New York; January 31, 2025 -- Macmillan Learning, a privately-held, family-owned digital learning company, today announced the appointment of Greg David to the newly created role of Chief Revenue & Customer Officer (CRCO). In this role, he will direct the revenue strategy and customer engagement for both BFW High School and Macmillan Learning’s Higher Education division. His leadership will ensure that sales and customer success initiatives support educators at all levels. In addition to strengthening partnerships, he will explore new revenue channels and opportunities to meet the dynamic challenges of teaching and learning. “Greg’s leadership is rooted in a commitment to listening, learning, and partnering with our customers to help them navigate an evolving education landscape,” said Susan Winslow, CEO of Macmillan Learning. “Over the past decade, he has helped us to transform the way we support educators and students, and this promotion recognizes his ability to ensure that our tools and services truly align with their needs.” David has been instrumental in reshaping Macmillan Learning’s approach to customer engagement and growth over the last decade. Under his leadership, his teams have helped customers navigate industry-wide shifts—including the transition from print to digital, the adoption of new teaching modalities, affordability-focused solutions like inclusive access, and the increasing role of AI in education—while keeping student success at the center of decision-making.  As CRCO, David will focus on expanding access to innovative learning solutions while ensuring that every initiative helps educators navigate challenges, improve learning experiences, and drive student success. In this new role, he and his teams will introduce new digital and personalized learning solutions that will enhance the customer experience from initial engagement to long-term partnerships. He will also explore new channels and opportunities in a rapidly evolving education landscape. "Great learning experiences start with great teaching, and our longstanding commitment is to support educators every step of the way with the tools that help them to do just that,” said David. “Macmillan Learning has always been dedicated to working alongside instructors to help them navigate change and create meaningful student outcomes. I’m honored to continue building upon that work in this new role.” 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 Community. ### ... View more

New York, NY; Dec 19 2024 — Macmillan Learning, a privately-held, family-owned digital learning company today shared early findings from two semesters of testing its AI Tutor within Achieve, their digital platform. The data from more than two million messages and surveys supported improved student confidence, learning habits, problem-solving skills, and classroom engagement. Macmillan Learning developed the AI Tutor as a purpose-driven AI study tool that deepens students’ understanding of their coursework rather than simply providing answers.  The data represents a full year of research (Fall 2023 - Spring 2024) involving approximately 8,000 students, examining the Tutor’s impact on learning behavior and classroom engagement. Ongoing analysis for an additional 100,000 current students is showing early results that replicate the trends of the company’s earlier studies. The tutor is an AI-powered personalized homework tool that supports students whenever they are doing work within the platform, guiding them through thought-provoking questions and dialogue, encouraging them to think critically. Designed with research-based guardrails, it helps students make connections and build the problem-solving skills that support persistence in their learning journey. The tutor is like an extension of an instructor or teaching assistant that guides them without judgment, or the stigma of asking basic questions, whenever they need support. “We believe that students benefit from structured support that is available in the moment they need it and that respects their learning journey, encouraging them to persist when the material is difficult. Receiving customized support with appropriate guardrails to encourage development of problem-solving skills supports learning and confidence,” said Marcy Baughman, Vice President, Learning Science and Research. The Data and Trends Enhanced Student Confidence and Persistence Many students reported feeling more confident after using the AI Tutor; in fact, data from a midpoint survey found that 41.5% of students reported increased confidence in their problem-solving abilities, describing it as a supportive, judgment-free space that encouraged persistence through challenging content. Instructors agree, and 41% attributed their students’ improved confidence or exam performance to the AI Tutor. “The AI Tutor is a welcome feature in my Calc II class,” said Oakton College Mathematics Professor Safa Hamed. “Calc II has a reputation that it is a very tough class. Knowing that the AI Tutor is available, getting stuck on an assignment is no longer as scary.” “Our primary goal in developing the AI Tutor was to ensure it truly supported learning,” said Jaclyn Wiggins Camacho, Product Director. “We designed it to address actual student needs in a way that is constructive and intentional, so they develop confidence and persistence in problem-solving. It won’t give the answers, but will help direct students to where they can themselves discover them.” Positive Shifts in Learning Habits and Classroom Dynamics Designed to guide students through questions rather than give direct answers, the Tutor encourages students to work through problems critically and develop confidence in their understanding. Many students expressed appreciation for the Tutor’s patient, step-by-step guidance.  Nearly half of instructors reported that students have been seeking help from them less with the use of the AI tutor, indicating that it supplements rather than replaces traditional resources.  One student noted, "After using it once or twice, I feel I better understand the concept and would no longer need help."  Instructors noticed that, with the AI Tutor's support, students are arriving in class with a stronger foundational understanding, allowing for more advanced and enriching discussions during class and office hours. They believe the AI Tutor’s real-time guidance helps students tackle basic questions independently, and reduces homework-related emails and fewer requests for extensions. “It’s remarkable to see how students are engaging more deeply with content,” one instructor noted. “With fewer ‘quick-fix’ questions, I’m able to focus on higher-level discussions that enrich our class time.” Better Preparation and Exam Readiness Students using the AI Tutor engaged with it for an average session duration of 6.3 minutes, with some sessions lasting up to 30 minutes.  Approximately 52% of students reported that the AI Tutor helped them organize and clarify complex problems, contributing to their exam readiness. Many students indicated that the tutor's Socratic approach played a crucial role in helping them develop a structured approach to studying.  Student Usage Insights  Available around the clock, the AI Tutor is a reliable tool for students that need support outside of traditional class hours. Many students reach out to the AI Tutor during late-night study sessions and near assignment deadlines, with data showing that students use it the most from 6 p.m. to 3 a.m. on weeknights. One student remarked, “I feel like if this was a real person, I would be annoying them with so many questions, but the AI tutor is very patient and helps to go step by step." Homework is consistently identified as the primary context in which students use the AI Tutor, particularly when they struggle with specific problems. Many instructors believe students are most likely to use the AI Tutor when preparing for quizzes or exams, as they want to ensure understanding before tests.  “Knowing the Tutor is always available is reassuring for students, especially when they face complex assignments on their own time,” shared an instructor. “I’ve seen students grow more comfortable approaching challenging topics because they know they can get quality help right when they need it.” The Tutor’s conversational, encouraging tone fosters a sense of comfort, with students sometimes addressing it informally: “bae i dont get this.” This reflects the safe, non-judgmental environment the Tutor creates, encouraging persistence in learning. Interactions with the Tutor vary across disciplines. In Economics, students tend to write longer, in-depth questions, while in Chemistry, messages are shorter and more frequent, often focusing on specific calculations or quick checks (“multiply by 3?”). This pattern highlights the Tutor’s adaptability, providing personalized support that matches the needs of each student. Nearly all students (90%) and 75% of instructors indicated they would be disappointed if the AI Tutor were no longer available. Instructors who initially had concerns about AI tools expressed that the Tutor’s thoughtful, guided approach alleviated their worries, making it a trusted resource in their teaching toolkit​. About the Data: The research from Fall 2023 - Spring 2024 was collected by analyzing students’ interactions with the AI Tutor. The data and insights come from product usage, user experience perceptions, and early insights from an impact study. This includes more than two million messages from more than 8,000 students, across over 80 unique courses, as well as surveys several times throughout each semester. To protect privacy, students' questions and surveys were collected anonymously. Approximately 30 instructors also provided feedback on their and their students' experiences. The data and insights didn’t vary widely from fall to spring, but did help the company's product and research teams better refine the AI Tutor to improve usability, accuracy and support. Additional insights from millions of messages from around 100,000 students will be shared in 2025.  The impact study took place over one semester and was conducted by the company’s Learning Science and Research team. The team is focused on data- driven insights that analyze course outcomes coupled with demographic student information and platform usage data, enabling a more nuanced understanding of educational impact. Committed to co-design, the team works closely with educators, administrators, and students to ensure their research aligns with real-world educational needs and contexts​​. Their rigorous research is approved by a third-party Institutional Review Board (IRB) and then approved at individual institutions.  The AI Tutor is available for courses that use STEM and Economics course materials within Achieve.  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 Community. ... View more

New York; August 22, 2024 -- Macmillan Learning, a privately-held, family-owned digital learning company, today announced Tim Flem has been promoted to the role of Chief Product Officer (CPO). In this role, he will oversee the development and management of Macmillan Learning’s digital products, leading the product development lifecycle from ideation and research to launch and iteration. He will also focus on cultivating strategic partnerships within the education and technology ecosystems, seeking new opportunities for collaboration and growth. “Since joining Macmillan Learning eight years ago, Tim has been a steadfast advocate for discovery, fully embracing the idea that continuous inquiry is essential for innovation at a learning company. His promotion reflects our commitment to leadership excellence, underscoring our belief in curiosity, learning, and continuous inquiry as a fundamental driver of innovation and progress,” said Susan Winslow, CEO of Macmillan Learning. As CPO, Flem will lead the Product, User Experience, AI/Data Science, and Learning Science and Research teams, guiding the development of products and tools that meet customer needs. His promotion comes at a time of tremendous change within the education industry, and will help guarantee that Macmillan Learning’s products and technologies adapt to the evolving needs of institutions, educators, and students. Importantly, he will help ensure that they help inspire what’s possible for every learner, no matter their background or abilities. During his tenure at Macmillan Learning, Flem has been an advocate for customer-centered digital innovation that delivers superior outcomes. He led the development and successful launch of the company’s digital learning platform, Achieve, which was designed using the foundations of learning science and in partnership with students and instructors. The courseware has gained recognition for its foundation in rigorous teaching and learning practice; ongoing research about efficacy, metacognition and sense of belonging has since led to iterations that add further depth to the technology’s support of each student's success.  Flem also helped establish Macmillan Learning’s partnership with The Bill & Melinda Gates Foundation to study how a courseware platform like Achieve can help to close equity gaps in course completion for historically and presently underserved students.  Flem quickly responded to recent AI-fueled tech advancements, setting the stage for the company’s fundamental shift in product development. He and his teams focused on ethical standards for AI use, while rapidly shifting to developing, testing, and launching AI-supported learning tools. This led to the launch of an AI Tutor in Achieve for STEM disciplines, with early results indicating that AI-enhanced personalized tutoring positively impacts student engagement and progress, especially at times when they need help with assignments. His team also launched AI question generation in the iClicker platform. Flem joined leaders from Macmillan Learning’s parent company, Holtzbrinck, to expand access and capabilities to AI technology and innovation. Filmon Zerai, COO at Holtzbrinck noted, “Above and beyond Tim's role in driving innovation within Macmillan Learning, he has been instrumental in shaping our overall AI agenda at Holtzbrinck. His contributions within the HPG AI Acceleration Group have been extremely valuable, and we all look forward to his continued success." “Our deep research into the wide range of opportunities and challenges that learners bring  to our products fuels our passion for delivering learning experiences that resonate. We understand how important it is to recognize each learner's unique preferences and lived experiences, while at the same time equipping faculty with the right tools to step in with timely interventions when needed. Doing this, and doing it well, is the most fulfilling thing I’ve accomplished in my career,” Flem said. Read Flem’s take on the intersection of AI and product development here. 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 Community. ### ... View more

Company earned top score of 100 on the 2024 Disability Equality Index New York, NY; July 16, 2024–Macmillan Learning, a privately-held, family-owned digital learning company, announced today it was named a “Best Place to Work for Disability Inclusion” on the Disability Equality Index®, the world’s most comprehensive benchmarking tool for companies to measure disability workplace inclusion inside their organization and to assess performance across industry sectors. This is the fourth consecutive year the company has earned a top score of 100, reflecting its ongoing commitment to disability inclusion for both its employees and the students and instructors, which they support.  Globally, more than 1.3 billion individuals have a disability. Disability is a natural part of the human experience, and it crosses lines of age, ethnicity, gender, gender identity, race, sexual orientation, socioeconomic status and other demographics. The Disability Equality Index was launched in 2015 as a joint initiative of Disability:IN and The American Association of People with Disabilities (AAPD) to to help businesses make a positive impact on the unemployment/underemployment of people with disabilities. The 2024 Disability Equality Index measured companies' inclusion efforts, including: culture & leadership, employment practices (such as accommodations, benefits, recruitment and advancement opportunities), community engagement, supplier diversity and responsible procurement. “Because we're a learning company, it’s our priority to ensure that each student succeeds, regardless of demographics or ability.” said Kristin Peikert, Senior Vice President of People & Culture at Macmillan Learning. “That process starts internally with our own employees, as we strive to create a work environment where all employees can succeed, which is reflected in the products and services we offer students and instructors.”  Macmillan Learning’s Commitment to Accessibility  Macmillan Learning’s commitment to accessibility is twofold. The company works towards creating equitable student learning experiences; secondly and at the same time it aims to meet or exceed industry-accepted standards–both through the products it creates and the work environment and culture it fosters. The company’s accessibility work has earned it “Gold Standard” recognition from ASPIRE and the Winner of Accessible Books Consortium’s International Excellence Award for Accessible Publishing in 2020. Five years ago, Macmillan Learning was the first higher education organization to be recognized as Global Certified Accessible by Benetech. Since then, the company has been providing “born accessible” digital learning options that ensure that every student, no matter their ability, has the same access to information. Benetech certified the company’s conformance to the accessible EPUB creation guidelines, which are based on WCAG 2.2 AA+ standards put in place by the international standards organizations and the publishing community. Macmillan Learning’s product and engineering teams continue to make ongoing updates to Achieve, the company’s digital learning platform, to make it more friendly for users with disabilities. The company also offers training opportunities for all employees to become more knowledgeable about accessibility guidelines and better allies to their colleagues and the customers they support. For additional support and resources, employees have the opportunity to learn more from Macmillan Learning’s employee resource group, AVID (Awareness of Visible and Invisible Disabilities) for people with disabilities and allies.  “While I am proud of our company for receiving these recognitions, we understand that accessibility is not only about checking boxes or fulfilling requirements; rather to us, it is an ongoing journey,” Peikert added.  In 2024, Macmillan Learning was one of 542 corporations, including 71 Fortune 100 and 220 Fortune 500, who used the Disability Equality Index to benchmark their disability inclusion efforts. “Together, we are creating a future where everyone can contribute and thrive,” said Jill Houghton, President and CEO of Disability:IN. 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 Disability Equality Index®  The Disability Equality Index has become the leading independent, third-party resource for the annual benchmarking of corporate disability inclusion policies and programs, and is now trusted by more than 70% of the United States Fortune 100 and nearly half of the Fortune 500. Such companies must increasingly consider how emerging global reporting directives and stakeholder expectations surrounding social and corporate governance factors impact their operational, cultural, reputational and financial performance.  The Disability Equality Index is an objective, reflective, forward-thinking, and confidential disability rating tool designed to assist businesses in advancing inclusion practices. It is a comprehensive benchmark that helps companies build a roadmap of measurable, tangible actions across five scored categories: Culture & Leadership, Enterprise-Wide Access, Employment Practices, Community Engagement, and Supplier Diversity. Participating companies receive a score, on a scale of zero (0) to 100, with those scoring 80 or higher earning the distinction of “Best Places to Work for Disability Inclusion” for the benchmark year. Findings from a two-year Global Disability Equality Index pilot informed the launch of a scored benchmark that opened in 2024 to seven new countries in addition to the United States. These include: Brazil, Canada, Germany, India, Japan, the Philippines, and the United Kingdom. Now in its 10th year, the Disability Equality Index has grown nearly 7x since 2015, expanding from 80 companies in its first year to 542 in 2024. Collectively, the 2024 edition received 753 submissions spanning the eight benchmarked countries.  About the American Association of People with Disabilities (AAPD) AAPD is a convener, connector, and catalyst for change, increasing the political and economic power for people with disabilities. As a national cross-disability rights organization AAPD advocates for full civil rights for the 60+ million Americans with disabilities. Learn more at: www.aapd.com.  About Disability:IN® Disability:IN is a global organization driving disability inclusion and equality in business. More than 500 corporations partner with Disability:IN to create long-term business and social impact through the world’s most comprehensive disability inclusion benchmarking and reporting tool, the Disability Equality Index; best-in-class conferences and programs; expert counsel and engagement; and public policy leadership. Join us at disabilityin.org/AreYouIN #AreYouIN. ... View more

New York, NY; May 22, 2024 --  Macmillan Learning, a privately-held, family-owned digital learning company, announced the winners of the 2024 EconEd Innovation and Education Awards. This year’s awards celebrate the innovative teaching methods of Dr. Madhavi Venkatesan, Associate Teaching Professor of Economics, Northeastern University and the exceptional academic and research achievements of economics student Samantha Mackley from the University of Missouri. Both Dr. Madhavi Venkatesan and Samantha Mackley have each earned a $2,500 prize and an all-expenses-paid trip to Macmillan Learning’s annual EconEd conference, scheduled to take place on September 27-28 in Chicago. Known for its rich academic discourse and diverse perspectives, EconEd is a platform for professional development, knowledge sharing, and community building among Economics instructors. Previous conference speakers included Macmillan Learning authors with more than 150 years experience at leading colleges around the world, including Paul Krugman, Justin Wolfers, Betsey Stevenson, Tyler Cowen, Alex Tabarrok, Eric Chiang, and more. "We believe that collaboration and knowledge sharing helps elevate economic education and scholarship, which is why at EconEd we bring together the best of both worlds: the innovative spirit of educators and the supportive resources and deep knowledge of Macmillan Learning’s authors. We established a new award this year to honor the achievements of instructors like Dr. Venkatesan and students like Samantha Mackley who both embody excellence in economics education and exemplify the heart of our mission -- to inspire what’s possible for every learner," said Scott Guile, Executive Marketing Manager, Macmillan Learning. Instructor Contest Winner: Dr. Madhavi Venkatesan, Northeastern University Dr. Venkatesan has been awarded the EconEd Instructor Innovation Award for her groundbreaking project designed to deepen students' understanding of economic principles and their real-world applications, particularly focusing on externalities and sustainability. In her Principles of Microeconomics class, Dr. Venkatesan assigns a life cycle assessment project that engages students in analyzing the environmental impacts of littered items produced by public companies.  The EconEd Instructor Award was created to recognize innovation in the teaching of Principles of Economics. Dr. Venkatesan’s innovative approach not only highlights the critical importance of value-oriented purchasing and investing but also enhances students' grasp of economic theories such as the theory of the firm (which explores how businesses operate, make decisions, and interact with the market to maximize profits) and consumer behavior (how individuals make decisions to allocate their resources (time, money, effort) to purchase goods and services). The judges noted that the assignment has “empowered students to see the tangible impact of economic incentives on environmental outcomes, fostering a generation of informed consumers and future leaders who are  passionate about sustainability.” Student Contest Winner: Samantha Mackley, University of Missouri Samantha Mackley has been awarded the EconEd Student Education Award for her outstanding academic achievements and dedication to advancing economic knowledge. Inspired by her Intermediate Microeconomics course, Samantha has actively engaged in economic research, contributing to studies on school lunch policies and crime and poverty analysis. She has also played a pivotal role in promoting economic literacy and engagement through her leadership positions in Undergraduate Women in Economics and Omicron Delta Epsilon, as well as her work as a founding editor of the undergraduate social sciences journal. The Award was created to recognize an undergraduate Economics student who demonstrates exceptional academic achievements and makes noteworthy contributions to their community through their Economics acumen. Samantha’s dedication to advancing economic knowledge and her active engagement in research and community initiatives truly embody the spirit of this award. The judges noted that Samantha’s essay “eloquently captures the essence of economic studies and their profound influence on both personal growth and societal well-being.”  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. ... View more

New York, NY; March 5, 2024 -- Macmillan Learning, a privately-held, family-owned digital learning company, today announced the launch of a new professional development institute to provide practical knowledge and a meaningful community for educators. The Institute at Macmillan Learning begins on May 13 with the course “Teaching with Generative AI: A Course for Educators”,  a facilitator-led, two-month course that covers essential AI concepts. During the course, participants will get hands-on experience developing AI policies for their courses, designing assignments highlighting AI's capabilities and limitations, and navigating conversations with students about the use of AI. The course offers educators a blend of asynchronous and synchronous learning, interactive workshops, and discussion platforms to both educate and connect educators from diverse backgrounds, disciplines, and institutions.   “This institute was developed to empower educators to meet modern teaching challenges with confidence,” said Leasa Burton SVP Pedagogical Design, Macmillan Learning. “I'm most excited to see the connections and relationships educators form with their fellow participants as they experiment with generative AI together in order to develop their own expertise. We know that having colleagues to lean on can have a tremendous impact on your success as an instructor.” Each week, the professional development course offers moments for deep reflection on each participant’s own pedagogical practices and understanding of AI. Through expertly developed instructional content, educators will be introduced to new technologies and ideas and then equipped with the knowledge to weave them seamlessly into their curriculum. In addition to facilitator-led instruction, each week will also have assignments designed to serve as practical blueprints that educators can adapt and use in their classrooms as well as an interactive component for educators to exchange insights. Beyond the curriculum, the Institute was designed to foster a vibrant community of practice. Participants will benefit from an immersive experience that enables them to demonstrate their expertise, learn from their peers, and engage in an active and accountable community. This robust support and recognition framework underlines the Institute’s commitment to not only advancing participants' knowledge but also their professional stature and impact in the educational field. Together, participants will enhance their skills, stay ahead of technological trends, and learn how they can take advantage of AI to make a lasting impact on their students and institutions.  "Recognizing the self-motivation and diverse experiences that lifelong learners bring, the Institute creates an expanded opportunity for participants to share knowledge and experiences, which is vital for growth and innovation in education. There are few areas within education that are having the kind of impact that Gen AI is, so we are looking forward to connecting learners in our community who want to explore that with others," said Burton.  “Teaching with Generative AI: A Course for Educators Across the Disciplines” was developed for educators at colleges and universities by experts alongside Macmillan Learning’s editorial, product and learning science teams. This and additional courses from the Institute are designed to encourage educators to engage in conversations, explore current educational topics, and collectively address contemporary challenges in education. Upon completion of the course, participants will earn badges recognizing their mastery of teaching with Generative AI and advancing their professional development. Registration begins April 15. Macmillan Learning is offering a special early-bird discount, bringing the course price from $249 to $99 for the first 100 people to enroll. To learn more about the course visit the Institute at Macmillan Learning. 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. ... View more

New York, NY; Feb. 20, 2024 -- Macmillan Learning today announced the launch of the iClicker AI Question Creator, a new tool for instructors that harnesses the power of generative AI to create engaging and effective learning experiences for students. The AI Question Creator beta builds on the company’s market-leading iClicker platform and will be available to the first 5,000 instructors. Rooted in modern pedagogy and enhanced by generative AI, the iClicker AI Question Creator enables instructors to effortlessly craft and deploy unique questions that facilitate an  interactive and engaged classroom experience. Tailored to fit any discipline or topic, the question creator allows educators to specify the desired level of rigor, course level, and learning taxonomy, ensuring the questions align with their teaching goals.  “The AI Question Creator paves the way for a more dynamic, adaptive, and interactive learning environment. The tool’s intelligent design saves instructors time, allowing them to spend it where it’s most important, which is engaging with their students," said Steven Ray, VP, Enterprise Solutions for Macmillan Learning. The questions can be used for iClicker polls, quizzes, and assignments and can be deployed to students in seconds. Importantly, the questions are unique and not easily searchable online, which provides a more authentic assessment of students’ true understanding of the course material. iClicker's real-time display of the instructor-generated questions allows for immediate student engagement, fostering an environment that supports more effective learning.  The AI Question Creator will allow 5,000 instructors to each generate up to 50 unique questions in just minutes during the beta period. Instructors can sign up for the beta using their existing iClicker account; those that are new to iClicker should first create an account here. The beta is scheduled to last through May, with the commercial launch expected this Fall. Key Features and Benefits: Some of the many features and benefits of the question generator include: Effortless Question Creation: Instructors can input discipline, topic, question type, and other settings to generate up to 50 unique questions. They can then immediately use the new questions, navigating between the slides and whether they’d like to show or hide the answers to students. Real-Time Adaptability: Instructors are better able to meet students where they are, adapting instantly to areas of struggle and engaging them in unexpected ways. Enhanced Academic Integrity: The tool's ability to create instant, unique questions provides greater assurance of academic honesty. “After teaching introductory biology for 12 years, I find it harder and harder to come up with novel quiz questions. Using the AI Question Creator allowed me to easily generate personalized questions that varied on topic, content, scenario, and Bloom’s level, all with an easy-to-use drop-down-box and text entry interface,” said Justin Shaffer, Associate Dean of Undergraduate Studies and a Teaching Professor at the Colorado School of Mines. iClicker was developed by a team of physicists and educational researchers out of the University of Illinois. It is the most widely used student response system in higher education with more than 7,000 active instructors engaging more than 1.3 million students each year. It creates a user-friendly and immersive active learning environment before, during, and after class by fostering active learning. It works by creating opportunities for quizzing, group collaboration, and polling. Students can answer anonymously how confident they are in the day’s learning, and instructors have real-time insights about students’ comprehension. 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. ... View more

New York, NY; Jan. 24, 2024 --  Macmillan Learning, a privately-held, family-owned educational publishing and services company, announced today it will mark its 15th year hosting the EconEd Summit with new awards recognizing innovation within the Economics community. Macmillan Learning will honor a remarkable Economics student and instructor with the new EconEd award, which comes with a $2,500 prize and an all-expenses-paid trip to the conference, scheduled to take place on September 27-28 in Chicago. EconEd is a platform for professional development, knowledge sharing, and community building among Economics instructors. Over the years, the conference has featured distinguished figures within the Economics community, including Paul Krugman, Justin Wolfers, Betsey Stevenson, Tyler Cowen, Alex Tabarrok, Eric Chiang, and many more, fostering a legacy of rich academic discourse and thought leadership. These Macmillan Learning authors represent a range of diverse economic perspectives and insights and collectively have more than 150 years experience at leading colleges around the world. "As Economics plays an integral role in nearly every aspect of our lives, its significance sometimes goes unnoticed. With these awards, we aim to shine a spotlight on the students and instructors who not only illuminate this crucial subject but also ignite curiosity among students," said Scott Guile, Executive Marketing Manager, at Macmillan Learning. The EconEd Student Award will honor an undergraduate Economics student who demonstrates exceptional academic achievements and makes noteworthy contributions to their community through their Economics acumen. Impactful community involvement could involve mentoring/tutoring, contributing to research initiatives, supporting students’ economic literacy, writing about economic issues, or other activities. The EconEd Instructor Award will celebrate innovation in the teaching of Principles of Economics. Whether through cutting-edge technology, interactive projects, gamification, community involvement, tailored learning experiences, or inventive assessment techniques, this award celebrates those who are redefining economics education. The awards are open to students and instructors in U.S. colleges. Students should have a declared major or minor in Economics. Applications for both awards are open until April 1, with winners announced mid-May.  This year’s EconEd Summit will focus on the intersection of government policies and Economics, with sessions examining topics like the discrepancy between consumer attitudes and economic data. Peer consultants, Macmillan Learning, and Macmillan Learning CEO Susan Winslow will present during the summit. More information about the conference is available here. 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. ... View more

New York, November 30, 2023 – Macmillan Learning, a privately-held, family-owned education publishing and services company, announced today that it received a score of 100 for the fourth consecutive year on the Human Rights Campaign Foundation’s 2023 Corporate Equality Index (CEI). The Index is the nation’s foremost benchmarking survey and report measuring corporate policies and practices related to LGBTQ+ workplace equality. Macmillan Learning is one of only two education companies to earn top marks this year.  “At Macmillan Learning, inclusion is in our DNA as one of our company’s core values and we recognize the need to show up as allies, advocates, and cultivators of inclusion in our workplace and in the marketplace alike. Receiving recognition from the Human Rights Campaign for our continued support and advocacy for our LGBTQ+ colleagues is not just an honor, but a testament to our unwavering commitment to our values,” Coltrane Stansbury, Vice President of Diversity, Equity and Inclusion, Macmillan Learning.  Macmillan Learning’s commitment to diversity, equity, and inclusion is deeply rooted in three fundamental values that are clearly reflected across our products, our people, and our corporate culture: Products: Macmillan Learning takes bold steps to ensure its products and services consider the backgrounds, needs and challenges of all learners.  People: Macmillan Learning is intentional in its efforts to attract and retain top, diverse talent who bring unique perspectives, varied skills, and diversity of thought. Culture: Macmillan Learning cultivates a culture where everyone is respected and valued for their experiences and contributions. 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. According to HRC, the results of the 2023-2024 CEI showcase how U.S.-based companies are promoting LGBTQ+ friendly workplace policies in the U.S. and abroad. Macmillan Learning’s efforts in satisfying all of the CEI’s criteria earned a score of 100 and the designation as a recipient of the Equality 100 Award: Leader in LGBTQ+ Workplace Inclusion. The full report is available www.hrc.org/cei. “For well over two decades, businesses have played an important role in furthering LGBTQ+ equality by centering employee needs and voices when it comes to workplace inclusion. While there is much more work to be done, year-over-year growth in CEI participation is evidence of a business community that recognizes the responsibility and value in upholding equity and inclusion,” said RaShawn “Shawnie” Hawkins, Human Rights Campaign Sr Director of Workplace Equality. 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

New York, NY; Nov. 9, 2023 --  Macmillan Learning today announced the launch of The Bedford Bookshelf, a digital platform that delivers a comprehensive and customizable collection of digital learning materials at an affordable price. The Bedford Bookshelf from the Bedford/St. Martin's imprint will be available Spring 2024 for two disciplines: American History and English Composition. The Bookshelf draws on the vast portfolio of some of the most popular titles from Bedford/St. Martin’s. It allows instructors to assign multiple titles, or even specific chapters or readings from varied titles for their students. For less than $40 a semester, students will have access to all the titles available in the respective bookshelves -- whether or not the title or reading was assigned. Note-taking, highlighting, sharing, offline reading, and accessibility support features are some of the benefits that are available at no extra cost to students. “The Bedford Bookshelf offers instructors an unmatched level of flexibility in their courses, while at the same time providing students with multiple lenses to view American history and Composition,” said Leasa Burton, VP of Humanities at Macmillan Learning. “Exploring many perspectives in history and writing is like adjusting a kaleidoscope -- with each turn, students can see a different pattern, gain a deeper understanding, and appreciate the complexity of important topics and concepts." The Bedford Bookshelf for American History The Bedford Bookshelf for American History was crafted with flexibility in mind to help educators weave a multi-faceted narrative of America's past. The collection is a curated assortment of more than 120 e-books designed to offer instructors a rich variety of content to select from, including survey textbooks, companion readers, primary sources, tutorials, and essential research and writing guides. The full range of titles can be found in the catalog. “The Bedford Bookshelf for American History was a huge success in my Southern History class. The content is great, the interface is intuitive, and my students appreciate the functionality. I love the fact that I can custom build my own reading list from Bedford’s collections in a way that helps to both diversify and organize content for my class,” said K. Stephen Prince, Charles Phelps Manship Professor at Louisiana State University. The Bedford Bookshelf for English Composition Just as the company’s history collection aids educators in piecing together America's historical narrative, the English Composition offering serves as a resource for students to develop their critical reading and writing skills.  This curated e-book collection features titles from authors like Andrea Lunsford and Diana Hacker/Nancy Sommers and includes handbooks, readers, and more. It delivers the affordability, flexibility, and academic freedom today’s instructors need to teach their unique composition courses. Whether students are seeking examples of argumentative writing or composing a descriptive essay, with more than 60 titles and nearly 2,000 readings, The Bedford Bookshelf for Composition has something for every student and every course. The full range of titles can be found in the catalog. “The Bedford Bookshelf is fantastic. With easy access to all of the Bedford/St. Martin's Composition offerings, our instructors have the ability to choose which texts and readers work best for them,” said Dr. Joel Overall, Associate Professor of English at Belmont University. 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. ... View more

New York, Sept. 27, 2023 --  The fifth Historically Black College and University (HBCU) Symposium on Rhetoric & Composition will take place in-person on October 5-6, 2023, at Jackson State University (JSU). Select sessions will be streamed virtually. The symposium, which focuses on excellence in English composition and rhetoric, acts as a think tank where every two years writing instructors from historically Black colleges and universities gather to discuss strategies that support student engagement, scholarship, and success.  This year’s symposium will offer sessions and workshops that delve into the theoretical and practical applications of antiracism, including the role of higher education in Black activism, language and social justice in first-year writing classes, and how antiracist practices differ at HBCUs. To support ongoing scholarship, Bedford / St. Martin’s, a Macmillan Learning imprint, has partnered with Rhetoric, Composition and English departments to offer this conference at no cost to instructors and administrators from HBCUs and HBCU allies. “HBCUs and predominantly Black colleges have produced many of the most impactful voices in our country,” said Leasa Burton, Vice President of Humanities for Macmillan Learning. “By supporting this conference, we hope to continue supporting this tradition by contributing to inspiring conversations about language and literature.” “For hundreds of years, HBCUs have been instrumental in promoting academic excellence, while also mobilizing activism to give voice to scholarship,” said Dr. Wonderful Faison, director of the Richard Wright Center for Writing, Rhetoric, and Research at JSU. “Now more than ever, it’s important that scholars at HBCUs continue to provide access and support to teaching innovations for Black and other traditionally marginalized students.”  Dr. Staci Maree Perryman-Clark, Professor of English and Director of the Institute for Intercultural and Anthropological Studies at Western Michigan University will offer this year’s keynote presentation: “The Work of Writing Never Ends: Using Students’ Right to Their Own Language to Bridge Writing Across the Curriculum and Diversity and Inclusion Professional Development Opportunities.” Bedford/St. Martin's initiated the symposium partnership in 2014 to facilitate collaboration among HBCU scholars. Through expert presentations and thought provoking panels, the conference offers innovative teaching strategies from influential writing and English instructors from HBCUs and MSIs to help make their classes even more meaningful for students. Previous hosts include Florida A&M University (FAMU), Morehouse College, Howard University, and North Carolina A&T University. Sessions for the fifth HBCU Symposium include*: Toward a New Theory of African American Language Depicting the Marginalized People and Places of Los Angeles: A Photovoice Project The Tensions of Mothering, Teaching, and Advocacy: Black Males and Their Mother Rarely Seen, Barely Heard: White Proximity, Misplaced Antiracism, and Rurality Preparing our Guardians of History and Speakers of Truth: Rhetoric and Public Speaking at Historically Black Colleges and Universities Rhetorical Stance and HBCUs: Our Superhero Origin Stories Silencing Black Voices in Africa and the African Diaspora “The Resurrection and Representation of Emmett Till” as a First-Year Writing Course Are PWI-centric Approaches to Addressing Racism Within “Artificially Intelligent” Writing Programs Doing Any Good? Social Issues in Eng 101 (Workshop) Language and Social Justice in First-Year Composition at Morehouse College Select sessions will be filmed and live streamed by students in JSU’s Department of Journalism and Media Studies as a part of their practicum courses and will be made available after the symposium ends. To learn more about or register for the symposium, click here.  *Speakers and sessions are as of September 26, 2023, and are subject to change. 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 Jackson State University  Jackson State University, founded in 1877, is a historically black, high research activity university located in Jackson, the capital city of Mississippi. Jackson State's nurturing academic environment challenges individuals to change lives through teaching, research and service. Officially designated as Mississippi's Urban University, Jackson State continues to enhance the state, nation and world through comprehensive economic development, healthcare, technological and educational initiatives. The only public university in metropolitan Jackson, Jackson State is located near downtown, with four satellite locations throughout the area. For more information, visit www.jsums.edu. ... View more

New York, NY September 19, 2023 -- Macmillan Learning, a privately-held, family-owned education publishing and services company and Packback, an education technology company announced today a partnership that pairs Packback's AI-powered technology with the hundreds of course materials found within Macmillan Learning’s Achieve digital learning platform. Both companies are committed to helping instructors develop student critical thinking skills, which are more important than ever before in a world where generative AI is increasingly becoming mainstream. Together, Macmillan Learning's digital learning solutions and Packback's AI-powered discussion platform provide a new way to foster critical thinking and enhance student engagement and collaboration. Instructor feedback suggests that the two products, when combined, led to improved student outcomes, students more engaged around the text and assessments. “This collaboration reflects Macmillan Learning and Packback's dedication to improving the learning experience. Together the platforms will ignite the spark of curiosity that drives true academic growth and encourages students to take a more active role in their own learning journey,” said Susan Winslow, CEO of Macmillan Learning. “Packback isn't just a platform; it's a catalyst for critical thinking and a force for academic achievement. Together with Macmillan Learning, we’ll help students to truly engage with the high quality, vetted course material and demonstrate mastery by producing their own work in their own voice. This  not only helps students build foundational, but also much-needed AI collaboration skills that will be a bridge to their success from the classroom to their careers," said Kelsey Behringer, CEO of Packback. Achieve & Packback Achieve is Macmillan Learning’s digital learning platform designed to support student success; the company’s IRB-approved and replicable research has demonstrated its efficacy in helping students learn and score better on exams. The educational technology offers powerful assessment tools and multimodal content to support students of all levels of preparation in an intuitive and user-friendly system.  Achieve was designed with features that support active learning, metacognition and evidence-based teaching practices. Some of the features include Goal Setting and Reflection Surveys, which support students’ metacognition with a series of actionable surveys that help students set goals for themselves and reflect on their learning throughout the semester; adaptive quizzing to personalize the learning experience for each student, where questions get more challenging as the student progresses; and a wealth of interactive content including graphs, videos, simulations, and animations that help students learn in a more engaging way. Packback Questions is an inquiry-driven discussion platform that encourages students to achieve higher levels of critical thinking to discover real-life applications of course material via discussion questions in and out of class. The platform supports active learning by providing each student a space to develop their ideas, interact with their peers, and practice writing. Additionally, the tech uses AI to act as a “digital TA” to help manage the discussion communities and evaluate the quality of student contributions, ensuring that discussions remain focused, relevant, and productive. The AI helps to drive instant feedback, and proactive coaching that helps students make thoughtful, research-supported claims. The Packback platform uses a proprietary combination of AI models to provide feedback on the student’s grammar, assign students a “curiosity score”, advise when their posts may be violating academic guidelines before they even press submit, and more. Both companies are committed to empowering educators with the best content and learning methods and have developed their technologies using learning science and with ongoing input from instructors and students.  How the Partnership Works Achieve encourages mastery of content through active practice with content and tasks aligned to course outcomes. Packback’s pedagogy stems from Self-Determination Theory, emphasizing autonomy and purpose to fuel intrinsic motivation. With this new partnership, instructors can bundle Macmillan Learning’s content, assessment and other digital tools with Packback’s inquiry-driven discussion platform to further increase active learning and engagement while helping students achieve higher levels of critical thinking and metacognition. Combining the two technologies helps make the student experience more cohesive and rigorous: Achieve content becomes more relevant to students’ lives through high-quality prompts that tie the two together, giving students the opportunity to receive more efficient feedback on written responses. When aligned to Achieve courses, the prompts help students think more deeply about the content. For example, students taking an Introduction to Psychology course using one of Macmillan Learning’s market-leading titles could be assigned course materials and assessments via the Achieve platform and then be asked to respond to a prompt either provided by Packback or to create one of their own. Prompts could include questions like: Why would NASA suggest the strategy “follow the water” when searching for life on other planets and What kind of conversation would cells have if they communicated like humans? The pairing is now available via the Macmillan Learning student store or Inclusive Access agreements. The companies will together host a series of webinars to highlight the impact of AI on pedagogy and course materials. 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 Packback Packback is an education technology company located in Chicago, Illinois. Packback's mission is to harness the power of AI to help educators implement high quality pedagogy at scale. Packback's AI-enabled platform helps students build and master foundational skills such as critical thinking, writing, and research. Packback's proprietary AI and machine learning technology provides inquiry-based online discussion and long-form writing support to over 8,000 instructors and over 1.5 million students, and is being used in thousands of K-12 and higher education courses.   ... View more

Company is one of only two in the education sector to earn 100 on the 2023 Disability Equality Index New York, NY July 11, 2023 -- Macmillan Learning, a privately-held, family-owned education publishing and services company announced today it was named a “Best Place to Work for Disability Inclusion” on the Disability Equality Index®, the leading nonprofit resource for business disability inclusion worldwide. This is the third consecutive year the company has earned the top score of 100, reflecting the company’s ongoing commitment to diversity, equity and inclusion not only for its employees but also for the students who rely on their course materials and educational technology.  Disability is a natural part of the human experience, and is represented by over one billion people globally. The Disability Equality Index is a benchmarking tool developed by the American Association of People with Disabilities (AAPD) and Disability:IN to allow companies to demonstrate their commitment to disability inclusion and equality. The 2023 DEI measured companies' inclusion efforts spanning categories that included: culture & leadership, employment practices like benefits, and recruitment, community engagement, and supplier diversity. “As an employer and educational publisher it’s critical that we do more than just recognize and celebrate diversity. Learning materials are a reflection of the voices that are included in the process of creating and revising them, and we take care to ensure that every student can recognize themselves in them,” said Kristin Peikert, Head of People and Culture at Macmillan Learning. “Our different backgrounds, experiences and perspectives can only foster innovation if there’s a seat at the table for those voices to be heard.”   Course Material Accessibility Macmillan Learning views accessibility for its educational technology and course materials through two different lenses. In the first, the company works towards creating equitable student learning experiences and in the next, it aims to meet or exceed industry-accepted standards. To that end, in 2023, Macmillan Learning launched a new set of guiding principles for accessibility. The principles were developed collaboratively within the company to guide the company on its accessibility journey for both its customer-facing products and our internal tools. The company’s accessibility work has earned it “Gold Standard” recognition from ASPIRE and earned Accessible Books Consortium’s International Excellence Award for Accessible Publishing award in 2020. Additionally, the company’s e-books for the fifth consecutive year were recognized as Global Certified Accessible by Benetech. This means that Macmillan Learning provides “born accessible” digital learning options that ensure that all students have the same access to information. The company continues to add new features each year to make its products both more accessible as well as improve on its overall design. This year, a number of new features were added to the company’s Writing Tools to make highlighting and feedback more accessible to students with disabilities. “While we’re pleased to have been recognized as a top-scoring company, we understand the journey we’re on to support inclusion is ongoing, and seek to discover even more ways to help our employees feel included,” Peikert added. To enhance awareness of how accessibility impacts learners the company launched accessibility training opportunities for all employees. Additionally, the company’s disability-focused employee resource group, AVID (Awareness of Visible and Invisible Disabilities) continues to expand and flourish, with opportunities for both engagement and leadership for company employees.  "These top-scoring companies understand deeply that people with disabilities represent a tremendous source of talent and innovation for their workforce and market share for their brands, and they are trailblazers in our journey towards full disability inclusion in business," said Maria Town, President and CEO of AAPD. 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 Disability Equality Index® The Disability Equality Index (DEI) is a comprehensive benchmarking tool that helps companies build a roadmap of measurable, tangible actions that they can take to achieve disability inclusion and equality. Each company receives a score, on a scale of zero (0) to 100, with those earning 80 and above recognized as a “Best Place to Work for Disability Inclusion”. The DEI is a joint initiative of the American Association of People with Disabilities (AAPD), the nation’s largest disability rights organization, and Disability:IN, the global business disability inclusion network, to collectively advance the inclusion of people with disabilities. The organizations are complementary and bring unique strengths that make the project relevant and credible to corporations and the disability community. The tool was developed by the DEI Advisory Committee, a diverse group of business leaders, policy experts, and disability advocates. Learn more at: www.DisabilityEqualityIndex.org.  About the American Association of People with Disabilities (AAPD) AAPD is a convener, connector, and catalyst for change, increasing the political and economic power for people with disabilities. As a national cross-disability rights organization AAPD advocates for full civil rights for the 60+ million Americans with disabilities. Learn more at: www.aapd.com. About Disability:IN® Disability:IN is a global organization driving disability inclusion and equality in business. More than 400 corporations partner with Disability:IN to create long-term business and social impact through the world’s most comprehensive disability inclusion benchmarking and reporting tool, the Disability Equality Index (DEI); best-in-class conferences and programs; expert counsel and engagement; and public policy leadership. Join us at disabilityin.org/AreYouIN #AreYouIN. ... View more

New York, NY, June 26, 2023 – Artificial Intelligence is a topic of critical importance in college classrooms around the world, and its intersection with the Composition classroom is one of the many topics being addressed with promising graduate students this week. Today, Bedford/St. Martin's welcomes ten members to their 2023 Bedford New Scholars Advisory Board, an annual program that unites graduate students who share trends and insights on the various teaching challenges that they face in college composition classrooms. The Bedford New Scholars program was established 15 years ago to gain insights about topics critical to teaching the next generation of rhetoric and composition students. Topics addressed include creating equity in the classroom, how course materials are chosen, and how new pedagogies are being used. The scholars join more than 100 program alumni who have taught or will soon teach these critical classes. Composition courses are some of the most common and important prerequisite and gateway courses students must pass in order to graduate. In these classes, students learn the critical thinking, communication, and research skills that are necessary for their success in upper-level courses. However, a 2019 study by the Gardner Institute found that gateway courses like Composition can stand as “gatekeepers” to degree completion. “Bedford/St. Martin’s has long been connected to the Composition community with its widely used titles like A Writer's Reference and The Bedford Reader. We deepen that connection each year with ongoing investment in the discipline, and the input of the Bedford New Scholars is an important part of that process,” said Leasa Burton, Vice President of Humanities at Macmillan Learning.  The Scholars will gather virtually throughout the week to share their perspectives on topics like AI, ethical argumentation, and creating diverse and equitable learning environments. Further, the scholars will have the opportunity to learn more about the publishing process and see what goes into producing widely-used writing pedagogy books such as A Writer's Reference, The Bedford Reader, The St. Martin’s Guide to Writing, The Hub, and Everything’s an Argument, as well as Macmillan Learning’s digital learning platform, Achieve. Throughout the program, the Scholars participate in market research and focus groups that inform product development. This year’s Scholars come from diverse backgrounds and have a range of experiences and perspectives, and the week-long summit offers opportunities for them to connect with each other to foster a more supportive and inclusive academic community. “This year’s scholars are creative and innovative problem-solvers, and we’re looking forward to learning more about how their teaching experiences can inform how we develop our products and services,” Burton added.  The program culminates with each graduate student sharing their “Assignments That Work” on the Macmillan Community. The assignments are complimentary to all within the education community and showcase the Bedford New Scholars pedagogy skills as well as build a valuable community of practice, feedback, and implementation.  This year’s Bedford New Scholars include:  Emily Aguilar is a Master's student in English and a Teaching Associate at California State University, Los Angeles. Her experience teaching first-year writing has amplified her approach to equity-based teaching, especially for ESL students and students with disabilities.  Hannah Benefiel is a Writing, Rhetoric, and Composition PhD student at Arizona State University. She serves as the Assistant Director of Writing programs and teaches Professional and Technical Communication, Composition 1&2, and the First Year Composition TA practicum. She writes about eating disorders, food as medicine, embodied technical communication, and religious trauma.  Jacqueline Cano Diaz is pursuing an English MA in Rhetoric and Composition at the University of Central Florida, where her thesis work centers on the rhetorical aspects of clothing choice, particularly as a woman of color in academia. She teaches Composition I and Composition II as part of the First Year Composition Program.  Ronada Dominique is pursuing her PhD in English, concentrating on Writing and Rhetoric at George Mason University. She teaches First Year Composition courses and was the Graduate Writing Program Administrator, overseeing PhD mentoring and professional development. She explores the representation of Black scholars in Writing Studies publications and how research impacts the Black experience in higher education classrooms.  Samira Grayson is pursuing her PhD in English with a concentration in Rhetoric and Composition at Middle Tennessee State University. She has taught Expository Writing and Research and Argumentation, and currently serves as the University Writing Center’s program coordinator. Her research interests include writing center and writing program administration, spatial rhetorics and place-based pedagogy, feminist historiography and research methods, and notions of authorship in collaborative writing.  Hannah Hopkins is pursuing a PhD in Rhetoric & Writing at the University of Texas at Austin, where she is an Assistant Director of the Digital Writing and Research Lab and an Assistant Instructor for the Center for Teaching and Learning. With a focus on digital rhetoric, she teaches a variety of courses in writing and pedagogy. Her research generally investigates storytelling with and about data. Amanda E. Scott is pursuing a PhD in English with a concentration in Creative Writing at Western Michigan University, where she currently serves as an Assistant Director of First-Year Writing. She's taught a variety of undergraduate writing and editing courses as well as graduate-level courses in publishing. Her research often explores the intersections between inclusive writing practices, ethical design, and social inequities. Christopher Luis Shosted is currently enrolled at Lehigh University where he studies the intersection of rhetoric and literary studies. He teaches courses and served as the assistant in the First-Year Writing Program at Lehigh. His research areas focus on applications of classical rhetoric to modern situations and the assessment of student writing along large and small scales.  Kristen Wheaton is pursuing her PhD in English with a concentration in Rhetoric and Writing Studies at the University of Oklahoma. She is currently Senior Assistant Director and an instructor of First-Year Composition and is one of only three instructors leading the co-requisite course first introduced in Fall of 2022. In addition to her teaching role, Her research interests include resistance rhetorics, genre theory, ethos, and rhetorics of difference. Ashleah Wimberly is pursuing their PhD in Rhetoric and Composition at Florida State University. They teach a variety of courses, including first and second year composition and upper-level courses in FSU's Editing, Writing, & Media program. As a mentor and an assistant to the Composition Program, they have overseen the mentoring and training of graduate instructors and helped design and implement assessment protocols. Many Scholars have gone on to take leadership roles in writing programs in colleges and universities across the country (read more about three of them here). Or learn more about this year’s Bedford New Scholars. 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.  ... View more

Company seeks 20 instructors teaching Introduction to Psychology and 20 teaching Introduction to Biology from minority serving institutions  New York, March 27, 2022 -- Macmillan Learning, a privately-held, family-owned education publishing and service company, is seeking instructors teaching Introduction to Psychology or Introduction to Biology this fall to participate in research on closing equity gaps through evidence-based teaching practices. The study is part of Macmillan Learning’s ongoing research about how digital learning platforms and courseware like Achieve can help to close equity gaps in course completion for historically and presently underserved students, and students experiencing poverty. It is being conducted in partnership with the Bill & Melinda Gates Foundation. The research will focus on four specific evidence-based teaching practices: active learning, outcomes-driven instruction, formative assessment with feedback and metacognition; and, importantly, how resources and tools can be incorporated into courseware, like the company’s digital learning platform Achieve, to support underserved students and promote student success. The research builds upon the company’s prior study in fall 2022 on evidence-based teaching practices, which included more than 1,000 student participants from more than a dozen institutions.  “Underrepresented students often face unique challenges in the classroom, including a lack of access to resources and support, as well as systemic barriers that may impede their success. We want to understand how incorporating evidence-based teaching practices within courseware can help create a more equitable and effective learning environment. While the problem we’re looking to solve is bigger than just courseware, we believe courseware has the potential to make a difference and are eager to partner with institutions to explore the possibility," said Marcy Baughman, Executive Director, Learning Science & Insights. Research for Introduction to Psychology will be done using the best-selling Achieve for Psychology in Everyday Life, 6e, written by David G. Myers and Nathan C. DeWall. Research for the Introduction to Biology courses will be done using Biology for a Changing World, 4e. Students participating in the research will receive their course materials at no cost to them, and participation in the research study is voluntary.   Results from the fall 2022 study are expected later this spring. Once the full set of results are available, Macmillan Learning will make its findings publicly available and create an implementation guide with examples of evidence-based practices that can be used in courseware like Achieve. In concurrence, the company is also researching the impact of students’ sense of belonging and metacognition. That study seeks to understand the impact of using resources embedded within a digital courseware platform to improve students’ sense of belonging and metacognition skills; it will also examine whether improved sense of belonging and metacognition skills are related to other student outcomes such as course retention, content knowledge and exam scores. The first study took place Spring 2023 and the next will take place in Fall 2023. Benefits of Participating: In addition to helping build the body of research about evidence-based teaching practices, both instructors and the students taking their course will benefit from the study. Instructors will receive a stipend, professional development and recognition as participants of the study. Students who opt in to the study will receive free access to online courseware within Achieve as well as gift cards for providing feedback about their experience.  Instructors from 2- or 4-year institutions teaching Introduction to Biology or Introduction to Psychology serving predominantly Black, Latino, Indigenous and/or lower-income students can register their interest in participating in the study here.  Applications are open through April 15, 2023. About Achieve Achieve is Macmillan Learning’s digital learning platform, which was developed with the goal of supporting students of all levels of motivation and preparedness and to engage them in and out of class to improve their outcomes. Because it was based in learning science, Achieve was the first product exclusively designed for higher education to earn the “Research-Based Design” product certification by Digital Promise. The product certification helps ensure instructors and institutions that the products they select were designed using research-based learning science principles and developed using best practices before using them with their students. Previous efficacy research on Achieve found that it can help bridge the performance gap often seen among students entering college. That is, the more that less academically prepared students use Achieve, the closer they can come to meeting the performance of their more academically prepared peers.  Studies conducted over four recent semesters (Fall 2019 to Spring 2021) with 4,400 students in introductory courses from six different disciplines demonstrate that past academic performance and college readiness have the greatest impact on students’ exam scores -- more than any other student characteristics. Achieve was able to support student success no matter a student’s past academic performance, college readiness, student characteristics, and course exam difficulty. The more students use Achieve, the better they do in their courses. For example, students with higher grades on their Achieve assignments could expect to perform 9 points higher on their courses exams. Also, students that used Achieve less than what was typically seen with their classmates, performed 4% to 8% lower on their exams. 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.  ... View more