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

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

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

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

Academic anxiety is real—whether it’s students freezing up before an assignment, hesitating to participate, or staring at a blank screen like it personally insulted them. But confidence? That can be built. At The What and Who of Edu, we asked experienced educators across the country to share what actually works in helping students push past fear and develop the self-assurance they need to succeed. The result? Ten classroom-tested strategies that help students take risks, find their voices, and see mistakes as part of the learning process. Here’s a sneak peek of what they had to say—be sure to check out the full podcast episode: 10 Ways to Help Students Overcome Anxiety on Apple or Spotify to hear all the tips straight from the instructors. Here’s a quick take of the 10 inspiring tips. 1. Build a Squad: Creating a Supportive Community English class can feel like a minefield for students who have been burned by red-inked essays and nerve-wracking oral presentations. That’s why Adriana Bryant, an English Instructor at Lone Star College-Kingwood, makes community-building a priority. Students don’t just need a classroom—they need a squad. When they have a support system, they take more risks, speak up more, and learn more. “I often establish what we call community groups within my classes. I think this really helps them to feel comfortable and understand that everything's a learning process. And it’s a journey that we take together… By establishing those kinds of community groups, they feel more at ease.” 2. Give Students a Common Enemy (a.k.a. You!) Students don’t always naturally work together, so Dr. Mike May, Lower Division Coordinator in the Department of Mathematics & Statistics at Saint Louis University, gives them a reason to. He positions himself as the “common enemy. ” It’s a playful but effective strategy when students quickly realize that working together isn’t just encouraged, it’s their best option. "I encourage group work … anyone not working in a group is volunteering to explain to the class. That makes me the common enemy that they all get to band together against." 3. Make Peer Review Less Terrifying Sharing your writing with strangers is scary. Jennifer Duncan, Associate Professor of English at Georgia State University’s Perimeter College, knows the key to making peer review less painful: trust. Because when students see each other as allies, not critics, peer review stops feeling like an ambush and starts feeling like collaboration. "For me, the biggest thing that I can do to help them overcome their anxiety is to help them recognize that I am here, and I am a human, and I'm going to answer them, and I'm going to respond to them." 4. Ease Into Online Learning In an online course, students aren’t just learning the material—they’re also figuring out how to navigate the technology. Betsy Langness, a psychology professor at Jefferson Community & Technical College, lowers the stakes by making those first steps as low-pressure as possible. Before they dive into the heavy coursework, students get small wins—learning how to submit assignments, engage with discussions, and feel comfortable in the digital space. "I always start by asking students what they want to get out of the course. Then I give them lots of low-stakes, introductory assignments to help them get used to the technology." 5. Give Permission to be Imperfect Many students believe that if they don’t get it right the first time, they’re doomed. Dr. Christin Monroe, an Assistant Professor of Chemistry at Landmark College, sets the record straight by sharing her own experiences. She doesn’t just talk about it—she builds it into her teaching.  "I start off by sharing that I failed my first chemistry class in high school… It’s important to share both our successes and our failures.” Dr. Monroe has actually had students who would rather not turn in anything and get a 0 instead of turning something in and not having it be perfect. That’s why she allows revisions on every formative assessment. By removing the pressure to be right the first time, students stop seeing mistakes as failures and start seeing them as opportunities for growth. 6. Start Small—Like, Really Small Many students come into class believing they’re bad writers. Julie Moore, Senior Online Academic Advisor and First-Year Composition Instructor at Eastern University, helps them unlearn that fear by starting with low-stakes writing. When students aren’t afraid of “messing up,” they actually engage more and improve faster. "First off is beginning the class with very low risk, right? Low impact. Kinds of writing assignments so that they're not right away writing something that has a whole bunch of points." 7. Show Them That Even Professors Struggled Students often assume good writing comes naturally to experts. Dr. Margaret Holloway, an Assistant Professor of English at Clark Atlanta University, debunks that myth by sharing her old essays. When students realize even their professor, an actual expert, had to struggle through early drafts, they start to give themselves more grace. "I show them essays from when I was an undergrad to say, ‘Hey, this is what my writing looked like when I was your age.’" 8. Mistakes Are the Point Dr. Jennifer Ripley Stueckle, Teaching Professor and Non-Majors Biology Program Director at West Virginia University, sometimes announces the wrong answer on purpose—just to see if her students will correct her. Instead of seeing mistakes as embarrassing failures, her students learn that catching and fixing errors is part of real learning. "I make mistakes on purpose, just so that they can see that I'm a human. And it's okay to make mistakes." 9. Treat Exams Like a First Date Tests make students nervous, but so do first dates. And Dr. Ripley Stueckle, believes preparing for an exam is just like preparing for a date. By the time students take their first test, they’ve already practiced the material in multiple ways—so the test itself feels like a natural next step, not a high-pressure performance. "As soon as we take that first test, I tell them it’s like our first date. We were formal, nervous, unsure. But now? Now we’re in a relationship for the rest of the semester.” 10. Play the Long Game Confidence isn’t built overnight. Dr. Charlotte de Araujo, an Assistant Professor at York University, shares the story of a student who had already failed biology twice. Instead of letting her give up, Dr. de Araujo helped her rethink her study strategies, attend peer sessions, and stick with it. The result? "She was successful in midterm two and ended up getting a B on the final exam … and at the end of the semester, she decided to continue on in the biology program." The best educators know that confidence isn’t about eliminating anxiety—it’s about giving students the tools and support to push through it. 🎧 Listen to the first episode: 10 Ways to Help Students Overcome Anxiety on Apple or Spotify to hear all the tips straight from the instructors. Got a confidence-building strategy that works wonders in your classroom? Drop us a voicemail at (512) 765-4688, and you might hear yourself on a future episode! ... View more

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

Two weeks ago, we explored how AI can play a role in personalized learning (if you missed it, catch up here). But technology alone isn’t enough. Great learning happens when strong research supports strong teaching. That’s why we’ve spent the last five semesters studying evidence-based teaching (EBT) strategies—and we’re learning a lot. This semester, we’re testing a range of approaches, including: 🧠 Metacognition tools – Helping students reflect on their learning and self-regulate their study habits. 🤝 Sense of belonging tools – Creating community and engagement beyond traditional academic assignments. 📊 Data-driven instruction – Giving instructors real-time insights to make timely interventions. The research is being done across disciplines ranging from chemistry to public speaking. Notably, within this semester’s cohort are three instructors that teach courses exclusively for students who identify as neurodivergent.  While a range of tactics are being explored, we’re especially curious about the impact of a student metacognition tool (short surveys that help students reflect on their learning experiences), and a student sense of belonging tool (a space where students can engage with one another outside of traditional academic assignments) to learn about the efficacy of real-time intervention strategies.  Previous research has shown that using these tools consistently throughout a semester can improve student performance by 10%, which in many cases is a full letter grade.  But it’s not just about grades—we’re curious about the broader impact these practices have on students’ problem-solving skills and their ability to reflect on their learning journey. By expanding this research into new disciplines and formats, including online courses, we’re identifying the best ways to help instructors bring these benefits to their classrooms. Deepening Insights into Non-Cognitive Outcomes Motivation, engagement, and a sense of belonging are critical when it comes to learning. These non-cognitive factors are often overlooked but have a profound impact on student performance. Non-cognitive outcomes are not usually taught or tested in the classroom, but because they’re so critical to success we’re diving deeper into how these outcomes vary across class formats (online vs. face-to-face) and among diverse student populations. With tools like metacognition surveys and sense of belonging interventions, we’re getting better at identifying early indicators of student challenges—so instructors can step in at the right time. As Guido Gatti, Senior Quantitative Research Analyst, put it: “Education is at its most transformative when it nurtures the whole learner, building skills that last beyond the classroom.” Of course, learning doesn’t just happen in college classrooms—it starts long before.  That’s why our research also looks at high school students, especially those in Advanced Placement (AP) courses. Next week, we’ll share what we’re learning about how AP students use digital learning tools and what’s helping them succeed on their exams. Learn more about our overarching goals and how we think about research in part 1 Hear about the data behind AI Tutors in part 2 Discover what we mean by the 360 degree student in part 3 ... View more

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

AI is no longer a concept for the future; it’s here, and it’s transforming classrooms in ways we couldn’t have imagined just a few years ago. But incorporating AI into the classroom doesn’t mean abandoning traditional methods or overhauling everything you already do. Instead, it’s about seeing AI as a helpful assistant—a tool you can use to save time, spark creativity, and better meet your students’ needs.  One area where AI is shaking things up is how we think about assessment. While traditional testing still plays an important role, AI tools are opening the door to new ways of measuring student learning—ones that are more engaging, personalized, and adaptable. AI can help generate questions, provide instant feedback, and even make assessments more inclusive. And while AI can streamline certain tasks, instructors remain in control of how assessments are designed, graded, and interpreted. Here are six ways to get started: 1. Generate Practice Questions with AI With AI, instructors can quickly create diverse practice questions , ranging from multiple-choice to open-ended questions. This ensures the questions align with curriculum standards and can even flag areas students may need the extra support​​. This can be done with a tool like ChatGPT or iClicker’s AI Question generator, which allows educators to specify the desired level of rigor, course level, and learning taxonomy, ensuring the questions align with their teaching goals. You can even refine the AI-generated questions by asking it target specific learning outcomes.  A word of caution: AI-generated questions should always be reviewed for accuracy and alignment with course objectives. Think of AI as a brainstorming partner —it can help generate ideas, but the final call is yours. 2. Incorporate Scenario-Based Learning AI simulations can immerse students in real-world scenarios where they must apply their knowledge. For example, STEM students might use AI to simulate experiments, while humanities students could engage in interactive case studies. Want to take it a step further? Try pairing AI simulations with reflective writing assignments to further deepen the learning experience. 3. Ask Questions That Challenge Gen AI’s Limitations Want students to think more critically? Give them assignments AI can’t ace—like personal reflections or hands-on problem-solving. That way, they’re not just engaging with course content, but also learning where AI is useful—and where it falls short. The more specific and unique the context, the harder it is for AI to generate meaningful responses. They can't, after all, see inside of students' heads or live their experiences. Another idea: Incorporate visual, audio, or multimedia content into assignments, requiring students to interpret or analyze it in their own words. Generative AI often struggles to process and respond effectively to non-textual information, giving students the opportunity to engage in deeper analytical thinking. 4. Enhance Formative Feedback AI tools can offer students quick feedback on things like clarity and structure, helping them make improvements before turning in their work. For example, students can use AI-powered writing assistants to get suggestions on sentence structure, grammar, and clarity—much like spellcheck on steroids. However, when it comes to argument strength, logic, and originality, nothing replaces the nuanced feedback of an instructor. A word of caution: Encourage students to use AI selectively—as a brainstorming or revision tool rather than a replacement for their own thinking. Many schools have guidelines in place around AI use, so it’s always best to check policies and reinforce that the final work should reflect students’ own efforts.  5. Design Inclusive Assessments AI can analyze questions to identify potential bias or accessibility barriers, helping you create assessments that serve all students equitably. Use an AI tool to scan your question bank for cultural or linguistic biases that might disadvantage certain learners. Or, you can pair AI with accessibility tools to ensure all students—regardless of learning differences—can engage with the material effectively. For example, AI can generate transcripts for video lectures, suggest alternative phrasing for complex questions, or even translate assessments for multilingual learners. 6. Make it a Game or a Group Challenge Assessments don’t always spark excitement, but what if they felt less like a chore and more like a game? AI can help turn them into something students actually want to do. By adding interactive elements—like AI-generated challenges that adjust in difficulty or real-time scoring—you can tap into students’ natural curiosity and motivation. For example, imagine an AI-powered escape room where students must solve physics problems to "unlock" the next stage or a history quiz that mimics a detective game, requiring students to piece together clues. A little friendly competition (and maybe even some leaderboards) can go a long way in making assessments more engaging. And AI isn’t just for individual learning—it can also enhance group collaboration. Whether students are tackling projects, discussions, or research, AI can help with brainstorming, organizing ideas, and ensuring everyone contributes. If a group is struggling to get started, they can use AI to generate ideas and refine them through discussion. It can also help solve one of students’ biggest complaints about group work: uneven participation by assisting with task delegation. While AI shouldn't replace instructors, it can be used to help support students. When used thoughtfully, it can make assessments go beyond testing memorization—ones that spark curiosity, deepen understanding, and make learning more engaging. Whether you’re looking to save time, challenge students in new ways, or create a more inclusive classroom, AI can help along the way. For more resources on using AI in the classroom, check out Macmillan Learning's Achieve platform. ... View more

Last week, we shared why research is such a critical part of what we do at Macmillan Learning (if you missed it, catch up here). This week, we’re diving into one of the most exciting ways we’re putting that research into practice: AI-powered learning.  The AI Tutor was designed as a purpose-driven study tool to deepen students’ understanding of coursework—moving beyond merely providing answers and using a Socratic method for developing understanding.  In other words, it was designed to do more than just provide answers—it helps students think critically, problem-solve, and build deeper understanding. But how well does it actually work? That’s exactly what we’re studying. What We’re Learning So Far When we launched the beta version of the AI Tutor shortly after ChatGPT’s debut, we knew we had a lot to learn. We designed our AI Tutor Study to understand the efficacy of the technology as well as learn more about how AI tools can best support personalized and equitable learning experiences.  And after more than two million student interactions, we’ve seen some promising early results: ➡️ Improved confidence and study habits ➡️ Better problem-solving skills ➡️ More engagement—inside and outside the classroom.  You can read more about these results here. In Fall 2024, we ran our first IRB-approved efficacy studies, and expect to finish analyzing the data in March 2025. However, early insights indicate improvements in student assignment scores.   What’s Next As we head into the second semester of research, we’re scaling up the research even more. This Spring we've enlisted 32 instructors across various disciplines and instructors. We’re curious as to whether we can replicate results from earlier research with a brand new cohort. This isn't just a one-semester deal though. We believe that the scope of these IRB-approved studies reflects our commitment to personalized and inclusive learning at scale and plan to continue this research in Fall of 2025 and beyond. But AI Tutors are just one piece of the puzzle. What about the broader teaching strategies that shape learning?  Next week, we’ll dive into our Evidence-Based Teaching studies and explore how proven strategies—like metacognition and active learning—are making a difference for students across different disciplines. Learn more about our overarching goals and how we think about research in part 1 ... View more

Spring is in the air, and there’s no better time to plant the seeds of success in your economics classroom. Just like a well-tended garden, student understanding flourishes when given the right tools, support, and the right nourishment. Whether it’s reinforcing core concepts with interactive graphs, helping students strengthen their quantitative skills, or introducing AI-driven tutoring, with the right tools and strategies, you students can grow into confident economic thinkers. And because incentives drive behavior (hello, economic principle of rational choice!), there’s even an opportunity for you to win an iPad Pro. Here are five things you can do to sow the seeds of success in your economics class. 1. Cultivate Understanding with Interactive Graphing Tools Graphs are the backbone of economics, helping students visualize shifts in supply and demand, elasticity, and market equilibrium. But static graphs in a textbook can feel like staring at dry soil—waiting patiently for something to happen. There’s potential there, but it’s not exactly thriving. Macmillan Learning’s Interactive Graphing tools let students manipulate variables in real time, watching how different factors impact the market. This hands-on approach taps into experiential learning theory, reinforcing concepts by letting students play around with them. Think of it as crop rotation for comprehension—keeping learning fresh, relevant, and engaging. 2. Water Their Skills with Updated Math & Graphing Tutorials A strong foundation in math is crucial for success in economics. Without it, students risk misunderstanding key concepts like GDP calculations, price elasticity, and opportunity costs. That’s why Macmillan Learning’s updated math and graphing tutorials are designed to walk students through complex problems step by step, ensuring they’re getting the nutrients they need to thrive academically. By integrating these tutorials, you’re applying the human capital theory—investing in skills today that will pay dividends in the future. Because whether they’re future economists or just trying to pass your class, a strong math foundation benefits each and every student. And as you know, every decision is an economic decision. 3. Personalize Growth with AI Tutors Every student learns at their own pace, and just like plants need different amounts of sunlight and water, some students need more time to grasp economic principles. Enter Macmillan Learning’s AI Tutor, which provides customized support based on individual learning gaps. This aligns with the economic principle of marginal utility—each student is getting exactly the help they need, maximizing the benefit of their study time. And just like an efficient market, this AI-powered resource ensures that no effort is wasted, giving students the feedback they need when they need it. And yes, this tutor makes a demonstrable difference. Research by Macmillan Learning on their tutor showed that not only do students enjoy using generative AI for learning, it helps them to help build confidence, improve problem-solving skills, and encourage persistence. Early data also suggests better grades. You can read more about that in the Inside HigherEd article: Students and Instructors Say AI Tool Helps With Understanding, Confidence in Course Materials. 4. Use Smart Assessments to Measure Growth A well-designed assessment strategy is like checking your crops—are they growing as expected? Are there areas that need more attention? Economics is all about measuring progress and adjusting inputs, and that same principle applies to student learning. Real-time insights from smart assessments can help educators adapt their teaching strategies—just like a good economist adjusts for market fluctuations. By tracking progress through targeted assessments, you can ensure that every student is on the right path, reinforcing concepts before they become weeds in their understanding. 5. Win Your Own iPad Pro – A Lesson in Incentives Economists love talking about incentives, and this one’s a no-brainer. We know that incentives drive behavior—whether it’s tax breaks that encourage investment or discounts that make consumers more likely to buy. So here’s one for you: sign up for your chance to win a free iPad Pro. Consider this a lesson in behavioral economics—where nudges, rewards, and opportunities shape decision-making. You’re already investing in your students’ success, so why not reap a little reward for yourself while also learning about Macmillan Learning’s powerful and effective AI Tutor. By integrating these resources and principles into your teaching, you're not just conveying economic theories but also demonstrating their real-world applications. Together, we can sow the seeds of success and cultivate a thriving learning environment for our students. Learn more about how to "Sow the Seeds of Success" in your class with interactive graphs, our AI Tutor and more. ... View more

At Macmillan Learning we believe that it's important to never stop learning. But how do we know what’s most effective in helping learners on their journey? And how do we empower instructors to support them in the best possible way? The answer comes down to one thing: research. But we’re not just asking whether our products “work.” We want to understand how instructors and students experience them, whether they improve success in meaningful ways, and how we can help students and instructors get the most out of them. Are students persisting when assignments get tough? Are their grades improving? Are they staying engaged with course materials—and their courses overall? Research helps us answer these questions and more. Research fuels our ability to develop products based on a deeper understanding of our users' needs, to iterate, adapt, and continually improve. For many years our Learning Science and Research (LSR) teams have led the way in asking these (and more) questions. Take, for instance, Achieve, our flagship digital platform. The technology was co-designed with instructors and students from its earliest alpha and beta stages. Since launching in 2020, we’ve refined it through rigorous, IRB-approved studies to ensure it evolves with the needs of learners and educators. We’ll continue researching and iterating year after year -- but that’s just one piece of our bigger plans. In 2025, we’re diving deeper into personalized learning. We’re especially curious about how AI-driven tools can provide educators with point of use data-driven insights and customizable course management, while providing students with personalized learning experiences that are relevant to their life and goals, provide support when needed most, and offer a flexible path to mastery. We’re also paying special attention to learning outcomes for neurodivergent students, historically underserved students, and the impact of Achieve in specific disciplines like biology, chemistry, statistics, and economics. Research isn’t just about asking questions—it’s about taking action. If you're curious about what we hope to learn this year, read on over the coming weeks to learn more about our research planned for 2025 and why it matters.  “Research helps us empathize with student and instructor needs, to identify problems they need solved, and to create tools that  support them in achieving their goals,” said Marcy Baughman. “At Macmillan Learning, we don’t just ask whether something works—we ask how it can work better.” So let’s get started. One of the biggest areas we’re focusing on this year? AI-powered learning. Our AI Tutor has already helped students build stronger study habits, improve problem-solving skills, and stay engaged. But what is it about the tutor that helps students struggling with their coursework? Can we replicate those initial results at scale? Next week, we’ll take a closer look at what we‘ve learned so far and what we’re hoping to discover about AI-powered tools in education. ... View more

Last week, we shared with you a recap of more than 10 of our author spotlights. This week, we would like to share with you more of our excellent authors–passionate educators, researchers, and innovators who inspire learners around the world. Through our author spotlights, we’ve had the privilege of sharing their stories, insights, and the expertise that shapes our resources. These features highlight the people behind the pages, giving you a glimpse into what motivates them, their journeys in education, and how they’re making a difference both inside and outside the classroom. Today, we’re revisiting some of the voices that make our mission possible. From groundbreaking researchers to dedicated teachers, let’s get to know more than 10 experts in biology, chemistry, composition, history, nutrition, psychology, and rhetoric who bring learning to life. Nancy Hewitt History isn’t just about what happened—it’s about whose stories get told. For Dr. Nancy Hewitt, that means amplifying the voices of women who shaped the past but were too often left out of the narrative. As the co-author of Exploring American Histories, Dr. Hewitt weaves the overlooked narratives of women into the broader tapestry of American history. Her work challenges students to see history not as a fixed record, but as an evolving story shaped by diverse voices. This blog explores Dr. Hewitt’s passion for highlighting women’s equality and how her work inspires students to think critically about the intersections of gender, race, and history. Loretta Jones Much has changed since Dr. Loretta Jones was a student, and she has played a significant role in shaping those changes. As one of the first female authors of a chemistry textbook, Dr. Jones has paved the way for inclusivity in STEM. She continues to inspire as a co-author of the newest edition of Chemical Principles: The Quest for Insight, a resource celebrated for its clarity and innovative approach to teaching complex concepts. This blog highlights Dr. Jones’s groundbreaking contributions to chemistry education and her lasting impact on the field. Andrea Lunsford The Everything’s An Argument author believes in the liberatory potential of literacy and, despite the advice of her advisor,  did not go home after undergrad to become a stay-at-home mother and housewife. Rather, she became a transformative voice in writing and rhetoric, helping students understand how arguments shape the world around them.  This blog highlights her incredible contributions to education, her commitment to fostering critical thinking, and the impact of her work on students and educators alike. Jim Morris Dr. Jim Morris doesn’t just teach biology—he sparks curiosity, inviting students to explore the profound questions that life sciences help us answer. As the co-author of Biology: How Life Works, he blends clear explanations with a narrative approach, encouraging students to see the connections between what they learn and the world around them. This blog delves into Dr. Morris’s teaching philosophy, his focus on cultivating wonder in the classroom, and the innovative ways he inspires students to engage deeply with biology. Susan Nolan A celebrated psychology educator and researcher, Dr. Nolan’s work bridges the gap between academic rigor and student engagement. As a co-author of Discovering Psychology, Psychology, and Statistics for the Behavioral Sciences, she is known for her innovative teaching methods and her dedication to breaking down barriers in STEM fields. Dr. Nolan’s research on the psychology of gender and her efforts to promote diverse representation in the sciences make her a trailblazer in her field. This spotlight highlights her academic achievements and her transformative approach to creating learning environments that inspire and empower all students. Jamie Pope With a career demystifying the question “What should I eat?”—Dr. Pope has a knack for turning scientific research into tools for navigating food fads, nutrition labels, and everything in between. As the co-author of Scientific American Nutrition for a Changing World, she empowers students to critically evaluate nutrition trends and make informed choices. This blog delves into Jamie’s career, from clinical dietetics to the classroom, and her mission to help students understand the science behind what’s on their plates. Mitch Prinstein There are a lot of misconceptions about the relationship between psychology and science, and Dr. Mitch Prinstein is on a mission to change the hearts and minds of those that hold them. As the co-author of Clinical Psychology, he blends cutting-edge research with real-world examples to help students to know and understand the science behind psychology. This blog explores how Dr. Prinstein’s dedication to teaching and research is shaping the way students connect with clinical psychology, preparing them to make meaningful contributions to the field. Kevin Revell Dr. Kevin Revell's journey from a curious eight-year-old pondering the composition of plastic to a dedicated chemistry educator has been marked by a passion for helping students tackle big problems and persevere until they make it through. As the author of Introductory Chemistry, he draws from his diverse experiences in both academia and the pharmaceutical industry to create engaging learning materials that resonate with students. This blog delves into Dr. Revell's teaching philosophy, his commitment to student success, and how his real-world experiences enrich his approach to chemistry education. Brenda Stevenson When she’s not fulfilling her teaching duties as the Nickoll Family Endowed Chair in the Department of History and Professor of African American Studies at the University of California, Los Angeles (UCLA), Dr. Brenda Stevenson is making waves as an award-winning historian and author. As the author of Through Women’s Eyes, Dr. Stevenson brings a deeply analytical and empathetic lens to the complex narratives of history, challenging readers to engage with the past in meaningful ways. This spotlight celebrates her extraordinary contributions to the study of history and her commitment to fostering a deeper understanding of our shared human experience. Gay Stewart A trailblazer in physics education, Dr. Stewart is recognized for her groundbreaking work in advancing STEM learning and her leadership in improving science instruction nationwide. As a co-author of College Physics for the AP® Physics 1 & 2 Courses, Dr. Stewart brings her deep understanding of physics and her dedication to student success into a resource designed to make the subject approachable and engaging for learners. This blog explores Dr. Stewart’s transformative contributions to physics education and her impact on creating accessible and effective teaching tools for educators. Kelley M. H. Young Do you remember what it was like not to know? Dr. Kelley M. H. Young does and it’s the mantra that fuels her teaching and writing. As an Assistant Teaching Professor in the Department of Chemistry and Biochemistry at the University of Notre Dame, her mission is to make chemistry accessible and engaging for all students. Her journey from a student-athlete at Adrian College to earning her Ph.D. at Michigan State University has equipped her with invaluable skills in time management and resilience. As a co-author of Chemical Principles: The Quest for Insight, Dr. Young combines her teaching expertise with her dedication to helping students overcome challenges in learning complex concepts. This blog explores how her mantra and experiences shape her contributions to chemistry education. We hope you enjoyed getting to know this group of our expert authors. If you missed our first 10 authors, click here to read all about them and don't forget to subscribe to Learning Stories so you don't miss a blog.          ... View more

Company’s score earned it designation as a “leader in LGBTQ+ workplace inclusion”  New York, Jan 9, 2025 – Macmillan Learning, a privately-held, family-owned digital learning company announced today that it earned the Equality 100 Award from the Human Rights Campaign Foundation’s 2025 Corporate Equality Index (CEI). This is the fifth consecutive year the company earned a score of 100. “We’re honored to be recognized by the Human Rights Campaign for our efforts to create an all inclusive workplace where our colleagues feel supported, respected, and valued for their unique contributions. This award reflects our commitment to fostering an environment rooted in advocacy, allyship, and equity—both within our company and for the learners that benefit from our work” said Hasan Rafiq, Vice President of Organizational Culture & Diversity. Macmillan Learning’s work is deeply rooted in inclusivity, innovation, and collaboration—values that shape its products, people, and corporate culture. The company believes that fostering a workplace where all voices thrive is essential to designing inclusive learning solutions that meet the needs of today’s classrooms and empower the next generation of students to succeed. By combining expertly authored content with the power of AI and insights from educators and students, Macmillan Learning ensures its products are inclusive, representative, and designed with empathy. The CEI rates companies on detailed criteria falling under four central pillars: non-discriminatory policies across business entities, equitable benefits for LGBTQ+ workers and their families, supporting an inclusive culture, and corporate social responsibility.  The full report is available www.hrc.org/cei. Read more about Macmillan Learning’s commitment to diversity, equity and inclusion here. For more information about work opportunities at Macmillan Learning, visit the company’s careers page.  About Macmillan Learning Macmillan Learning is a privately-held, family-owned company that inspires what’s possible for every learner. We envision a world in which every learner succeeds. Through our content, tools and services, we aim to make that a reality. To learn more, please visit macmillanlearning.com or join our Macmillan Community.    About the Human Rights Campaign Foundation  The Human Rights Campaign Foundation is the educational arm of the Human Rights Campaign (HRC), America's largest civil rights organization working to achieve equality for lesbian, gay, bisexual, transgender and queer (LGBTQ+) people. Through its programs, the HRC Foundation seeks to make transformational change in the everyday lives of LGBTQ+ people, shedding light on inequity and deepening the public’s understanding of LGBTQ+ issues, with a clear focus on advancing transgender and racial justice. Its work has transformed the landscape for more than 15 million workers, 11 million students, 1 million clients in the adoption and foster care system and so much more. The HRC Foundation provides direct consultation and technical assistance to institutions and communities, driving the advancement of inclusive policies and practices; it builds the capacity of future leaders and allies through fellowship and training programs; and, with the firm belief that we are stronger working together, it forges partnerships with advocates in the U.S. and around the globe to increase our impact and shape the future of our work.  ... View more

Small is good, small is all. It is a short but powerful missive that first came to bear for me working in a residential high school for nine years and that I return to often in my work.  While we are often fed the narrative to “go big or go home”, the greatest lessons I learned from my students were about how the smallest moments can sometimes have the greatest impact. Moments like gifting a student a copy of their favorite author’s book; moments like sending a student an email to let them know their presentation at our all-school meeting moved me to tears; moments like asking them if I can frame and put their artwork up in our center’s office. Small moments that in totality helped my students feel seen and valued as their whole selves. And, now that I have moved on to Macmillan Learning, small is good, small is all is shaping how I think about our newest Community of Practice.  The saying is one of nine principles outlined in adrienne maree brown’s Emergent Strategy: Shaping Change, Changing Worlds, in which she invites readers to reconsider how we can enact sustainable and scalable change. Drawing inspiration from biomimicry—the practice of using nature's systems to solve complex problems—brown demonstrates how the smallest, seemingly simple changes can drive meaningful innovation. brown’s work borrows from the tradition of Octavia Butler, whose books remain important reads across hundreds of high schools, colleges, and universities. Butler’s writing explores themes like social change and resistance and deftly moves between the past, present and future to show how community members (locally, globally and across liminal space) being in dialogue with each other can transform small seeds of ideas (literally and figuratively)  into a forest of possibilities.  At Macmillan Learning, this principle resonates deeply. Just as Butler imagines new possibilities for coexistence and social change, our mission—to inspire what’s possible for every learner—anchors us in the belief that education is a powerful force for progress. Building a Community of Practice Our new Community of Practice reflects this principle, centering on diversity, equity, accessibility, and inclusive pedagogy. Educational Theorist Etienne Wenger, in partnership with Beverley Wenger in the ‘90s, identified three factors that distinguish Communities of Practice from other working groups: a clear articulation of the purpose, the right people and effective practice, all operating in service of cultivating a space where knowledge sharing and production are constantly in motion.  For us at Macmillan Learning, that has meant building on the good work of our previously established Diversity and Inclusion working group. The Community of Practice brings together colleagues from a cross section of content areas, including the Learning Resource Group, our team that produces learner-centered content and the Pedagogical Design Group, our team that uses data to bridge inclusive pedagogy, accessibility, and the best practices of course design to improve our products and empower instructors and learners.  Together, our Community of Practice represents colleagues whose focus is to stay informed about best practices in teaching and learning to make informed decisions about how and why we might incorporate them in new and innovative ways, identifying specific ways to move our work forward and hold ourselves accountable–all to drive better outcomes for students and instructors.  We’ll be working together to lower barriers to educational excellence for students and instructors while empowering educators to create transformative classroom experiences. And do it well, through a rigorously studied and informed design of our content and products. By focusing on thoughtful, evidence-based design, we’re not just improving education; we’re equipping students to thoughtfully engage with and shape the world around them. The Questions That Guide Us Our goals are lofty, but attainable -- especially if we find the right framework, container, and community to support the work. brown and Butler outlined this approach in their work: we need a framework oriented towards problem solving, but that would also provide us with space, time, and an accountability structure to do deep and honest work. This involves asking and answering critical questions around our current DEIA practices, and subsequently establishing shared practices.  While we are just getting underway, the questions we are asking give us an opportunity to get clarity about what types of problems we’re aiming to solve, what data will inform our approach, and how we can learn across discipline and content areas. These questions allow us to break down the enormity of the task before us, to understand how what we enact on a small scale will be representative of what we’re able to build on a larger scale.  For example, in what ways does our content serve as a window for students to learn about other cultures and experiences outside their own and mirror to see themselves and their experiences reflected back? How does the structure and outline of our course materials support a learner's ability to access and retain information? How are we helping students make sense of the world around them and their place in it? How do we help cultivate joy and curiosity for learning? There are so many more questions, but our community at Macmillan Learning is eager to learn from and alongside each other. We believe that by taking small but deliberate steps, we can make a profound impact—transforming education, one small action at a time. And while on our journey, we remember the words from adrienne maree brown’s Emergent Strategy: small is good, small is all. ... View more