Hey there, psychology educators! Macmillan Learning is excited to announce its support of a new opportunity that you don’t want to miss called Intro Psych Academy, created by renowned educators for educators. If you teach introductory psychology and want to take your course to the next level, then this workshop is for you. The inaugural event will take place from November 7-8, 2024, at Oregon State University - Portland Center.  Macmillan Learning's sponsorship of the Intro Psych Academy underscores our commitment to advancing the field of psychology and supporting its educators. By partnering with leaders in the teaching of psychology, we not only contribute to the discipline but also gain valuable insights from attendees that can drive innovation in our educational resources. What’s the Buzz About?  Co-founded by Dr. Regan Gurung of Oregon State University and Garth Neufeld of Cascadia College, the Intro Psych Academy aims to provide educators with the tools, resources and support needed to design and deliver meaningful and effective introductory psychology courses. The academy will focus on removing the barriers that often hinder ideal curriculum development by offering a comprehensive framework that includes: Pre-Meeting Prep: The workshop will kick off with some engaging preparatory activities to set the stage for a fantastic learning experience. Hands-On Training: Dive into interactive sessions where you’ll get to work on your course material and exchange ideas with fellow educators. Ongoing Support: Even after the workshop ends, the facilitators will be there for you with follow-up support to help you implement what you’ve learned. Event Highlights Get ready for a fun evening on November 7th with a group dinner and a kickoff presentation by Dr. Gurung and Professor Neufeld. The next day, you’ll get to explore how your current teaching methods align with your university’s needs and personal philosophy. You’ll then dive deep into course design, from blueprints to course building, all while getting feedback from our facilitators and your peers. Plus, you’ll earn a certificate upon successful completion! How to Register This inaugural event is open to all intro psych instructors across the U.S. The registration fee is only $175, but you’ll need to cover your travel and lodging. Seats are limited, so don’t wait! Express interest in attending by clicking here. About the Co-Founders Dr. Regan Gurung is an Associate Vice Provost, Executive Director of the Center for Teaching and Learning, and Professor of Psychology at Oregon State University. With over 25 years of experience teaching introductory psychology, Dr. Gurung has played significant roles in several APA task forces and initiatives aimed at enhancing psychology education. He is an accomplished author and has received numerous teaching and scholarship awards. Garth Neufeld is a Professor of Psychology and Chair of Social Sciences at Cascadia College. He has founded multiple projects to improve the teaching of psychology and has been recognized with awards such as the APA’s International Humanitarian Award for his work with at-risk children in Thailand. Neufeld is dedicated to creating impactful educational experiences. For more information about the Intro Psych Academy, visit Intro Psych Academy 2024. ... View more

Digital accessibility benefits all users. For many, this is well known, but for some it may be news: closed captioning on videos, contrast options on websites, and customized fonts (among other features) all stem from accessibility needs but benefit a broad audience. This alone is a wonderful reason to make accessibility a priority every day, but that’s not always the case. Thankfully, accessibility has long been supported by legislative efforts as well. Recent changes to Title II of the Americans with Disabilities Act (ADA) are quickly bringing accessibility back in the spotlight and prompting universities and the education-oriented businesses that support them to reassess their digital accessibility strategies.  The update from the US Department of Justice (DOJ) requires state and local governments, including public colleges and universities, to make their websites and mobile applications accessible to people with disabilities. In broad terms, this means complying with the Web Content Accessibility Guidelines (WCAG) 2.1, Level AA standards. In practical terms, it may mean that colleges and universities, administrators and faculty may need to make some changes to comply within the next two to three years. Accessibility has been important to Macmillan Learning for quite some time, earning the company global recognition and certifications. We recognize that it is an ongoing journey to creating a world in which every learner succeeds, no matter their background or abilities. But  each company and institution is on their own accessibility journey, and may be in a different stage of compliance or development. So to help colleges navigate these changes, we’ve outlined some key practical steps to ensure efficiency and compliance with the new rules. 1. Conduct an Accessibility Audit Conducting an accessibility audit is a big task and can take a lot of resources. While ideally the first step in addressing the new regulations is to perform a comprehensive audit of all digital content including websites, mobile apps, and digital course materials, that’s not always feasible with staffing and financial restrictions. If resourcing is an issue, start by focusing on your college’s public-facing website pages, like admissions, course catalogs, and student services.  Develop a schedule for auditing that gives you a steady but reasonable pace to uncover and resolve issues. Plan to focus some attention on your Learning Management Systems (LMS) and digital learning systems to be sure they are compliant. To do this, reach out to your partners, like Macmillan Learning, and ask where they are on their own accessibility journey and what their roadmap looks like for compliance. And of course, you’ll need to review digital course content, including syllabi, lecture notes, multimedia resources and any interactive tools or forms. Templates, like an accessible syllabus template, can help move the needle by giving every faculty member the tools they need to contribute. The audit should identify areas that fall short of WCAG 2.1, Level AA standards. It's always helpful to brush up on the standards (detailed information about them can be found on the W3C website.) 2. Develop a Compliance Plan Once the audit is complete, the next step is to create a detailed compliance plan. Start by identifying high-priority areas for immediate action, particularly those with the most significant impact on users. Look for areas which prevent access to certain users or areas that are accessed frequently and could rapidly lead to frustration. While these can be more complex problems to solve, they will help you on the way to create a viable pathway for all students and instructors using the sites you’re reviewing. Pair these with the ‘low hanging fruit’ or ‘quick wins’ to ensure you and your colleagues have the satisfaction of seeing progress. The plan should set realistic timelines for achieving compliance, bearing in mind the DOJ’s two-year deadline for large entities and three years for smaller ones. Then assign clear responsibilities to specific individuals or teams, ensuring accountability throughout the process. If you’re not sure where to start with assigning responsibility, there are plenty of resources available including this model from the W3C. 3. Training. Because accessibility should be a team effort.  Training your staff in accessibility best practices helps ensure not only that your existing digital content is compliant for the DOJ’s upcoming deadlines, but remains compliant as new content is created. To do this, ensure that everyone involved in content creation and management is well-versed in accessibility standards.  A broad introduction to what accessibility is and who it impacts is a great start. This can be self paced, allowing staff to work through the material as it fits into their schedule but is most effective when it concludes with the staff member making a commitment to accessibility in their every day practice.  After that, consider role specific training. This includes training web developers and IT teams on WCAG 2.1, Level AA standards and how to implement them in web and app development. Instructional designers and faculty should be trained on how to create accessible course materials, including text alternatives, captions for videos, and keyboard accessibility. While this is done automatically within platforms like Achieve, some products (especially OER) do not have much of the required functionality. These trainings can also help ensure that when new digital products or spaces are created that they are built with accessibility and the required standards in mind. Be sure to regularly update training to reflect the latest best practices and technological advancements in accessibility. 4. Use accessible tools and platforms  Adopting tools and platforms designed with accessibility in mind is crucial for maintaining compliance. For your LMS, choose platforms that support accessibility features and offer robust tools for creating accessible content. Any content creation tools should include software that has built-in accessibility checks to ensure documents and multimedia are accessible from the start.  Use digital learning platforms that don’t just comply with standards, but that focus on usability and experience. Ask if they are testing with users with disabilities and incorporating that feedback and if they have a support plan for students that have trouble with accessing their content, no matter how compliant it is. At Macmillan Learning we make regular updates to Achieve, our digital learning platform, to make it more friendly for users with disabilities. We run user experience interviews with students with disabilities, connect to disability support offices through conferences as well as our Macmillan Learning Accessibility Advisory Board, and provide customized support to students and instructors that contact us. Additionally, for the fifth consecutive year, we were recognized as Global Certified Accessible by Benetech. This means that we provide “born accessible” digital learning options that ensure that every student, no matter their ability, has the same access to information. Benetech certified our conformance to the accessible EPUB creation guidelines, which are based on WCAG 2.2 AA standards, exceeding what the DOJ requires for compliance. 5. Monitor and update continuously Accessibility is not a one-time task but a journey -- one that requires an ongoing commitment. To maintain compliance, continuously monitor your web content, course materials, and mobile apps for accessibility issues. Also, while you can make every effort to be compliant, there may be something you miss or a way you can improve. It’s helpful to establish channels for students and other stakeholders to report any accessibility issues they run into, and use this feedback to make improvements.  The changes to Title II of the ADA present both challenges and opportunities for colleges. By following these practical steps—conducting audits, developing a compliance plan, training staff, utilizing accessible tools, engaging experts, and maintaining continuous monitoring—institutions can ensure they meet regulatory requirements while enhancing the educational experience for all students. Taking these proactive steps not only helps avoid potential legal challenges but also demonstrates a commitment to inclusivity and equal access, aligning with the broader mission of education. Learn more about Macmillan Learning’s accessibility journey, standards and more. ... View more

Creating effective AI policies for classrooms can be a challenging but crucial task. By implementing good policies, instructors can create a robust set of instructions that not only guide students in the ethical use of AI tools but also foster a learning environment where they can develop their critical thinking and independent learning skills. Learning how to create a policy, and what should be included, are some of the learning objectives in the “Teaching with Generative AI Course” from the Institute at Macmillan Learning. While course participants get hands-on experience and guidance creating policies that are best suited for their classrooms, there are some best practices that are universally beneficial. Here are six ideas to help you create an effective and impactful policy. Define Clear Guidelines for AI Use, Including Use Cases. Clearly outline what is allowed and what is prohibited when using AI in coursework to avoid any ambiguity. Outline acceptable uses, prohibited uses, and how to attribute and cite uses. For example, some uses you may want to consider as being acceptable or not could include: brainstorming ideas, checking for grammar or formatting errors, paraphrasing complex source material, summarizing key themes and arguments in source texts, or exploring different perspectives on a topic.  You may find only some AI tools acceptable, or want to specify different guidelines for ChatGPT, Gemini, Grammarly, CoPilot, and Claude, among many others. For example, you might specify that AI tools like Grammarly can be used for grammar checks and style improvements, while tools like ChatGPT can be used for brainstorming ideas but not for generating entire paragraphs or essays. For instance, "Students may use ChatGPT to generate ideas for essay topics but must draft the actual content themselves." Adam Whitehurst, Senior Director of Course Design at Macmillan Learning noted, “Given how rapidly AI tools are evolving, it's likely that you will discover what AI is and isn't good at alongside your students. Set a tone that leaves an opening for grace and flexibility.” Explain Why the Policies are Put in Place. Whether it be to maintain academic integrity, help students develop their own critical thinking skills, or teaching appropriate references and citations, there are many good reasons to have a policy in place. While it may be tempting for students to take an easy way out of their work, they would be missing out on many of the benefits of learning. Explaining this or other reasons for the policy can be helpful in doing that. "It's important to connect your guidelines with your course outcomes so that students understand why the use of AI in your course does or does not support their learning," Whitehurst said. One instructor has the following language in their policy: “College is about discovering your own voice and style in writing, creating the version of yourself you want to be in the future. To do that, you need to trust in your own ideas and develop the skills you have to become that person you want to be.” Help Students Develop Strategies for Responsible AI Use. Provide students with practical ways to integrate AI into their learning process without relying on it to do their work. This sets them up for success in your class and better prepares them for entering a workforce where AI will likely be used. AI tools can be used to enhance learning, and can provide additional resources and perspectives. But using them as shortcuts to bypass the learning process can be harmful and deprive students of the knowledge they need to succeed in classes that build on what they should have learned in your course. For example, you may want to encourage students to use AI tools for initial brainstorming or to explore different perspectives on a topic. For instance, “Use ChatGPT to generate a list of potential research questions, then choose the one that interests you the most and develop your thesis from there.” Outline Misuse Clearly. Creating clear guidelines around the misuse of AI tools can be done by defining misuses explicitly, providing concrete examples, and explaining the consequences of misuse. This puts everyone on the same page and helps foster a culture of integrity by emphasizing the importance of using AI tools ethically and the value of academic honesty.  For example, you may explain in your policy that misuse of AI includes, but is not limited to, using AI to generate entire essays, copying AI-generated content without proper attribution, and submitting AI-generated content as your own work. For example, “Submitting a paper where the majority of content is generated by Chat GPT without proper citation is considered academic dishonesty.'" It’s also important to outline what happens when there is misuse. Speaking of misuse … Create Consequences for Misuse. Clearly state the consequences for submitting AI-generated content as their own to uphold academic integrity. Policies should include any penalties students will incur if they submit AI work outside of assignments' parameters. Consider whether the consequences should be different on the first offense and later offenses. Consider building in flexibility when it comes to consequences, but lay out the options in a way that allows you to tailor them as needed.  Consequences may range from a warning to a failing grade on the assignment or in the course. For example: "First offense: The student will receive a warning and be required to redo the assignment. Second offense: The student will receive a failing grade for the assignment and may be referred to the academic integrity committee. Third offense: The student may receive a failing grade for the course and face disciplinary action." By outlining the consequences of misuse, you strengthen your policy and help students better understand what's at stake. Require Transparency, Documentation and Attribution. Ensure students understand the importance of citing AI tools appropriately in their work by asking them to include attribution. Students may not be sure the best way to do that, and having a policy that clarifies how will eliminate the excuse of not knowing whether use was allowed. Detailing documentation of how AI tools were used in assignments encourages students to be fully transparent and also reflect on the way the tools have impacted their work and their learning. Some examples of this could include: “[Text/Visuals] were created with assistance from [name the specific Gen AI tool]. I affirm that the ideas within this assignment are my own and that I am wholly responsible for the content, style, and voice of the following material Text generated by ChatGPT, OpenAI, Month,Day, Year, https://chat.openai.com/chat."  Crafting effective AI policies is essential to fostering an environment where students can leverage technology ethically while developing their critical thinking and independent learning skills. By implementing policies that meet their unique needs, instructors can ensure that AI serves as a valuable tool for enhancing education rather than undermining it. A balanced, transparent, and accountable classroom that prepares students for the future, equipping them with both the technical know-how and the ethical framework to succeed in an AI-enabled world. Want more on AI? Check out: How Authors & Educators Can Shape AI’s Future in Education  Can AI Create a More Engaged Student? Answering Your AI Questions with Laura Dumin, PhD Answering Your AI Questions with Daniel Frank, PhD Answering Your AI Questions with Antonio Byrd, PhD   ... View more

Whether we’re besting our besties at Worldle, guessing the almost right answer when Jeopardy! is on, or playing solitaire on our phone, games seem to be everywhere. They’ve been around for millennia, captivating people of all ages and backgrounds. But what is it about games that makes them so universally appealing? And, importantly, as educators, how can we harness the same principles to create learning experiences that are just as compelling?  As it turns out, game design offers a wealth of strategies that can be applied to educational contexts to transform how students interact with and absorb information. In a session at the Textbook & Academic Authors Association annual meeting in June, textbook author and former instructor Thomas Heinzen encouraged authors to “try thinking like a game designer.” “We love phones and games; why can’t we create textbooks as compelling as them?” he said. Here are some ways that instructors can do just that: The Power of Storytelling and Visuals: Games are masterful at weaving narratives that draw players in. Similarly, incorporating storytelling into educational materials can make learning more relatable and memorable. Use visuals that evoke positive emotions and depict successful student journeys to add joy and context to the learning process. Simplifying Complex Concepts: Just as hopscotch is a universally appealing game due to its simplicity and collaborative nature, educational content should be broken down into manageable, engaging segments. Simplified explanations and interactive examples can make even the most complex subjects accessible and enjoyable. Gamifying Skill Progression: One of the key elements in games is the concept of leveling up. In an educational setting, this can translate to mastery learning, where students progress at their own pace, mastering foundational skills before moving on to more advanced topics. “Think in terms of ‘badge’ mechanics,” Heinzen said. This method ensures that students build a solid understanding, fostering confidence and competence.  Encouraging Collaboration and Peer Coaching: Games often promote spontaneous, stigma-free interactions among players. In the classroom, creating opportunities for students to coach each other can lead to organic, effective learning experiences. This peer-to-peer interaction helps reinforce understanding and builds a supportive learning community. Designing for Intrinsic Motivation: The ultimate goal is to make learning so interesting that students are intrinsically motivated to engage with the material. Use game mechanics like points, badges, and leaderboards to create a sense of achievement and competition. Ensure that these elements are designed to foster learning and curiosity rather than mere completion. Embracing Failure as a Learning Tool: Games teach players to fail forward, using setbacks as opportunities to learn and improve. In education, this can be applied by allowing students multiple attempts to master a concept, recording only their highest score. This approach reduces the stigma of failure and encourages a growth mindset. Speaking of failing forward … Help Students Cheat: But do it in a way that maximizes their learning.  Let students take the tests as many times as they want with only the highest score recorded (but don’t give them the answers, and change the questions so students are motivated to search for them.) Creating Positive Onboarding Experiences: The beginning of any learning journey should be engaging and exciting. Just as games use captivating introductions to hook players, educators should design the start of a course or textbook to grab students' attention and set a positive tone for the material ahead. By incorporating the principles of game design into educational practices, we can create learning experiences that are not only informative but also engaging and enjoyable. By thinking about the experience we're delivering, we have the chance to do novel things in education, inspiring and motivating students in new and exciting ways. “Game designers don’t design games, they design experiences,” Heinzen said.  ... View more

As the world comes together to celebrate the Olympic Games in Paris, we are reminded of the dedication, discipline, and strategies required to achieve greatness. Educators, much like Olympic athletes, face a series of challenges that require innovative solutions and relentless effort. Here, we outline some of the most pressing educational challenges and offer practical solutions, drawing analogies from the Olympic spirit to inspire and guide instructors. Engaging Students in Active Learning Engaging students in active learning is akin to an Olympic coach motivating their athletes to give their best performance. Just as athletes need constant feedback and motivation to improve, students benefit from interactive tools that transform traditional lectures into dynamic sessions. Using student response systems like iClicker for polls, on-the-fly quizzes, and group activities can make a meaningful impact. These real-time feedback tools act as a coach’s stopwatch, providing instant formative assessments that help students understand their progress and areas for improvement. Ensuring Reliable and Trustworthy Content In the same way that Olympic athletes rely on high-quality equipment and coaching to excel, students need reliable and accurate learning materials. Unreliable resources can be like faulty equipment that hinders an athlete’s performance. To counter this, it’s crucial to seek materials from reputable sources, ensuring that students receive the best possible information. The decline in the cost of source materials over the past decade means more accessible, high-quality content that supports students’ educational journeys. Navigating AI's Impact on Teaching and Learning AI in education is like a new, state-of-the-art training facility for Olympic athletes. While it offers incredible potential for personalized teaching and learning, it can also disrupt traditional methods. Educators can navigate this landscape by participating in professional development courses, such as the Teaching with Generative AI course from Macmillan Learning. These courses help instructors integrate AI ethically and effectively into their classrooms, much like how athletes learn to harness new technologies and training methods. Addressing Student Preparedness Every student enters the classroom with unique strengths and areas for growth, similar to how athletes come to the Olympics with varying levels of experience and expertise. Instructors can use assessment tools to identify knowledge gaps and tailor instruction to meet individual needs, akin to a coach creating a personalized training regimen. Creating a supportive and inclusive classroom atmosphere fosters engagement and a sense of belonging, essential for student success. Providing Personalized Learning Personalized learning in a large classroom can be as challenging as a coach training a diverse team of athletes. Adaptive learning technology acts like a tailored training program, personalizing questions and feedback based on student performance. Tools offering just-in-time support, like hints and detailed solutions, help students navigate assignments and improve understanding in real-time. Macmillan Learning’s AI tutor and study aids enhance personalized learning experiences, ensuring every student gets the support they need to succeed. Time Management for Instructors Balancing teaching responsibilities with administrative tasks is similar to an athlete balancing training with recovery. Effective time management is crucial to ensure instructors can dedicate sufficient time to both teaching and administrative duties. Time-saving tools like scheduling and planning apps can streamline classroom activities and administrative tasks, much like how athletes use training schedules to maximize their performance. Automation tools for grading and feedback free up more time for instructors to focus on teaching and student engagement. Keeping Up with Educational Trends Staying updated with the latest educational trends is as vital for educators as keeping up with the latest training techniques is for athletes. Continuous learning through professional development opportunities and workshops is essential. Subscribing to educational journals, joining online communities, and participating in programs like Macmillan Learning’s Teaching with Generative AI course can help educators stay ahead of the curve. Engaging with other instructors through collaborative networks allows for the sharing of strategies and support, offering fresh perspectives on common challenges. Addressing these challenges requires a combination of innovative tools, ongoing professional development, and a commitment to creating an inclusive and supportive learning environment. Just as Olympic athletes strive for gold, educators can achieve excellence by leveraging these strategies. You can read more about how to solve many of these challenges with Macmillan Learning’s digital learning platform, Achieve, here. ... View more

In February, I attended a panel at axe-con called "Human-Centered AI and Accessibility" that combined two topics I often think about separately, but rarely together: AI and the disability community. The webinar is free, so I don't want to spoil it too much, but the speakers shared a variety of ways AI is and could further be applied to accessibility technology, as well as the very real risks of applying it without due thought or caution.  The talk was interesting and informative, but it mostly got me thinking: every major technological advance I can think of has had both positive and negative effects on people with disabilities. The internet opened the floodgates of information and community for many people, and mobile devices make apps like BeMyEyes and Speak For Yourself possible – but inaccessible technology also leaves a lot of people behind. Just ask the many blind users who can look up a restaurant website, but not read the menu.  So: as AI takes over the world (hopefully not literally), I wanted to learn more about how it can also help or hinder students and instructors with disabilities. Naturally, I started my research by asking ChatGPT, and after some back and forth conversation and a couple of iterations, it gave me the following benefits and risks: Benefits of AI for Instructors and Students with Disabilities: Personalized Support and Adaptive Tools: AI offers customized learning experiences for students and adaptive teaching resources for instructors, accommodating unique needs and enhancing academic success for both. Assistive Communication and Engagement: AI-powered communication aids and immersive technologies improve classroom interactions and create engaging, dynamic learning environments, benefiting students and instructors with disabilities. Enhanced Mobility and Independence: AI technologies like robotics and exoskeletons assist with physical navigation and independence, supporting both students and instructors in accessing and participating fully in educational activities. Risks of AI for Instructors and Students with Disabilities: Dependence on Technology: Over-reliance on AI tools may reduce the development of essential skills and coping strategies for both students and instructors, potentially impacting effectiveness and independence. Bias and Inequity: AI systems may perpetuate biases, leading to unequal access to resources and opportunities, and failing to adequately address the diverse needs of students and instructors with disabilities. Privacy Concerns: The collection of sensitive data about disabilities raises privacy and security concerns, posing ethical and legal challenges for both students and instructors in managing and protecting this information. Technical Barriers: The effectiveness of AI tools is limited by technical issues, insufficient resources, and lack of training, which can hinder the benefits for both students and instructors with disabilities. Exclusion from Mainstream Activities: Poor integration of AI solutions can lead to feelings of isolation and exclusion from general classroom activities, affecting social inclusion and participation for both students and instructors with disabilities. Not wanting to rely solely on AI, I asked Macmillan Learning’s AVID (Awareness of Visible and Invisible Disabilities) employee resource group the same question in our monthly meeting. What do my fellow disabled employees think are the actual benefits and risks AI presents them with? The responses I got only proved that the human element remains invaluable – ChatGPT could never have predicted some of what was said. Of course, some of the ideas put forward by ChatGPT were echoed by our community members. We talked about the potential promise of virtual tools that could help with organization or communication, and some further added that they already use ChatGPT to help lessen anxiety around things like brainstorming ideas or writing emails. Community members also agreed with ChatGPT's concerns around AI causing job displacement, and some even shared real-world examples they'd witnessed. Others recounted more disturbing encounters, ranging from Google Search AI's now-infamous recommendation to drink urine for kidney stones to actual medical misinformation showing up in AI tools used by their doctors' practices. In researching this post, I landed on a story about parents with disabilities being possibly flagged by AI for presumed neglect. Overall, AVID members were most concerned about losing the human touch. People with disabilities often have specific needs or circumstances that may require out-of-the-box thinking; our current crop of AI tools, by definition, can't think too far outside of the box. One of my own chronic illnesses was ultimately diagnosed because a doctor thought to ask a question that no one else had thought to ask; if she had relied too much on AI, would I still be undiagnosed today? Will workers with disabilities who don't fit certain norms find themselves on the wrong end of an employer AI tool's decision making? Will things like AI accessibility tools and AI-powered design make it easier for people with disabilities to navigate the world, or will it lead to less human oversight? Without enough buy-in and/or stringent checks and balances, these are very real concerns.  Ultimately, as one AVID member put it: we keep learning about AI tools and uses we didn't know about, for better and for worse. As AI continues to surge forward, how can we make sure that for people with disabilities, especially students and instructors, it's better more often than not?  Resources: Human-Centered AI and Accessibility – a free webinar from axe-con Generative AI holds great potential for those with disabilities - but it needs policy to shape it Trained AI models exhibit learned disability bias Why AI fairness conversations must include disabled people Designing Generative AI to Work for People with Disabilities ... View more

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

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

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

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

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

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

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

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

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