming platform Apple | Spotify | YouTube.   ... View more

Two weeks ago, we explored how AI can play a role in personalized learning (if you missed it, catch up here). But technology alone isn’t enough. Great learning happens when strong research supports strong teaching. That’s why we’ve spent the last five semesters studying evidence-based teaching (EBT) strategies—and we’re learning a lot. This semester, we’re testing a range of approaches, including: 🧠 Metacognition tools – Helping students reflect on their learning and self-regulate their study habits. 🤝 Sense of belonging tools – Creating community and engagement beyond traditional academic assignments. 📊 Data-driven instruction – Giving instructors real-time insights to make timely interventions. The research is being done across disciplines ranging from chemistry to public speaking. Notably, within this semester’s cohort are three instructors that teach courses exclusively for students who identify as neurodivergent.  While a range of tactics are being explored, we’re especially curious about the impact of a student metacognition tool (short surveys that help students reflect on their learning experiences), and a student sense of belonging tool (a space where students can engage with one another outside of traditional academic assignments) to learn about the efficacy of real-time intervention strategies.  Previous research has shown that using these tools consistently throughout a semester can improve student performance by 10%, which in many cases is a full letter grade.  But it’s not just about grades—we’re curious about the broader impact these practices have on students’ problem-solving skills and their ability to reflect on their learning journey. By expanding this research into new disciplines and formats, including online courses, we’re identifying the best ways to help instructors bring these benefits to their classrooms. Deepening Insights into Non-Cognitive Outcomes Motivation, engagement, and a sense of belonging are critical when it comes to learning. These non-cognitive factors are often overlooked but have a profound impact on student performance. Non-cognitive outcomes are not usually taught or tested in the classroom, but because they’re so critical to success we’re diving deeper into how these outcomes vary across class formats (online vs. face-to-face) and among diverse student populations. With tools like metacognition surveys and sense of belonging interventions, we’re getting better at identifying early indicators of student challenges—so instructors can step in at the right time. As Guido Gatti, Senior Quantitative Research Analyst, put it: “Education is at its most transformative when it nurtures the whole learner, building skills that last beyond the classroom.” Of course, learning doesn’t just happen in college classrooms—it starts long before.  That’s why our research also looks at high school students, especially those in Advanced Placement (AP) courses. Next week, we’ll share what we’re learning about how AP students use digital learning tools and what’s helping them succeed on their exams. 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

When we talk about student success, we often think about grades, retention, and graduation rates. Those things matter, of course. But ask any student and they’ll tell you that learning is about so much more than just what happens in the classroom. It’s about building confidence. Being able to persist when classes and life are difficult. Feeling like you belong. At Macmillan Learning, our research team has spent years studying how students learn, what holds them back and what helps them push through challenges. Again and again, we’ve found the same thing -- that students don’t just need better study skills or more resources. They need to know they are seen and feel like they belong. That’s why this year we’re leaning even further into what we call the 360° Student. Coursework is critical, but this is a way of thinking about success that extends beyond the academic side of courseware and includes the full experience of what it means to be a student. It also means embracing different lived experiences of students, and being able to understand and articulate their successes and barriers to success in ways that are meaningful to them. What We Mean by the 360 Student: A student’s academic journey isn’t just shaped by the material they’re learning—it’s shaped by everything happening around them. The challenges they face outside of class can directly impact how they show up in the classroom. Their goals, their sense of confidence, their support system … all of these factors matter. And together they shape a student’s ability to succeed. We know that to do this work well, we have to listen. Not just through surveys, but real conversations. That’s why we’re sitting down with students at their campuses and inviting them into our offices to learn from them about what’s working and where they’re struggling through their own voices and language.  They’re the best advocates to tell us exactly where they do and don’t feel supported. They know what helps them stay engaged when things get hard. And every one of them has a story, and each of those stories paints a much fuller picture about the student experience than any dataset can accomplish on its own. .  What We’re Learning from Students As we continue to identify problems that our students need help solving, we are focusing on both cognitive as well as non-cognitive problems. While the focus on the 360 students is greater this year, that is something we’ve been thinking about and has been showing up in our research for quite some time, especially within our studies about sense of belonging and metacognition. The challenges students face aren’t just about coursework; they’re about time management, confidence, and navigating a system that can sometimes feel overwhelming. We learned more about this firsthand when we went to Drexel University and Landmark University last year to meet with students who identify as neurodivergent to better understand their experiences.  They shared that they have identity and advocacy struggles and often feel pressured to prove their competence as students.  They have difficulty understanding assistive technology due to unclear instructions and accessibility issues.  And that inconsistent class pacing and rigid institutional structures make engagement difficult for them.   But they also shared that they’ve learned how they best learn, and they seek visual learning tools like diagrams and illustrations.  They also create support systems through both their peers and institutional resources to help them be successful.  What stood out the most, though, was how much students appreciated being asked about their experiences. Being seen. Being heard. Having the opportunity to share what learning looks like for them. One pattern we’ve seen—not just at Drexel and Landmark, but across multiple institutions and in our studies, is that students who feel connected to their learning environment are more likely to persist.  When students feel like they belong, when they see themselves reflected in their courses, and when they feel supported by their instructors and peers, they’re more likely to keep going. Even with challenges, they’re more likely to succeed. We’ve also discovered from students that they need help managing their time better. We’re learning more about that and thinking about whether there are ways that we can help support them on this. The more we listen, the more we're learning. Why it Matters: For educators, this is a reminder of the incredible role you play in shaping a student’s experience. Yes, well-structured courses matter. Yes, great study tools make a difference. But so does the way a student feels in your classroom.  We’re learning that the moments you pause to check in matter to the student. The flexibility you offer when life gets in the way matters. The ways you create community, even in small interactions, also matters. Each of these small moments can make an oversized difference to your students. As we move into 2025, our team isn’t just asking what students need. We’re asking how we can better support the whole student academically, personally and socially. We’re asking how we can better support you so that you’re better able to support your students.  What we’re learning will help us to develop the resources and tools to help support students. Oftentimes in ways that neither we nor the students knew they needed. Because student success isn’t just about passing a test. It’s about helping students see themselves as learners. It’s about making sure they feel like they belong. And when they do, the impact is profound. They don’t just pass or graduate - they gain the kind of confidence and skills they’ll need long after they leave your classroom and will help them in whatever lies ahead.   Learn more about Metacognition and Sense of Belonging: Do you Belong in College? How you Answer May Indicate How You’ll Fare;  How Courseware + Metacognition = Student Success, Knowing Yourself: Metacognition and Student Success.   ... View more