The What And Who Of EDU

Some teaching ideas feel a little too trendy, too techy, or too fluffy… until they're not. Today we're counting down 10 teaching strategies educators once doubted and now swear by. From the surprising power of silence to the glow-up of structured lectures, these are the classroom moves that went from "no thanks" to "never teaching without it." You'll hear from instructors across English, psychology, chemistry, economics, math, and biology as they share the moments that changed their minds and their classrooms. Along the way, we explore what actually boosts student engagement, strengthens learning, and saves instructors time and energy. Brought to you by Macmillan Learning Lectures can be boring. So give yours a glow-up. Enjoy the Sound of Silence. Pauses are where learning happens. Scaffold. Rome wasn't built in a draft, and neither are great essays. Doubting the five-page paper? Go with short writing to build stronger thinking. Ungraded work still counts. Students need a point, not a point system. Now be a good robot. Tech doesn't replace teachers, it frees them up to teach. Flip the script. Move content home so class time focuses on context. Turn the discussion bored into a discussion board. The right prompt can transform 120 posts into 120 perspectives. Learn together, better. Group work isn't chaos, it's collaboration with a plan. Multiple choice isn't the easy way out. Done right, it's practice for the real-world exams ahead.  Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. My research is rooted in the rhetoric and composition discipline, and I have nine years of college-level teaching experience. Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy. Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. She has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College. She has been teaching human development courses for 12 years. She is a mother of two and researches adolescents' perceptions of justice and how hope changes over time. Dr. Christin Monroe is an Educational Research Associate at the University of Illinois Urbana Champaign. She previously taught Principles of Chemistry, Intro to Chemistry, Organic Chemistry, and Biochemistry at Landmark College, with a focus on supporting neurodivergent learners. Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics (Running Press, Oct 2025), an illustrated exploration of mathematical ideas through the lens of cats. Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University's Global Campus. Julie Moore has been teaching writing and literature in Higher Education for 35 years, and is currently working as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University. She's authored four collections of poems, with several notable prizes including the Donald Murray Prize from Writing on the Edge. Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for 20+ years. She currently teaches psychology courses in a virtual, asynchronous environment. Previously, she worked as a counselor and  worked as Senior Academic Advisor for the Honors Program at the University of Louisville. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools. Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer, author, teaching mentor, and learning analytics researcher. Her pedagogy is founded on the belief that all students can be successful at math. ☎️ Join the Conversation If this episode gave you something useful, or just made you nod while grading, pass it along to a colleague or that one friend who still says "I'm staying ahead this semester." (We believe in you.) Got a tip of your own? Send us an email at TheWhatAndWhoOfEDU@Macmillan.com or leave us a voicemail at (512) 765-4688 & your strategy might just make it into a future episode.

What do sleep, gratitude, and emotional chaos have in common? Psychology. In this student-focused episode of The What and Who of EDU, Dr. Dave Myers and Dr. June Gruber return to explore how psychology can help students live better, not just learn better. From stress and self-compassion to gratitude, emotional diversity, and the paradox of happiness, they unpack the research behind what really helps students thrive, both inside and outside the classroom. You'll hear how to use stress as a tool for growth, why chasing happiness can backfire, and how simple habits like gratitude and reflection can build lasting resilience. Whether you're a student navigating college life or an educator supporting them, this episode delivers practical, science-backed strategies for managing emotions, staying grounded, and finding meaning in the messy middle of it all. Brought to you by Macmillan Learning What You'll Learn in This Episode How studying psychology can improve your life beyond the classroom The difference between healthy and harmful stress Why emotional diversity supports mental health How gratitude and self-compassion build resilience Why chasing happiness can backfire How to use evidence, not anecdotes, to make better choices What the research says about optimism, flow, and human growth Featured Guests Dr. David Myers – Professor of Psychology at Hope College and author of the world's best-selling psychology textbook. His research spans behavior genetics, social psychology, and public understanding of science. Dr. June Gruber – Associate Professor of Psychology and Neuroscience at the University of Colorado Boulder and Director of the Positive Emotion & Psychopathology Lab. Her research explores emotion science, mental health, and the science of well-being. Resources More about Dave & June 🎧 Missed the first two episodes in this series? Check out Episode 1: The Psychology of Psychology on Apple, Spotify or wherever you listen to podcasts. Check out Episode 2:  Teaching Like a Psychologist on on Apple, Spotify or wherever you listen to podcasts Resources Exploring Psychology, 13th edition Psychology in Everyday Life, 7th edition Psychology, 14th edition Student Store: Psychology, 14th edition  

What if the secret to better teaching isn't about what you teach, but how students experience your classroom? Psychology legends Dr. David Myers and Dr. June Gruber have spent decades studying what actually makes information stick and it's not more PowerPoint slides. In this episode, they reveal why removing 18 chairs from your classroom, scheduling 5-minute coffee chats, and teaching students about "micro-friendships" might be the most powerful teaching strategies you'll ever use. From awe walks to anxiety management, from handling shelter-in-place alerts to designing spaces for hearing loss, this isn't your typical pedagogy discussion. The duo discuss some intentional moments that transform students from passive listeners into engaged humans who actually retain what you taught them.  Spoiler alert: Teaching like a psychologist is good pedagogy. Period. Brought to you by Macmillan Learning   What You'll Learn in This Episode Teaching Psychology in Practice How to move from passive learning to active, reflective engagement Simple classroom changes that boost belonging How "micro-friendships" can transform classroom dynamics Why small gestures like eye contact or remembering a name make a big impact What educators can do before class starts to build trust and connection Strategies You Can Use Tomorrow How to use tools like the Perceived Stress Scale and "ask yourself" prompts Why five-minute office check-ins build stronger student relationships Easy, low-stakes ways to reduce test anxiety and support emotional awareness How to handle emotionally heavy topics in a supportive, science-informed way Psychology Beyond the Psych Classroom How psychology concepts can enhance STEM, humanities, and public health courses Why the "teach fewer things better" philosophy improves long-term learning What sleep science and stress research can teach students in any discipline How art and nature-based practices like awe walks support well-being and learning Featured Guests: Dr. David Myers – Professor of Psychology at Hope College and author of the world's best-selling psychology textbook, read by millions of students globally. His research spans behavior genetics, social psychology, and the public understanding of science. Despite being completely deaf without hearing technology, Dave has championed inclusive learning and continues to shape how students understand the brain, behavior, and human nature. Dr. June Gruber – Associate Professor of Psychology and Neuroscience at the University of Colorado Boulder and Director of the Positive Emotion & Psychopathology Lab. June's research explores emotion science, mental health, and what it truly means to thrive. As co-author of the best-selling psychology textbook, she brings cutting-edge research on student well-being, emotional diversity, and positive psychology to millions of learner More about Dave & June  **** Check out Episode 1: The Psychology of Psychology on Apple, Spotify or wherever you listen to podcasts. Resources Exploring Psychology, 13th edition Psychology in Everyday Life, 7th edition Psychology, 14th edition Student Store: Psychology, 14th edition David Myers Classroom Activities About Dr. Douglas Bernstein About Dr. Christopher France Perceived Stress Scale (PSS) – used in June's classroom to help students assess their own stress levels "Micro-Friendship" Research by Nicholas Epley; Overly Shallow?: Miscalibrated Expectations Create a Barrier to Deeper Conversation Positive Psychology Center at the University of Pennsylvania (for happiness surveys) Assistive Listening Advocacy by Dr. David Myers

Is the pursuit of happiness actually making students less happy? In this episode of The What and Who of EDU, we sit down with Dr. David Myers and Dr. June Gruber, co-authors of the world's best-selling psychology textbook, to explore what decades of psychological research reveal about student mental health, emotional well-being and why today's students are struggling more than ever. Discover why emotional diversity matters more than constant positivity, how social media is reshaping student mental health, and the surprising science behind what actually makes us thrive. From "awe walks" that reduce anxiety to the counterintuitive relationship between money and happiness, this conversation offers evidence-based insights every educator needs to support student well-being in the classroom. Brought to you by Macmillan Learning What You'll Learn in This Episode Student Mental Health & Well-Being Why today's students face unprecedented mental health challenges (and what's driving the increase in depression and anxiety) The connection between smartphone use, social media, and declining student mental health How emotional diversity—not toxic positivity—builds psychological resilience Why the "I-happy" problem is making students lonelier and less fulfilled The Science of Happiness The happiness paradox: Why focusing on happiness makes you less happy How much money actually contributes to well-being (and when more stops mattering) The neuroscience of awe and why 10-minute "awe walks" reduce stress and depression What the research says about aging and happiness (spoiler: we get happier as we age) Teaching & Learning Strategies How to create classroom moments that foster wonder and psychological well-being Why broad liberal education matters more than career specialization The importance of teaching critical thinking and evidence-based reasoning How to balance scientific evidence with compelling storytelling in teaching Human Nature & Psychology The surprising truth about parenting: why genes matter more than we think Research showing humans are inherently kind and altruistic (not selfish) The bystander effect myth: new data shows 90% of people help others in need Why students can't predict their futures (and why that's actually good news)  Featured Guests Dr. David Myers – Professor of Psychology at Hope College and author of the world's best-selling psychology textbook, read by millions of students globally. His research spans behavior genetics, social psychology, and the public understanding of science. Despite being completely deaf without hearing technology, Dave has championed inclusive learning and continues to shape how students understand the brain, behavior, and human nature. Dr. June Gruber – Associate Professor of Psychology and Neuroscience at the University of Colorado Boulder and Director of the Positive Emotion & Psychopathology Lab. June's research explores emotion science, mental health, and what it truly means to thrive. As co-author of the best-selling psychology textbook, she brings cutting-edge research on student well-being, emotional diversity, and positive psychology to millions of learner. Learn more about Dave & June. Resources Psychology, 14th edition Student Store: Psychology, 14th edition More about Dave & June  David Myers - Make Things Memorable More about Awe Walks from the NIH

What if the most important things students learn… aren't showing up on your tests? In this episode of The What and Who of EDU, we go beyond the buzzword to explore authentic assessment: what it is, where it came from, and whether it actually works. With insights from education researcher Sarah Gray, we dig into what authentic assessment looks like in practice, how it holds up in the AI era, and what the research really says about deeper learning, academic performance, and workforce readiness. We'll explore: How authentic assessment builds critical thinking, collaboration, and self-regulated learning What the research actually says (including some eye-opening effect sizes) A brief but mighty history lesson 10 practical tips to help you design, scaffold and grade authentic assessments Whether you're teaching STEM, social science, or Shakespeare, this episode offers actionable ideas to make assessment more meaningful—and more manageable. And spoiler alert: Yes, the research backs it up. But only when it's done well. Supported by Macmillan Learning 🧠 Today's Syllabus: 02:06 – What is authentic assessment, really? 05:02 –  The big three skills: self-regulation, critical thinking, collaboration 07:11 – History rewind: Dewey, the 90s, and the assessment triangle 15:40 – What authentic assessment looks like in practice  18:40 – Sarah Gray's design rule of thumb 23:40 – The receipts: what the research says  30:11 – Common pitfalls + grading without losing your weekend 35:20 – 10 practical tips to try in your classroom  📖 Required Reading:  What Is Authentic Assessment, Really? Wiggins, G. (1990). The Case for Authentic Assessment – The origin story. Newmann & Wehlage (1993).  Five Standards of Authentic Instruction – A framework for meaningful work. Resnick, L. B. (1987). Education and Learning to Think – Early call for reasoning and transfer. National Research Council (2001). Knowing What Students Know – Introduced the "assessment triangle." Stanford SCOPE (2013).  Criteria for High-Quality Assessment – What good assessment looks like. The Core Skills: Self-Regulation, Critical Thinking, and Collaboration Donker et al. (2014). Effectiveness of learning strategy instruction (Educational Research Review) Boekaerts & Corno (2005). Self-regulation in the classroom (Applied Psychology) Zimmerman & Campillo (2003).  Motivating self-regulated problem solvers (Cambridge University Press) Abrami et al. (2008). Meta-analysis on critical thinking instruction (Review of Educational Research) Halpern, D. F. (1998).  Teaching critical thinking across domains (American Psychologist) Halpern & Abrami (2015). Critical Thinking in Education Johnson & Johnson (2009). Social interdependence theory (Educational Researcher) Cooper & Robinson (2014). Using Classroom Assessment and Cognitive Scaffolding to Enhance the Power of Small-Group Learning. (2014). Journal on Excellence in College Teaching, 25(3&4).  Does It Work? Academic Performance, Grading, Scaling & Career Readiness Newmann, Bryk, & Nagaoka (2001). Authentic Intellectual Work & Standardized Tests – Test gains in high-authenticity classrooms NACE (2024). Job Outlook Data – Employers report a 25-point gap in critical thinking perceptions AAC&U & SHEEO (2017).  On Solid Ground: VALUE Report (PDF) – 91,000 student artifacts, real scoring data Herrington, J., Reeves, T.C., & Oliver, R. (2010).  A guide to authentic e-learning. Routledge. Vermont Portfolio Assessment (RAND, 1994). Findings & Implications – The highs and hurdles of implementation CLAS Program in California (Kirst, 1996).  State Assessment Story – What happens when politics meet performance tasks AAC&U VALUE Rubrics – Tools for assessing skills like critical thinking, teamwork, and written communication at scale Herrington, Reeves, & Oliver (2021). Design Principles for Authentic Learning Environments – How scenario-based assessments play out online Shavelson, R. J., Baxter, G. P., & Pine, J. (1992). "Performance Assessments: Political Rhetoric and Measurement Reality." Lehane, S., Wright, A., & Fenton, P. (2024). Improving academic integrity through authentic assessment design. Office Hours:  📞 If you have ideas on authentic assessment that you'd like to share with us, drop us a voicemail at (512) 765-4688, and you could be featured in a future episode!  📨 If you have an idea for a show or would like to be a guest, send us an email at: TheWhatAndWhoOfEDU@macmillan.com..  For more information about our hosts, you can visit us at https://go.macmillanlearning.com/the-what-and-who-of-edu

Is an "A" really the best indicator of learning? Or is it just proof that a student figured out the system? In this episode of The What and Who of EDU, we explore 10 creative, surprising, and inspiring ways educators are measuring learning beyond the gradebook. Because the real story of learning is bigger, messier, and far more meaningful. Brought to you by Macmillan Learning 🎓 Key Takeaways Judge the work, not the GPA Rethink the test Turn students into teachers Stack the game Measure the moment Track the trajectory Make it make sense Build the toolbox Listen for the learning Look for the long echo  📌 Featured Educators Dr. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches Principles of Chemistry, Intro to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners. Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is useful and occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics (Oct 2025), an illustrated exploration of mathematical ideas through the lens of cats. Dr. Star Sinclair is an Assistant Professor of Psychology at Florida Gulf Coast University. For 18 years, she has taught general psychology, lifespan development, behavioral statistics, and research methods in psychology. She conducts research on metacognition, student success, and imposter phenomenon. Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University's Global Campus. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for 30+ years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching math. Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. She has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Dr. Charlotte De Araujo is an Assistant Professor at York University with 16+ years of biology and biomedical science teaching experience. She has coordinated large-scale biology/biochemistry programs at multiple Ontario-based universities and was recognized with a 2023 Faculty of Science Excellence in Teaching Award. Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets & public policy. Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches psychology courses in a virtual, asynchronous environment.   Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer, author, teaching mentor, and learning analytics researcher. Her pedagogy is founded on the belief that all students can be successful at math. Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to students, medical residents and practicing clinicians. His research is focused on the impact of immersive technology on anatomy education. Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. My research is rooted in the rhetoric and composition discipline, and I have nine years of college-level teaching experience. ☎️ Join the Conversation 🔗 If this episode gave you something useful, or just made you nod while grading, pass it along to a colleague or that one friend who still says "I'm staying ahead this semester." (We believe in you.) 🔗 Got a tip of your own? Send us an email ar TheWhatAndWhoOfEDU@Macmillan.com or leave us a voicemail at (512) 765-4688 & your strategy might just make it into a future episode.  

You've heard the stories. You've heard the tips. You've heard the bell ding (you know the one). But in all our episodes of The What & Who of EDU, we somehow forgot to introduce... us. In this special behind-the-scenes episode, we're flipping the mic to spotlight the trio that brings the EDU-niverse to life: Marisa Bluestone, Host and Resident "Why?" Asker LaShawn Springer, Host and Champion of Inclusive Pedagogy Derek Lambke, Producer and French New Wave film fan (we had to) Together, we talk about what brought us to education, how podcasting reshaped our approach to storytelling, and what we've learned from the incredible educators we've featured. Expect laughter, reflection, shoutouts to students and librarians, and maybe a Gator reference or two. Plus, we share our dream segments (confession cams? classrooms in the field? students on the mic?) and what we're hoping to explore in future episodes. 🔍 In This Episode: What podcasting taught us about storytelling (and why it's not just about what you say) Moments from past guests that made us think differently about education The real reason we believe this show matters (hint: it's not about downloads) Our favorite educator tips, and the ones we still think about The dream segments we may yet one day try Have an idea for a dream segment? Want to hear from students or share your own classroom wisdom? Email TheWhatAndWhoOfEDU@macmillan.com and you might just hear yourself in a future episode.   

🎧 In this episode of The What and Who of EDU, we're talking accessibility. Not just ramps and captions (though those matter), but the small shifts, the flexible paths, and the "you can sit with us" energy that make learning possible for every student. We're counting down 10 ways real instructors are making their classrooms more accessible: strategies you can borrow, adapt, and make your own.  Brought to you by Macmillan Learning 🎓 Key Takeaways Accessibility is just good teaching. You don't have to know everything. Just who to call. Design for variability, not exceptions Lose the secret handshake & make connections easy Say it like you mean everyone Flexibility ≠ lower standards Lets students show you what they know -- their way Light the way Why details are the design Connect students to the right resources 📌 Featured Educators Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. She has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Dr.  Kendra Thomas is an Associate Professor of Psychology at Hope College. She has been teaching human development courses for 12 years. She is a mother of two and researches adolescents' perceptions of justice and how hope changes over time. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches in Principles of Chemistry, Intro to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners through inclusive & innovative teaching practices. Dr. Eric Chiang is currently a Professor-in-Residence in Economics at the University of Nevada, Las Vegas. He's the author of Economics: Principles for a Changing World (6th ed.), published by Macmillan Learning and praised for its engaging, data-rich approach, global relevance, and inclusive real-world examples. His research spans tech spillovers, global trade, and economics education. Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics (Running Press, Oct 2025), an illustrated exploration of mathematical ideas through the lens of cats. Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University's Global Campus. Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College, covering courses from principles of economics to advanced microeconomic theory and many electives. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While her expertise centers around toxicology and fish physiology, she has taught introductory biology, immunology, and human physiology, in addition to creating and directing the biology courses offered through dual enrollment at West Virginia high schools. Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to medical, graduate, physical therapy, and occupational therapy students, medical residents, and practicing clinicians. His research is focused on the impact of immersive technology on anatomy education. Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer, OER author, teaching mentor to other faculty and graduate students, and learning analytics researcher. Her pedagogy is founded on the belief that all students can be successful at mathematics. ☎️ Join the Conversation 🔗 If this episode gave you something useful, or just made you nod while grading, pass it along to a colleague or that one friend who still says "I'm staying ahead this semester." (We believe in you.) 🔗 Got a tip of your own? Leave us a voicemail at (512) 765-4688 & your strategy might just make it into a future episode.  

What happens when students turn to AI instead of instructors for help? In this episode of The What and Who of EDU, we unpack the rise of AI tutors in higher ed and explore the promise, the pitfalls, and everything in between. From a history lesson that starts in the 1960s (yep, really) to fresh 2025 data from Macmillan Learning, this episode breaks down what AI tutoring tools can actually do for student learning. Along the way, you'll hear how these tools help or hinder student persistence, academic honesty, their grades, and even the environment We wrap with 10 practical tips to help educators make the most of AI tutors without losing their minds (or their syllabi). Brought to you by Macmillan Learning 🧠 Today's Syllabus: 01:42  -  Chapter 1: Intro to AI & AI Tutors in the class 04:41  -  Chapter 2: Where AI tutoring started—and how far it's come 08:01  -  Chapter 3: Why AI tutors might boost confidence, persistence, and performance 14:12  -  Chapter 4: What to watch out for: overuse, offloading, and digital divides 21:45  -  Chapter 5: 10 classroom-tested tips to use AI wisely  📖 Required Reading: Here are links to the studies we discussed as well as some of the featured products. Learn more about Macmillan Learning's AI Tutor: how it works, what it's designed to do, and what real students and instructors are saying. https://go.macmillanlearning.com/achieve-ai-education  📊 AI Usage, Efficacy & Adoption: Statista: Global AI Use by Students (2024): https://www.statista.com/statistics/1498309/usage-of-ai-by-students-worldwide/ Campus Technology: 86% of Students Use AI Weekly (2024): https://campustechnology.com/articles/2024/08/28/survey-86-of-students-already-use-ai-in-their-studies.aspx HEPI 2025 Student Academic Experience Survey https://www.hepi.ac.uk/2025/02/26/student-generative-ai-survey-2025/#:~:text=In%202025%2C%20we%20find%20that,increases%20from%20the%202024%20Survey. Students Using Macmillan Learning AI Tutor Show Improved Problem Solving Skills, Confidence and Engagement https://community.macmillanlearning.com/t5/press-release/bg-p/press-releases From Copy-Paste to Critical Thinking: 10 AI Guardrails and Hacks Every Educator Needs https://open.spotify.com/episode/4EAtjtoo559NNOnnyBzDRe?si=smAo_mO9T7KJIqT1wGPylA 🧠 History of AI & EdTech: Teaching Machines – B.F. Skinner (Wikipedia) https://en.wikipedia.org/wiki/Teaching_machine PLATO System Origins (Ars Technica): https://arstechnica.com/gadgets/2023/03/plato-how-an-educational-computer-system-from-the-60s-shaped-the-future/ Intelligent Tutoring Systems: Historical Survey (arXiv) https://arxiv.org/abs/1812.09628 AI Tutoring Meta-Analysis (APA) https://www.apa.org/pubs/journals/features/edu-a0037123.pdf IES Cognitive Tutor Evaluation (US Dept of Ed) https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_cognitivetutor_062116.pdf 💻 Student Experience, Equity & Offloading: Syracuse University Fluency Report: Bridging the AI Digital Divide (2025) https://newhouse.syracuse.edu/research/research-spaces/emerging-insights-lab/2024-25-fluency-report-bridging-the-ai-digital-divide/ MDPI: Cognitive Offloading & Learning https://www.mdpi.com/2075-4698/15/1/6 Sparrow, Liu, & Wegner (2011) – Google Effects on Memory https://psycnet.apa.org/record/2011-18065-002 🔐 Integrity, Ethics, Privacy: ICAI: Academic Integrity Survey Data (2020) https://academicintegrity.org/aws/ICAI/pt/sp/facts Bretag (2013). Addressing Plagiarism in Education https://pmc.ncbi.nlm.nih.gov/articles/PMC3876970/#s4 MIT: Generative AI's Carbon Footprint (2025) https://news.mit.edu/2025/explained-generative-ai-environmental-impact-0117 📱 Additional EdTech Examples: Duolingo & Microlearning Impact (Vorecol): https://vorecol.com/blogs/blog-the-impact-of-mobile-learning-apps-on-the-automation-of-student-progress-tracking-in-lms-187593 Office Hours:  📞 If you have ideas on AI that you'd like to share with us, drop us a voicemail at (512) 765-4688, and you could be featured in a future episode!  📨 If you have an idea for a show or would like to be a guest, send us an email at: TheWhatAndWhoOfEDU@macmillan.com..  For more information about our hosts, you can visit us at https://go.macmillanlearning.com/the-what-and-who-of-edu  

You know the ones. By Week 3, these students have already emailed you. They show up, take notes, ask smart questions, and somehow still smile during group work. They're not working harder, they've just unlocked the cheat code. (And no, not the kind that lands them in front of the Dean.) 🎧  In this episode of The What and Who of EDU, we asked instructors: what are the habits that actually set students apart? From growth mindset to academic risk-taking, these are the real-world patterns that quietly predict success, straight from the people who grade the work. 🎓 Key Takeaways Show up ready. And then show up again. Manage your time like your mom is watching. Study like you brush your teeth. Learn the story, not just the answers. Know how you learn. Ask for help early and often. Believe you can grow. Stay curious. Practice until it's automatic. Level up... on purpose. 📌 Featured Educators Dr. Eric Chiang is currently a Professor-in-Residence in Economics at the University of Nevada, Las Vegas. He's the author of Economics: Principles for a Changing World (6th ed.), published by Macmillan Learning and praised for its engaging, data-rich approach, global relevance, and inclusive real-world examples. A longtime champion of instructional innovation, Dr. Chiang is known for integrating technology into active learning environments, and his research spans tech spillovers, global trade, and economics education. Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. My research is rooted in the rhetoric and composition discipline, and I have nine years of college-level teaching experience. Julie Moore has been teaching writing, literature, and writing center pedagogy in Higher Education for 35 years; presently, she works as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University's LifeFlex program. The author of four collections of poems, Moore has recently won the Donald Murray Prize from Writing on the Edge and several notable prizes for her poetry. Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer, OER author, teaching mentor to other faculty and graduate students, and learning analytics researcher. Her pedagogy is founded on the belief that all students be successful at mathematics. Dr. Charlotte De Araujo is an Assistant Professor, York University with 16+ years of undergraduate and graduate teaching experience geared towards biology and biomedical science students. She has coordinated large-scale biology/biochemistry programs at multiple Ontario based universities, and was recognized with a 2023 Faculty of Science Excellence in Teaching Award. Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University's Global Campus. Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College, covering courses from principles of economics to advanced microeconomic theory and many electives.   Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to medical, graduate, physical therapy, and occupational therapy students, medical residents, and practicing clinicians. His research is focused on the impact of immersive technology on anatomy education and medical simulation. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for more than 30 years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching mathematics.  Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While her expertise centers around toxicology and fish physiology, she has taught introductory biology, immunology, and human physiology, in addition to creating and directing the biology courses offered through dual enrollment at West Virginia high schools. Adriana Bryant is an English and Developmental English Instructor at Lone Star College–Kingwood in Texas. She teaches courses of different modalities, and strives to create an engaging environment that helps foster her students' growth and desire to learn. She also contributes to professional development within her department and college community. ☎️ Join the Conversation 🔗 If this episode gave you something useful, or just made you nod while grading, pass it along to a colleague or that one friend who still says "I'm staying ahead this semester." (We believe in you.) 🔗 Got a tip of your own? Leave us a voicemail at (512) 765-4688 & your strategy might just make it into a future episode.  

Remember your first semester teaching? The syllabus was hot off the printer, you weren't sure how to curve grades, and someone just called you "professor" for the first time. The next generation of instructors is now feeling all of that, hardcore. This episode brings real talk from educators who've been there, survived that, and even enjoyed office hours. Maybe… 🎧 In this episode: Surviving flop assignments, balancing feedback, and remembering that even Slytherins need support. Brought to you by Macmillan Learning 🎓 Key Takeaways (01:11) Be One Day Smarter:  Start small and build confidence.  (03:10) Don't Take It Personally: Student feedback is about growth, not perfection. (05:48) Find Your Inner Goldilocks:  Balance change with consistency. (09:11) Just Pick One: Incorporate new tools gradually. (10:53) Teach Like It's Still Hard for You (12:18)Teach with Confidence And Help Students Build Theirs (014:01) Not Everyone Got Sorted Into 'Loves School' House, And That's OK (16:00) Don't Do It Alone. Seek collaboration and support. (18:36) Plan Like a Pro, Reflect Like a Rookie. Continuous improvement is key. (20:37) You Will Make a Difference. Impact often comes without applause. (22:05) It's a privilege to teach. Kindness isn't optional, it's foundational. 📌 Featured Educators Find out more about our amazing featured educators Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She currently teaches general and developmental psychology courses in a virtual, asynchronous environment. Previously, she worked as a counselor, taught as an adjunct and also worked as Senior Academic Advisor for the Honors Program at the University of Louisville.  Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy. Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College. She has been teaching human development courses for 12 years. She is a mother of two and researches adolescents' perceptions of justice and how hope changes over time. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While her expertise centers around toxicology and fish physiology, she has taught introductory biology, immunology, and human physiology, in addition to creating and directing the biology courses offered through dual enrollment at West Virginia high schools. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for more than 30 years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching mathematics.  Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to medical, graduate, physical therapy, and occupational therapy students, medical residents, and practicing clinicians. His research is focused on the impact of immersive technology on anatomy education and medical simulation. Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. She has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Adriana Bryant is an English and Developmental English Instructor at Lone Star College–Kingwood in Texas. She teaches courses of different modalities, and strives to create an engaging environment that helps foster her students' growth and desire to learn. She also contributes to professional development within her department and college community. Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer, OER author, teaching mentor to other faculty and graduate students, and learning analytics researcher. Her pedagogy is founded on the belief that all students be successful at mathematics. Julie Moore has been teaching writing, literature, and writing center pedagogy in Higher Education for 35 years; presently, she works as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University's LifeFlex program. The author of four collections of poems, Moore has recently won the Donald Murray Prize from Writing on the Edge and several notable prizes for her poetry. Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University's Global Campus. Resources:  What the Best College Teachers Do  Macmillan Learning ☎️ Join the Conversation 🔗 If you found something helpful in this episode, pass it along to a colleague—or that one friend who still starts every semester saying, "This time I'm staying ahead on grading." You know who you are. 🔗 Got a tip of your own? Leave us a voicemail at (512) 765-4688 & your strategy might just make it into a future episode.  

In a world of instant answers, where students can summon AI-generated text faster than they can raise their hand, how do we actually teach critical thinking? In this episode of The What & Who of EDU, we dig into 10 real-world strategies from educators across the country who've figured out how to move beyond right-or-wrong thinking. Whether it's removing the fear of failure, sneaking in some stealth logic through iClicker questions, or letting students spar with ChatGPT, these instructors are making critical thinking tangible, and totally teachable. Brought to you by Macmillan Learning 🎓 Episode Highlights: Remove the Fear of Failure: Dr. Christin Monroe (Landmark College). Use unlimited attempts and revision opportunities to promote problem-solving over perfection. Unplug to Go Deeper: Dr. Margaret Holloway (Clark Atlanta University). Ditch the phones, print the readings, and make space for honest, un-Googleable thought. Flip It and Think About It: Dr. Amy Goodman (Mississippi Gulf Coast Community College). Use flipped learning to focus class time on metacognition, not just content review. Channel Your Inner Socrates: Dr. Erika Martinez (University of South Florida). Answer questions with questions and let students build the logic themselves. Teach the Process, Not Just the Point: Dr. Charlotte de Araujo (York University). Turn your lecture into a real-time thinking lab using data and hypothesis-driven learning. Give Them Problems Worth Solving: Dr. Ryan Herzog (Gonzaga University). Use messy, real-world questions to make students wrestle with how they'd figure it out. Make Them Explain It Like a Kid's Listening: Dr. Mike May (Saint Louis University). Have students break down complex ideas for a fictional 9-year-old. No jargon allowed. Hide Critical Thinking in Plain Sight: Dr. Jennifer Ripley Stickle (West Virginia University). Use layered clicker questions to sneak in logic-building without calling it a "thinking exercise." Let AI Make the Mistakes: Jennifer Duncan (Georgia State University, Perimeter College). Use AI tools like ChatGPT as a critical thinking foil—spot hallucinations, bias, and BS. Make Them Teach It Live: Dr. Derek Harmon (The Ohio State University). Have students present their learning in front of peers under pressure—because if they can teach it, they know it. 📌 Educator Bios & Resources: Find out more about our amazing featured educators Dr. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches in Principles of Chemistry, Introduction to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners. Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. Her research is rooted in the rhetoric and composition discipline, and she has nine years of college-level teaching experience. Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer (for the Mathematics Department and the School of Education), OER author, teaching mentor to other faculty and graduate students, and learning analytics researcher. Her pedagogy is founded on the belief that all students - any student - can be successful at mathematics. Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has been teaching economics for 14 years. She also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College, covering courses from principles of economics to advanced microeconomic theory and many economic electives. She is the recipient of multiple teaching awards and is passionate about making economics accessible and engaging for all students. Dr. Charlotte de Araujo is an Assistant Professor, York University with 16+ years of post-secondary undergraduate and graduate teaching experience geared towards biology and biomedical science students. She was recently recognized with a 2023 Faculty of Science Excellence in Teaching Award. Dr. Charlotte has coordinated large-scale biology/biochemistry programs at multiple Ontario based universities and is also a consultant. Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for more than 30 years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching mathematics.  Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While Dr. Ripley Stueckle expertise centers around toxicology and fish physiology, she has taught introductory biology, introductory biology labs, immunology, and human physiology, in addition to creating and directing the introductory biology courses offered through dual enrollment at West Virginia high schools. Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to medical, graduate, physical therapy, and occupational therapy students, medical residents, and practicing clinicians. His research is focused on the impact of immersive technology on anatomy education and medical simulation. ☎️ Join the Conversation Got your own sneaky critical thinking tip? We want to hear it! Leave us a voicemail at (512) 765-4688. Whether it involves sticky notes, TikToks, or a dramatic reading of James Baldwin, your strategy might just make it into a future episode. 🔗 Don't forget to subscribe and spread the word! If this episode helped you rethink your classroom approach, pass it along to a colleague who still calls their syllabus "a living document" but hasn't changed it since 2019.

In this episode of The What & Who of EDU, host LaShawn Springer sits down with Amanda Peach, Associate Director of Library Services at Berea College, a place where students don't just study in the library; they co-author, co-create, and even campaign for their favorite databases. Brought to you by Macmillan Learning Learn more about: What it means to run a tuition-free work college in today's educational climate How Hutchins Library serves as a third space for student belonging and well-being Why research consultations are the secret sauce of building student confidence The power of invitation: how Amanda turns students into co-authors and collaborators What faculty and librarians can build together when they treat each other as pedagogical partners 🏫 About Berea College ⁠Berea College Homepage⁠ ⁠Berea College Work Program⁠ ⁠Hutchins Library⁠ ⁠Work Colleges Consortium⁠ 📐 Information Literacy & Frameworks ⁠ACRL Framework for Information Literacy for Higher Education ⁠ 🖋️ Open Pedagogy & Zine Making ⁠Zines 101 – Barnard Library⁠ Zines as Open Pedagogy: ⁠Open Pedagogy Notebook ⁠ 🎧 Stay tuned to the end for four big takeaways and practical tips you can use, starting today. 📞 Want to weigh in? Leave us a voicemail at 512-765-4688. 📢 Don't forget to subscribe, rate, and share—it helps more educators join the conversation.  

Lectures have a reputation. And it's... not great. Think glazed eyes, hidden phones and the eternal question: "Will this be on the exam?" But lectures don't have to be one-way streets. In this Top 10 episode of The What & Who of EDU, we share 10 engagement strategies straight from real educators who've wrestled with disengaged students, and won. 🔥 Spoiler: There are iClickers, Disney villains, coloring pages, and even campaign speeches involved. Brought to you by Macmillan Learning 🎓 Episode Highlights: Don't Compete With AI—Do What It Can't  [00:01:27] Break the Spell—Reset Focus Every 15 Minutes  [00:03:47] Pop In a Checkpoint—Mid-Lecture, Not Midnap  [00:5:21] Let Students Take the Wheel  [00:07:14] iClickers = Speed Bumps for Your Brain  [00:08:17] Remix the Medium—Even Disney Counts  [00:10:20] Don't Just Lecture—Choreograph Learning [00:11:41] Asynchronous ≠ Autopilot [00:14:05] Build Belonging Into the Bones  [00:15:50] Have Students Direct (And SOmetimes Eat) Their Learning [00:18:18] Flip the Script—Let Students Lead the Questions [00:20:34] 📌 Educator Bios & Resources: Learn more about our amazing featured educators Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy. Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has been teaching economics for 14 years. She also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College, covering courses from principles of economics to advanced microeconomic theory and many economic electives. She is the recipient of multiple teaching awards and is passionate about making economics accessible and engaging for all students. Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. Her research is rooted in the rhetoric and composition discipline, and she has nine years of college-level teaching experience. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for more than 30 years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching mathematics. He is currently looking at using spreadsheets in teaching mathematics to business students. Dr. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches in Principles of Chemistry, Introduction to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices. Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to medical, graduate, physical therapy, and occupational therapy students, medical residents, and practicing clinicians. His research is focused on the impact of immersive technology on anatomy education and medical simulation. Betsy Langness has been with Jefferson Community and Technical College since 2002. Prior to becoming a full-time faculty member in 2015, she was a Counselor at the college and taught as an adjunct for 9 years. Before coming to Jefferson, she was a Senior Academic Advisor for the Honors Program at the University of Louisville. She is currently teaching general and developmental psychology courses in a virtual, asynchronous environment. Dr. Charlotte de Araujo is an Assistant Professor, York University with 16+ years of post-secondary undergraduate and graduate teaching experience geared towards biology and biomedical science students. She was recently recognized with a 2023 Faculty of Science Excellence in Teaching Award. Dr. Charlotte has coordinated large-scale biology/biochemistry programs at multiple Ontario based universities and is also a consultant. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While Dr. Ripley Stueckle expertise centers around toxicology and fish physiology, she has taught introductory biology, introductory biology labs, immunology, and human physiology, in addition to creating and directing the introductory biology courses offered through dual enrollment at West Virginia high schools. Adriana Bryant is an English and Developmental English Instructor at Lone Star College–Kingwood in Texas. She teaches courses of different modalities, and strives to create an engaging environment that helps foster her students' growth and overall desire to learn. She also contributes to professional development within her department and college community. ☎️ Have a tip that turns "meh" into "wow"?  Drop us a voicemail at (512) 765-4688 or email us at TheWhatAndWhoOfEDU@gmail.com and you just might hear your voice in a future episode. 🔗 Subscribe. Share. Show Off Your Student Engagement Glow-Up.

We talk a lot about helping students succeed, but what if the most powerful tools aren't new technologies or teaching hacks, but the quiet moments where students reflect, connect, and feel like they actually belong? In this special edition of Digging Into the Data on the What & Who of EDU, host Marisa Bluestone returns with Marcy Baughman, VP of Learning Science & Research at Macmillan Learning, to unpack findings from a large-scale, IRB-approved study funded by the Bill & Melinda Gates Foundation.  With data from 726 students across 29 institutions, this episode explores two deceptively simple tools: a metacognitive reflection resource and a digital tool that fostered real belonging. The results were statistically significant, and included higher exam scores, increased engagement and students saying, "I actually felt like I belonged here." Whether you're curious about the impact of "soft skills," want to support first-gen students or are just looking for a low-lift way to improve outcomes, this episode has practical insights you can use right away. Brought to you by Macmillan Learning 🔍 What You'll Learn: Just because students don't say "I need belonging" doesn't mean they don't. How small, reflective check-ins led to measurable gains in student performance. What students really mean when they talk about feeling lost in college. How one grief-sharing moment sparked peer support and classroom connection. Why instructors who responded to student insights saw the biggest payoffs. The surprising power of mentors in normalizing academic doubt. How "good enough" engagement with these tools still moved the needle. 📚 Today's Syllabus: What Makes IRB-Approved Research So Powerful – 00:01:58 The Scale and Diversity of the Research – 00:03:18 Why Instructors Helped Design the Tools – 00:06:05 Belonging in Student Language (Not Research Jargon) – 00:08:01 What Reflection Really Looks Like for Busy Students – 00:9:56 Why It Worked: The Surprising Impact – 00:10:32 Reflection That Actually Changed Outcomes – 00:12:44 The Power of Peer Mentorship (Even on Video) – 00:13:43 Belonging, Made Visible – 00:14:55 How Instructors Integrated These Tools – 00:18:26 Implementation Wins and "Good Enough" Habits – 00:21:04 What's Next for the Belonging Tool – 00:22:06 Final Takeaways & Tips Recap – 00:24:06 Required Reading: Interested in participating in the research? Let us know! https://survey.alchemer.com/s3/8198865/F25-Macmillan-Research-Study-Instructor-Interest-Survey  Sense of Belonging and Metacognition Study Overview: https://community.macmillanlearning.com Goal Setting and Reflection Surveys Research Note: https://go.macmillanlearning.com/rs/1 About Achieve: https://go.macmillanlearning.com/achieve Guest: Marcy Baughman VP, Learning Science & Research, Macmillan Learning Office Hours: Have a classroom story, tip, or question? Call (512) 765-4688 and you might be featured in a future episode. Want to be a guest or suggest a topic? Email us at TheWhatAndWhoOfEDU@macmillan.com

What if improving your students' exam scores didn't mean more grading, longer lectures, or sacrificing your personal life to the pedagogical gods? In this special episode of Digging Into the Data, host Marisa Bluestone sits down with Marcy Baughman, VP of Learning Science & Research at Macmillan Learning, to break down a large-scale study funded by the Bill & Melinda Gates Foundation. The focus? Four powerhouse evidence-based teaching strategies and the measurable impact they had on over 1,400 students across three semesters. From surprising subgroup insights to tips you can try tomorrow, we're giving you the research-backed goods—and a few mic-drop moments you won't want to miss. Brought to you by Macmillan Learning 🔍 What You'll Learn: Why "thinking about thinking" might just be the ultimate grade booster. What instructors think they're doing vs. what students feel they're experiencing. How small digital nudges created big academic wins. Why it's not just what you teach—but how students understand they're learning. What students really need to hear when they're knee-deep in coursework (and why you should say it more often). How the simple act of assigning the right resource can unlock better outcomes—without adding more to your plate. The one strategy students loved... but couldn't name. 📚 Today's Syllabus: 📜 The Goals Behind the Study → 00:02:01 📊 Defining the Four Strategies → 00:03:28 🏫 The Biggest Surprises → 00:05:10 💡 Metacognition's Outsized Impact → 00:07:17 🛠 Scaling Strategies: What's Ready, What's Not → 00:09:02 🔍 Bridging Perception Gaps in Active Learning → 00:12:23 ✨ Instructors Who Pivoted Mid-Semester → 00:13:21 🎓 One Simple, Powerful Teaching Habit → 00:15:40 🎯 How to Implement Goal Setting and Reflection → 00:17:11 🧠 The 5-Point Impact of Evidence Based Teaching → 00:19:03 ✨ What We Learned Today — A Brief Summary → 00:22:18 📖 Required Reading: Links to studies, references, and Macmillan Learning resources mentioned in the episode: Macmillan Learning. Goal Setting and Reflection Surveys Research Note. (2024). https://community.macmillanlearning.com About Achieve: https://go.macmillanlearning.com/achieve Goal Setting and Reflection Surveys Research Note:  https://go.macmillanlearning.com/rs/1 Learning Forward – Evidence-Based Teaching Practices That Work:  https://community.macmillanlearning.com/t5/learning-stories-blog/learning-forward-evidence-based-teaching-practices-that-work/ba-p/23054  Guest: Marcy Baughman VP, Learning Science & Research, Macmillan Learning Office Hours: 📞 Leave us a voicemail! Got a classroom story, tip, or question? Call (512) 765-4688 and you might be featured in a future episode. 📨 Want to be a guest or suggest a topic? Email us at TheWhatAndWhoOfEDU@macmillan.com.  

We've all read those suspiciously flawless essays that scream "I was born in a chatbot!" And while AI isn't going anywhere, neither is our responsibility as educators to teach thinking—not just typing. In this episode of The What & Who of EDU, host Marisa Bluestone brings you 10 practical AI guardrails and hacks straight from real educators. From rubric-writing clones and "tilted" assignments to Socratic prompt design and digital fire safety, these strategies show how AI can support, not supplant, authentic learning. This podcast is brought to you by Macmillan Learning. 🎓Today's Syllabus: Dr. Erika Martinez (Univ. of South Florida) – AI as a digital assistant to boost productivity and reclaim time. [00:02:04] Jennifer Duncan (Georgia State Univ.) – Use AI to TILT your assignments and make expectations crystal clear. [00:03:14] Dr. Amy Goodman (Baylor Univ.) – AI as a rubric-writing coach to articulate grading standards—and your sanity. [00:04:54] Dr. Christin Monroe (Landmark College) – Map AI use back to learning objectives. If it doesn't serve the goal, skip it. [00:06:58] Adriana Bryant (Lone Star College–Kingwood) – Establish syllabus-based "fire safety" guardrails for safe exploration. [00:09:02] Dr. Margaret Holloway (Clark Atlanta Univ.) – Limit AI use to brainstorming—so students still do the thinking. [00:10:34] Betsy Langness (Jefferson Comm. & Tech College) – Promote AI accuracy + ethics: use it, cite it, verify it. [00:12:18] Julie Moore (Eastern Univ.) – Remind students their stories matter—bots can't replace their lived experience. [00:13:35] Dr. Amy Goodman (Encore!) – Teach prompt-based learning: Socratic nudges > full-blown solutions. [00:15:39] Adriana Bryant (Double Encore!) – Require AI documentation for digital literacy and transparency. [00:17:38] Instructors (in order of appearance): Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has been teaching economics for 14 years. She also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College, covering courses from principles of economics to advanced microeconomic theory and many economic electives. She is the recipient of multiple teaching awards and is passionate about making economics accessible and engaging for all students. Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer (for the Mathematics Department and the School of Education), OER author, teaching mentor to other faculty and graduate students, and learning analytics researcher. Her pedagogy is founded on the belief that all students - any student - can be successful at mathematics. Dr. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches in Principles of Chemistry, Introduction to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices. Adriana Bryant is an English and Developmental English Instructor at Lone Star College- Kingwood in Texas. She teaches courses of different modalities, and strives to create an engaging environment that helps foster her students' growth and overall desire to learn. She also contributes to professional development within my department and college community. Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. Her research is rooted in the rhetoric and composition discipline, and she has nine years of college-level teaching experience. Betsy Langness has been with Jefferson Community and Technical College since 2002.  Prior to becoming a full-time faculty member in 2015, she was a Counselor at the college and taught as an adjunct for 9 years.  Before coming to Jefferson, she was a Senior Academic Advisor for the Honors Program at the University of Louisville.  She is currently teaching general and developmental psychology courses in a virtual, asynchronous environment. Julie Moore has been teaching writing, literature, and writing center pedagogy in Higher Education for 35 years; presently, she works as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University's LifeFlex program. The author of four collections of poems, Moore has recently won the Donald Murray Prize from Writing on the Edge and several notable prizes for her poetry.   Extra Credit:  👉 Learn more about Macmillan Learning's AI-powered tutoring tools 👉 Tune in and subscribe on  Apple | Spotify | YouTube 👉 Follow us on   Instagram  |  LinkedIn   Office Hours:  📞 Have thoughts on how to foster a sense of belonging? Leave us a voicemail at (512) 765-4688, and you could be featured in a future episode! 📨 If you have an idea for a show or would like to be a guest, send us an email at: TheWhatAndWhoOfEDU@macmillan.com. We've got a form for that.  For more information about our hosts, you can visit us here. https://go.macmillanlearning.com/the-what-and-who-of-edu#about 

Today's Syllabus: What happens when we stop seeing high school and college as separate worlds? In this episode, host LaShawn Springer chats with Dr. Siska Brutsaert, principal of Bard High School Early College Bronx, about how their innovative dual enrollment model is disrupting the traditional diploma track and empowering students to take on college-level coursework before they've even turned 18. We explore how Bard creates a "place to think" by hiring mission-driven faculty, cultivating a deep sense of student agency, and building a supportive learning community where teenagers thrive through academic rigor. Whether you're an educator, administrator, or just someone who believes students are capable of more, this episode is your invitation to rethink what high school can be. 🧠 What You'll Learn How Bard High School Early College blends high school and college into one transformative experience Why trusting students with real intellectual responsibility changes everything How informal writing and faculty workshops build rigorous, yet supportive, classrooms The power of community in reducing academic stress and competition Why scaffolding skills like time management and self-advocacy can be just as important as content mastery This podcast is brought to you by Macmillan Learning.  📖 Required Reading Learn more about Bard High School Early College Bronx: https://bhsec.bard.edu/bronx/ Check out the podcast producer, Macmillan Learning https://www.macmillanlearning.com/college/us BFW Publishing Group: https://www.bfwpub.com/high-school/us  Extra Credit:  👉 Follow us on   Instagram  |  LinkedIn Office Hours:  📞If this episode got you thinking differently about dual enrollment, trust, or how we build real-world readiness into our classrooms—we want to hear about it. Drop us a voicemail at (512) 765-4688. We might feature your voice in a future episode. 📨 If you have an idea for a show or would like to be a guest, send us an email at: TheWhatAndWhoOfEDU@macmillan.com.  For more information about our hosts, you can visit us here. https://go.macmillanlearning.com/the-what-and-who-of-edu#about   

What does it mean to truly belong in a classroom? For many students, the feeling of belonging isn't automatic—it's something that has to be cultivated. In this episode of The What and Who of EDU, we explore how educators are creating inclusive learning environments where students feel seen, valued, and empowered to take academic risks. From learning every student's name to designing assignments that reflect their lived experiences, we highlight 10 powerful ways professors are fostering belonging in their classrooms. By the end of this episode, you'll walk away with actionable strategies that can make a real difference in student confidence, engagement and success. Today's Syllabus: The Power of a Name (Dr. Erika Martinez – How Learning Names Can Build Student Confidence) [02:01] Seeing Themselves in Science (Dr. Christin Monroe – How Identity Shapes Classroom Engagement) [04:28] Representation in the Curriculum (Julie Moore – Teaching Diverse Voices to Reflect Student Identities) [06:10] Building Community ... With Tea & Biscuits (Jennifer Duncan – Ungraded Discussion Spaces That Foster Connection) [08:22] Face to Face in Online Classes (Betsy Langness – Using Video Blogs to Create a Sense of Presence) [10:24] Celebrate Little Wins (Dr. Margaret Holloway – The Power of Recognition and Encouragement) [12:08] Service Learning & Real-World Impact (Dr. Jennifer Ripley Stueckle – How Hands-On Projects Build Confidence) [13:49] Assignments That Feel Relevant (Adriana Bryant – Using Music, Art, and Culture to Engage Students) [17:13] Teamwork That Works (Dr. Mike May – Making Group Work Meaningful and Motivating) [18:45] We Speak Flowers, Not Weeds (Dr. Amy Goodman – Reframing Failure to Build a Growth Mindset) [20:00] Instructors (in order of appearance): Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has been teaching economics for 14 years. She also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College, covering courses from principles of economics to advanced microeconomic theory and many economic electives. She is the recipient of multiple teaching awards and is passionate about making economics accessible and engaging for all students. Dr. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches in Principles of Chemistry, Introduction to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices. Julie Moore has been teaching writing, literature, and writing center pedagogy in Higher Education for 35 years; presently, she works as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University's LifeFlex program. The author of four collections of poems, Moore has recently won the Donald Murray Prize from Writing on the Edge and several notable prizes for her poetry. Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Betsy Langness has been with Jefferson Community and Technical College since 2002.  Prior to becoming a full-time faculty member in 2015, she was a Counselor at the college and taught as an adjunct for 9 years.  Before coming to Jefferson, she was a Senior Academic Advisor for the Honors Program at the University of Louisville.  She is currently teaching general and developmental psychology courses in a virtual, asynchronous environment. Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. Her research is rooted in the rhetoric and composition discipline, and she has nine years of college-level teaching experience. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University.  While Dr. Ripley Stueckle expertise centers around toxicology and fish physiology, she has taught introductory biology, introductory biology labs, immunology, and human physiology, in addition to creating and directing the introductory biology courses offered through dual enrollment at West Virginia high schools. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for more than 30 years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching mathematics. He is currently looking at using spreadsheets in teaching mathematics to business students. Adriana Bryant is an English and Developmental English Instructor at Lone Star College- Kingwood in Texas. She teaches courses of different modalities, and strives to create an engaging environment that helps foster her students' growth and overall desire to learn. She also contributes to professional development within my department and college community. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer (for the Mathematics Department and the School of Education), OER author, teaching mentor to other faculty and graduate students, and learning analytics researcher. Her pedagogy is founded on the belief that all students - any student - can be successful at mathematics. Extra Credit:  👉 Tune in and subscribe on  Apple | Spotify | YouTube 👉 Follow us on   Instagram  |  LinkedIn   Office Hours:  📞 Have thoughts on how to foster a sense of belonging? Leave us a voicemail at (512) 765-4688, and you could be featured in a future episode! 📨 If you have an idea for a show or would like to be a guest, send us an email at: TheWhatAndWhoOfEDU@macmillan.com. We've got a form for that.  For more information about our hosts, you can visit us here. https://go.macmillanlearning.com/the-what-and-who-of-edu#about   

Summary What if one of the biggest keys to student success isn't what they're learning, but how they're thinking about their learning? In this episode, we're diving into metacognition—the science of thinking about thinking—and its powerful impact on student learning. We break down its history, from its early roots to modern research proving that metacognitive strategies can significantly boost academic performance. We reveal how students who regularly reflect on their learning can improve their grades by 10 percentage points—and why self-regulated learning is a game-changer in the classroom. Plus, we share practical, research-backed strategies educators can start using today, including pre- and post-assessment reflection, self-explanation exercises, and digital tools like Achieve and help support deeper learning. Tune in to discover actionable ways to help students take control of their learning, build confidence, and develop lifelong learning skills. Today's Syllabus: 🧠 Introduction to Metacognition → 00:00:00 📜  The History of Metacognition → 00:03:14 📊 The Data -- how we know it works → 00:05:21 🏫 What this means for you and your class → 00:15:02 💡 Tip 1: Reflect Before & After Assessments → 00:16:16 🎯 Tip 2: Set Specific, Achievable Goals → 00:16:58 🛠 Tip 3: Use Digital Tools for Reflection → 00:17:32 🔍 Tip 4: Encourage Self-Assessment → 00:17:53 🗣 Tip 5: Have Students Explain Their Learning → 00:18:43 🚀 Bonus Tip: Break Down Big Assignments → 00:19:48 ✨ What We Learned Today — A Brief Summary → 00:20:42  📖 Required Reading: Here are links to the studies we discussed as well as some of the featured products. Flavell, J. H. Metacognitive aspects of problem solving. The Nature of Intelligence, 231–236 (1976). Erlbaum. Dignath, C., Büttner, G. Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning 3, 231–264 (2008). https://doi.org/10.1007/s11409-008-9029-x Chi, M.T.H., de Leeuw, N., Chiu, M.H., LaVancher, C. Eliciting self-explanations improves understanding. Cognitive Science 18, 439–477 (1994). https://www.public.asu.edu/~mtchi/papers/Self-explanations94.pdf Zimmerman, B. J., & Schunk, D. H. (Eds.). (1989). Self-regulated learning and academic achievement: Theory, research, and practice. Springer-Verlag. Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65–116). Lawrence Erlbaum Associates. Macmillan Learning. Goal Setting and Reflection Surveys Research Study Note (2024). https://community.macmillanlearning.com/t5/learning-science-research/goal-setting-and-reflection-surveys-research-study-note/ba-p/20553 About Achieve: https://go.macmillanlearning.com/achieve-commitment-to-education.html  Goal Setting and Reflection Surveys: https://go.macmillanlearning.com/rs/122-CFG-317/images/grs-research-summary.pdf  Office Hours:  📞 Have thoughts on metacognition? Leave us a voicemail at (512) 765-4688, and you could be featured in a future episode! 📨 If you have an idea for a show or would like to be a guest, send us an email at: TheWhatAndWhoOfEDU@macmillan.com. We've got a form for that.