Each year, Earth Day serves as a moment the world can join together for a common cause. We are taught from a young age to respect the natural world around us. However, oftentimes the key resources are not made available that empower and inspire change. In the latest digital update of Achieve for Scientific American, Environmental Science for a Changing World, Susan Karr showcases the importance of understanding how we live amongst nature. This new update offers resources and enhanced features such as: new stories, decision point activities, videos, and visualizations, thus enabling students to take control and make decisions that can better support their communities and advocate for positive change. Karr's Environmental Science for a Changing World focuses on using stories from real people. In partnership with Scientific American, students learn through a journalistic approach and are provided with real life examples that they can bring back to their communities and be empowered to make a difference.  Though Karr’s work has been updated, the scientific topics stay consistent, and are focused on empowering students with tools and resources to become environmental advocates. The latest digital update provides readers with  unique stories and tools that better prepare them for the real world. Students are provided the opportunity to showcase their skills and understanding of course content. The update has six new stories that engage students with real examples and key visualizations. Also included in this update are all new questions in LearningCurve, new narrated lecture slides from Susan Karr, and some brand new resources.     Teach using Real Stories Real stories are key to teaching the real impact we have on the environment. In this text we take various different concepts and build upon them utilizing real life stories and examples. One new highlight is an all new and refreshed update for  Chapter 3. In this chapter we have added updates and new stories. In Module 3.1 a new case study is woven into the text showcasing A Wetland Murder Mystery. This module captures the attention of students by challenging them regarding wetlands. This highlights the fact that mammals are disappearing from the Florida Everglades, and why this is occurring. Written in a Scientific American journal style, it captures the attention of students. Module 3.2 on biodiversity has some of the most significant changes in the text. This module tells the story of how Oil Palm Plantations are threatening Tropical Forests. It goes into detail utilizing the example of Indonesia’s shrinking forests due to the increased demand of palm oil rising. Students learn from real world examples paired with incredibly detailed infographics and adaptive quizzes.   Guide with Decision Point Activities  Decision Point Activities are a key function in Achieve to help students better grasp concepts from their readings. These Decision Point Activities provide students with the tools to observe and understand the deep implications that society and business has on nature. These Decision Point Activities provide students with an engaging video so that they can learn more about a unique topic. Students are prepped for these topics with Pre-Class work that presents information about these topics in a video format, which then students can go on their own academic journey to learn more within the subject. These Decision Point Activities are then paired with in-class slides and post-class assignments to ensure students are retaining key facts and information. Some topics Karr covers in these Decision Point Activities are Overfishing, Feeding Cities, and E-Waste. The newest Decision Activity which has been added in our latest digital update is about the Fast Fashion Industry. In this new Fast Fashion Decision Activity, it takes students on a journey to understand the negative impact that the Fast Fashion Industry has had on nature. The Decision Activity begins describing the textile industry and how it has been negatively impacting the environment through extreme waste. These activities then allow students the necessary tools needed to make a difference. The goal of the activity is to empower them to take these concepts back to their own community.    How to Empower Students The text Scientific American, Environmental Science for a Changing World has the goal to inspire and empower students to make the right choices at home. It highlights the key issues facing our world today, and how we can take the right steps in making a difference. In this text Author Susan Karr adds a “Bring It Home” section, where she provides students with information to help their communities. It brings about discussion topics for key problems, and how students can make a difference on their own at home. This section is unique to the module being taught, and provides resources and information needed to help students reflect on what they have learned. Students from this course should be empowered to take the next steps and think critically about the natural world around them. Faculty can provide several actions that can empower students to take charge and make a significant difference in their communities for Earth Day: 1. Organize Community Clean-Up Events: Encourage students to plan and participate in local clean-up efforts, such as clearing litter from parks, beaches, or school grounds. 2. Initiate Recycling Programs: Students can lead by example by initiating or enhancing recycling programs within their schools or neighborhoods, educating others on the importance of recycling to reduce waste. 3. Conduct Environmental Education Workshops: Utilize the educational resources and stories from the updated curriculum to conduct workshops that educate community members about environmental issues and sustainable practices. 4. Innovate Sustainable Solutions: Students should encourage themselves and others to focus on inventing new ways to help with sustainability. Through practical action, students can come up with ideas that make a difference within their own communities. Like encouraging the creation of a student garden at school. 5. Advocate for Local Environmental Policies: Empower students to research and advocate for environmental policies at the local level. It is key that students understand that policymakers have a large impact on the environment. As they influence things such as bans on single-use plastics, promoting green spaces, or supporting renewable energy initiatives. Take a Tour of Achieve for Environmental Science for a Changing World 4e ... View more

Every student comes with their unique learning style. Some find it easy to understand complex concepts by reading text, while others prefer visual and auditory cues to grasp the same concepts. As an educator, I have recognized the immense power and potential of multimedia in teaching, especially in subjects as intricate as chemistry. Visual representations, intricate diagrams, audio commentary, and a series of instructional videos can simplify complicated phenomena, making it more comprehensible for students. By directing a student’s attention to specific parts of a video, educators can guide students beyond just observing, enabling them to actively engage and interact with the subject matter. My journey into integrating multimedia into teaching started somewhat accidentally. I wanted my students to retain the class lessons better, so I started video recording my classes. Little did I know that my initiative would not only help my students but would also be beneficial to learners worldwide. A simple YouTube channel, initially meant only for my students, turned out to be a global classroom. My inbox started filling up with appreciative messages from learners worldwide. Encouraged by the response and the increasing viewers, I continued creating instructional videos during my PhD studies, covering many major topics in general chemistry. Around that time, I bumped into a group of forward-thinking people from Macmillan at the South by Southwest conference. They were considering the creation of a revolutionary type of textbook, one that would be redesigned from scratch with a focus on contemporary student learning styles. Today’s students, when confused about a concept, turn to YouTube almost instinctively. It is this change in learning behaviors that my work on YouTube and Macmillan's innovative project aimed to cater to. Combining our resources and insights, we collaborated to develop an interactive general chemistry platform, a revolutionary step in education. The journey to developing and fine-tuning this platform has been long and meticulous. However, the results have been astonishing. So, if you are an educator trying to cater to modern students or a student struggling with complex concepts, consider embracing the power of multimedia. Trust me, it will revolutionize the way you teach! Watch the video! ... View more

Engaging chemistry students to be active participants in learning is more important than ever!  You need to find ways to increase student participation, facilitate problem-solving and involve your students in the learning process overall.  It is a lot to manage and you have limited time and a lot to get through everything you need to do.  We want to help cut through some of the noise and show you some simple tips and tricks to enhance what you already do and possibly provide some ideas to try so you can effectively engage your students and help provide a more equitable classroom without adding layers of complexity. Watch the recording. ... View more

We asked biology professors what inspired them to become teachers. Here's what author and instructor Michele Schuster, co-author of Scientific American Biology for a Changing World with Physiology, had to say! Michele Schuster’s journey began when she first encountered the captivating world of biology in high school. It was at that moment when she peered through a microscope and witnessed the intricate beauty of cells for the very first time. Since that awe-inspiring moment, her fascination with cells and chromosomes never waned. Throughout her undergraduate studies, she delved deeper into the realms of cell biology, microbiology, genetics, and all things related to the world of chromosomes. During her time in graduate school, her focus shifted towards the study of chromosome segregation in yeast. Although her project didn't yield the desired results, it failed to dampen her unwavering passion for chromosomes. Following her graduate studies, she embarked on a post-doctoral research position at the University of Pittsburgh, where she  immersed herself in the field of oral cancer cytogenetics. This involved meticulously examining and analyzing rearranged and altered chromosomes found in oral cancer. Her objective was to identify chromosomal alterations that served as indicators of poor outcomes, thus warranting more aggressive treatment approaches. Additionally, she sought to unravel the biological implications of these alterations for future research endeavors. During an unexpected encounter at the Greek Food Festival, Michele’s life took an unforeseen turn. A conversation led to an invitation to teach a summer course in human genetics. Little did she know that this experience would prove to be transformative. Teaching ignited a newfound love within her that surpassed even her passion for chromosomes! Since that pivotal moment, she  devoted herself to the art of teaching, while also delving into the realm of education research. Her current inspiration lies in instilling a sense of wonder and motivation in her students. She strives to help them forge connections between their own interests, emotions, and the captivating world of biology. Her ultimate aim is to demonstrate the profound impact that biology has on their everyday lives. For Michele, success is not solely measured by her students' performance in her class, rather, it is when students’ effectively utilize the knowledge they have acquired to make informed decisions across various facets of their lives. Whether it be in matters of voting, healthcare, nutrition, exercise, or reproduction, she empowers students to apply their understanding, thereby leading fulfilling lives enriched by biological insights. See what Michele had to say about her inspirational journey into the classroom, watch the video below. ... View more

We asked biology instructors what inspired them to teach. James Morris, author of How Life Works, kindly shared with us what motivated him to become a scientist, teacher, and writer. Here's what he had to say!  I wrote How Life Works because I deeply care about science education. But if you ask me what inspired me and got me interested in science in the first place, it was my high school biology teacher, Dr. Dorothy Andrews. Dr. Andrews, or Dr. Dot as we called her, had a unique way of teaching that left a lasting impression on me. One of the things I loved about her was how observant she was of the world around her. She would notice even the tiniest details, like a plant growing through the pavement in a parking lot. We would often go on nature walks, but sometimes we never made it down the trail because she would get so caught up in her fascination with a particular plant. This story perfectly describes her - someone who noticed the world and delighted in it. It made a big impression on me and inspired me to pay close attention to the world around me. Dr. Dot taught me the importance of observation and close looking. She taught me that even something as seemingly simple as a fern can have many variations and unique characteristics. By noticing these differences, we could better identify and understand them. As Yogi Berra once said, "You can see a lot just by looking." Dr. Dot taught me to observe, which is an essential aspect of being a scientist. She had us read a book called "The Art of Scientific Investigation" by W.I.B. Beveridge. This book focused on different aspects of the scientific process, such as observation, experimentation, chance, and imagination. It laid a foundation for my understanding of science and continues to influence the way I teach and write today. When I went to college, I was disappointed to find that there wasn't as much emphasis on observation and experimentation in my biology classes. It was more focused on memorization, which turned me off from pursuing biology as a major. Instead, I became a history major. However, my passion for science was reignited later when I had another inspiring teacher, my graduate advisor, Dr. Ting Wu. Dr. Wu, a geneticist, introduced me to the world of chromosome structure, gene expression, and epigenetics. She encouraged me to ask interesting questions and explore the unknown. One valuable lesson she taught me was to treasure exceptions. When something didn't fit the normal pattern, it was an opportunity to learn something new. This reminded me of Barbara McClintock's book, "A Feeling for the Organism," where she described how getting to know corn so well allowed her to learn from its exceptions, leading to groundbreaking discoveries in genetics. Both Dr. Dot and Dr. Ting inspired me to become a scientist. I try to incorporate their teachings into both my teaching and writing. I prioritize caring for and getting to know my students. I ask open-ended questions that invite discussions rather than simply providing answers. My goal is to instill a sense of wonder in my students because when they are interested and curious, everything else falls into place. They will naturally learn the terms and processes if they have that sense of wonder. In recent years, we have learned a great deal about how students learn best. We understand the importance of learning objectives, structured learning, and active learning. However, one aspect that often gets overlooked is the crucial role of teachers. Just as Dr. Dot and Dr. Ting had a tremendous influence on me, teachers can have a profound impact on their students' lives. So, if you reflect on your own interests and passions, chances are there was a teacher who played a similar role. They ignited that spark within you. As we continue to improve science education, let's remember the significance of teachers. They are the ones who can inspire and guide students on their journey of discovery.  Watch this short video to view his response! ... View more

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

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

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

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

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

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

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

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

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

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