The What And Who Of EDU

Students aren't waiting for class to start learning science. They're getting it from their feeds first. In this episode of The What & Who of EDU, we sit down with journalist and Newsreel founder Jack Brewster to discuss how algorithms, influencers AI-generated content, and viral misinformation are shaping what students think they know before they ever walk into the classroom. From the rise of AI-driven feeds to the loss of nuance in science communication, this conversation explores why more access to information hasn't translated into better understanding, and what educators can do to help students question what they see without becoming skeptical of everything. Brought to you by Macmillan Learning   Lesson Plan + Timestamps [00:32] Meet Jack Brewster, Founder of Newsreel [01:01]  Where students are actually encountering science today [02:07]  Social media vs the classroom [04:11] Why it's harder than ever to know what to trust [05:26] How algorithms really work (and why that matters) [08:36] Bots, "slop," and content farms [10:15] Why nuance doesn't survive the feed [13:26] Attention spans, distractions, and deep thinking [15:06] Curiosity vs. skepticism [18:09] It's bigger than science [20:50] What makes a source trustworthy? [25:20]  What educators can do differently tomorrow [28:23] AI in education and where the conversation is falling short [29:40] What we learned today Featured Guest Jack Brewster is a journalist, researcher, and Fulbright Scholar focused on media literacy and the future of news. A former reporter at Forbes and NewsGuard, he covered misinformation, foreign propaganda, and the rise of AI-generated content. He is the founder of Newsreel, an interactive, gamified news platform designed to help young people build lasting habits of informed, critical engagement with current events. Required Reading Newsreel Reimagining Science Education Summit 5 Questions Science Educators Should be asking about AI Science is Changing Fast. What Does that Mean for How We Teach It?

Burnout in higher education doesn't always show up as a crash. More often, it looks like reheated coffee, a growing to-do list, and the sense that the work never really ends. In this episode, we share 10 strategies from real educators who have figured out how to keep going without burning out, from setting boundaries and saying no, to redesigning assignments and letting go of perfection. These aren't abstract ideas or productivity hacks. They're practical, classroom-tested ways to protect your energy while still showing up for your students. If you've ever thought, "I can't keep doing it like this," this episode is for you. Brought to you by Macmillan Learning Episode Breakdown + Timestamps 00:00 Kickoff: When burnout starts to creep in 01:12 Stop before you crash 02:47 Remember there's a world outside academia. Learn to say no 06:08 Advocate for yourself 09:15 Done is better than perfect 11:45 Let tech do the heavy lifting 14:49 Do less, but make it matter 18:08 Balance your strengths, not just your tasks 19:54 Keep it fun 24:22 Let your students refuel you 26:27 Touch grass 29:58 What we learned today Featured Educators 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. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. He's co-authored "Principles of Economics" and 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 taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College. Dr. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive. She has over a decade of experience in STEM education, curriculum design, and research, and is passionate about creating learning experiences that connect science to real-world applications. Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment. 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. Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices. 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. Kendra Thomas is an Associate Professor of Psychology at Hope College and co-author of The Developing Person Through the Life Span. 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. 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 to students of all backgrounds and preparation levels.   One Last Thing If something in this episode made you think, laugh, or finally close a few of those tabs, follow the show, leave a quick rating, or share it with a colleague. It's the podcast equivalent of sliding a good idea down the hallway right when someone needs it. Have your own strategy for avoiding burnout? Email us at [email protected], we'd love to hear from you.

What if some of the most important things students learn in your classroom… aren't on your syllabus? In this episode of The What & Who of EDU, we're unpacking the hidden curriculum, the life skills students develop alongside your course content.  From learning how to actually listen and ask better questions, to navigating uncertainty, analyzing trade-offs, and staying in the discomfort of real learning, these are the skills that stick long after the final exam. Built from real educator insights, this episode gives you clear, practical ways to recognize, name, and reinforce the skills you're already teaching every day.  Brought to you by Macmillan Learning Episode Breakdown + Timestamps [01:23] Listen for Meaning [03:08] Stop Apologizing for Asking [05:01] Explain It Like a Human [6:19] Ask "How Do You Know?" [8:32] Look Behind the Number [11:15] Work Without the Answer Key [13:52] Question the Answer [17:36] Hold What You Know Loosely [19:30] Resilience  [22:10] Don't Panic When It Gets Hard [25:22] Don't Lose the Wonder   🎓Featured Educators Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners. Jennifer McAllister 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. Daniel Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's the author of Math Cats and has spent over 25 years trying to convince students that math is not only useful, but occasionally fun. 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 and also created biology courses offered through dual enrollment at West Virginia high schools. Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College. 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. He's co-authored "Principles of Economics" and his work focuses on macroeconomics, financial markets, and public policy. 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 to students of all backgrounds and preparation levels. Dr. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive. She has over a decade of experience in STEM education, curriculum design, and research, and is passionate about creating engaging learning experiences that connect science to real-world applications. Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment. 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. Dave Myers is one of the most widely read psychology authors in the world. He is known for helping students better understand the wonders of human behavior, memory, emotion, and thought. Join the Conversation 🔗 Got a tip of your own? Email [email protected] If this episode made you rethink how you grade or prompt, we've done our job. Follow the show and leave us a review. It's the podcast version of showing your work.

What if high school prepared students not just for exams, but for real life? In this episode of The What and Who of EDU, host Marisa Bluestone talks with David Anderson, economics instructor and AP Business with Personal Finance author, about a new kind of course designed to help students build the skills they'll need after graduation.  From making decisions without clear answers to managing money, working with others, and learning how to fail productively, this conversation explores what "college readiness" and "career readiness" actually look like today. Designed for busy educators, this episode offers practical, classroom-ready insights on how to help students think critically, act confidently, and navigate the real world before they step into it. Brought to you by Macmillan Learning & BFW Publishers Business with Personal Finance for the AP® Course (High School) What you'll learn: How to teach decision-making when there's no single right answer Practical ways to introduce personal finance before real consequences hit How case studies and projects build real-world thinking Strategies to keep learning authentic in the age of AI Why failure can be one of the most powerful teaching tools Episode Breakdown + Timestamps [00:00] What Students Actually Need After High School: Why readiness isn't one path, and why the same core skills matter for all students. [01:36] Meet David Anderson + Why This New Course Exists: Accessibility, career relevance, and why this course is designed for all students. [4:58] From Theory to Real Life: What Students Actually Do: Business canvas projects, financial advising simulations, and real-world application. [11:45] Making Personal Finance Actually Engaging. How storytelling, case studies, and real-life dilemmas turn "boring" topics into something students actually want to learn. [14:45] Teaching a New Course Without Starting From Scratch. How built-in resources, teacher communities, and AP support help instructors focus on teaching—not building everything from the ground up. [18:00] Teaching in the Age of AI. Why shifting work into the classroom helps ensure students are doing the thinking, not the tools. [21:30] Using AI Without Losing the Thinking. How AI can support learning—from generating practice questions to analyzing case studies,without replacing student reasoning. [26:40] Failure, Iteration, and Learning Early. Why failing at a smaller scale is one of the most valuable lessons students can learn. [29:15] What We Learned Today   About David Anderson: David A. Anderson, Ph.D., is the Paul G. Blazer Professor of Business and Economics at Centre College and a longtime leader in AP® programs, including serving as a chief reader for AP® Economics. An award-winning instructor, he teaches business principles and entrepreneurship and has authored numerous books and articles on economics, business, and personal finance. He is the author of Business with Personal Finance for the AP® Course (High School) If this episode made you rethink what students really need before they graduate, follow the show and leave a quick rating. It helps more educators find conversations like this. Know someone still teaching "real life skills" the hard way? Send them this episode. Have a story or strategy to share? Email us at [email protected], we'd love to hear from you.

What if your students already have the answer… but skipped all the thinking that got them there? That's the problem ten instructors sat down to solve. In this episode, they share how they get students to show their work, not just turn in something correct. You'll hear how they grade reasoning, build reflection into assignments, use peer review as a mirror, and yes, navigate all of this in the age of AI. Because ChatGPT or Claude can produce the right answer in four seconds. What it can't do is show your students' thinking. That part's still on them. Because "42" might be the answer to life, the universe, and everything… but if your students can't tell you how they got there, are they really learning? 🎙️ Episode Breakdown + Timestamps [0:00] The "Right Answer" Trap  [1:29] Tip 1: Drop the Receipts, Not Just the Result  [4:02] Tip 2: Grade for Process, Not Perfection  [5:42] Tip 3: Use Reflection to Surface Struggle  [8:15] Tip 4: Ask Why… and Why Not? [10:06] Tip 5: Compare Notes, Not Just Scores  [12:29] Tip 6: Peer Review or It Didn't Happen  [14:35] Tip 7: Turn Group Work Into a Game Show [17:25] Tip 8: Match the Format to the Thinking  [20:14] Tip 9: Thinking in the Margins  [23:42] Tip 10: Give the First Step, Not the Answer    🎓 Featured Educators 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, an illustrated exploration of mathematical ideas through the lens of cats. Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices. 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. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive. Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment. 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. 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. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College. 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. Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. 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.   If this episode made you rethink how you grade, prompt, or even phrase "Show your work," we've done our job. Follow the show and leave us a review. It's the podcast version of showing your work. And if you've got a colleague who's stuck in the "right answer loop," go ahead and text this to them. We won't tell.  We're always interested in your ideas: [email protected].  

This episode is proof that every subject can be the "cool one" …  if it's taught with purpose, passion, and the right demo (hello, exploding gummy bears). We asked 10 professors to explain what makes their field unforgettable. The result is a joy-filled look at classroom strategies, student engagement, and the surprising connections between psychology, economics, biology, chemistry, and more. Whether you're looking for teaching inspiration or just some subject-area pride, this one's for you. Brought to you by Macmillan Learning Episode Breakdown + Timestamps 1:23 Chemistry Blows It Up, Then Breaks It Down 3:32 Storytelling Is Our Superpower 5:27 Psychology Is Everywhere (Yes, Even There) 8:43 Math Makes You Prove What You Know 10:35 Developmental Psychology Explains Your Roommate.  12:22 Psychology is Immediately Relevant 13: 57 Anatomy Lets You Look Under the Hood.  15:38 Psychology Sticks to Everything. 17:31 Economics is Essentially Dessert 19:08 Economics Explains the World (and Your Paycheck). Featured Educators Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College 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. 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 to students of all backgrounds and preparation levels. Dr. Dan 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, an illustrated exploration of mathematical ideas through the lens of cats. 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. Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment. 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. 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 is known for integrating technology into active learning environments. Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College. If this episode made you feel a little more pride in your discipline, or made you want to call your parents who still think you should have been a "real" doctor, follow the show, leave a rating, or share it with a colleague who insists their class is the coolest. You can reach us at [email protected]

Can AI make learning more accessible … or is it just adding new barriers? In this debut episode of The What & Who of EDU's AI+ series, we sit down with Rachel Comerford, Senior Director of Accessibility at Macmillan Learning, to talk about what AI is getting wrong (and right) when it comes to accessibility. From the myth of the "fully accessible" AI tool to why Universal Design for Learning is more than a checklist, Rachel offers practical, honest, and human-centered advice for instructors navigating this new landscape. Whether you're AI-curious or still AI-cautious, this episode is packed with ways to use technology more intentionally, and with all learners in mind. Brought to you by Macmillan Learning   Episode Breakdown + Timestamps 1:20 Welcome to the AI+ Series: Meet our guest and kick off our first AI+ conversation. 2:46 What Educators Can Get Wrong About AI and Accessibility: (Hint) It's not about screen readers alone. 5:15  Vetting AI Without Being an Expert: The questions instructors can ask, even without deep technical knowledge. 7:50  UDL as Mindset, Not Mandate: Why designing for flexibility supports every learner, not just some. 10:50  Students Are Already Using AI. Are We Helping Them Use It Well? What instructors should know about student AI habits (and how to respond). 014:28  AI vs traditional tools. What are the benefits and challenges for students? 15:53  What to Fix About AI Tools. Why instructors should start small, and what to look out for. 20:07  How to Start Small with Accessible AI. Low-risk, behind-the-scenes ways to test AI in your own practice. 24:42  AI Isn't Perfect. So Now What? Rachel's candid take on the next wave of tools, code, and compliance. 29:45  AI Won't Replace the Human Layer. Rachel's reminder that AI is a support, not a solution, and humans are still essential. 31:54  What We Learned Today. Accessibility isn't a checkbox, it's a human experience. Featured Guest Rachel Comerford is the Senior Director of Accessibility Outreach and Communication at Macmillan Learning where she leads cross-functional efforts to ensure students of all abilities have access to their course materials. In 2020, BISG awarded Rachel the Industry Innovator award for her work helping Macmillan Learning to become the first Global Certified Accessible publisher by Benetech. Under her leadership, Macmillan Learning  was recognized by WIPO's Accessible Book Consortium with the International Excellence award Award for Accessible Publishing for their work towards providing educational materials that any student can use.  Rachel has over a decade of experience in the print and digital publishing world.  Required Reading Title 2 Resource Page: https://www.macmillanlearning.com/college/us/our-story/accessibility/titleII Universal Design and Accessibility: https://www.section508.gov/develop/universal-design/ Benetech Global Certified Accessible Program: https://bornaccessible.benetech.org/global-certified-accessible/    Call to Action If this episode gave you a new way to think about AI, accessibility, or Universal Design for Learning, follow The What & Who of EDU, leave us a quick rating, or share it with a colleague who's navigating the same challenges. Got an idea for an AI+ topic or a question you want us to explore? Email us at [email protected], we love hearing from you.  

Some teaching strategies feel right—until they don't.  The What & Who of EDU is kicking off season 2 with a banger, breaking down the most common student engagement myths that sound like good advice but actually backfire in real classrooms. From "just make it fun" to "you can tell who's paying attention by looking," these well-meaning myths often make teaching harder, not better. Whether you're teaching online, in person, or somewhere in between, this episode offers practical teaching strategies to help you rethink classroom engagement and reconnect with the students in your room. Brought to you by Macmillan Learning. Student Engagement Myths Myth 1: Stricter Rules = More Engagement  [01:15] Myth 2: Online Students Don't Want Connection [03:23] Myth 3: You Can Tell Who's Engaged Just by Looking [06:25] Myth 4: Engagement Means More Energy [08:03] Myth 5: You Need to Fix Disengagement Immediately [10:45] Myth 6: Good Teaching Means Powering Through [13:04] Myth 7: If the Content Is Good, They'll Care [15:59] Myth 8: Start with Content, Add Relevance Later [19:07] Myth 9: Engagement Lives at the Front of the Room [20:51] Myth 10: Engagement Only Happens in Class [24:19] Featured Educators (In order of appearance) 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. Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment. Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught  Chemistry at Landmark College, with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices. 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. 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, an illustrated exploration of mathematical ideas through the lens of cats. 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. Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College and co-author of The Developing Person Through the Life Span. She is a mother of two and partners with schools and community development organizations to apply developmental science to improve interventions. 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 is known for integrating technology into active learning environments. 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 to students of all backgrounds and preparation levels. 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. Resources iClicker for Student Enagement: https://www.iclicker.com/ Economics: Principles for a Changing World (6th ed.) The Developing Person Through the Life Span:  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.) Send us an email with your engagement hacks at [email protected].  

What if the most powerful teaching tips weren't found in textbooks, but in the lived wisdom of the educators down the hall?  In this Season 1 finale, host Marisa Bluestone counts down 10 unforgettable mic-drop moments from the year, the ones that stuck, stirred something, and might just reshape how you teach. From building student belonging in unexpected places to teaching confidence through well-timed mistakes, these research-backed teaching strategies are as practical as they are profoundly human. Binge the full episodes below during your next walk, commute, or grading break. Brought to you by Macmillan Learning Best of Season 1 Episodes: From Anxiety to A‑Game: 10 Ways to Build Student Confidence Listen on Spotify, Apple, or wherever you get your podcasts From Me to We: 10 Strategies to Build Belonging  Listen on Spotify, Apple, or wherever you get your podcasts Little Reflections, Big Gains: Digging Into the Data on Student Belonging & Metacognition  Listen On Spotify, Apple, or wherever you get your podcasts From "Is This on the Test?" to "Here's What I Think": 10 Ways to Make Critical Thinking Happen Listen On Spotify, Apple, or wherever you get your podcasts Advice New Teachers Actually Need: 10 Tips From Educators Who've Been There Listen on Spotify, Apple, or wherever you get your podcasts 10 Ways to Create Accessible Classrooms that Lower the Barriers (Not the Standards) Listen on Spotify, Apple, or wherever you get your podcasts This Is Not a Test: 10 Ways Instructors Measure Learning Beyond Grades Listen on Spotify, Apple, or wherever you get your podcasts The Psychology of Psychology: Drs. Dave Myers & June Gruber Discuss Emotion, Happiness & Students' Wellbeing Listen on Spotify, Apple, or wherever you get your podcasts From Grades to Grit: What Psychology Authors Drs. Dave Myers and June Gruber Want Every Student to Know Listen on Spotify, Apple, or wherever you get your podcasts   🎓 Featured Educators Meet the voices behind this season's top teaching strategies (in order of appearance): 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. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College. 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. Marcy Baughman is Vice President of Learning Science and Insights at Macmillan Learning. She leads a team of researchers focused on translating student data into practical tools that help educators and institutions support learning that sticks. 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. Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment. 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. 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. 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 to students of all backgrounds and preparation levels. Dr. June Gruber is an 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. Dr. David G. Myers is a 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. 💡Resources Want to dig deeper into the ideas from this season? Explore the research, classroom tools, and readings that inspired our guests.  Psychology, 14th edition Student Store: Psychology, 14th edition David Myers Classroom Activities Perceived Stress Scale (PSS) to help students assess their own stress levels CAN Lab Awe Walks What the Best College Teachers Do, Ken Bain

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 [email protected] 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: [email protected]..  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 [email protected] 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 [email protected] 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: [email protected]..  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 [email protected] 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 [email protected]

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 [email protected].  

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: [email protected]. 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: [email protected].  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: [email protected]. 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: [email protected]. We've got a form for that.

Summary Academic anxiety is real—but the good news? Confidence can be built. In this episode of The What and Who of Edu, we're diving into battle-tested strategies from real educators who have helped students push past their fears and develop the kind of self-assurance that transforms their learning experience. From building a classroom squad to normalizing mistakes (yes, even the professors!) we explore the most effective ways to foster confidence in students—whether they're navigating online courses, struggling with writing anxiety, or dreading their first big exam. By the end of this episode, you'll have 10 powerful, practical strategies to help students go from fearful to fearless in the classroom. This podcast is brought to you by Macmillan Learning Today's Syllabus: 💡 Build a Squad (Adriana Bryant – Creating Community Groups to Foster Confidence) [1:44] 💡 Make the Professor the Common Enemy (Dr. Mike May – Using Playful Pressure to Encourage Group Work & Engagement)  [3:51] 💡 More Like a Team Effort (Jennifer Duncan – Making Peer Review Less Intimidating Through Connection)  [5:28] 💡 Small Wins First (Betsy Langness – Helping Online Students Gain Confidence with Low-Stakes Tasks)  [6:56] 💡Own Your Mistakes (Dr. Christin Monroe – Using Personal Failure to Build Trust and Resilience)  [8:29] 💡 Start Small—Like, Really Small (Julie Moore – Using Low-Stakes Writing to Ease Student Anxiety)  [9:49] 💡 Writing Confidence: Even Professors Struggled Once (Dr. Margaret Holloway – Showing Students That Writing Evolves Over Time) [11:57] 💡 Mistakes Are the Point (Dr. Jennifer Ripley Stueckle – Using Intentional Mistakes to Encourage Critical Thinking)  [13:58] 💡Exams Are Like a First Date (Dr. Jennifer Ripley Stueckle – Preparing Students for Tests by Lowering Anxiety and Building Trust) [15:39] 💡 Confidence is a Process, Not a Trait (Dr. Charlotte de Araujo – Helping Students Rethink Their Approach to Learning and Success)  [17:55] Instructors (in order of appearance): 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. 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. 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. 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. You can read her many publications at https://julielmoore.com/ 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. 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. Extra Credit:  👉 Tune in and subscribe on ➡️ Apple Podcasts➡️ Spotify 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: [email protected]. We've got a form for that.   

  Summary How can schools truly educate the whole child—academically, socially, and emotionally? In this episode, Dr. Anthony Perry from The Lab School in Washington, D.C. shares his insights with LaShawn Springer on holistic education, inclusive learning environments, and the power of intentional school structures. 🎙️ Guest: Dr. Anthony Perry, Director of Diversity, Equity, Inclusion & Belonging, and History Teacher at The Lab School in Washington D.C. These podcasts are brought to you by Macmillan Learning Today's Syllabus: 🧠 What Does It Mean to Educate the Whole Child? [0:00] 👤 Dr. Perry's Journey in Education [01:42] 🏫 What Makes The Lab School Different? [3:54] 💡 What Can Other Schools Learn from The Lab School? [07:38] 📖 Rethinking How We Teach Reading [09:04] 🎬 The "Aha" Moments in Learning [15:35] 🤝  Building a School Culture of Support & Community [18:07] 🌟 Key Takeaways for Educators [23:10]  📖 Required Reading:  The Lab School: https://www.labschool.org/ Macmillan Learning: https://www.macmillanlearning.com/college/us Extra Credit:  👉 Tune in and subscribe on ➡️ Apple Podcasts➡️ Spotify

Welcome to The What and Who of Edu. Join us as we talk with thought leaders, educators, and experts to explore the latest trends, innovations, and best practices shaping education today. Whether in the classroom or beyond, we equip educators with the tools and insights to support student learning anytime, anywhere.