What if instead of getting in the way, AI could help students get deeper into topics that interest them?   I’ve been thinking about this since attending the College Board’s 2023 AP Annual Conference, where a panel of educators spoke about the role of generative AI in the classroom. The majority of teachers attending the session had not used AI and were apprehensive about how it could support them, until some of the early adopters started to share their experiences. A lot of light bulbs began to light up. It turned the conversation quickly from a negative focus on cheating to an emphasis on providing students with new opportunities to learn. Time has allowed more teachers to better understand what AI can do for them, and it is fueling excitement!  One teacher from the panel I caught up with, Bruno Morlan, of Acalanes High School (CA), has his AP History students practice answering questions with feedback from AI to help elicit more details needed for full credit. He’s used AI to help students decide where to do additional research in order to prepare for a presentation. “[AI] has not gotten in the way of honest academic work; it has students getting deeper into topics that interest them.”  We know that teachers are constantly learning, and AI literacy is at the forefront of lifelong learning for educators. Former Chief Reader for the APⓇ Psychology Exam and new coauthor on Myers' Psychology for the APⓇ Course, Elizabeth Yost Hammer, is empowering her students to learn AI literacy alongside other key skills in the college psychology classroom. “We teach critical thinking, we teach tech literacy, and we talk about how these come together in thinking critically about what we’re reading online.  Now we are talking about AI literacy broadly: how do you use it well, how do you critically think about it, and how do you use it ethically.”   Hammer is teaching students to create a hypothesis before using AI to assist in a research project. Students were a bit surprised to hear their professor suggesting they use AI.  At Xavier University of Louisiana, where Hammer serves as the director of the Center for the Advancement of Teaching and Faculty Development, their mission is to develop students into leaders.  Hammer encourages her students to use AI as a tool, but to always imbue their voice in their work: “We need you at the table, and you are not going to be at the table if you don’t have a voice.”  AI literacy involves students understanding the benefits and the risks, checking information sources, and always developing their own thoughts.  This is preparing them for their time outside the classroom as they think about career opportunities, too.  At Macmillan Learning, we see AI creating more engaged students with an AI Tutor that we’re piloting in several disciplines in higher ed.  The tutor is prompted to chat with students in a Socratic communication style, aiming to stimulate intellectual curiosity and facilitate self-directed learning. The tutor will not simply provide the answer but is instead instructed to help students with a specific homework question.  Instructors piloting the tutor have reported that their students are getting the help they need in a safe space where they are not embarrassed to persist the way they might with a human tutor. Students are engaging and asking more questions when they don’t understand or need a reminder on key concepts or equations. One instructor noted: “The AI Tutor is helping students get started, resulting in less questions about the basics of how to work problems. This is allowing us to use help room time/office hours for more advanced questions and even some discussions!”  Whether you’re a college instructor or teaching high school, AI is sure to have an impact on your classroom and influence how students learn. Embracing AI doesn't mean losing the essence of teaching and learning; it's about amplifying it, making sure every voice is heard, and every piece of history is explored with a fresh perspective.  Let’s work together to prepare students not just for exams, but for a world where technology and humanity work together to spark new ideas and new voices with our engaged students.   ... View more

Today, April 22, communities around the globe unite in celebration of Earth Day, a testament to our collective commitment to protect our planet. This annual event draws attention to the pressing environmental challenges that face humanity and the natural world. Earth Day is an important reminder of the fragile beauty of our planet and the urgent need to safeguard it for future generations. It’s also an opportunity to teach about the impact that students can have. In an era where information is as abundant as it is accessible, it’s more important than ever that we anchor our understanding of our environment in solid, scientific facts. This is just as true for an article we read on the internet as it is for a high school environmental science textbook. It’s especially crucial in environmental science, where understanding the facts is key to comprehending the complexity of the issues involved. This is why, just ahead of Earth Day, I spoke to professors Andrew (Andy) Friedland and Rick Relyea, co-authors of Environmental Science for the AP Course, 4e about their experiences in teaching environmental science. Educational Impact through Experience and Engagement Many people initially encounter the natural world through their childhood exploration, yet they often rely on their teachers and textbooks to understand its complexities. For Friedland, this combination of experience and education in school was where he first discovered his passion for the environment.  As a student, he and his class helped clean up litter and clear walking paths at a wetland near their school, visiting it many times ahead of Earth Day. During these visits, they didn't just tidy up—they immersed themselves in the ecosystem. They identified tree and shrub species, learned about the natural history of those species, and even crafted interpretive signs that described the flora and fauna prevalent in the wetland. This approach not only allowed Friedland and his peers to explore and learn about the plant life around them, it also allowed them to participate in knowledge sharing by creating signage to communicate what they learned with others.  This and other experiences with the environment inspired Friedland and Relyea to nurture within their students the same kind of curiosity, wonder and confidence to contribute to positive changes in their own environments. This also meant helping their students realize success on the AP® Environmental Science Exam and inspiring them to want to learn even more about the world around them. “In looking at environmental science textbooks when we wrote the first edition of our book, we were struck by the fact that many students in environmental science classes experienced a sense of gloom and doom about the state of the planet. One of our goals was to provide a more balanced view of environmental issues and to identify the opportunities where steps could be taken to improve a diversity of environmental problems,” Relyea said.  A Balanced Perspective on Environmental Issues From scientific notation to biodiversity, their textbook explores the environment from a fact-based perspective, while at the same time conveying the authors’ passion for the world around them. A fact-based approach, such as the one in Environmental Science for the AP Course, promotes objective learning, allowing students to form their own opinions based on evidence. The approach has always been to avoid telling students what they should think about climate change, or any other environmental topic, but rather to look at the data for themselves and come to their own conclusions.  Friedland noted, “our book emphasizes objectivity and neutrality about environmental science: we don’t tell students (or teachers) what to think about the environment; we tell them how to think about the environment and give them the tools to understand, assess and evaluate environmental topics and problems.” For example, when bringing up a topic like nuclear energy, there can be strong feelings about how and whether it should be used. The book does not pass judgment —  telling the students whether something is good or bad —  but instead describes the pros and cons of nuclear fuel to generate electricity. It describes how it is a “clean” energy source in the conventional sense (e.g., no emissions of particulates, sulfur, or nitrogen oxides and perhaps most importantly, carbon dioxide) but it does leave behind radioactive waste.  “We strive to have students learn how to evaluate data and think like a scientist. When they do so, they will understand how our planet is changing, how human activities have contributed to these changes, and how we can work together to mitigate these changes,” Relyea said. Earth Day is Every Day Friedland wants teachers to know that every day is Earth Day. “There is nothing you can do to improve human sustainability on Earth if you do it only on one day a year. The actions and impacts of human beings need to be minimized on a daily basis if we are going to lower overall human impact on the planet.” Through their comprehensive textbook, they offer not just a compilation of data and research but help guide us through the complexities of ecological balance, human impact, and the path to sustainable living. But more than that, their title offers hope for the future.  “There are lots of reasons to be hopeful,” Relyea said. “With the will of the people, we can reverse many of the impacts that have been caused by human activities.”  Their work exemplifies the spirit of Earth Day — educating, inspiring, and empowering individuals and communities to base their environmental actions on sound scientific principles. Let this Earth Day be a reflection of our resolve to choose the path of informed, impactful environmental stewardship.   Friedland is the Richard and Jane Pearl Professor Emeritus in Environmental Studies at Dartmouth College and has served on panels for the National Science Foundation, USDA Forest Service, and Science Advisory Board of the Environmental Protection Agency. He has authored 80 peer-reviewed publications. Relyea is the David Darrin Senior ‘40 Endowed Chair in Biological Sciences at Rensselaer Polytechnic Institute. He has authored more than 200 scientific articles and book chapters and presented research seminars throughout the world. ... View more

Accessibility may be hard to spell, but it shouldn’t feel like it’s hard to achieve. Accessibility is the extent and ease with which a person with a disability can perceive, navigate, interact with, and contribute to a product, service, or environment. It’s also commonly abbreviated as a11y, a numeronym where the number 11 represents the eleven letters between the first 'a' and the last 'y' in the word "accessibility."  Disabilities vary broadly and can impact a student's vision, hearing, movement, speech, and cognition. Each disability category encompasses a range of experiences; for example, visual disabilities can range from color blindness to total blindness. The goal of accessibility is to remove barriers and provide equal access and opportunity for students with disabilities.  Accessibility in education is not just about compliance or meeting legal requirements; rather, it's about creating an inclusive learning environment where all students feel like they belong and have the resources to succeed. By prioritizing accessibility, educational institutions and instructors can significantly impact students' learning experiences, outcomes, and overall well-being. Here are four quick tips for instructors who want to design an accessible course but don’t know where to start: Designing an Accessible Course  Build a relationship with your disability/accessibility offices to learn about the assistive technologies and services available to students with disabilities. By establishing a strong relationship with these offices, you can tap into a wealth of expertise and resources, including up-to-date information on assistive tools and best practices for accessibility. Some examples of assistive technologies include text-to-speech tools for textbooks, notetaking browser extensions, alternative keyboards, etc. Offer various ways to interact with course content, such as providing printable and digital formats. This course adjustment would support not only students with disabilities but also students with diverse learning styles and students studying in different environments. Offering multiple ways to interact with content can lead to increased engagement and even improved learning outcomes. Some things to keep in mind when creating course content: Digital formats should include readable text, meaning that the content is not an image. This allows students to use their text-to-speech or screen reader technologies.  Images that convey meaning, such as a mitochondria cell in a Biology handout should include alternative text (alt text) which offers a way for students who are blind or have low vision to perceive the content.  Materials should have appropriate color contrast. WebAIM offers a free Contrast Checker which can help determine if your foreground and background colors are compliant. Color should not be the only way to convey meaning. For example, if a bar graph only uses color to differentiate the values, students who are colorblind may not be able to perceive the information. Instead, try combining two elements like a color and a pattern.  Audio/video files should be captioned and include a transcript. If your video generator provides automated captions, review the output for accuracy.  To support students who are blind or have low vision, provide audio descriptions for videos that describe the visuals without interpreting them. Audio descriptions can be integrated into your usual audio recording process. Include an accessibility statement in your syllabus that encourages students to reach out to you with access needs. Adding this language signals to students that you are willing to discuss their individual needs and emphasizes your commitment to inclusion. Importantly, it encourages students who may be hesitant to request accommodations to know that they won’t be penalized for doing so. You can work with your disability services office for language and assistance. Label course materials with an intuitive naming convention. This practice removes unnecessary barriers for students using screen readers and other assistive technologies, as clear and predictable file names are essential for navigating course content efficiently. For example: Week 1 - Introduction to Psychology, Week 2 - Child Development, etc.  Additional Resources for Getting Started For instructors who use Macmillan Learning’s digital courseware, Achieve, this support documentation shares tips for how to create an accessible Achieve course. The World Wide Web Consortium (W3C) shares tips for how to get started with accessible design, writing, and development. W3C also shares user journeys of how people with disabilities use the web.  WebAIM shares articles on topics from standards and laws to document accessibility.  Deque, whose mission is centered around digital equality, published a beginner’s guide to accessibility.   Tetralogical, an accessibility consultancy firm, shares 10 simple accessibility tests that can be completed without specialty knowledge or tools.    Macmillan Learning’s accessibility team is here for you. If you have any questions about the accessibility of Macmillan Learning’s products or services, please contact webaccessibility@macmillan.com.   ... View more

Daniel Frank, PhD, is one of three subject matter experts who contributed to the first course at the Institute at Macmillan Learning, "Teaching with Generative AI: A Course for Educators." The course integrates diverse perspectives into the discourse surrounding AI in education by blending asynchronous and synchronous learning. It offers practical experience in formulating AI-related course policies, designing AI-informed assignments, and fostering dialogues with students on AI applications. Dr. Frank offers a unique perspective on AI in higher education, tackling three key questions from our AI webinar series last fall. Explore his background and insights on real queries from fellow professors for a closer look at the practical knowledge the Institute course will offer. Daniel Frank, PhD, teaches First Year Composition, multimedia, and technical writing within the Writing Program at the University of California, Santa Barbara. His research interests include AI Writing technologies, game-based pedagogy, virtual text-spaces and interactive fiction, passionate affinity spaces, and connected learning. Dan is always interested in the ways that new technologies interface with the methods of making, communicating, learning, and playing that students are engaged with across digital ecosystems. His pedagogical focus is always rooted in helping students find their own voices and passions as they learn to create, play, and communicate research, argumentation, and writing, across genres, networks, and digital communities. Should educators consider it their responsibility to educate students on the ethical and responsible use of AI tools, akin to how they teach the responsible use of platforms like Google and Wikipedia and tools like graphing calculators? Daniel Frank: It’s long been my position that the technology is (and is becoming increasingly) ubiquitous, and that attempting to ban all use or consideration of the technology will not remove the tech from our students’ lives, but will instead remove only honest approaches and conversations about the tech from the classroom. Generative AI is a strange technology that can be easily misunderstood and misused. I think it’s much more productive to bring the tools into the light so that they can be critically considered, rather than swept into the shadows for students to use in all the wrong ways. What are some strategies to foster students' intrinsic motivation through generative AI, focusing on methods that go beyond external incentives such as grades or assignment completion? Dan Frank: It’s worth noting that the points-based, grade-focused approach of much of traditional education isn’t conducive to the valuing of personal growth and development. If education is framed as a transactive process where students are here to get their grade and move on, they will turn to tools that promise to automate/alleviate that arduous process. If we want to instill in our students intrinsic motivation, we’ll have to create spaces in our curriculum for experimentation and risk taking. Students should be encouraged to see LLMs as the limited technologies they are and to value their own critical thinking, choices, and rhetorical sovereignty when interfacing with these tools, but the threat to have their work be ‘perfect’ to get the points they need will short-circuit that process and tempt then to cut corners. I think it can be very valuable to try to think about how, for instance, a paper that clearly uses too much generative AI at the cost of clear, unique, personalized, critical thinking might serve as a learning opportunity rather than an ‘I caught you’ moment. How can we harness AI to boost students' writing skills while ensuring they actively engage in the writing process rather than solely relying on AI-generated content? Dan Frank: I think the key to this is to help students learn to value what they can bring to the table that AI cannot. It’s very important to help students learn to critically ‘read’ the output of a Large Language Model (LLM) such as ChatGPT. Though this is a revolutionary technology, it still is deeply limited: it lacks the deeper thinking, creativity, and critical thinking that only a human brain can bring to a paper. Students can be taught to see how LLMs produce predictable sentence structures, throw around unnecessary ‘fluff,’ tend to sound like they’re ‘selling’ rather than analyzing, make gestures at ideas but don’t really unpack them, and so forth. The second part of this is to help students demystify the processes of composition. Many students think that if they can’t produce perfect, beautiful writing at the first attempt, they won’t be able to at all–but concepts such as freewriting, iterative drafting, think-pair-shares, clustering and mind mapping (which LLMS might help with!) can help students see that writing is a constant, continual, developing process, and that this is true for even the best writers in the world. I think that in understanding both of these elements, students can learn to value the development of their own unique voice and will be less inclined to resort to LLM output at the cost of their own rhetorical options. Learn more about the "Teaching with Generative AI" course. Learn more about Daniel Frank ... View more

The flagship course at the Institute at Macmillan Learning, "Teaching with Generative AI: A Course for Educators," was created with leading voices in the discourse of AI in higher education, including Antonio Byrd, PhD. The course combines asynchronous and synchronous learning, providing hands-on practice in crafting course policies regarding AI, creating AI-informed assignments, and engaging in discussions with students about AI usage. Dr. Byrd shares his unique perspective and insights centered around AI in education by answering three questions from our AI webinar series last fall. To gain insight into the practical knowledge offered by the Institute course, delve into his background and insights on real questions from professors like you. Antonio Byrd, PhD, is assistant professor of English at the University of Missouri, Kansas City. He teaches courses in professional and technical communication, multimodal composition, composition studies, and qualitative research methods. He serves on the Modern Language Association and Conference on College Composition and Communication Joint Task Force on Writing and AI (MLA-CCCC Joint Task Force on Writing and AI). Established in February 2023, this task force of scholars from different subfields of English gathers to support policies, assessments, and teaching about and with artificial intelligence in humanities classes and research. Antonio's first book manuscript From Pipeline to Black Coding Ecosystems: How Black Adults Use Computer Code Bootcamps for Liberation (The WAC Clearinghouse/University Press of Colorado) is forthcoming fall 2024. Based on your knowledge, experience, and/or research, how do students perceive the meaningfulness of feedback provided by AI compared to feedback from human sources? Antonio Byrd: In my first year writing class on research methods, I gave students the option to use a large language model for feedback on their literature reviews. Most students did not take this option, and instead relied on my and their peers’ comments. One student wrote in their self-assessment at the end of the unit that they didn’t like using artificial intelligence and found the human feedback more than helpful. I’ve given students the option to use LLMs for other tasks, and most do not take them. I suspect students bring some critical orientations to AI already and we should reveal those orientations to shape our policies and pedagogical decisions.  What does the future of AI in education look like, and how can educators prepare for upcoming advancements and challenges in this field? Antonio Byrd: The future of AI in education is probably already here. Many educational technology companies offer software already fused with artificial intelligence, such as Grammarly and Google Docs. Rather than going to a website to access a chatbot, the chatbot will come to them in learning management software. Arizona State University has gone a step further by partnering with OpenAI to create AI tools specific to the needs of their students. Educators need to be at the decision-making table when their institutions decide to switch from banning generative AI to willingly integrating them into existing learning tools.  Given the absence of established institutional policies regarding AI usage, particularly in the context of plagiarism, how can educators navigate the ethical considerations surrounding AI adoption? Should using ChatGPT or other generative AI tools to respond to exam questions be considered a form of plagiarism? Antonio Byrd: Navigating ethical considerations and policies for AI adoption may need to be a grassroots effort among faculty and even students. What those policies look like might depend on the discipline and their specific approach to critical inquiry and problem-solving. I think there should be some kind of tiered alignment from institutions to the classroom syllabus; not a copy and paste of the department’s copy and paste of the institution’s broad policy, but one that takes themes from one bigger tier and adapts it down the line to individual classrooms. Even in classrooms, instructors may set ground rules or guidance with students based on the class content.   Learn more about the "Teaching with Generative AI" course. Learn more about Antonio Byrd ... View more

Leonardo da Vinci epitomizes the essence of productivity and innovation. His remarkable ability to juggle painting, engineering, anatomy, and invention with mastery and creativity can serve as a beacon for those seeking to enhance their productivity in today's fast-paced world. In an era where the digital landscape presents both vast opportunities and challenges, the wisdom of one of history's most brilliant minds can offer some invaluable lessons. As students navigate the challenges and opportunities of the digital age, they may want to consider how the wisdom of one of history’s greatest minds could be applied to enhance their own productivity. Below, we explore how da Vinci's timeless strategies, coupled with AI and other modern technology, can lead to a renaissance in modern productivity for students. Curiosity as a Productivity Engine: Da Vinci’s insatiable curiosity propelled him to explore diverse fields of study, much like how a modern professional might seek continuous learning opportunities to stay ahead in their career. In a world where information is at our fingertips, fostering a culture of curiosity is more crucial than ever. AI may be able to serve as a modern torchbearer of da Vinci’s insatiable quest for knowledge.  AI-powered educational platforms, or the tools within these platforms, can adapt to a student's learning style and pace, presenting personalized challenges and topics of interest. For instance, AI tutoring systems can suggest resources on new subjects based on the student’s interactions and progress, fueling curiosity and encouraging self-directed learning.  Meticulous Organization and Note-Taking: Da Vinci kept detailed notebooks filled with sketches, scientific diagrams, and observations. Just as his notebooks were the holding place of new ideas, today's digital tools offer students unparalleled opportunities for organization.  AI-enhanced apps and programs not only store information but also actively help us make connections between disparate ideas. With these tools, students can keep organized notes, prioritize tasks so they can meet deadlines, track their coursework, monitor their progress and even document their ideas.  Setting and Reflecting on Goals: Da Vinci often undertook projects that pushed the boundaries of his knowledge and skills. Similarly, goal setting in the digital age is not just about ambition; it's about reflection and adaptation. Regular reflection on goals can be instrumental in helping students assess where they are and help them get to where they want to be.  Macmillan Learning understands that goal setting and reflection (GRS) is critical to the learning process, and we’ve embedded it within Achieve, our digital learning platform. Our GRS surveys engage each of the three phases of metacognition: planning (where students set goals and plan how to accomplish them), monitoring (where students check in on and track their progress), and evaluating (where students decide whether or not their strategies have been successful, and decide to seek help). Knowing what you want to achieve and setting a plan for how to achieve it can be a helpful boost for productivity! Balancing Breadth and Depth: While da Vinci is known for his diverse interests, he also delved deeply into subjects, mastering them. The Renaissance is distinguished by its holistic approach to knowledge and creativity, where disciplines were deeply interconnected. This encouraged individuals like da Vinci to be both artists AND scholars.  Personalized learning platforms can help support that holistic approach, helping students to achieve a balance between exploring a wide range of subjects and diving deep into specific areas of interest. By analyzing a student’s engagement and comprehension levels, these platforms (like Learning Curve, Achieve’s adaptive quizzing engine) can suggest when to broaden learning horizons and when to focus more intensely on mastery. Rest and Diversification as Sources of Inspiration: da Vinci recognized the value of rest and varied pursuits, which fueled his creativity and productivity. Da Vinci knew the value of stepping away from his work to find inspiration in the world around him. Modern productivity advice often echoes this, advocating for breaks, hobbies, and activities outside of work to rejuvenate the mind and inspire innovation.  Today, AI can remind us when to take a break, ensuring our brains have time to rest and our creativity remains sparked. One way to do this is through AI-based wellness and productivity apps. These can monitor a student's study habits and suggest optimal times for breaks, relaxation, and engaging in hobbies or physical activities, which can help prevent burnout. (Learn more about our thinking on this here.) By looking to the past, we can find enduring strategies to navigate the complexities of modern life and work, much like how da Vinci navigated the renaissance era's challenges and opportunities. He showed us the power of blending curiosity, planning, and learning.  Today, we have the tools to bring his vision into the 21st century, transforming how students can plan for both their present and future. At Macmillan Learning, inspired by da Vinci's enduring curiosity, we constantly explore innovative methods to boost student productivity. As we continue to harness educational technology and AI, we help pave the way for a new era of productivity, where balance, curiosity, and continuous learning all fuel students’ success. ... View more

Dr. Brenda Stevenson is a busy woman. “I sort of have three jobs at the moment,” she said. When she’s not fulfilling her teaching duties as the Nickoll Family Endowed Chair in the Department of History and Professor of African American Studies at the University of California, Los Angeles (UCLA), or as the inaugural Hillary Rodham Clinton Chair in Women’s History at St. John’s College, Oxford University, she’s serving on a Civil Rights committee for President Joe Biden. As a woman with such distinguished roles as those, Macmillan Learning is proud to have Dr. Stevenson as part of the author team for the sixth edition of Through Women’s Eyes. It’s because of authors like Dr. Stevenson that our textbooks and courseware are successful, helping to achieve Macmillan Learning’s mission to inspire what’s possible in every learner. Dr. Stevenson also embodies that mission, for she herself is a lifelong and constant learner; one who shares her knowledge with her students, so that they, in turn, can use that knowledge as they navigate the world and its histories. Join us in getting to know Dr. Stevenson in our Author Spotlight series. From ‘science geek’ to ‘history buff’ Dr. Stevenson was a self-identified ‘science geek’ in high school. She grew up in Portsmouth, Virginia, to parents who wanted her to become a physician, or a lawyer, but not a teacher. When she started her undergraduate studies as an Echols Scholar at University of Virginia, Dr. Stevenson listened to her parents and began a pre-med track. She was going to become a doctor. Dr. Stevenson followed through on that promise to become a doctor (it’s in her title), but not the kind of doctor that she or her parents had anticipated. Instead, she learned a hard truth that many other STEM students learn when transitioning to college: science is much more difficult at the collegiate level than it is in high school. Fortunately, as part of the Echols Scholars Program, Dr. Stevenson was able to explore other interests early in her undergraduate career. The Echols Scholars Program at the University of Virginia is unique in that it includes the top two percent of the freshman class, and these students need only to take a certain number of academic hours to graduate. “Of course, it was a fun program because we were able to live together like in Greek life,” she said of being an Echols Scholar, "but the best part was that we were able to take whichever courses we wanted. It gave me the intellectual freedom to discover other areas of study outside of the sciences,” said Dr. Stevenson. Students in the Echols Scholars Program would ask one another which classes they’d taken or were taking and provide each other with recommendations. “You ask what your friends are taking and you get sort of drawn into it,” said Dr. Stevenson, “so I remember taking an African American literature class taught by Professor Arnold Rampersad. I didn’t know anything about it beforehand, but his course was mind-opening.” Dr. Stevenson described taking Dr. Rampersad’s course as serendipitous because he was only at the University of Virginia for the year that she took his course. “It sparked an interest in me that lay dormant but was very much awakened,” she said. Growing up in the South, Dr. Stevenson was surrounded by history. Her mother shared with her what it was like to grow up on the same farm where her family had been enslaved, and her father told stories about running away as a child during the Great Depression. “To top it off,” said Dr. Stevenson, “many of our family vacations were to visit local historic sites like Yorktown or Williamsburg. It was as if I couldn’t escape history!” Perhaps Dr. Stevenson really couldn’t escape history. Everywhere she looked there was a statue, a plaque, or a street named in honor of an important historical figure. “Despite what I told myself,” she chuckled, “that I was so tired of history, and that I was never going to become a teacher, I began to be pulled in that direction.” After a talk by a professor from Yale University, Dr. John Blassingame, about his book, Dr. Stevenson was hooked. She decided she would continue onto graduate school to study with Dr. Blassingame at Yale, and she would need to break this news to her parents. “I promised them that I would go to law school after I completed the master’s program,” she said. If she wasn’t going to become a physician, then Dr. Stevenson would become a lawyer. “That certainly did not happen,” she said. “Dr. Blassingame convinced me to apply to the PhD program and well, the rest is history, as they say.” Teaching to learn, writing to learn Dr. Stevenson is currently teaching two courses: a survey course on African American history to a large undergraduate class of about 125 students and a graduate level course focused on Black women in the Atlantic World in the period of 1650 to 1850. “Both classes have been wonderful so far,” said Dr. Stevenson. “I haven’t taught the survey course in about 20 years, which meant I needed to write new lectures–an arduous but exciting task because I get to do something new by returning to something old.” Her graduate-level course includes students from both UCLA and Oxford. “It’s been amazing to have people from both sides of the pond, as they call it, reading the same material and thinking about how it interacts with their own work and research,” she said. Dr. Stevenson’s favorite part about teaching is opening up students’ minds to things they didn’t know beforehand. “At the undergraduate level, I love seeing them being awakened to American history but also the kinds of histories within our nation and globally that allow them to create the knowledge they will eventually share with the world,” she said. Just like her undergraduate students, Dr. Stevenson finds her graduate students inspiring. “They pose such interesting questions–things I’d not thought about before–and it creates new opportunities for me to explore history from other perspectives and write about it.” For Dr. Stevenson, both teaching and writing serve as outlets for her insatiable curiosity and desire to continue learning. “I like learning about ordinary people,” she said, “and teaching about ordinary people.” Trained as a social historian, Dr. Stevenson examines how people’s lives are impacted by larger historical and societal forces. “I write mostly about women,” she said, “and I want people to see that you can be quite ordinary but do extraordinary things. Women’s impact in our country and around the world is undeniable.” Dr. Stevenson writes about topics that she would like to learn more about. “I wrote a book about three very different women,” she said. “One was a Korean woman, another was African American, and the third was Jewish. It was the most challenging book I’ve written because I needed to deeply understand the histories of these three distinct women and their cultures.” When Dr. Stevenson believes she has really captured the voices of the people whom she writes about, she feels most proud of her writing. “It’s something I’m doing for these historical women, for myself, and for my audience,” she said. This includes the sixth edition of Through Women’s Eyes, a text that spans the entirety of American history but with women at the center of it all. “It’s such a wonderful text, and it was a pleasure to work with Dr. Ellen DuBois on the most recent edition,” said Dr. Stevenson. The state of women’s history Through Dr. Stevenson’s career, much has changed in the discipline of history. “When I was in graduate school,” she said, “Women’s Studies was quite new but was starting to develop in such a magnificent way.” Dr. Stevenson described her time as a student as an explosion of intellectual curiosity about women. “People were starting to pay more attention to women who were marginalized, women who were poor, or middle or upper class, or famous women,” she said. More recently, Dr. Stevenson recognizes advancements in gender theory in Women’s Studies. “Today, more than ever before,” she said, “people are exploring the boundaries of womanhood and girlhood–of what it means to transition and become ‘woman’.” As Dr. Stevenson puts it, the world is starting to catch up. “In the 80s and 90s,” she said, “it was the Western world paving the way. In the United States, England, and other parts of Europe, people started to earn their doctorate degrees in Women’s Studies or History. Today, women’s history is starting to become something synonymous with society and culture. It’s wonderful to see.”   Brenda Elaine Stevenson (PhD, Yale University) is the inaugural Hillary Rodham Clinton Chair of Women’s History at the University of Oxford and the inaugural Nickoll Family Endowed Chair in History at the University of California, Los Angeles. She is the author of the award-winning monographs: Life in Black and White: Family and Community in the Slave South; and The Contested Murder of Latasha Harlins: Justice, Gender and the Origins of the L.A. Riots. She is also the author of What Is Slavery?; the editor of the Journals of Charlotte Forten Grimké; and the co-author of The Underground Railroad. Her new monograph, What Sorrows Labour in My Parent’s Breast?: A History of the Enslaved Black Family, appeared in April 2023. She was appointed by President Biden to serve on the Civil Rights Cold Case Records Review Board in 2022. When she is not teaching or writing, she is an avid gardener and teaches Sunday school to what she describes as “adorable six and seven year-olds”. ... View more

“I have no special talent. I am only passionately curious.” -Albert Einstein I love questions. I always have. From the simplest idea to the most complex mystery, I have always loved how the sheer act of asking questions opened the door to a new idea, a better understanding, or a discovery. And I’m not the only one. From an early age, questioning emerges naturally. Toddlers famously pepper their caregivers with endless "whys?"—inquiring about everything from why the sky is blue to why bedtime comes so early. But early questioning hints at a valuable lifelong tool: curiosity, an innate desire to explore and better understand the world around them.  As we get older, the questions don’t stop. We explore new ideas in classrooms, our homes, and the world around us. We thrive on discovering and learning. In today’s modern workplace, honing that skill is essential. Curating a Culture of Curiosity The world of work has changed a lot over the past five years, but arguably one of the most impactful to our collective future was the explosive re-emergence of artificial intelligence in 2022. Almost immediately, workers of all professions began worrying about being replaced by machines or more accurately, an uber-efficient AI. The speed with which AI is evolving demands a workforce that is driven by a desire to question, learn, and adapt; a workforce that imagines what could be. Those who explore their curiosity are not only better equipped to leverage AI's potential but also to anticipate its impact on their work. One critical step in nurturing curiosity is to recognize the need for a change in mindset; or, in other words, reevaluating how we could view this technology and what it may make possible. Instead of fearing the creep of AI or the possibility of a future where it replaces work, we could see it as a collaborator that enhances our capabilities. At Macmillan Learning, we offer our employees a continuous series of learning and development opportunities to encourage them to dig in, learn, and experiment. And with a pinch of curiosity, we can dare to explore what could be.  Asking the Right Questions How can AI help us to understand and meet teaching and learning needs more effectively? In what ways can AI contribute to a more equitable and inclusive workplace? What role should AI play in improving engagement and outcomes? How can we best prepare students for the workforce of the future? By asking questions, we begin a journey of learning and discovery, and ultimately personal and professional growth. Using curiosity as a tool means not just asking questions, but asking the right questions. It means understanding the problem you are trying to solve and creating the questions to get to the core, layer by layer.  Beyond the big questions, we can use AI in our everyday work to enhance our creativity and productivity. The more we ask and learn, the better AI will perform for us.  Each question, each additional prompt, reveals something that we can then use our uniquely human skills to address. Our capacity to question, think, and critically analyze are all necessary functions to find the best results. By learning how to develop those questions that challenge the way we think, we can spot opportunities for change and innovation, making curiosity one of the most powerful tools for exploration.  The path forward is filled with both promise and uncertainty, and there is real courage in stepping into the unknown armed only with questions and a willingness to discover. Providing a safe environment where employees are encouraged to inquire, experiment, learn, and even fail at times, will result in a team that is not only better equipped to tackle the uncertainties of the future but importantly, become an active participant in shaping that journey. What’s Next? The future of work isn’t waiting for us to be ready for it. It’s here now. So how does one even begin to cultivate a culture of curiosity? Maybe a first step is to ask yourself today: How can I leverage AI to enhance my unique human capabilities? In this journey, it is important to note that new technical skills are important, but it’s most often softer skills that will need to be nurtured to help employees thrive in a future workplace: adaptability, creativity, critical thinking, and collaboration. AI is a tool that works best when coupled with human drive, so with a shift in mindset and an openness to explore what’s possible, employees can more effectively harness AI's power to navigate ongoing change.  It is curiosity that propels us to explore that “next thing.” Embracing curiosity in the age of AI is not just about keeping pace with technology—it's about shaping the future of work. It’s about fostering innovation and resilience. It’s about creating a space where we can use our human abilities to take the next steps to create meaningful change.  Could the simple power of curiosity be the asset that unlocks that next great opportunity? Because, I have a few questions... ... View more

The introduction of generative AI in academic environments has sparked a vibrant discussion on its impact on academic integrity, creativity, and the evolving roles of educators. This same dialogue inspired the creation of the Institute at Macmillan Learning and its first course, “Teaching with Generative AI: A Course for Educators.” Laura Dumin, PhD, a leading voice in this discourse, is one of three subject matter experts who contributed to the course, which offers a blend of asynchronous and synchronous learning, including hands-on experience developing a course policy around AI, designing assignments with considerations for AI, and navigating conversations with students about the use of AI.  To get a glimpse into the practical knowledge and insights the course will offer, we asked Dr. Dumin five questions about AI in higher education that emerged from our AI webinar series last fall. Read on to get her take as she shares her insights on real questions from instructors like you. Laura Dumin, PhD, is a professor of English and Technical Writing at the University of Central Oklahoma. She has been exploring the impact of generative AI on writing classrooms and runs a Facebook learning community to allow instructors to learn from each other. When she is not teaching, Laura works as a co-managing editor for the Journal of Transformative Learning, directs the Technical Writing BA, and advises the Composition and Rhetoric MA program; she has also been a campus Scholarship of Teaching and Learning (SoTL) mentor. Laura has created four micro-credentials for the Technical Writing program and one for faculty who complete her AI workshop on campus. In your experience, when it comes to verifying the authenticity of AI-generated content, particularly in academic papers, are there other methods that can be used aside from solely depending on AI and tools like TURNITIN? Laura Dumin: I would turn this question on its head and ask why we are verifying content. Are we concerned about facts that might be hallucinations [or false information generated by AI]? If so, we need to teach our students research skills. Are we worried about AI writing the whole assignment or large portions of it? This gets to a different question about why students are in school and taking classes. Do they need the knowledge for the future or is this course just a graduation requirement that they care little about? How can the information be made more relevant to the students so that they are less likely to cheat? And then finally, teach students about ethical and transparent AI use so that they are willing to tell you and comfortable with telling you when and where they used AI to augment their own work. Should educators consider it their responsibility to educate students on the ethical and responsible use of AI tools, akin to how they teach the responsible use of platforms like Google and Wikipedia and tools like graphing calculators? Laura Dumin: Yes! I get that there is a lot of content for instructors to get through in 15 weeks, but the reality is that these technologies are still new to a lot of students. We can’t expect them to magically learn ethical and responsible AI use if we don’t help them get there. Also, what looks responsible in one field might be different in another field. We want students to learn and understand the tools and the nuances for responsible use. With the increasing role of AI in academic writing, what are your thoughts on universities introducing prerequisite courses dedicated to teaching students how to effectively use AI tools? Laura Dumin: I’m not sold on the need for these types of courses. I’m seeing talk that AI is being approached more in middle school, which means that we have about 5 years before students come to us with a better understanding of ethical and responsible AI use. If it takes an average of 18 months to get a new course on the books, this means that the course probably won’t have a long lifespan. And since the AI landscape keeps rapidly shifting, it would be hard to put together a course that looked the same from start to finally being taught. What are your thoughts on using AI to aid brainstorming while nurturing students' independent thinking? What does it mean and can it potentially hinder students’ creativity in generating original ideas? Laura Dumin: I’m ok with it and I am a writing instructor. I get that the struggle of brainstorming can be part of the process in a writing class. If that’s the case, make that clear to students and help them understand the rationale. But if a student is so frozen by an inability to move past the brainstorming phase that they can’t get the project done, no one wins. In that case, AI can help students have a path forward. AI brainstorming can also help open new possibilities for students to see sides of an issue that they weren’t aware of. Despite the availability of AI-driven revision tools, how might educators motivate students to actively seek feedback from peers and writing centers and recognize its value? Laura Dumin: Having students reflect on AI feedback versus human feedback can help them see the pros and cons of each type. I’m more interested in students getting feedback that is helpful and that works for them. I don’t think it has to be or even should be, an either/or situation. If a student can’t make it to the writing center or doesn’t have access to peers for help, why not use AI to get at least some feedback? Learn more about the "Teaching with Generative AI" course. Learn More About Laura Dumin. ... View more

They are represented on posters, songs, and films, and run over five million deep as a symbol of strength and feminism. They are the real-life war effort leading ladies. When the United States called for all hands on deck during World War II, traditional gender roles experienced a societal shift as women heeded the call to join the workforce. This created generational shockwaves and unmasked the untapped potential of women in the United States' war efforts. In 2017, the US Senate passed a national day of observance on March 21st to commemorate all these red-blooded riveters. And their names? Well, you can just call them Rosie. Rosie, the Poster Here’s a bandana twist: the image we have all come to associate with Rosie the Riveter was a prototype! The imagecreated by Norman Rockwell for The Saturday Evening Post's May 1943 issue was seen by millions at the time of release and was the most common image of Rosie during the war. Today, we collectively recall the image titled  “We Can Do It” by J. Howard Miller. Comparatively, at the time, this image was seen by very few, as it was used for a production campaign for the Westinghouse Electric Corporation. “We Can Do It” was not popularized until the 1980s, when feminists looked for images and symbols from the past to advance women's empowerment further. It was only then that the charming yet tough persona of the Rosie the Riveter image we know today took center stage.  Rosie, the Song With war looming and encouragement needed more than ever, composers and lyricists Redd Evans and John Jacob Loeb released the 1942 patriotic tune “Rosie the Riveter”, which became a national hit and was popularized by the group The Four Vagabonds. This song was known to have inspired the Norman Rockwell magazine cover of Rosie.  Rosie, the Film “Rosie” became such an icon that there was a 1944 film adaptation with the eponymous title, starring Jane Frazee as Rosalind “Rosie” Warren in the musical comedy. Many years later, a 1980 war documentary titled “The Life and Times of Rosie the Riveter” was produced that told the true stories of five real-life Rosies from across the United States.  Rosie, the Origin Story There is a lot of speculation as to who the “real” Rosie the Riveter was. By doing a simple web search you will find several articles, videos, and obituaries claiming a different woman as the “real” Rosie. After researching records, articles, and videos of information, the conclusion came to this – they are ALL the real Rosies. Here are some of the women who inspired the spirit of Rosie the Riveter.  Naomi Parker Fraley, a California waitress who had worked in a Navy machine shop during World War II is said to likely be known as the inspiration for the “We Can Do It” poster so famously known today.  Rosina Bonavita, the daughter of Italian Immigrants who worked as a riveter in New York and “set a speed record in building a Grumman Avenger torpedo bomber.”  Rose Will Monroe, a Michigan native who had a chance encounter with actor Walter Pidgeon while riveting at an airplane factory, and ended up starring in a film depicting Rosie the Riveter as being a real “Rosie” herself. Rosalind “Roz” P. Walter, famously known as the inspiration for the Rosie the Riveter song, was born into wealth but answered the call to help during the war effort instead of going to college immediately. She also became the main benefactor of PBS.  Mary Doyle Keefe, the original model for the famous Norman Rockwell painting. At the time she was a young telephone operator and happened to be Rockwell’s neighbor. Behind the Flex “Rosie the Riveter” was not one sole woman, race, or age. These mothers, daughters, and sisters worked on tanks, planes, ships, and other important materials needed for the war. Serving both in and out of uniform, these women answered the call to action and proved that jobs previously reserved for men could indeed be done effectively and efficiently by women as well.  Today, we honor all the Rosies who served their nation and contributed to not just a national victory, but the charge of women’s rights movements in the decades that followed. The daughters and sons of these women are lovingly called rosebuds and rivets. As the rosebuds and rivets (or grand-rosebuds/rivets) of today, how will YOU embrace the spirit of Rosie the Riveter today, and beyond?  This blog post is part of a month-long celebration of Women’s History Month organized by WOMEN@ML (Women of Macmillan Empowering and Networking), Macmillan Learning’s employee resource group for all employees who identify as women. During the month of March, WOMEN@ML celebrated and recognized an important historical woman each day of the month, drawing attention to their accomplishments and contributions to the world we live in today.  ... View more

Whether in a social or professional context, community plays a critical role in our lives. It creates a support system, offers opportunities for networking and allows people to connect based on shared values. For educators, being part of a vibrant, collaborative community is not just beneficial—it's essential for growth and innovation.  Community in education goes beyond mere networking; it's about building a shared space where experiences, insights, and challenges can be exchanged openly. At Macmillan Learning, we’ve seen the impact that a strong and engaged community of educators can have. We’ve witnessed firsthand the impact that our peer consultants have had on instructors across the country through knowledge sharing and the power that ideas carry when instructors can engage freely and openly with their colleagues.  Understanding the importance of community and peer learning, Macmillan Learning recently launched The Institute at Macmillan Learning. The new venture aims to build and support a community of instructors, provide practical knowledge, and empower educators to meet modern teaching challenges with confidence.  The first course “Teaching With Generative AI: A Course for Educators”, was designed to create a community of practice with asynchronous and synchronous components, interactive workshops, and platforms for discussion and collaboration. During the two month course, attendees improve their abilities, keep up with the latest in technology, and discover ways to leverage artificial intelligence to create enduring benefits for their students and institutions.  Importantly, they’ll participate in an active and accountable community with their peers.  Simply put, we designed the Institute not just to educate on a topic, but to connect educators from various backgrounds, disciplines and institutions to create a rich tapestry of knowledge and experience.  Building a Community of Instructors At the heart of The Institute is community. We want educators to engage in meaningful conversations, explore current educational topics, and collectively seek solutions to contemporary challenges in education. This approach is not only about imparting knowledge; it's about fostering a collaborative environment where every instructor feels heard, valued, and empowered to contribute. And AI is just the beginning. The Institute’s community offers a private online space where instructors can ask and reflect on the complex questions that have been keeping them awake at night. There’s more than one way to take on a challenge, and we believe that hearing perspectives from across disciplines and institutions from both seasoned educators and those newer to teaching offers unparalleled access to insights. In addition to the learning and synchronous parts of the course, feedback and reflection within this community will forge both personal and professional development and, importantly, help facilitate a culture of continuous improvement in AI pedagogy. By participating in this community, educators not only gain access to a wealth of knowledge and resources but also become part of a larger movement in shaping the future of education.  The Institute's focus on collaboration and community building is a testament to Macmillan Learning’s commitment to enhancing the educational landscape, not just for students, but the instructors who inspire them. It will be a place that provides practical knowledge, meaningful community, and opportunities for educators to showcase newfound expertise. About “Teaching with Generative AI: A Course for Educators” Teaching with Generative AI: A Course for Educators is a two-month course that offers a blend of asynchronous and synchronous learning, including hands-on experience developing a course policy around AI, designing assignments with considerations for AI, and navigating conversations with students about the use of AI. Each week will delve into a new topic designed to deepen participants' pedagogical practices, enhance their comfort with and understanding of AI, provide practical assignment blueprints for classroom use, and build a vibrant community of practice for professional growth and innovation in education. The course will be delivered in Macmillan Learning's courseware platform, Achieve.  Participants who successfully complete the course will receive digital certification that can be easily shared with their institutions and with colleagues on platforms like LinkedIn. Registration begins on April 15, and the first 100 to sign up get a 60% discount. For more details, and for information on future courses, visit the Institute’s website.   ... View more

Today, the fifteenth of February, marks the middle of Black History Month in the United States and Canada. Though the roots of this affinity month date back to the 1920s with the recognition of “Negro History Week” by the Association for the Study of Negro Life and History (ASNLH), a month-long affinity period was first proposed in 1969 by educators and students at Kent State University, followed by their first celebration of Black History Month in 1970.  Historically, both educators and students have played a pivotal role in changing culture; for it is often their firm belief that education and knowledge lead to the empowerment of marginalized groups. To them, classrooms have served as places where ideas are fostered, engaged with, and critiqued; students should leave them feeling equipped to enter the world as positive change-makers, sharing with others the history that they have learned and tools they’ve acquired to become the difference they want in the world.  However, classrooms have not always been accessible and inclusive to all students, as education was once–and too often remains–a symbol of status and privilege. Where and when education has been made equitable and accessible to underserved populations, the most significant cultural change occurs.  Going back in history, we recognize time and time again the impact that education has made in advancing the rights and freedoms of marginalized peoples in the United States and elsewhere. For Black History Month this year, we’re recognizing seven Black leaders who understood the power of education to inspire what’s possible for the generations that followed.  Septima Poinsette Clark (1898 - 1987) Referred to as “The Mother of the Civil Rights Movement” by Martin Luther King Jr., Septima Poinsette Clark was an educator and civil rights activist best known for organizing citizenship schools for African Americans. The schools were developed with the goal of improving literacy among African Americans in the Deep South, which, Clark hoped, would also empower these communities to learn about citizenship rights and become active in the fight for voting rights.  Mary McLeod Bethune (1875 - 1955) Founder of the Daytona Literary and Industrial Training School for Negro Girls in 1904, Mary McLeod Bethune spent decades of her life developing and improving educational opportunities for Black youth. Her school eventually merged with the boy’s Cookman Institute in 1931 to become the Bethune-Cookman College, of which she became president. In 1935, Bethune founded the National Council of Negro Women (NCNW); she earned a full-time staff position at the National Youth Administration (NYA) in 1936, where she was quickly appointed to Director of the Division of Negro Affairs; and in 1938, after befriending Eleanor and Franklin Rooselvelt, Bethune formed the Federal Council of Negro Affairs, which served as an advisory board to President Roosevelt.  Anna Julia Cooper (1858 - 1964) One of the first African American women to earn a doctoral degree, Anna Julia Cooper emphasized the importance of education for Black women and is considered one of the most significant contributors to the field of African American women’s studies through her scholarly work. Her first book, A Voice from the South: By a Black Woman of the South, is considered her most important work and is recognized as one of the earliest books about Black feminism. In 1930, she became the president of Frelinghuysen University, where she was dedicated to increasing literacy among unskilled Black workers.  William Leo Hansberry (1894 - 1965) William Leo Hansberry, a pioneering scholar in African history and studies at Howard University, was the first to teach African history at a university in the United States. During his more-than-forty-year tenure at Howard University, Hansberry mentored many African and African American students, including Kwame Nkrumah, who would later become the first prime minister and president of Ghana, and Nnamdi Azikiwe, who was a driving force in the movement for Nigerian independence and became the country’s first president.  Marva Collins (1936 - 2015)  Dedicated to providing high-quality education to low-income African American students, Marva Collins founded the Westside Preparatory School in Chicago in 1975. With decades of teaching experience in the inner-city Chicago Public School system, Collins developed innovative teaching methods that instilled confidence and a love for learning in her students, achieving academic success with children that were mislabeled by the Chicago Public School system as being learning disabled. Together with her daughter, Collins ran the school for more than 30 years.  Carter Godwin Woodson (1875 - 1950)  Often referred to as the “Father of Black History”, Carter Godwin Woodson was an educator and historian who devoted his life to promoting the study of African American history. In 1915, Woodson founded the Association for the Study of African American Life and History, which created Negro History Week in 1926. Woodson elected to celebrate Black history in the middle of February each year because the time coincides with the birthdays of both Abraham Lincoln (February 12) and Frederick Douglass (February 14). While Woodson did not live to experience Negro History Week becoming Black History Month, he is one of the most important driving forces behind the February designation.  Johnnetta Betsch Cole (1936 - )  The first female African American president of Spelman College, Johnnetta Betsch Cole is a prominent advocate for diversity and inclusion in education. While at Spelman College, Cole established innovative programs aimed at empowering African American women and promoting academic excellence and social responsibility. Cole also served as the Director of the Smithsonian Institution’s National Museum of African Art, became the 7th president for the National Council of Negro Women (2018 - 2022), and was once considered for the cabinet post of Secretary of Education. ... View more

What is modern love? That’s a question that The New York Times seeks to address in its weekly column. Though a specific, yet generalizable answer remains elusive; modern love takes on a different shape for everyone. It’s not always romantic. Sometimes it’s transactional. And sometimes it’s about seeking the love that one never had before but wishes they could find–or create for oneself–in the future.  This was the type of love that Heather Sellers, author of The Practice of Creative Writing and Professor of Creative Writing at University of South Florida, grapples with in her 2013 submission to the Modern Love column. With the title “Do Not Adjust Your Screen Or Sound,” the reader immediately wonders what type of love story this could be. A long-distance relationship between a couple overwhelmingly in love with one another? One of scandal and heartbreak caused by infidelity? Within the first two paragraphs, the reader learns that it is neither. Rather, it is a story about a daughter and her father. A story about reconnection and forgiveness–and whether or not it’s possible to forgive. It’s also a story that redefines what love can become when it is contained to a box–a desktop computer screen.  For this year’s Valentine’s Day, we asked Heather to reflect on both her essay from ten years ago and the more recent Modern Love podcast episode in which she was asked to read excerpts from her essay and provide commentary. Keep in mind that there may be spoilers in our interview with Heather, so we encourage you to read her essay and check out the podcast first.  Heather Sellers, Professor of Creative Writing, University of South FloridaIn your Modern Love essay, you’re searching for a kind of love with your father. In doing so, I couldn’t help but feel that in searching for love–that almost fantasy perfect parent-child love that we all recognize in books and movies–you were also redefining what “love” could mean. You even describe yourself as finally feeling like a “normal daughter” through the process of reconnecting with your father. Could you talk about what it was like to strive for this ideal type of love that children desire from their parents?  I wanted, very much, to have a relationship with my father, even though it was pretty clear not much was available. I wanted to be able to feel I loved my dad. And she had a father. I was under no illusions this would look anything like a fairy tale. I just wanted to feel, before he died, that we had connected in some authentic way, that we had known each other, and maybe, in spite of enormous difficulty, that there was some mutual cherishing. That striving for connection with the parent is hardwired in. I don’t think there was any way I could escape that longing–no matter how awful things were. And they were awful, much more awful than I could permit myself to acknowledge, for a very long time. I needed to protect him. But more importantly, I needed to protect myself. How is your understanding of “love” different after not only writing this essay, but also reflecting on it 10 years later?  What I’ve learned in working with the truly amazing team at The New York Times is that it’s so crucial to keep looking at our relationships, to keep turning them over, and examining every nook and cranny for meaning. My understanding of “love” is much more nuanced and complex now than it was when I was a younger woman, craving some kind of healing in that family. So, I’m sorting out, in the essay and in the subsequent process via the podcast, how to sort out the longing for love with love itself. (Aren’t we all?) In the end, there’s this: I showed up for my dad. He was not able to do that for me. I showed up anyway. I’m gobsmacked by how much fantasy I had to construct in order to pull that off (much more fantasy than I understood at the time, at the end of his life). But I have no regrets about showing up, and telling myself it all went much, much better than it actually did. I have a lot of compassion for the woman who did that–tried to make us look like good, loving people. She wanted that fantasy so badly! Could you tell us more about decisions made when writing the original essay? In the podcast, you laugh about what you wrote 10 years prior and admit to the host “That’s not true” about certain scenes in the essay. Yet, the essay remains quite true and reflective of what you were feeling at that time. Is it fair to say that this essay captures what happened, while simultaneously depicting how you wish things would have been different?  I haven’t listened to the podcast, and I can’t imagine doing so. I laughed? Wow. That must be a laugh of…shock.   I hadn’t reread the piece since I wrote it 10 years ago. They asked me to wait, and to read it cold, on the air. I was crying when I came upon those tender, tender words written by that younger self, that daughter who so desperately wanted to have a beautiful ending with her dad. That laugh–it’s a gasp, that kind of defended laughing we do when we’re feeling caught, perhaps.  Nothing I said in the essay is false, exactly. It’s not true though, the way it’s framed–that we talked, over a period of days, in a loving and connected way. My dad did not have that capacity. Not at the end of life, not ever. It was super hard for me to let go of the notion I could enforce a meaningful relationship. I imagine that you must encourage your students to pursue similar experiments in their creative writing. How do the two–memories and lived experiences combined with wishes and desires–marry in the creative writing process?  In my classes at University of South Florida, the work is to train students to observe the external world, and to carefully observe their internal worlds–to work the muscles of paying closer attention, on a daily basis. It’s such hard work and so much practice is required just to be semi-proficient. (This is what my textbook is about!) The mind is always wanting to get in there, and to pull in emotion and judgment. All my assignments come from this objective. But I think I know what you mean–the writer has to work to portray those disjunctures, where one thing is happening before us, and a very different reality is playing out internally. Your question makes me want to write an assignment sequence based on this premise–it’s so smart. On it! I want to briefly discuss the “desktop-sized box” in your essay to which your father is effectively contained. You write “Here, in a box, was a man I could love.” This was, of course, during a time before the pandemic and the boom of video communication as we know it today. How do you see these boxes (our computers, cellular phones, etc.) changing the way we both communicate with and love one another moving forward?  It’s so wonderful to be able to see our people, in real time, in this way. It’s been life changing! I have severe face blindness, a neurological disability that prevents me from reliably recognizing people, even my closest associates. So to be able to always know who I am with, at all times–I can’t even begin to tell you how transformative this has been for me. So in terms of access, and ability, and thinking about what we know about connectedness as being critical for not just mental health, but physical health, I’m thrilled we have these visual, real time communication tools. Life changing. Lastly, I have to ask because it continues to be a topic on everyone’s mind. The box itself now has a mind of its own with the emergence of artificial intelligence. Could you please share a little bit about how you are incorporating AI in your teaching and perhaps in your own writing?  As a creative, I’m always going to be a fan of disruption and the AI disruption, which has been around for some time, is exciting. Because of ChatGPT thundering onto the scene, this past summer, I retooled every assignment in my courses. Every assignment. My old ways of working to assess student learning are no longer remotely relevant. Labor intensive, but I loved getting to think intently about what it is I’m teaching, and how students are learning, and how our conversations can be productively shaped and advanced because of AI. I use AI as a tool all the time–to help me create our annual program review (so helpful), to write recommendation letters, and to generate content for all kinds of writing situations at work.  In the classroom, we are called to teach a new set of skills to our students, helping them shape the material generated by AI tools, and to learn about the suite of tools that is available. These skills are ones we have always been teaching in our revision modules–the shift for us is only a slight one, but it’s a crucial one. Creative writing students are capable of all kinds of interesting and complex projects, and part of my work is giving the students agency to come up with AI uses in the creative writing classroom that will deepen our connection to language, and to each other. I begin class with a poem written by AI, so we can talk about all the things that humans can do, and must do. It’s an exciting time. As a teacher, I’m super interested in a conversation that keeps at the fore all the ways in which English and writing studies programs can remain a vibrant, core part of every learner’s development as a thinker and a creator. ... View more

At Macmillan Learning, our commitment to education and the transformative power of learning are at the forefront of our mission: "inspiring what’s possible for every learner." We understand that learning is an inherently human experience, and that technology can play an important role to support it. But with new technologies come new responsibilities and new questions we must ask ourselves; and in our journey to develop AI-driven educational tools, we’re aiming to establish thoughtful governance. While AI can be incredibly helpful to both students and instructors, there are flaws in many AI tools that may negatively impact the learning journey. Given the potential challenges of AI-driven tools, we became determined to avoid perpetuating biases whenever possible, maintain high ethical standards to guide development of digital tools, and seek active guidance from experts.    To navigate these ethical waters successfully, we sought guidance from experts with deep knowledge of both higher education and AI tools. Additionally, we wanted to ensure that the perspectives and experiences of our instructors and students were represented in the advisory process. This led to the creation of two advisory boards, the Macmillan Learning Ethics Advisory Board and the Data Privacy Board. Together, the boards help us to explore complex issues like ethical and equitable ways to ensure representation of the diverse groups we serve, effective mitigation of data privacy concerns, and improvements in how we could leverage AI to fortify our research practices. Our Ethics Advisory Board In my role leading our Learning Science and Insights team, I helped manage the ethics advisory board, which is composed of distinguished individuals who bring a wealth of knowledge and experience to the table. Each of the advisory board members were carefully selected for their deep understanding of AI and their direct interactions with students; they worked roles that range from Data Science and Data Activist to Professor of Learning Analytics. The advisory board held two virtual sessions during the summer of 2023. In the first session, we presented the Macmillan Learning preliminary AI guidelines, which aimed to establish principles for the responsible development and use of AI in education. The board members provided valuable feedback, helping us refine our guidelines and develop a mission statement that would guide all our AI-related work. Our Mission: "We create research-driven opportunities through AI for educators to better support the diversity of students within their learning environments." We next worked together to create AI principles that will guide our product development. Our AI Principles Based on the feedback and insights gained from these sessions, the Macmillan Learning team is now diligently working on the development of new AI technologies. These technologies are designed to support our instructors and students in meaningful and equitable ways while adhering to the ethical principles established with the guidance of our advisory board. As refined with the advisory board's input, our principles are: We are transparent, accountable, and ethical in how we use AI. We keep people at the center of AI oversight and improvement. We promote AI literacy and education on AI safety, ethics, and responsible use. We strictly observe, monitor, and improve data privacy and security principles. We continually monitor our AI tools and research to verify that we are not introducing unintended harms or exacerbating inequalities. We continually learn from diverse groups of experts to improve AI safety and ethics.  As we move forward, we remain committed to using AI as a tool to augment learning, while also retaining the humanity of learning and fostering meaningful and transferable educational experiences. AI can be a helpful companion on the path to learning, and we are determined to make that learning journey safe, reliable, effective, and unbiased for every learner.  We recognize that our work isn't done. The landscape of AI is constantly evolving, and so we remain committed to updating our practices and policies to ensure our research and development practices are ethical and transparent.  By continuing to have conversations with our learners seeking expert guidance, and undertaking  collaborative explorations of AI's potential uses, we underscore the broader narrative - that the integration of AI into education must always be guided by ethical considerations and a deep commitment to keep learning at the heart of what we do at Macmillan Learning. Stay tuned as we continue to shape the future of AI in education. Read more about Macmillan Learning’s AI journey, including Generative AI and Product Development: What We’ve Learned & What’s Ahead,  The Impact of AI on the Inherently Human Experience of Learning, and how we’re Readying our Workforce for an AI World. ... View more

On the surface, gaming and academic learning may seem fundamentally opposed—perhaps even antithetical—to one another. After all, what place could the cult classic Mario Kart, for example, possibly have in the classroom?  The intersection of technology and pedagogy has given rise to transformative approaches that both captivate and inspire learners. Though AI has recently saturated much of the conversation surrounding technology and education, the concept of gamification in learning has been comparatively more studied and is utilized across many of the digital platforms we know and love.  Merriam-Webster defines gamification as “the process of adding games or game-like elements to something (such as a task) so as to encourage participation;” in this case, gamification represents a unique opportunity to integrate game elements into educational platforms, designed to enhance engagement, motivation, and student learning outcomes (Armstrong & Landers, 2017; Rigby & Ryan, 2011). Studies suggest that gamification can positively impact cognitive, motivational, and behavioral learning outcomes (Sailer & Homer, 2019). In particular, the inclusion of engaging game fiction—a setting, context, and stakes—as well as competition and collaboration have been shown to benefit learning. As its name implies, the nostalgic first-person role playing game The Oregon Trail leads players through a journey inspired by and based on the historical event, which is a clear example of the use of game fiction in teaching history. In addition, trivia games such as Pictionary or Jeopardy encourage both team-based competition and collaboration.  Given the increasing number of distance learning and hybrid classrooms, student engagement in all formats is more important now than ever before. Therefore, here are four research-backed ways that instructors can incorporate gamification in the classroom now: Create leaderboards. A leaderboard can introduce healthy, low-stakes competition to the classroom. Instructors may provide a visual representation of team or class-wide achievements, whether based on a single activity or as a semester-long tracker. Students, “competing” in teams, would be able to benchmark their progress against their peers, fostering a sense of camaraderie and shared achievement. For example, instructors assigning Macmillan Learning’s LearningCurve adaptive quizzes can challenge students to compete for percentage completion, all the while working in opportunities for further understanding.  Add quests and ground content in a story. The inclusion of game fiction is particularly effective in grounding learning in a relatable or memorable context. To take this a step further, instructors may develop “quests” for students to embark upon, whether through story-based challenges or milestones. By weaving educational content into a compelling storyline, gamification transcends rote memorization. This allows students to connect with the material on a deeper level, enhancing long-term retention and understanding.  Create and launch live polls. Much like games provide players with relatively low-stakes opportunities to practice their skills and engage with content, live polls can similarly encourage students to do the same. Macmillan Learning’s iClicker helps instructors facilitate effective polls while offering unique insights and analytics to visualize student response data. Coupled with a leaderboard, this could enhance both individual and class motivation.  Use a points system unrelated to—or, at least contributes little to—grades. The key here is to decouple the leaderboard, quests, points, etc. from actual grades. Students should feel free to make mistakes and be rewarded for achieving milestones or mastering specific concepts. Tracking points not only quantifies progress but also taps into the intrinsic motivation of learners, fostering a sense of accomplishment that goes beyond traditional grading.  Despite what its name suggests, gamification is not only about playing games and earning points; it is also about creating a context and an environment for learning, where students are rewarded for their engagement and can interact with their peers in meaningful ways. By integrating game elements like leaderboards, game fiction, live polls, and point systems, instructors can create educational opportunities that support student success and garner classroom participation. And this way, both students and instructors can work to level up learning experiences, one lesson at a time. ... View more