In a world of instant answers, where students can summon AI-generated text faster than they can raise their hand, how do we actually teach critical thinking? Critical thinking might be one of the most in-demand skills. But it can also be one of the most elusive. In essence, it’s the ability to slow down, ask better questions and make sense of complexity. It’s about how to think: analyzing assumptions, evaluating evidence, connecting ideas, and articulating why something makes sense (or doesn’t).   In a world full of instant answers, critical thinking helps students stop and think. It can be found just about anywhere, including assignment rubrics, baked into learning outcomes or even tossed into syllabi under "course goals." But ask students to explain how they think, and you might just get a long pause, a hopeful shrug, or a copy-paste from ChatGPT. So how do we move beyond the buzzword to discover how it belongs in the classroom? At The What and Who of EDU,, we asked instructors from across the country to show us what critical thinking looks like in real classrooms, with real students. No ivory tower theories. Just 10 practical, powerful ways to help students do more than find the right answer to help them figure out why it’s the right answer in the first place. Be sure to check out the full podcast episode From “Is This on the Test?” to “Here’s What I Think”: 10 Ways to Make Critical Thinking Happen on Apple or Spotify to hear all the tips straight from the instructors themselves. Here's a preview of what they shared: Remove the Fear of Failure Instead of punishing wrong answers, Dr. Christin Monroe makes space for them. She offers unlimited attempts on auto-graded assignments and one revision opportunity on hand-graded work to support her neurodivergent learners, and shift their mindset from perfection to persistence. “I think that if you give a student one attempt on an assignment, the challenge is that they're not incentivized to go back and redo it. But if you give them those multiple attempts, then they have more of an incentive to keep going with it, and they're less likely to just get frustrated and give up.” Why it works: When students know their first attempt isn’t their final grade, they feel freer to explore, revise, and learn from the process. Unplug to Go Deeper To help students think for themselves, Dr. Margaret Holloway starts by taking away their favorite crutch: their phones. She prints out readings, insists on handwritten annotations, and makes sure the conversation happens in class, and not online. “Students who come into my classroom are so heavily reliant on their phones, and what other people are saying. They're scared to voice their opinion on something. They go to the Internet to see who's saying what or what the right answer is.” Why it works: No screens, no shortcuts. Students have to generate their own questions and ideas, and get comfortable being uncomfortable. Focus on the Thinking Dr. Amy Goodman doesn’t spend class time lecturing. Instead, she flips the script, delivering direct instruction through videos so students can use class to engage in metacognition—thinking about how they think. “I offload the direct instruction part to video lectures that happen outside of class, so that when they come to class, we can really focus on that metacognitive component. And I have been rewarded in the assumption that students do come to class prepared. I just ask them to do it and then talk to them like they’ve done it—and far and away, most students really do.” Why it works: When you come to class, the assumption is that students have actually watched the video beforehand. And most students really do come to class prepared. Answer Every Question With a Question Ask Dr. Erika Martinez a question, and she’ll probably respond with another one. Her go-to method? Socratic questioning that keeps students building, refining, and defending their reasoning. “Socratic questioning is my go-to. I'm constantly engaging the students. When students have a question, I almost always answer it with another question. Sometimes a series of questions. I push students to justify their reasoning with follow-up questions.” Why it works: Students stay mentally engaged and learn to justify their thought process, not just memorize talking points. Teach the Process, Not Just the Point Instead of telling students how science works, Dr. Charlotte de Araujo immerses them in it. Her lectures feature live data interpretation, real-time hypothesis building, and scenario-based experimentation. “Students are required to interpret the information. We'll provide scenarios in our molecular biology course, where we ask if the hypothetical samples are positive for covid and students perform the calculations. They'll submit trends they've identified during our lecture in real time. providing these many scenarios encourages students to develop hypotheses and also actively apply content that they've been taught.” Why it works: Active problem-solving mimics the scientific process, and turns learners into investigators. Give Them Problems Worth Solving From minimum wage to marijuana legislation, Dr. Ryan Herzog invites students to apply economic principles to real-world problems. The messier the question, the more engaged the classroom. “There's a lot of research over fun areas, and so whether it's at a principals or an intermediate or even like in a field course, I like introducing them to some of the kind of research questions that we're talking about ... it's getting them to be curious about the world and ask those questions." Why it works: Relevance fuels curiosity. And curiosity is the engine of critical thought. Make Them Explain It Like a Kid Is Listening Complex concepts become clear when students have to explain them to a fictional nine-year-old. Dr. Mike May plays the curious kid, misinterpreting every answer until his students really nail it. “They have to get it specific, because whatever they say, I'm going to come up with a way to misinterpret it.” Why it works: No jargon. No filler. Just the clean, simple logic of someone who really gets it. Hide the Critical Thinking in Plain Sight Say “critical thinking” and watch students shut down. That’s why Dr. Jennifer Ripley Stickle disguises it with quick, layered iClicker questions that build a chain of logic without ever announcing the goal. “For critical thinking, I try to hide it. If I tell them it's critical thinking, the door closes and they shut out on me. And so I've used clicker questions to build critical thinking skills.” She starts with a simple iClicker ... question: What’s the oldest type of cell? Then builds on it—Which domain is the oldest? What type of cell are bacteria? In less than a minute, students connect the dots themselves: bacteria are prokaryotes, and prokaryotes are the oldest cells. This is layered questioning that quietly leads to critical thinking. Why it works: Stealth mode engagement lets students build confidence without the pressure of high-stakes thinking. Let AI Make the Mistakes AI isn’t the enemy in Dr. Jennifer Duncan’s class, it’s the case study. She has students ask ChatGPT for answers, then critique them for bias, hallucinations, and logical gaps. “Instead of asking students to give their work to ChatGPT, I ask them to have it generate something—a thesis, for example—and then evaluate it. What works? What doesn’t? What hallucinations do you spot? So I’m having them think critically about what the AI produces.” Why it works: Critiquing machine-made responses trains students to read more critically—and trust their own analytical instincts. Make Them Teach It Live Dr. Derek Harmon’s anatomy students don’t just study the body—they dissect it, discuss it, and teach it. At the end of each lab, groups present live demos to their peers (with cameras rolling). “At the end of each lab session, I assign a lab group to do a live teaching demonstration to the entire class. And the way that we think about this in kind of this Bloom's taxonomy or learning kind of hierarchy is if you can explain a topic to somebody else that is essentially the highest level of learning that you can kind of get to." Why it works: Teaching forces synthesis. When you have to explain it, you own it. Critical thinking isn’t a concept, it’s a craft. And like any craft, it gets messy, takes time, and starts with the courage to say, “I’m not sure, but here’s what I’m thinking.” These 10 instructors aren’t just assigning critical thinking. They’re building the conditions that make it possible. These 10 educators didn’t rely on trendy frameworks or clever acronyms. They built learning environments where students could actually practice thinking asking why, making connections, and staying curious long enough to figure something out. Because critical thinking is one of the most important and impactful strategies students can master. 🎧 Want to hear it all in action? Listen to the full episode → From “Is This on the Test?” to “Here’s What I Think”: 10 Ways to Make Critical Thinking Happen on Apple or Spotify Have a critical thinking hack of your own? Leave us a voicemail at (512) 765-4688 and you might just hear yourself on a future episode ... View more

There’s a curriculum most students don’t see on the syllabus. It’s not in the textbook, but it shows up in every group project, every deadline, every class discussion. That’s where they learn how to communicate, collaborate, and stay organized—skills that will shape their future just as much as the subject matter. These so-called “soft skills” are anything but soft. They’re essential for thriving in college, in the workplace and in life. And increasingly, employers say they matter more than technical knowledge. According to the National Association of Colleges and Employers, the top three attributes employers seek on a resume are communication skills, problem-solving skills and the ability to work in a team. And many instructors are already teaching those skills, even if it’s not in the official learning objectives.  The Hidden Curriculum: Small choices make a big difference. Embedding checkpoints into a project builds time management muscle. Asking students to respond to a classmate before offering their own encourages active listening. Building in moments of reflection helps them understand how they learn, and advocate for what they need next. The curriculum usually doesn’t have a column of “soft skills”, but that doesn’t mean they’re not being taught. These skills are embedded in how assignments are structured, how students collaborate, and how instructors create space for personal reflection and growth. In The What and Who of EDU, Macmillan Learning’s podcast about teaching, learning, and the humans behind both, we’ve heard instructors share how these skills show up in action: Dr. Margaret Holloway addresses students' fear of failure straight on—an often overlooked barrier to participation and self-advocacy. She shares her own undergraduate essays with students to normalize growth and imperfection. This fosters psychological safety and builds confidence, both of which are foundational to risk-taking and effective communication (10 Ways to Build Student Confidence).   Jennifer Ripley Stueckle teaches in large lecture settings but doesn’t let size limit connection. She incorporates service-learning projects to help students build relationships with peers and engage with the community. These experiences promote collaboration, initiative, and a sense of shared responsibility. (10 Strategies to Build Belonging in Your Classroom) Amanda Peach, a librarian at Berea College, teaches students how to approach information critically, collaborate across perspectives, and navigate ambiguity. These are essential skills for both teamwork and problem-solving. (How Hutchins Library Builds Community and Critical Thinkers).  Each of these approaches reflects intentional teaching of the hidden curriculum. And none of them require a standalone workshop or extra unit because they’re woven into the everyday fabric of learning. How It Comes Together The challenge, of course, is time. Instructors are already balancing content coverage, assessments, and student support. But teaching soft skills doesn’t have to mean adding new units. It can be a subtle shift, one opportunity at a time. At Macmillan Learning, we’ve seen this approach in action. Instructors using Achieve build in self-reflection assignments to help students track their own progress. Tools like iClicker encourage peer-to-peer interaction in large lectures, promoting engagement and quick collaboration. Our research on metacognition and sense of belonging showed that when students gain confidence managing their own learning, they perform better and stick with it, even when it gets challenging. In fact, students in our study saw up to a 10-point improvement in course performance. If the goal of education is to prepare students for what comes next, then soft skills aren’t extra. They’re the foundation. That means students don’t need another seminar on time management. They need instructors who bake those skills into the way learning happens every day. And increasingly, the job market is rewarding exactly that kind of preparation. Nearly two-thirds of employers now say they use skills-based hiring to evaluate entry-level candidates, often placing more value on what students can do than what’s on their transcript. That means the skills built through classroom collaboration, time management, and reflection don’t just prepare students to succeed in college. They’re becoming the ticket to what comes next. ... View more

Accessibility initiatives in higher education are often perceived as top-down mandates, implemented in response to evolving laws or institutional policies. But some of the most transformative and sustainable changes come from students with disabilities who experience navigating campus systems every day. At Macmillan Learning, we are committed to making our learning tools inclusive by design. One of the most powerful ways we do this is by learning directly from students with disabilities. This blog explores students' impact on accessibility practices both on campus as advocates and with us through ongoing feedback. We also explore some ways that institutions can work with students, not just for them, to create truly inclusive learning environments. Students as Advocates and Policy Influencers Students bring critical insight to accessibility efforts, not just as recipients of accommodations but as active agents of change. Their experiences, ideas, and persistence often highlight gaps in current systems and illuminate pathways toward a more inclusive future. Samm Nelson, Digital Accessibility Coordinator at Mount Holyoke College, shared how students have driven impactful change: “The students that I work with are amazing advocates, allies, and champions of accessible higher education. They have intentionally formed a community with peers and mentors with disabilities to support one another in challenges and victories. The current students on campus were able to get the attention of our administration to draw attention to the needs of disabled students in higher education and make systemic changes at our university. Our students are the reason I am hopeful that our world will continue to be a more welcoming and accessible place for all people, regardless of disability.” Nelson believes that student engagement does more than raise awareness. It shapes policy, builds community, and reframes disability as a vital identity. “It is my hope that a disability cultural center on campus will not only improve the experience of all our disabled faculty, students, and staff on campus, but the presence of the center alone signals our priorities and our understanding that disability is an identity to be celebrated and better understood on our campus.” Students as Experts Through Lived Experience When institutions include students with disabilities in accessibility workflows, they gain not only user feedback but authentic expertise. Lived experience, particularly from students who rely on assistive technologies, can uncover barriers that automated tools or testers without disabilities may miss. Danae Harris, Senior Digital Accessibility Specialist at the University of North Texas, explains how her institution benefits from this approach: “In my division, we hire Accessibility Testers who are current or former students and native assistive technology users. They play a huge role in testing content from various perspectives. Our team includes a student who relies on a screen reader and Nemeth Braille keyboard, a student who uses magnification software alongside a screen reader, and a student who relies solely on a screen reader. It is important to get the input of the students. We cannot effectively create and advocate for accessible content without their input.” Shifting from a reactive to a proactive accessibility model means designing with students in mind from the beginning. That shift requires more than intention. It calls for systems that center disabled voices in testing, procurement, and decision-making processes.  What Can You Do? Creating meaningful partnerships with students with disabilities isn’t complicated, but it does require commitment, consistency, and care. Here are some recommendations about how you can make an impact:  Promote Opportunities for Students to Share Their Experiences. At Macmillan Learning, we conduct paid usability tests and surveys with students with disabilities to better understand their experience with our products. Their feedback has helped identify both barriers and successes that have directly shaped product development, including the redesign of one of our digital assessment experiences. If you’re a higher education student with a disability or an instructor working with students with disabilities, we'd love to partner with you. Email webaccessibility@macmillan.com to join our accessibility research database.   This can be implemented more broadly with institutions by establishing paid student tester programs, usability panels, or advisory boards. Creating formal roles for students with disabilities in campus accessibility planning helps move from simply accommodating students to intentionally partnering with them in the design and evaluation of accessible learning environments. Invite Student Feedback Early and Often.  It’s important to get their perspectives through regular surveys, open office hours, or focus groups to learn about urgent needs and long-term goals. Include accessibility questions in course evaluations or feedback forms. Offer flexible alternatives that reflect student suggestions and support diverse learning needs. Also, consider launching accessibility ambassador programs or adding student seats to digital accessibility committees. Help Create Community. When we talk about accessibility, it’s easy to focus on physical or digital accommodations, like ramps, captions, or screen readers. But for students with disabilities, belonging is just as critical. Community isn’t a bonus feature; it’s infrastructure. And instructors can play a powerful role in helping students find or build it. A quick mention in class of your school's disability services, student affinity groups, or mental health resources can be a game-changer, especially for students who are new, unsure, or reluctant to self-advocate. Accessibility is not just about compliance; it’s about community. And as Samm Nelson so eloquently put it, “We as disabled people belong in every space where decisions are made.”   Danae Harris is the Senior Digital Accessibility Specialist at the University of North Texas. In addition to reviewing online courses to help faculty create accessible content, she also works with third-party representatives, including publishers and e-learning software providers, to address accessibility concerns and shares best practices and tools for making digital content accessible. Samm Nelson, CPACC is the Digital Accessibility Coordinator at Mount Holyoke College. She is responsible for ensuring faculty, students, and staff have equitable access to digital spaces on campus. She trains individuals on how to use assistive technology and oversees training, auditing, and remediation of digital spaces on campus to ensure accessibility.   ... View more

College students are constantly sending signals about what’s working, and what’s not, in their learning experiences. Sometimes those signals are subtle, like a student withdrawing quietly from class participation. Other times they’re loud and clear. But too often, it’s easy to treat those signals as noise instead of data. At Macmillan Learning, we set out to listen more closely and learn more about those signals. With support from the Bill & Melinda Gates Foundation, we launched a multi-semester study focused on two essential—but often underexamined—aspects of learning metacognition (how they reflect on their learning habits and strategies) and sense of belonging (how connected they feel to their peers, instructors, and institution).  We partnered with 29 instructors (11 biology and 18 psychology) across 29 institutions and 42 course sections in Fall 2023. Together, we explored what happens when digital tools are used to foster reflection and connection, and what students are willing to share when given the space. Would they participate in weekly reflections, shared classroom experiences and peer-to-peer discussions? And even then, would it make a difference? Turns out: yes. And yes. Here’s what they said. “It really has helped me feel more connected to the people in my class.” We learned from students that connection matters more than icebreakers. Across in-person and virtual classrooms, students described the power of simply feeling like they weren’t alone. Sharing experiences, learning about each other’s habits, and seeing common struggles helped students build confidence and community. One student explained, “Once you read about other students, you see who you have things in common with... that can play a factor into y’all building a friendship or even having the courage to talk to them.” In online classes especially, this kind of connection can be hard to find. But when students saw their peers reflected back at them, even in small ways, it made a difference. “It really has helped me feel more connected to the people in my class.” This wasn’t just about social comfort. The sense of being seen helped students speak up, ask questions, and participate more. As one student shared, “It definitely encouraged me to raise my hand. I noticed that when I first started… a lot of people started doing it afterwards.” In fact, students who regularly reflected and engaged with their peers saw up to a 10-point lift in course grades compared to those who didn’t, showing that small moments of connection can drive meaningful academic gains. According to Guido Gatti, Senior Quantitative Research Analyst at Macmillan Learning, “There is a real academic impact from consistent interventions targeting student belongingness. The key is to get the whole class involved on a regular basis, then engagement improves, scores go up and student retention gets better.   “It helped me to be more mindful of myself.” That’s what one student told us about metacognitive reflection. And they weren’t alone. Every week, students were asked to pause and take stock: what’s working? What’s not? What might I try differently next time? These moments of structured self-reflection helped students to see learning not as something that happened to them, but something they could shape. For some, it was the first time they’d been asked to reflect in this way. One instructor that participated in the study noted, “Sometimes they don't even think about how they feel and this leads to frustration. Exposing students to asking those questions of themselves is a great way for them to address certain issues before they become so large that they affect their schoolwork.” Reflection also fostered connection. Students began to understand not just what they were doing, but why. As one student put it, “Getting to know how all my peers are approaching problems and their new college life has really helped me fit in and understand things since I'm a new college student.” They didn’t just reflect, they also borrowed. Study tips, time management strategies, different ways of approaching assignments were all swapped freely. Hearing how others handled challenges made it easier to try something new, especially for students just starting out or returning after time away. “It doesn’t take Socrates to see that going through the motions in your classes is not going to help students reach their potential. Real growth requires intentional effort. Sticking with the same strategies and hoping for better outcomes rarely works. Progress starts by stepping back, thinking critically about what’s working and what isn’t, and committing to a realistic plan that they’re willing to take seriously,” Gatti said. “What I have to say matters. It feels like I get to have a voice.” Belonging isn’t a bonus, it’s foundational. The study confirmed what many educators know instinctively: when students feel like they belong, they engage more deeply and perform better. While not all gaps were closed, the study showed meaningful progress when classrooms prioritized connection and reflection. But this isn’t just about outcomes, it’s also about culture.  Students noticed when instructors listened. One student shared how their professor responded to class feedback by restructuring group time. “She told us that the overall results weren't exactly where she wanted them… and if she feels like it's not going the right way, then she'll just put us in groups… so that you can be more familiar with your classmates and peers.” Another student described the difference it made when their experience was acknowledged, “That class specifically is the only class where I have a group of friends. And I guess you could say there's a larger feeling of belonging in that class.” “When all students feel they can contribute, and their contribution matters, now you have something bigger than a collection of individuals; engagement and learning can become contagious,” Gatti said.  “It was reassuring… like, I’m not the only one who feels this way.” Normalizing struggle builds resilience. One of the most powerful effects of peer-shared experiences was helping students feel less alone in their academic doubts. Mentor stories and classroom discussions allowed students to see that frustration, confusion, and fear weren’t signs of failure; rather that they were normal parts of learning. One student noted, “I am still scared to raise my hand or talk in front of people in my classes, but I think there was one video where a student mentions, ‘Everybody feels scared when they come to college.’ That video was extremely creative, at least to me.” In these moments, vulnerability became strength. Seeing peers reflect on and work through challenges helped students do the same. Belonging doesn’t come from perfection, it comes from knowing you’re not the only one navigating through college. What students told us, and what we do next The feedback students shared throughout this study went far beyond opinions or preferences. It was a window into what helps them feel more confident, more connected, and more in control of their learning. It confirmed that belonging and reflection aren’t extras, they’re essential. Students told us that being seen and heard changes how they engage. So does having the space to pause, reflect, and rethink their learning strategies. And while digital tools can’t replace good teaching, they can help create the conditions where connection and confidence grow. “The weekly feedback we received from students was more than survey data, it was insight into what truly matters to them,” Gatti said. "They reminded us that belonging isn’t something students bring with them, it’s something we help build. And most importantly, they reminded us that teaching is about more than delivering content. It’s about creating conditions for students to thrive.” When students are invited to share their experiences, they do. And what they say can reshape how we think about learning, if we’re willing to listen. Speaking of listening ... be sure to check out  "Little Reflections, Big Gains: Digging Into the Data on Student Belonging & Metacognition"  and "Four Strategies, Five Point Gains: Digging Into The Data on The Real Impact of Evidence-Based Teaching" on recent episodes of The What & Who of EDU to learn even more about the results from our work with the Bill & Melinda Gates Foundation. Or for a quick take, check out "10 Things You Should Know About Evidence-Based Teaching (Some Will Surprise You)" and "From Soft Skills to Strong Gains: 6 Practical Tips from Research on Belonging & Metacognition." on our Learning Stories blog. ... View more

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

What if boosting your students’ grades didn’t start with a new curriculum, but with sticky notes and reflection surveys? In our latest episode of The What & Who of EDU’s Digging into the Data, we sat down with Marcy Baughman, VP of Learning Science & Insights at Macmillan Learning, to talk about a large-scale research study funded by the Bill & Melinda Gates Foundation. The focus was two deceptively simple tools: one that fosters a sense of belonging, and another that supports metacognitive reflection. With 726 students across 29 institutions participating, the findings weren’t just promising, they were surprisingly powerful. And statistically significant. Here’s a breakdown of what we learned—and how you can use it. 1. Belonging Doesn’t Announce Itself Students didn’t say “I have a low sense of belonging.” They said: “I’m not sure I fit in.” “I don’t feel comfortable talking to my instructor.” “I haven’t really connected with anyone.” The digital tool in the study worked because it met students where they were–in digital spaces. It allowed them to connect around shared experiences like study habits or favorite music. Sometimes, even grief. Start your semester with a question like “Where do you prefer to study?” or “What’s your comfort food of choice?”  While Macmillan Learning’s digital resource is still in beta testing, that doesn’t mean you can’t support belonging. You can collect responses in a form and then group responses and share. Connection doesn’t have to be complicated, it just has to feel real to students. 2. Micro-Reflections Make Macro Impact Students who completed just three to four short reflection surveys about their goals and progress saw measurable performance gains of up to 8%. This happened when reflections were spaced out, personalized and actionable.  Try this: Every few weeks, ask your students: What’s working for you? What’s not? What’s your next move? Help your students pause, assess, and course-correct. Short and meaningful can be really powerful here. 3. Get Personal ... in a Public Way Instructors who responded to student posts, referenced them in class or simply acknowledged shared interests created stronger engagement. Students felt seen, and that changed everything. Try this: Notice that several students mention liking coffee shops or anime or are working night shifts? Call it out in class. Use those data points to humanize yourself and build community. 4. Half Still Counts One surprising takeaway from the study was that students didn’t need to complete every activity for the tools to work. Showing up about half the time still led to a meaningful impact. Try this: Start small. Assign one reflection. Carve out five minutes in class for a belonging check-in. Don’t wait for the perfect moment or perfect plan, just starting can make a meaningful difference. 5. Let Students Teach Each Other One of the most effective elements in the metacognition tool was peer videos: older students sharing how they overcame challenges in the same class. This helped normalize self-doubt and reinforce resilience. Try this: Ask former students to record 30-second videos answering, “What helped you get through this course?” Or have current students reflect at midterm, then use those clips next semester. 6. Design With Students, Not Just For Them Marcy’s team didn’t just guess what students needed. They asked. They co-designed. They iterated. The tools worked because they were relevant, lightweight and emotionally intelligent. And, importantly, were exactly what students needed. Try this: You don’t need a grant to listen. Ask students mid-semester: “What’s something that would help you feel more connected to this class?” Then adjust where you can. 🎙️ Want more stories, insights, and research-backed strategies? Listen to the full episode: “Little Reflections, Big Gains: Digging Into the Data on Student Belonging & Metacognition” ➡️ Listen now on The What & Who of EDU 📞 Leave us a voicemail at (512) 765-4688 to share your take! ... 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