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

At Macmillan Learning, our authors are more than just experts in their fields—they’re 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, composition, economics, history, physics, psychology, and statistics who bring learning to life. Albert Bandura More than just the man behind the iconic Bobo Doll experiment, Albert Bandura transformed the way we understand human behavior and learning. As the author of the enduring Self-Efficacy and Moral Disengagement, his work explored the depths of social learning theory, empowering educators and students to see how psychology shapes their everyday lives. This blog reflects on Bandura’s extraordinary legacy and the profound impact his research continues to have on psychology education and beyond. Mia Bay Transportation is often thought of as a means to connect people, but for much of American history, it’s also been a site of division and resistance. Dr. Mia Bay, co-author of Freedom on My Mind, brings this complex history to life, exploring the intertwined narratives of African American history and social justice. Her work challenges students to think critically about the past and its connections to the present. This blog delves into Dr. Bay’s contributions to education, her research, and how she inspires learners to understand history as a tool for change. Richard Campbell From polls telling us who is winning various political races, to commercials telling us about a toothbrush recommended by nine out of ten dentists, facts and figures inform the stories that help us understand the world around us. In this blog we spoke to communications instructor and Media and Culture: Mass Communication in a Digital Age author Richard Campbell about how he teaches his students about the stats behind the stories.  Uzzie Cannon "You can't be a great writer unless you're reading," says Dr. Uzzie Cannon, co-author of Rereading America: Cultural Contexts for Critical Thinking and Writing. An Associate Professor of English at Norfolk State University, Dr. Cannon's journey from an avid reader to a passionate educator has been marked by her dedication to enhancing students' critical thinking and writing skills. Her contributions to the latest edition of Rereading America reflect her commitment to diversity, equity, and inclusion in education. This blog delves into Dr. Cannon's educational background, teaching philosophy, and her impact on empowering students to appreciate diverse perspectives. Eric Chiang Economics doesn’t have to be some pie-in-the-sky, impractical set of concepts, and Dr. Chiang doesn’t teach it that way. Instead, the Economics: Principles for a Changing World author takes his students on a journey around the world and through the complexities of economics; he encourages students to consider how someone in different countries would solve an economic problem. This blog delves into Dr. Chiang’s passion for teaching, his unique global approach to economics education, and how he brings real-world issues to life in his classroom. Tyler Cowen Renowned economist Dr. Tyler Cowen is a thought leader whose influence extends far beyond the classroom. As the Holbert L. Harris Chair of Economics at George Mason University and the co-author of  Modern Principles of Economics, Dr. Cowen is celebrated for his innovative teaching approach and sharp insights into economic theory. His widely-read blog, Marginal Revolution, and his groundbreaking work with the Emergent Ventures grant program showcase his dedication to advancing ideas that shape the future. This spotlight highlights his ability to connect big ideas with practical applications, inspiring students and educators alike to think critically about the economic forces shaping our world. Jay Dolmage Steep steps can be a common barrier in education, both literally and symbolically. Dr. Jay Dolmage has dedicated his career to breaking these barriers and creating more inclusive educational environments. As the co-author of How to Write Anything, Dr. Dolmage helps to change the way we think about education while advocating for systemic change. This blog delves into his work, exploring his strategies for fostering accessibility and reimagining higher education to better support all learners. Doug Emlen An award-winning evolutionary biologist and educator, Dr. Emlen’s work has captivated both students and researchers alike. As the co-author of Evolution: Making Sense of Life, Dr. Emlen combines his expertise in evolutionary biology with a passion for storytelling to make complex scientific concepts engaging and accessible. His groundbreaking research on animal weaponry has earned him global recognition, including prestigious accolades like the Phi Beta Kappa Award in Science. This spotlight celebrates Dr. Emlen’s ability to blend cutting-edge research with innovative teaching, inspiring educators and students to explore the fascinating intricacies of evolution. Roger Freedman A renowned astrophysicist and educator, Dr. Freeman has spent his career making the complexities of physics not just accessible, but genuinely engaging for students. As a co-author of the widely used Universe series, his work stands out for its clarity, real-world applications, and ability to spark curiosity in learners. This spotlight showcases not only his impressive academic achievements but also his unwavering dedication to equipping educators with the tools they need to inspire the next generation of scientists. Allison Sidle Fuligni & Andrew Fuligni Though both experts in developmental psychology with different educational and career journeys, Dr. Allison Sidle Fuligni and Dr. Andrew Fuligni have collaborated on two major endeavors: their family and Scientific American: Lifespan Development. Together, they bring decades of expertise to this exploration of human development, blending rigorous research with relatable examples to guide students through the journey from infancy to late adulthood. This blog delves into their unique partnership, highlighting how their combined strengths have shaped this impactful resource. We hope you enjoyed getting to know this group of our expert authors. Stay tuned next week, as we plan to feature another group of outstanding authors and explore their contributions in various fields and in teaching.  ... View more

As 2024 comes to a close, we’re looking back at the stories that resonated most with our readers. From innovative teaching strategies to thought-provoking insights on education's biggest challenges, these blogs reflect the heart of what we do: empowering educators and students alike. Whether you're searching for actionable tips, fresh perspectives, or inspiration to carry into the new year, our top 10 blogs have something for everyone. Dive in to explore the highlights and takeaways from each post. 1. 7 Ways AI Can Impact Students’ Critical Thinking Skills AI is reshaping education in big ways, but how does it influence critical thinking? This blog dives into seven key impacts, from enhancing analytical skills to addressing the risks of over-reliance, with practical ideas for educators. 2. Demystifying Authentic Assessment: What It Means, Why It Matters, Tips to Use It Authentic assessment prepares students for real-world challenges, but it can feel intimidating to implement. This post breaks it down, offering practical tips and showing how it builds critical thinking, creativity, and collaboration. 3. Why Ask Why: Unlocking Curiosity in the Era of AI In a world dominated by AI tools, curiosity remains a key driver of innovation and learning. This blog offers actionable strategies to inspire “why” questions, helping students navigate AI-powered environments with curiosity and critical inquiry. 4. 4 Strategies to Harness Gamification to “Hack” Student Engagement Gamification is a game-changer for student motivation. Discover four effective strategies, including goal-setting, progress tracking, and friendly competition, to turn classroom activities into engaging, rewarding experiences. 5. To Learn Is to Change: How We’re Sharpening Macmillan Learning’s Focus on Pedagogy This piece reflects on Macmillan Learning’s commitment to advancing pedagogy. It showcases new initiatives, innovative tools, and educator insights aimed at driving meaningful change in teaching and learning. 6. Hurricanes, Homework, and Heart: Supporting Students Through the Aftermath of Helene When disasters strike, how can educators help students recover? This blog shares heartfelt stories and practical advice on supporting students affected by Hurricane Helene, emphasizing resilience and empathy in times of crisis. 7. A New Year, An Unwavering Commitment to Our Mission A fresh start always brings new challenges and opportunities. This post reflects on our commitment to education as a transformative force and how we’re continuing to inspire what’s possible for every learner. 8. Love from a Box (Not of Chocolates) This blog celebrates the power of thoughtful gestures and the impact of kindness in education. Through a heartfelt narrative, it highlights the importance of building connections that resonate beyond the classroom. 9. Global Accessibility Awareness Day 2024: Our Accessibility Journey Accessibility isn’t a destination—it’s a journey. This blog highlights our efforts to break down barriers for learners with disabilities and our progress toward creating inclusive, accessible learning experiences for all. 10. Women’s History Month: Rosie the Riveter Day Rosie the Riveter is more than just an icon—she’s a reminder of women’s incredible contributions to history and education. This post celebrates her legacy and why gender equity remains a critical goal today.   ... View more

Artwork by Juan Manuel Ramírez de Arellano, co-author of Physics Comics and StoriesRoger Freedman is not your typical physics professor. A seasoned educator and author, his career has spanned disciplines, continents, and even altitudes. Known for his passion for teaching, Roger’s journey from student to teacher has been filled with unexpected twists and a lifelong love for learning. Through innovations in the classroom and his enduring connection to students, he has shaped the way countless learners approach physics. In this edition of our author spotlight series, we take a closer look at Roger’s unique path, his contributions to physics education, and the adventures that define his life beyond academia. A Journey Through Disciplines Roger’s educational journey began with a focus on chemistry, driven by an inspiring high school teacher. But when he arrived at the University of California, San Diego, chemistry didn’t seem like the right fit. "The chemistry building just didn’t agree with my nose," Roger recalls, with a laugh. From there, he embarked on a surprising pivot to German literature before discovering his true calling in astronomy and physics. "At UCLA, where I transferred, you had to do a lot of physics to study astronomy," he explains. He soon found that his physics professors captivated him even more than the astronomy ones, and so physics became his chosen path. Roger’s shift from experimental to theoretical physics came in equally unusual fashion. As a Ph.D. student at Stanford University, he spent long nights at the Stanford Linear Accelerator Center—until a midnight incident involving a burst water main and a challenging search for a shut-off valve made him rethink doing experimental physics. "There I was at 3 a.m., with high-energy particles whizzing overhead, and I thought, ‘Maybe theoretical physics is where I belong,’" he recounts with humor. This episode, along with a few other “clues” from lab mishaps, ultimately guided him toward theoretical research, culminating in a Ph.D. and a rewarding academic career. Finding a Home in Teaching Roger’s passion for teaching started early, while working as a teaching assistant throughout his five years at Stanford. His first full-time teaching experience came during a postdoctoral fellowship at the University of Washington. As he reflects on that time, Roger speaks warmly about the joy of engaging students with challenging questions and novel teaching techniques. “The traditional lecture is one-way,” he notes, “but with a classroom response system, I could understand what they actually got and what they didn’t.” Roger pioneered the use of response systems to encourage student participation and expose common misconceptions, often handing out candies as small rewards for those who participated. Roger was also an early pioneering user of the flipped classroom model, in which students watch video lectures before class, freeing up time for interactive problem-solving during the session. “It’s all about putting students in the driver’s seat,” he says. "With the flipped classroom, I could crowdsource topics for each class based on their questions, creating more time for engaging discussions." This approach, Roger found, not only empowered students but also provided valuable insights that he would later bring into his textbook writing. From Teaching to Writing Roger’s journey into textbook authorship was a story of serendipity. As he remembers with a chuckle, “I once said the great thing about physics is that you don’t have to do much writing!” But fate had other plans. Roger’s approachability with visiting sales representatives eventually led him to be recruited for his first major textbook project. Over the years, Roger brought his deep teaching experience and innovative approaches to his books, with interactive features that mirrored his classroom methods. “The goal was to bring the classroom into the textbook,” he explains. His books include strategically placed questions that reflect the real-time feedback he used in his courses, allowing students to check their understanding as they go. In his college physics textbook, Roger’s goal was to dismantle common misconceptions that many students bring into introductory courses. “By the time students reach college, they’ve had 18 years of ‘everyday physics,’ like catching balls and flipping switches,” he says. This “common sense” knowledge, Roger points out, often aligns with the physics of Aristotle rather than Newton. "In the textbook, we address these preconceived notions head-on, guiding students toward a deeper, more accurate understanding." Comic-Con, Science Fiction, and Physics Comics Physics Comics and Stories, artwork by Juan Manuel Ramírez de ArellanoBeyond the classroom and course materials, Roger’s passion for science fiction led him to become one of the early organizers of San Diego’s now-famous Comic-Con. Growing up in the 1960s in San Diego, Roger found himself surrounded by a creative group of friends interested in comics, science fiction, and art. In the early days, Comic-Con was a small gathering held in the basement of a hotel with just 300 attendees. But even then, they managed to attract notable guests like Jack Kirby, the co-creator of iconic Marvel characters. Today, Roger’s commitment to combining physics and storytelling lives on through an initiative called Physics Comics and Stories. Developed in collaboration with a fellow physics professor and cartoonist, this project creates physics-based comic stories aimed at high school and college students. “Comics and graphic novels are powerful tools for learning,” Roger explains. “Research shows that visual storytelling can improve retention and understanding.” The series, produced in both English and Spanish, is a testament to Roger’s belief that physics can be accessible, engaging, and even fun. Taking Flight: A Passion for Aviation One of Roger’s most cherished pursuits outside of physics is aviation. Inspired by his father, who was an aerospace engineer, Roger developed an early fascination with airplanes. It wasn’t until his postdoctoral years that he pursued flying lessons, eventually earning a commercial pilot’s license with more than 4,000 hours of flight time. "Flying is the ultimate way to see the world," he shares. His aviation adventures have taken him across the United States, as well as Canada, Western Europe, and Southern Africa. Flying has also provided Roger with memorable perspectives, quite literally. He fondly recalls a flight over St. Louis, where air traffic control directed him over the Cardinals’ stadium just in time to see the team running onto the field. During the pandemic, flying offered an ideal form of social distancing—5,000 feet above everyone else. For Roger, flying is not only a hobby but a unique way to explore and experience the world, adding another dimension to a life driven by curiosity and discovery. A Legacy of Curiosity and Innovation Roger Freedman’s career is a testament to the power of curiosity, adaptability, and a passion for teaching. From his early forays in different fields to his dedication to physics education, he has shaped his path with an open mind and a willingness to try new things. Whether in the classroom, through textbooks, or via comic books, Roger’s influence on students has been profound, inspiring countless learners to approach physics with curiosity and creativity. Today, Roger continues to push the boundaries of how we think about science education, making physics approachable for students of all backgrounds. His story reminds us that the journey of learning is filled with unexpected twists, and that sometimes, the greatest impact comes from exploring new ideas and sharing them with others.   Roger Freedman is the author of several books at Macmillan Learning, including College Physics, Universe, Universe: The Solar System and Universe: Stars and Galaxies.  ... View more

Imagine this scenario: a student in your class is reviewing lecture materials late at night while their roommates sleep. They rely on closed captions because headphones are unavailable. Meanwhile, another student, who is hard of hearing, uses the same captions to follow along. This is accessibility in action—not just a necessity for students with disabilities but an indispensable tool that benefits everyone in the classroom. As the ADA Title II web accessibility compliance deadline approaches in 2026, instructors and administrators face a pivotal moment to turn a compliance challenge into an opportunity for innovation and equity. Accessibility isn’t just about making materials accessible to a specific group of students. It’s about creating a culture of flexibility, innovation, and inclusivity that elevates everyone's learning experience. By integrating accessibility into teaching practices, educators can not only meet legal requirements but also create an environment where all students thrive. From clearer communication and streamlined workflows to more engaging and usable course materials, accessibility has far-reaching benefits that can transform education for the better. To learn more we spoke with Bryan Libbin, Associate Chief Information Officer, at the University of Illinois Chicago and Ann Fredricksen, Coordinator of Accessible Media Services, at the University of Illinois Urbana-Champaign about how to turn compliance challenges into opportunities. The Big Picture: Accessibility Matters for All Students The ADA Title II regulation measures compliance against the Web Content Accessibility Guidelines (WCAG) 2.1 AA published by the World Wide Web Consortium (W3C). It is easy to get overwhelmed when scrolling through those guidelines, so it is important to take a step back to understand the “why” behind this essential directive. According to Libbin, “Accessibility is not just about accessible content and screen readers… It is about the flexibility to meet all students’ needs regardless of the specific issue.”  While WCAG was released to primarily support people with disabilities in order to make web content more accessible, the benefits extend to all students. Some accessibility features, like closed captions, transcripts, text-to-speech, adjustable font sizes, adjustable playback speeds, and screen magnification, are used by many students. At this pivotal moment, you have the opportunity to redefine the culture around accessibility on your campus for your colleagues and students. By inviting accessibility best practices into your current workflows and course design processes, you will help create more equitable learning experiences.  Start Small & Build Momentum It’s easy to feel overwhelmed when scrolling through the WCAG guidelines, but accessibility doesn’t have to happen all at once. Keeping the big picture in mind can help you to break accessibility best practices into manageable chunks. Fredricksen explains “You don’t eat an elephant in one bite. Start with new content you are creating, and make that accessible.”  Fredricksen shared that you can begin by remediating new or frequently used materials. This could mean checking your syllabi and lecture slides to ensure that they meet accessibility standards. Over time, this practice can expand to older materials, prioritizing those that students use most. A good place to start is by asking yourself what your current students need to be successful and how you can provide a learning environment that accounts for those needs. You may find that some of the building blocks are already in place. If you need support with getting started, consult the accessibility experts at your institution or check out this recent blog post that provides some ideas about where to start when designing an accessible course. By gradually incorporating accessibility best practices into your materials, you will overcome the trickiest part of accessibility: getting started.  Tools & Trainings In order to meet the April 2026 deadline, colleges and universities across the United States will need to prioritize. Accessibility is a shared responsibility that thrives on continuous education and collaboration. Proper training and awareness of accessible tools are critical to success. Fredricksen shared, “Programs have built-in functions that will allow [instructors] to meet their needs as well as be accessible. [Instructors] just need the time and opportunity to learn.” There are a number of accessibility trainings to help you get started:  Texthelp webinars feature insights from industry experts and cover various topics relevant to educators aiming to enhance accessibility in their teaching practices. Level Access webinars focus on digital accessibility compliance and best practices.  Deque offers an extensive curriculum of self-guided online courses. If you have a disability, you qualify for free access to the full curriculum courses. Additionally, fostering a culture of curiosity can amplify efforts. According to Libbin: “I work hard to inspire [my team] to go out and research… and challenge what they bring back until we find the right fit for our university.” Training works best when supported by accessibility professionals like those on Fredricksen and Libbin’s teams. Partnering with experts and following up-to-date accessibility protocols are key to driving meaningful, lasting change.  Building an Accessible Future Accessibility improvements today can create lasting, systemic change in education. Fredricksen shares an optimistic and hopeful outlook for the future of accessibility: “If professors learn how to make things accessible in response to Title II changes, they might get into a habit of making other things accessible… This can trickle down to their students.” Incorporating accessibility best practices into materials and actively teaching and encouraging your students to utilize those techniques fosters a culture of inclusivity for future generations.  By viewing accessibility as an evolving journey rather than a daunting tickbox, instructors can create more inclusive learning environments. With the right tools, training, and mindset, educators can turn compliance challenges into opportunities for innovation and equity, benefiting not just their students, but the broader educational community. Ann Fredricksen is the Coordinator of Accessible Media Services in the Disability Resources and Educational Services at the University of Illinois Urbana-Champaign. She ensures course content is accessible for students registered with Disability Resources and Educational Services as well as advises the University of Illinois at large on accessibility best practices. Bryan Libbin is the Associate Chief Information Officer of Academic Technology and Learning Innovation at the University of Illinois Chicago. Bryan’s team oversees the integration of LTIs and applications into their LMS and Teaching and Learning Ecosystem. His team vets applications for WCAG compliance and works with vendors on application remediation.  ... View more