We asked Professor Ben Pierce, author of Genetics, A Conceptual Approach and Genetics Essentials, what inspired him to teach biology.  My interest in biology began at an early age when my family would take vacations in the mountains of Northern New Mexico. Growing up with three brothers, our parents made it a priority to keep us active and outdoors. We spent our summers hiking the mountain trails, observing wildlife, identifying wildflowers, and learning about the history of the area. These experiences fostered a deep appreciation for nature within me. As I grew older, my curiosity about how nature works inspired me to pursue a career in biology. At the age of 14, I embarked on a wilderness canoe trip in Southern Ontario, known as the Quetico, a vast region consisting of interconnected lakes. Our guide, whom we nicknamed Fez, taught us essential survival skills, such as setting up camp, cooking food, and navigating between lakes. Fez's approach was hands-on; he never carried our gear or paddled our canoes for us. He understood the importance of each individual making their own journey and taking responsibility for it. Fez's philosophy deeply influenced my own work as a teacher and textbook writer. Rather than being a mere conveyor of information, I see myself as a guide for students on their introductory genetics journey. With 43 years of teaching experience under my belt, genetics never ceases to fascinate me. It is a field that constantly evolves and remains relevant to our lives. Through teaching, I have had the privilege of sharing this amazing subject with my students year after year. My goal is not only for them to grasp the details of genetics but also to appreciate the broader beauty of the biological landscape. Genetics is a captivating field, and I consider myself fortunate to have the opportunity to learn and explore it alongside my students. Every year brings new discoveries and insights, keeping the subject fresh and exciting. I am grateful for the chance to be a part of my students' genetic journey and witness their growth and understanding. In conclusion, my passion for biology was ignited by childhood experiences in nature, and it continues to fuel my dedication to teaching genetics. As a guide, I strive to assist my students in mastering the principles of genetics while also nurturing their appreciation for the wonders of the natural world.  Watch this short video to view his response! ... View more

Institutional and Course Context Delaware State University, a public four-year college, serves over 4,000 undergraduate students. The study conducted in this context involved an instructor who taught 108 students in a hybrid combination of face-to-face and virtual instruction. With over fifteen years of teaching experience and a comfort level with digital tools, the instructor implemented Achieve throughout the Fall 2021 semester. Course and Digital Learning Goals The instructor's primary motivation for using Achieve was to keep students engaged and teach them skills that would be applicable in various contexts. Emphasizing the importance of efficiency and providing additional resources for students, the instructor sought to explore new ways of teaching mathematics. Study Design and Results The study aimed to investigate the relationship between the use of Achieve and student outcomes while gathering information on instructor and student perceptions of the tool. The results demonstrated several positive aspects of Achieve for Calculus: Engagement: Both the instructor and the students reported increased engagement in the course with the use of Achieve. Students found the pre-lecture activities and homework assignments within Achieve to be engaging, helping them prepare for class discussions. Active Learning: Achieve encouraged active learning, as reported by the instructor and the students. They felt that Achieve supported their learning and helped them stay on track during class discussions, fostering active participation and deeper insights into the course content. Usability: Achieve was deemed easy to use by both the instructor and the students. The comfort level with Achieve in virtual classroom environments contributed to a seamless teaching and learning experience. The majority of students expressed confidence in using Achieve and would recommend it to others. Comprehension: The tools within Achieve proved effective in supporting student comprehension of the course material. Students reported that Achieve helped them gain a better mastery of the content, fill gaps in their knowledge, and foster deeper insights. Academic Achievement: The study revealed a significant relationship between students' completion of activities within Achieve and their final grades in the course. Higher activity completion correlated with better overall performance. This relationship remained significant even when controlling for students' GPA. Insights for Optimization The instructor and students provided valuable feedback on optimizing the use of Achieve. They highlighted the importance of addressing any issues with slow updating between Achieve and the integrated Learning Management System (LMS). Exploring the available options within iClicker and completing LearningCurves before presenting material in class were also suggested as potential areas for improvement. The findings from this study demonstrate the positive impact of Achieve for Calculus on student academic performance in an average-sized PreCalculus classroom at a four-year university. The tool's ability to enhance engagement, facilitate active learning, promote comprehension, and contribute to better grades highlights its potential in supporting mathematics education. By incorporating such digital tools effectively, educators can create enriching learning experiences and empower students to succeed in their academic journey. Download the white paper   *Note: These results are part of a larger Achieve study across multiple institutions. To access the full report and results, please visit http://www.macmillanlearning.com/catalog/page/learningscience. ... View more

The best content in FlipIt Physics is now available in Achieve!  Looking for the content from FlipIt in your Achieve course (calc-based physics)? Follow these instructions:   First, if you haven’t already, create your Achieve course. [achieve.macmillanlearning.com] Click the blue “Create a New Course” button at the top righthand corner in Achieve.   Select “OpenStax, University Physics with Prelectures” from the list of courses.     Choose between an individual course or a section manager.  And then click Next: Course Set-up.   Enter your course details.  And then click Next: Create Course.   Either start with a pre-built course (aligned to the OpenStax table of contents) or build from scratch by Browsing the library of content. Ed. note: I recommend starting from the pre-built course and then deleting/reorganizing rather than adding everything from a blank course, but just my two cents!   Whichever route you choose, you can find the content you’re familiar with from FlipIt in the Resources tab on the lefthand panel. (looks like a file folder)   Within the Resources folder, you can find the following categories of content migrated from FlipIt and add it to your course: Prelecture video assignments → Search “prelecture” Bridge assignments (fka Checkpoints) → Search “bridge” Homework assignments from FlipIt (fka Standard Exercises) → Search “scaffolded”   There’s also a ton of new content and functionality for you to browse, including Achieve’s large question library, Goal-Setting and Reflection Surveys, and iClicker integration.   Need help? We’re here for you! Schedule a 1:1 demo / training https://go.oncehub.com/achievedemos Contact your local rep Pricing and ISBNs [Student Store page here] Request an extension for Fall 2023 E&M courses  Don’t know who your rep is? Find them at macmillanlearning.com/findmyrep ... View more

Jon Rienstra-Kiracofe wanted information on how well his students were prepared for General Chemistry. He heard about the MUST and was impressed by the large number of students in Texas who had participated in it, ranging from community colleges to large four-year public institutions. Jon thought it could be perfect for his students at Purdue, especially since it is just twenty questions and takes only 15 minutes. MUST is built into Achieve, making it easy to access and pull data on student performance so you can quickly share results and empower your students right at the beginning of their general chemistry course. ... View more

Diana Mason, who developed the Math Up Skills Test (MUST) for general chemistry, drew inspiration from a journal by Hartman and Nelson, detailing a study in which a group of students was given a baseline assessment with or without a calculator. Interestingly, without a calculator was a better predictor of success. An accomplished chemical education researcher, Diana brought this idea to the state of Texas and created the MUST. In her own IRB-approved study, Diana compared the test results to students’ final grades at universities and colleges across the state. What she found was that student performance on this fifteen minute, twenty question assessment, given in the first week of class, showed a significant correlation between student performance in Gen Chem I and Gen Chem II. Watch the video below to hear more about Diana’s story in creating the MUST. ... View more

This year, 10,218 college instructors and 131,921 students used Achieve. Here, we break down what biology instructors and students really think about using the platform in their classrooms.  Overall, 83% of biology instructors agree that Achieve was a valuable asset for student study and review. John Geiser, an instructor at Western Michigan University, said, “Students like it and I think they actually learned more than when they were left to their own devices to learn the material.”  And he’s right! Students do like Achieve. 93% of biology students said that Achieve was easy to use and 83% agreed that it helped them study or review for quizzes and exams. Sophia Gonzalez, a student at College of Dupage, said, “I absolutely loved the e-book and all of the graphics, visuals, and content that helped me learn biology this semester. Everything was really easy to understand and to-the-point. I would definitely recommend Achieve to my friends!” Macmillan’s iClicker response system is included with Achieve. 91% of biology instructors shared that the time they invested in iClicker was worthwhile and 88% agree iClicker increased student engagement and preparedness. Moreover, Brian Black, a Bay de Noc Community College instructor, noted that iClicker is a great tool to have with a mix of both live and remote students.  Check out the infographic below for more stats and details from our user survey on what biology instructors and students really think about Achieve. ... View more

Join the Macmillan Math team for a webinar and Q&A session on how we're using new tools in AI, like ChatGPT, to guide our creation of math assessment online in Achieve. Achieve takes trusted teaching content and a flexible UI to offer tools and resources to support various math courses across the curriculum. Achieve is an iterative platform, always evolving, instead of waiting for new "editions"; new widely accessible AI tools present opportunities to help students develop higher order critical thinking skills while they practice homework exercises.   Watch the recording!  ... View more

Download the whitepaper! Oregon State University is a public four-year college serving over 26,000 undergraduate students. The instructor who partnered with us on this study, Sara Clark, taught 39 students in a face-to-face formatted instruction. The instructor used Achieve throughout the Fall 2021 semester. During this study the instructor assigned homework assignments and post-lecture summative assessments. The instructor reported that students were engaged in their class and students also reported they found Achieve engaging. 100% reported being engaged in the course this semester. 79% reported being actively engaged in classroom discussions. 95% reported engaging in active learning in the course this semester. Both the instructor and the students found Achieve easy to use: 84% reported they were comfortable using Achieve.  Furthermore, Achieve supports student comprehension of classroom material. The instructor reported that the tools within Achieve helped them understand where their students had gaps in their knowledge and also enhanced their pedagogical framework. 79% of students reported that Achieve was effective in supporting their learning over the semester. “The best part was the chance to answer questions multiple times if you got them wrong with the extra chances feature. It encouraged me to reexamine how I answered a question, and look further into the process of how I solved it to seek out mistakes.” —Oregon State Student Student engagement in Achieve appears to be related to student academic achievement. Although the relationship between how many activities students finished within Achieve (as a percentage of how many were assigned in the course) and their final grade in the course was not statistically significant, we can see that those students who are completing more Achieve activities do have higher grades on average. For more details on this study, as well as an additional study on another OSU calculus class, take a look at the white papers below! This series will continue with an in-depth look at the precalculus and calculus classes at more of the schools that participated in this study. ... View more

Precalculus At Penn State University, Amine Benkiran, math instructor, taught 45 students in a face-to-face course. The instructor used Achieve throughout the Fall 2021 semester. During this study, the instructor assigned homework assignments and LearningCurve adaptive quizzes. Students found Achieve engaging and encouraging of active learning.  89% reported being engaged in the course this semester. 89% reported the pre-lecture activities within Achieve as engaging. 94% reported engaging in active learning in the course this semester. 89% reported pre-lecture activities in Achieve helped them actively learn in the classroom. Benkiran reported that the tools within Achieve helped them understand where their students had gaps in their knowledge and also enhanced their pedagogical framework. Students agreed: 83% reported that Achieve was effective in supporting their learning over the semester. 89% reported that using Achieve helped them gain a better mastery of the course content than courses without Achieve. Ultimately, student engagement in Achieve appears to be related to student academic achievements as there was a statistically significant relationship between how many activities students finished within Achieve (as a percentage of how many were assigned in the course) and their final grade in the course. This relationship remained significant even while controlling for students reported high school GPA, p < .05.   Calculus The instructor who partnered with us on this study taught 121 students across two sections of calculus in a face-to-face formatted instruction. He has taught for more than ten years. The instructor reported being somewhat comfortable implementing digital tools in this course. The instructor used Achieve throughout the Fall 2021 semester. During this study the instructor assigned homework assignments and LearningCurve adaptive quizzes. The instructor reported observing a more than typical amount of active learning in their course and that students were moderately engaged in their class. Students also reported they found Achieve engaging and that it helped them prepare for class.  94% reported being engaged in the course this semester. 88% reported engaging in active learning in the course this semester. 76% reported that Achieve helped support their learning. Both the instructor and students reported Achieve was easy to use: 97% reported they were comfortable using Achieve. Achieve supports student comprehension of classroom material. The instructor reported that the tools within Achieve helped them understand where their students had gaps in their knowledge and also enhanced their pedagogical framework. 79% reported that using Achieve helped them gain a better mastery of the course content than courses without Achieve. 87% reported that homework within Achieve helped fill gaps in their knowledge. 84% reported that homework within Achieve fostered deeper insights into the class content. As in Penn State’s precalculus course, student engagement in Achieve appears to be related to student academic achievement. There was a statistically significant relationship between how many activities students finished within Achieve (as a percentage of how many were assigned in the course) and their final grade in the course. This relationship remained significant even while controlling for students reported high school GPA, p < .01.   For more details on the studies done in partnership with Penn State University, take a look at the white papers below! This series will continue with an in-depth look at the precalculus and calculus classes at more of the schools that participated in this study. ... View more

Achieve is built in partnership with instructors, students, and our Learning Science team through iterative improvement and ongoing studies supported by real student data. Macmillan’s Learning Science team collected results from instructor and student surveys, live focus groups, bi-weekly instructor logs, student platform data, and course data to analyze the relationship between homework activity and students’ final grades in precalculus and calculus courses.  Homework completion in Achieve was significantly related to student achievement across all participating precalculus and calculus students (n=1,197). There was a statistically significant relationship between how many homework activities students finished within Achieve (as a percentage of how many were assigned in their course) and their final grade in the course. This relationship (r = 0.23) remained significant even while controlling for students reported GPA, p < .01. The graph shows the relationship between homework activity completion and final grade. Ultimately, students found Achieve engaging and encouraging of active learning. 91% of students reported being engaged in the course that semester while 97% reported that Achieve helped support their learning.  86% reported engaging in active learning in their course. A majority of students found the pre-lecture activities and the homework within Achieve engaging and helpful to their in-class learning.  Instructors from a wide range of institutions were surveyed in their precalculus and calculus courses. Here’s what they had to say about Achieve:  “I think it really makes it easy for us to assign a lot of practice and have that practice give feedback to the students.” “I love the flexibility of the system. I can very easily update questions, change scenarios slightly, add hints to questions, and create my own.” “On one of the problems I assigned with a video, only 20% of students answered the problem correctly [on first try], but by the end, all but two had correctly completed the problem.” For more details on this study, take a look at the white paper below! This series will continue with an in-depth look at the precalculus and calculus classes at some of the schools that participated in this study. Download the white paper ... View more

Learning science is a good place to start, not stop: Taking the next steps toward creating an inclusive classroom and meaningful learning Research in biology education has helped us better understand how students learn. Learning objectives, backward design, and high structure not only increase learning, but also reduce the achievement gap among students. The good news is that these kinds of practices have been incorporated and are now a standard in many classes, textbooks, and online systems. Incorporating these practices is just a first step. It is also critical to be inclusive, offer diverse perspectives, tell stories, connect facts and concepts to real-world issues, and even spark joy. In this webinar, James Morris will share resources and practices he uses in his introductory biology class that foster learning. Access the recording! ... View more

Earth Day serves as a moment each and every year for people to not only appreciate the natural world around us, but to also reflect on what we can do to better preserve and protect it. Fortunately, much of what many of us learned as children remains tried and true today, and we can continue to focus on behavioral changes that will help reduce our water and energy consumption.   Susan Karr, MS, Carson-Newman College These behavioral changes are the types of lower-impact actions that cost us nothing. For those of us that seek to reduce our impact on the environment to a greater degree, we can invest a little (or a lot) of money to employ new technologies that reduce resource use in our homes. For this year’s Earth Day, we’ve invited Susan Karr, author of Environmental Science for a Changing World—available for the first time with Macmillan Learning’s new online learning tool, Achieve—to share more about a feature in the book called “Bring it Home.”  “With ‘Bring it Home’, we offer students suggestions on ways they can reduce their impact on the environment,” says Karr, such as ways to reduce their water and energy consumption.  “We also share with students the 4 “Rs” when considering their consumer choices: refuse, reduce, reuse, and recycle.”    Water Susan encourages us to consider how we use water and to look for ways to reduce that use. “And remember,” she says, “saving water also means saving the energy it took to collect, purify, deliver, and perhaps heat that water.”  Karr suggests that a technology option to consider is a low-flow faucet and a low-flow showerhead. A low-flow faucet can reduce the rate of water flow by 1 to 2 gallons per minute, and a low-flow showerhead can reduce flow rate by 1 to 1.5 gallons per minute, she explained. “It really makes a significant difference knowing that some older kitchen faucets have a flow rate of up to 5 gallons per minute,” Karr says.  If you don’t have the money to install a low-flow faucet or showerhead, Susan suggests some behavioral changes you can make when running water in the kitchen or bathroom: Don’t let the water run while brushing your teeth or shaving. Don’t turn on the water at full speed unless needed. Capture water while waiting for it to heat up and use that collected water to water plants, fill the dog bowl, or other uses.  Time your shower for a few days to determine its average length, and then try to reduce shower time by a few minutes.  Take a “Navy” shower by turning off the water except to rinse.  Other technologies to consider that will reduce your water consumption include a front-loading washing machine or a low-flow toilet, Karr says. An energy and water efficient front-loading washing machine uses nearly half the water as older top-loading models. “Similarly,” Karr says, “installing a low-flow toilet or a model with two buttons—one for liquid waste and one for solids—will also reduce water waste.”  Once again, if you’re unable to purchase and install these water-waste reducing technologies, Karr offers some behavioral changes you can make:  Only wash clothes when needed. Only run the washing machine when it’s full. Don’t flush the toilet to dispose of tissues; dispose of them in the trash.  Energy Karr also reminds us that right now, fossil fuels power modern society, so making choices that use less energy will reduce the use of fossil fuels and, consequently, reduce the negative impact of using those fuels. “Three areas of our lives where we can use less energy include transportation, home, and electricity,” Susan says.  Transportation When possible, Karr encourages people to purchase the most energy efficient vehicle they can afford and that meets their needs. If you’re unable to upgrade your vehicle to one that is more energy efficient, there are still behavioral changes you can make: Carpool, take public transportation, walk, or bike.  Combine trips and plan your route to avoid backtracking if you are out running errands to reduce miles driven. Keep your car tuned up and tires properly inflated to improve the fuel efficiency of your vehicle. Use cruise control when appropriate—maintaining a constant speed improves fuel efficiency. Avoid idling—starting a car back up takes less fuel than idling for more than a few seconds. Home According to Karr, it’s important to make sure that your home has the recommended insulation for your region to reduce energy needed to heat and cool your home. “You can also insulate your hot-water heater,” Susan says. Inexpensive hot-water heater ‘blankets’ are also available and easy to install. Behavioral changes made at home include: Lower your thermostat in the winter by a degree or two; do the same in the summer by turning it up. Set the water heater to no higher than 120 degrees Fahrenheit; turn it off if you will be away from home for at least several days.  Electricity Energy efficient versions of many devices are available. For example,replacing light bulbs with more energy efficient varieties, such as LEDs, can save energy and money. You can also invest in renewable energy, such as solar panels, by installing them in your home, or you can support local renewable energy initiatives with your energy providers. Some key behavioral changes include: Turn off lights and electronics when not in use.  Take advantage of natural light by opening curtains during the day.    The 4 “Rs” when considering consumer choices “Other changes are more related to your consumer choices than to technology or behavioral options,” Karr says. “You can reduce the impact of your consumer choices by considering the resources used to make those consumer goods.” The 4 “Rs” when considering consumer choices are refuse, reduce, reuse, recycle.  Refuse “Don’t buy a product if you can do without it,” Karr says. For example: Drink water from a fountain instead of buying bottled water. Refuse to take a shopping bag from a store—carry your items or bring your own reusable bags.  Opt to buy unpackaged produce rather than bagged or boxed items. Rent or borrow items, when possible, and lend them to others—especially if you will rarely use them.  Reduce Karr says to choose products that require fewer resources to make or that are minimally packaged. For example: Minimize packaging—if you must buy a bottled drink, buy the largest bottle you will use instead of several smaller bottles.  Contact retailers or marketers to reduce receipt of unsolicited mail or visit the Federal Trade Commission for suggestions on ways to reduce promotional mail such as catalogs, credit card and insurance offers.  Reduce your consumption of meat, especially the consumption of beef—the animal-based food with the highest water and carbon footprint.  Reuse “Use products again,” says Karr, “for their intended purpose or another.” For example: Purchase durable products you can use again and again rather than disposable items or those with a short lifespan.  If you must buy a product that comes in a package, consider reuse potential—can you use it for another purpose? Recycle Karr reminds us that we can turn a recyclable item back in to be made into a new product. For example:  Check with your local recycling center or solid waste department to learn about which materials are accepted for recycling in your area. Choose products that can be recycled over items (or packaging) that are not recyclable. Support the recycling industry by choosing products made from recycled materials. Avoid “wish-cycling”—placing items in a recycling bin that are not recyclable in your area; this has the potential to contaminate other recyclables in the bin (forcing recyclers to dispose of the entire bin) and/or increase the time and money needed to sort through the recyclables, decreasing profit and viability of the recycling industry. There are many things that we can all do to reduce our impact on the environment. Perhaps you already do some of the things on this list, or perhaps there are other ways that you decrease your usage of resources such as water and energy. We hope that this Earth Day you try something new and consider your impact on the environment. You can also sign up for a demo of Achieve for Environmental Science for a Changing World: https://go.oncehub.com/ AchieveDemos. ... View more

Transforming Intro Bio at a Hispanic-Serving, Land Grant Institution (and how the pandemic got us to the finish line) Many institutions are working to enhance student success and reduce disparities in introductory biology courses. In this webinar, Michèle Shuster discusses how after many years of incremental progress, she took advantage of the disruption of the pandemic to overhaul her approach on the return to in-person teaching. The result has been substantial improvements in student success, and elimination of disparities in pass rates between minoritized and non-minoritized students. In this webinar we'll talk about Michèle's current course structure, the rationale for the decisions she made, and how these ideas can be used elsewhere. Access the recording! ... View more

Even as higher education offers a world of exciting possibilities, the transition to college also presents harrowing opportunities for stress, struggle, and failure. At the same time, it is common for students, particularly new students, to lack awareness that experiences with failure and recovery can reveal, which include some of the most enduring and important lessons in life. In this webinar, Jay Phelan explored the use of instructor self-disclosure to nurture resiliency and a growth-mindset in students. We identified practical techniques for helping students not simply bounce back from failure, but actually thrive and reach better outcomes than what would have been possible without failure. Access the recording! ... View more

Our classrooms are increasingly diverse. Students learn in different ways, have varied levels of preparation, and have different backgrounds and experiences. Using inclusive teaching practices not only allows everyone to learn, but also creates a sense of belonging and community, one of the best predictors of success in science. In this webinar, Jim Morris will discuss practices he uses regularly in his large introductory biology class to include all students. He will also share resources in the introductory biology textbook How Life Works that foster inclusive practices.   Access the recording! ... View more