The What And Who Of EDU

One classroom. Ten different starting points. How do you teach students with different levels of preparation, confidence, and experience without creating ten different courses? In this episode of The What & Who of EDU, ten educators share practical teaching strategies for reaching a wider range of learners. From prioritizing essential concepts and refreshing prerequisite knowledge to offering different levels of challenge, accessible materials, and flexible ways to demonstrate understanding, these are ideas instructors can put to work right away.

You'll also hear why predictable flexibility matters, how to adjust when expectations don't match students' preparation, and why one-on-one conversations remain so important in an AI-enabled classroom. Because students don't all start in the same place. And teaching doesn't have to pretend they do.

Brought to you by Macmillan Learning.

10 Tips

1:15 Teach Less. Make More Stick.

4:15 Ditch the One-Size-Fits-All Mindset

7:03 Make Flexibility Predictable

9:44 Review Without Rewinding the Class

12:16 Find the Just-Right Challenge

15:41 One Concept. Multiple Ways to Get It.

18:00 Give Students More Ways In

20:23 Let Students Show It Their Way

22:46 Adjust When Expectations Meet Reality

24:15 Make Time for What AI Can't Do

Featured Educators

Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy.

Rebecca Whittaker Matte is a Professor of Education at Landmark College with over 30 years of experience supporting neurodivergent students in college and career transitions.. A champion of strengths-based approaches to learning, she helps students develop meta-cognition, self-awareness and self-advocacy skills so they can harness their natural strengths.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics.

Dr. Kevin Revell teaches chemistry at Murray State University, with experience that spans high school, community college, and state flagship institutions. He is the author of several leading textbooks, including Macmillan Learning's Introductory Chemistry and General Chemistry.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Dr. Sara Lahman is a biologist, educator, and curriculum designer with over a decade of experience in STEM education, program development, and learning design. As a Professor of Biology at the University of Mount Olive, she's created courses that align student learning outcomes with professional and market needs.

Dr. Edward Lee is an Instructional Associate Professor and Director of Service Laboratories at Texas A&M University in the Department of Chemistry. His research is related to synthetic organic chemistry and its application towards biological systems.

Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for 25 years and specializing in online teaching for 15.

Join the Conversation

What's one change you've made to reach students with different levels of preparation? Share your teaching tip at TheWhatAndWhoOfEDU@macmillan.com.

Know an instructor who's teaching one class to what feels like seventeen different academic universes? Send them this episode. They could probably use the company.

What should educators do when one bad grade suddenly feels like the end of the semester? In this episode of The What & Who of EDU, ten instructors share practical teaching strategies for helping students recover from academic setbacks without lowering expectations or erasing accountability.

From calming the initial panic and doing the actual grade math to diagnosing what went wrong, improving study strategies, and designing low-stakes opportunities to recover before the stakes get high, these educators show how a disappointing result can become useful information. You'll also hear why flexibility works best when it is built into the course from the beginning, rather than reserved for the students most comfortable asking for an exception.

Brought to you by Macmillan Learning

Episode Breakdown [01:32] There Is No Academic Emergency [3:51] Shrink the Setback [6:16] Do the Grade Math [9:32] Ask What Happened [11:35] Diagnose the Miss [13:50] Don't Assume They Know How [16:43] Make It Feel Fixable [18:43] Design for the Mess-Up [20:35] Let Them Miss Before It Matters [23:09] Don't Make Them Ask for Grace [26:24] What We Learned: From Panic to Progress

Featured Educators

Rebecca Matte is a Professor of Education at Landmark College with over 30 years of experience supporting neurodivergent students in college and career transitions.. A champion of strengths-based approaches to learning, she helps students develop meta-cognition, self-awareness and self-advocacy skills so they can harness their natural strengths.

Marissa Dahari, M.Sc., is the Undergraduate Course Coordinator in the Department of Molecular and Cellular Biology at the University of Guelph. Her research is focused on genetically altered proteins of the human heart, leading to disease states such as cardiomyopathy.

Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College and co-author of The Developing Person Through the Life Span. She is a mother of two and partners with schools and community development organizations to apply developmental science to improve interventions.

Dr. Sara Lahman is a biologist, educator, and curriculum designer with over a decade of experience in STEM education, program development, and learning design. As a Professor of Biology at the University of Mount Olive, she's created courses that align student learning outcomes with professional and market needs.

Edward Lee, Ph.D., is an Instructional Associate Professor and Director of Service Laboratories at Texas A&M University in the Department of Chemistry. His research is related to synthetic organic chemistry and its application towards biological systems.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

If this episode gave you a new way to think about the student who just bombed an assignment, follow The What & Who of EDU, leave a quick rating, or send the episode to a colleague who has also watched one bad quiz become a five-year career forecast.

Have a teaching strategy we should hear about? Email TheWhatAndWhoOfEDU@macmillan.com.

Teaching has always required flexibility. But today's educators are navigating challenges that barely existed when many of them started, including generative AI, widening preparation gaps, post-pandemic isolation, student mental health, digital literacy, politically charged classroom conversations, and questions about what a grade can actually certify.

In this episode of The What & Who of EDU, educators across disciplines share the teaching challenges no faculty handbook prepared them for. From finding the right balance with accommodations to helping students push past the first roadblock, supporting students without becoming their entire support system, and preserving deep thinking in an age of AI, these are the problems instructors are figuring out in real time. Because "expert in your discipline" was just the opening requirement.

Brought to you by Macmillan Learning

Episode Breakdown

[0:48] Navigating Accommodations: When to Flex and When to Hold the Line

[3:18] Students Freeze at the First Roadblock

[5:20] When the Professor Becomes the Point Person

[7:55] There Is No "Average Student" Anymore

[12:25] Students Are Here, But Not Really

[15:08] When Familiar Material Suddenly Feels Political

[17:55] When Students Don't Know Why They're Here

[21:30] Digital Natives Aren't Always Digitally Fluent

[24:01] AI Makes Proficiency Harder to Prove

[26:04] Teaching for Depth in an Age of Speed

[27:51] What We Learned: The Job Description Is Never Finished

Featured Educators

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Dr. Sara Lahman is a biologist, educator, and curriculum designer with over a decade of experience in STEM education, program development, and learning design. As a Professor of Biology at the University of Mount Olive, she's created courses that align student learning outcomes with professional and market needs.

Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools. Rebecca Whittaker Matte is a Professor of Education at Landmark College with over 30 years of experience supporting neurodivergent students in college and career transitions.. A champion of strengths-based approaches to learning, she helps students develop meta-cognition, self-awareness and self-advocacy skills so they can harness their natural strengths.

Edward Lee, Ph.D., is an Instructional Associate Professor and Director of Service Laboratories at Texas A&M University in the Department of Chemistry. His research is related to synthetic organic chemistry and its application towards biological systems.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

Dr. Kevin Revell teaches chemistry at Murray State University, with experience that spans high school, community college, and state flagship institutions. He is the author of several leading textbooks, including Macmillan Learning's Introductory Chemistry and General Chemistry.

What's the teaching challenge nobody trained you for?

Send us the one that belongs on your faculty-orientation bingo card, and share this episode with the colleague who's been figuring it out right beside you.

Student attention and classroom engagement can feel harder to hold when every laptop, phone, and smartwatch comes with an escape hatch. But the answer is not necessarily another device ban. In this episode of The What & Who of EDU, ten educators share practical teaching strategies for helping students focus, participate, and reconnect when attention wanders. Their approaches range from active learning and flexible pacing to device-free spaces, purposeful technology use, curiosity, belonging, and self-regulation.

The educators do not always agree, and that is part of the point. Better attention is less about finding one perfect phone policy and more about designing classrooms where students have something meaningful to do, a reason to care, and a way back when their focus drifts.

Brought to you by Macmillan Learning.

Episode Breakdown

[00:00] Phones, FOMO, and Focus [01:14] Silence Your Own Notifications [03:22] Stop Filling Every Minute [05:42] Change the Container, Not the Content [07:51] Make Attention Count [10:57] Put the Phone to Work [13:41] Teach From Everywhere [15:47] Build a Device-Free Island [18:13] Set the Boundary, Teach the Skill [20:44] Lead With the Mystery [23:28] Make Their Presence Matter [27:08] What We Learned

Featured Educators

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics, an illustrated exploration of mathematical ideas through the lens of cats.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Ed Lee, is an Instructional Associate Professor and Director of Service Laboratories at Texas A&M University in the Department of Chemistry. His research is related to synthetic organic chemistry and its application toward biological systems.

Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy.

Dr. Kevin Revell teaches chemistry at Murray State University, with experience that spans high school, community college, and state flagship institutions. He is the author of several leading textbooks, including Macmillan Learning's Introductory Chemistry and General Chemistry.

Marissa Dahari, M.Sc., is the Undergraduate Course Coordinator in the Department of Molecular and Cellular Biology at the University of Guelph. Her research focuses on genetically altered proteins of the human heart, leading to disease states such as cardiomyopathy.

If this episode gave you a classroom move worth trying, follow The What & Who of EDU, leave a quick rating, or send it to the colleague who has perfected the "I can absolutely see that laptop screen from here" stare.

Have your own strategy for student attention? Email TheWhatAndWhoOfEDU@macmillan.com.

What makes a student trust an instructor in week one, before there's any grade, feedback, or office-hours crisis to go on? Usually, it's not one big moment; rather, a handful of small, visible signals like showing up prepared, being reachable online, admitting a mistake, learning a name.

In this Top 10 episode, 11 instructors share small, practical teaching strategies that build that trust early. From a welcome video that makes an online class feel occupied, to a four-sided die that turns a professor's mistake into bonus points, to a Tootsie Pop experiment that makes a 250-seat lecture hall feel a little less anonymous.

No trust falls, no personality transplant, and no complete course redesign required.

Brought to you by Macmillan Learning.

Episode Breakdown

Why trust starts before the first assignment

[1:07] Show Up Ready: Preparation, honest answers, and respect for students' time.

[3:29] Be a Person, Not a Portal. Make an online course feel occupied from day one.

[6:43] Leave the Pedestal at Home. Use a little vulnerability to lower the distance.

[9:49] Names are Currency, Spend Them Early. Turn a crowded classroom into a room where students feel recognized.

[11:47] Make 35 Strangers 35 New Friends. Use five-minute conversations to change the emotional temperature of a class.

[14:11] Let Them Bring Backup. Make asking for help feel less intimidating.

[15:44] Put Help on the Calendar. Normalize support before deadline panic arrives.

[17:43] Let students catch you. Make corrections feel safe.

[20:07] Start With Something Silly. How low-stakes play can make participation feel safer.

[22:42] Design a Class That Looks Winnable. Making rigor clear, fair, and navigable.

Featured Educators

Edward Lee, Ph.D., is an Instructional Associate Professor and Director of Service Laboratories at Texas A&M University in the Department of Chemistry. His research is related to synthetic organic chemistry and its application towards biological systems.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Marissa Dahari, M.Sc., is the Undergraduate Course Coordinator in the Department of Molecular and Cellular Biology at the University of Guelph. Her research is focused on genetically altered proteins of the human heart, leading to disease states such as cardiomyopathy.

Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College and co-author of The Developing Person Through the Life Span. She is a mother of two and partners with schools and community development organizations to apply developmental science to improve interventions.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Dr. Kevin Revell teaches chemistry at Murray State University, where he also serves as assistant dean for the Jones College of Science, Engineering, and Technology. He is the author of Macmillan Learning's Introductory Chemistry and General Chemistry.

Dr. David Myers is a Professor of Psychology at Hope College and author of the world's best-selling psychology textbook. His research spans behavior genetics, social psychology, and public understanding of science.

Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics, an illustrated exploration of mathematical ideas through the lens of cats.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy.

Class Notes

If this episode sparked one small change for your first week, follow the show, leave a quick rating, or share it with the colleague who somehow knows every student's name by week two.

Have a trust-building move of your own? Email TheWhatAndWhoOfEDU@macmillan.com.

What happens when "college should be hard" collides with "students are barely holding it together"?

In this episode of The What & Who of EDU, we're unpacking how instructors balance academic rigor with student mental health. Because challenge builds growth but unmanaged stress can just shut learning down.

From reset days and scaffolded assignments to flexible deadlines and second chances, we're counting down 10 practical, research-backed strategies instructors are using to keep expectations high without burning students out. Designed for busy educators, this episode gives you clear, "try it tomorrow" ideas to help students stay engaged, supported, and learning … even when life gets complicated.

Brought to you by Macmillan Learning

Episode Breakdown + Timestamps

[01:12] Take the Snow Day

[03:45] Kindness Doesn't Cost a Thing

[05:38] Be Honest About Hard

[08:14] Stretch, Don't Snap

[11:50] Build Grace in Early

[13:36] Lower the Stakes, Not the Standards

[15:55] Make the Ask Visible

[17:40] Do the Hard Part Early

[19:37] Keep the Deadline. Use Judgment.

[21:24] Keep a Second Window

[24:09] What We Learned Today – A Brief Summary

Featured Educators

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners.

Jennifer McAllister Duncan is an Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Dr. Daniel Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun.

Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology.

Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. . He's co-authored "Principles of Economics" and his work focuses on macroeconomics, financial markets and public policy.

Dr. Star Sinclair is an Assistant Professor of Psychology at Florida Gulf Coast University. For 18 years, she has taught general psychology, lifespan development, behavioral statistics, and research methods in psychology to students of all backgrounds and preparation levels.

Dr. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University's Global Campus.

If this episode sparked an idea, send it to that colleague who's trying to hold the line without burning everyone out, including themselves.

Follow the show, leave a quick rating, or share it with someone who could use a reminder that rigor and humanity are not, in fact, mortal enemies.

Have a strategy that's working in your classroom? We'd love to hear it: TheWhatAndWhoofEDU@macmillan.com/

Students aren't waiting for class to start learning science. They're getting it from their feeds first. In this episode of The What & Who of EDU, we sit down with journalist and Newsreel founder Jack Brewster to discuss how algorithms, influencers AI-generated content, and viral misinformation are shaping what students think they know before they ever walk into the classroom.

From the rise of AI-driven feeds to the loss of nuance in science communication, this conversation explores why more access to information hasn't translated into better understanding, and what educators can do to help students question what they see without becoming skeptical of everything.

Brought to you by Macmillan Learning

Lesson Plan + Timestamps

[00:32] Meet Jack Brewster, Founder of Newsreel

[01:01] Where students are actually encountering science today

[02:07] Social media vs the classroom

[04:11] Why it's harder than ever to know what to trust

[05:26] How algorithms really work (and why that matters)

[08:36] Bots, "slop," and content farms

[10:15] Why nuance doesn't survive the feed

[13:26] Attention spans, distractions, and deep thinking

[15:06] Curiosity vs. skepticism

[18:09] It's bigger than science

[20:50] What makes a source trustworthy?

[25:20] What educators can do differently tomorrow

[28:23] AI in education and where the conversation is falling short

[29:40] What we learned today

Featured Guest

Jack Brewster is a journalist, researcher, and Fulbright Scholar focused on media literacy and the future of news. A former reporter at Forbes and NewsGuard, he covered misinformation, foreign propaganda, and the rise of AI-generated content. He is the founder of Newsreel, an interactive, gamified news platform designed to help young people build lasting habits of informed, critical engagement with current events.

Required Reading

Newsreel

Reimagining Science Education Summit

5 Questions Science Educators Should be asking about AI

Science is Changing Fast. What Does that Mean for How We Teach It?

Burnout in higher education doesn't always show up as a crash. More often, it looks like reheated coffee, a growing to-do list, and the sense that the work never really ends.

In this episode, we share 10 strategies from real educators who have figured out how to keep going without burning out, from setting boundaries and saying no, to redesigning assignments and letting go of perfection. These aren't abstract ideas or productivity hacks. They're practical, classroom-tested ways to protect your energy while still showing up for your students.

If you've ever thought, "I can't keep doing it like this," this episode is for you.

Brought to you by Macmillan Learning

Episode Breakdown + Timestamps

00:00 Kickoff: When burnout starts to creep in

01:12 Stop before you crash

02:47 Remember there's a world outside academia. Learn to say no

06:08 Advocate for yourself

09:15 Done is better than perfect

11:45 Let tech do the heavy lifting

14:49 Do less, but make it matter

18:08 Balance your strengths, not just your tasks

19:54 Keep it fun

24:22 Let your students refuel you

26:27 Touch grass

29:58 What we learned today

Featured Educators

Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. He's co-authored "Principles of Economics" and his work focuses on macroeconomics, financial markets and public policy.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

Dr. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive. She has over a decade of experience in STEM education, curriculum design, and research, and is passionate about creating learning experiences that connect science to real-world applications.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Adriana Bryant is an English and Developmental English Instructor at Lone Star College–Kingwood in Texas. She teaches courses of different modalities, and strives to create an engaging environment that helps foster her students' growth and desire to learn.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College and co-author of The Developing Person Through the Life Span. She has been teaching human development courses for 12 years. She is a mother of two and researches adolescents' perceptions of justice and how hope changes over time.

Dr. Star Sinclair is an Assistant Professor of Psychology at Florida Gulf Coast University. For 18 years, she has taught general psychology, lifespan development, behavioral statistics, and research methods in psychology to students of all backgrounds and preparation levels.

One Last Thing

If something in this episode made you think, laugh, or finally close a few of those tabs, follow the show, leave a quick rating, or share it with a colleague. It's the podcast equivalent of sliding a good idea down the hallway right when someone needs it.

Have your own strategy for avoiding burnout? Email us at TheWhatAndWhoOfEDU@macmillan.com, we'd love to hear from you.

What if some of the most important things students learn in your classroom… aren't on your syllabus? In this episode of The What & Who of EDU, we're unpacking the hidden curriculum, the life skills students develop alongside your course content.

From learning how to actually listen and ask better questions, to navigating uncertainty, analyzing trade-offs, and staying in the discomfort of real learning, these are the skills that stick long after the final exam. Built from real educator insights, this episode gives you clear, practical ways to recognize, name, and reinforce the skills you're already teaching every day.

Brought to you by Macmillan Learning

Episode Breakdown + Timestamps

[01:23] Listen for Meaning

[03:08] Stop Apologizing for Asking

[05:01] Explain It Like a Human

[6:19] Ask "How Do You Know?"

[8:32] Look Behind the Number

[11:15] Work Without the Answer Key

[13:52] Question the Answer

[17:36] Hold What You Know Loosely

[19:30] Resilience

[22:10] Don't Panic When It Gets Hard

[25:22] Don't Lose the Wonder

🎓Featured Educators

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners.

Jennifer McAllister Duncan is an Associate Professor of English at Georgia State University's Perimeter College. She has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Dr. Daniel Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's the author of Math Cats and has spent over 25 years trying to convince students that math is not only useful, but occasionally fun.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology and also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. He's co-authored "Principles of Economics" and his work focuses on macroeconomics, financial markets, and public policy.

Dr. Star Sinclair is an Assistant Professor of Psychology at Florida Gulf Coast University. For 18 years, she has taught general psychology, lifespan development, behavioral statistics, and research methods in psychology to students of all backgrounds and preparation levels.

Dr. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive. She has over a decade of experience in STEM education, curriculum design, and research, and is passionate about creating engaging learning experiences that connect science to real-world applications.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University's Global Campus.

Dr. Dave Myers is one of the most widely read psychology authors in the world. He is known for helping students better understand the wonders of human behavior, memory, emotion, and thought.

Join the Conversation

🔗 Got a tip of your own? Email TheWhatAndWhoOfEDU@macmillan.com

If this episode made you rethink how you grade or prompt, we've done our job. Follow the show and leave us a review. It's the podcast version of showing your work.

What if high school prepared students not just for exams, but for real life? In this episode of The What and Who of EDU, host Marisa Bluestone talks with David Anderson, economics instructor and AP Business with Personal Finance author, about a new kind of course designed to help students build the skills they'll need after graduation.

From making decisions without clear answers to managing money, working with others, and learning how to fail productively, this conversation explores what "college readiness" and "career readiness" actually look like today. Designed for busy educators, this episode offers practical, classroom-ready insights on how to help students think critically, act confidently, and navigate the real world before they step into it.

Brought to you by Macmillan Learning & BFW Publishers Business with Personal Finance for the AP® Course (High School)

What you'll learn:

• How to teach decision-making when there's no single right answer
• Practical ways to introduce personal finance before real consequences hit
• How case studies and projects build real-world thinking
• Strategies to keep learning authentic in the age of AI
• Why failure can be one of the most powerful teaching tools

Episode Breakdown + Timestamps

[00:00] What Students Actually Need After High School: Why readiness isn't one path, and why the same core skills matter for all students.

[01:36] Meet David Anderson + Why This New Course Exists: Accessibility, career relevance, and why this course is designed for all students.

[4:58] From Theory to Real Life: What Students Actually Do: Business canvas projects, financial advising simulations, and real-world application.

[11:45] Making Personal Finance Actually Engaging. How storytelling, case studies, and real-life dilemmas turn "boring" topics into something students actually want to learn.

[14:45] Teaching a New Course Without Starting From Scratch. How built-in resources, teacher communities, and AP support help instructors focus on teaching—not building everything from the ground up.

[18:00] Teaching in the Age of AI. Why shifting work into the classroom helps ensure students are doing the thinking, not the tools.

[21:30] Using AI Without Losing the Thinking. How AI can support learning—from generating practice questions to analyzing case studies,without replacing student reasoning.

[26:40] Failure, Iteration, and Learning Early. Why failing at a smaller scale is one of the most valuable lessons students can learn.

[29:15] What We Learned Today

About David Anderson:

David A. Anderson, Ph.D., is the Paul G. Blazer Professor of Business and Economics at Centre College and a longtime leader in AP® programs, including serving as a chief reader for AP® Economics. An award-winning instructor, he teaches business principles and entrepreneurship and has authored numerous books and articles on economics, business, and personal finance. He is the author of Business with Personal Finance for the AP® Course (High School)

If this episode made you rethink what students really need before they graduate, follow the show and leave a quick rating. It helps more educators find conversations like this.

Know someone still teaching "real life skills" the hard way? Send them this episode.

Have a story or strategy to share? Email us at TheWhatAndWhoOfEDU@macmillan.com, we'd love to hear from you.

What if your students already have the answer… but skipped all the thinking that got them there?

That's the problem ten instructors sat down to solve. In this episode, they share how they get students to show their work, not just turn in something correct. You'll hear how they grade reasoning, build reflection into assignments, use peer review as a mirror, and yes, navigate all of this in the age of AI.

Because ChatGPT or Claude can produce the right answer in four seconds. What it can't do is show your students' thinking. That part's still on them. Because "42" might be the answer to life, the universe, and everything… but if your students can't tell you how they got there, are they really learning?

🎙️ Episode Breakdown + Timestamps

[0:00] The "Right Answer" Trap

[1:29] Tip 1: Drop the Receipts, Not Just the Result

[4:02] Tip 2: Grade for Process, Not Perfection

[5:42] Tip 3: Use Reflection to Surface Struggle

[8:15] Tip 4: Ask Why… and Why Not?

[10:06] Tip 5: Compare Notes, Not Just Scores

[12:29] Tip 6: Peer Review or It Didn't Happen

[14:35] Tip 7: Turn Group Work Into a Game Show

[17:25] Tip 8: Match the Format to the Thinking

[20:14] Tip 9: Thinking in the Margins

[23:42] Tip 10: Give the First Step, Not the Answer

🎓 Featured Educators

Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics, an illustrated exploration of mathematical ideas through the lens of cats.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. She has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Dr. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University's Global Campus.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. Her research is rooted in the rhetoric and composition discipline.

Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. She is also a course designer, author, teaching mentor, and learning analytics researcher. Her pedagogy is founded on the belief that all students can be successful at math.

If this episode made you rethink how you grade, prompt, or even phrase "Show your work," we've done our job. Follow the show and leave us a review. It's the podcast version of showing your work. And if you've got a colleague who's stuck in the "right answer loop," go ahead and text this to them. We won't tell.

We're always interested in your ideas: TheWhatAndWhoofEDU@Macmillan.com.

This episode is proof that every subject can be the "cool one" … if it's taught with purpose, passion, and the right demo (hello, exploding gummy bears). We asked 10 professors to explain what makes their field unforgettable. The result is a joy-filled look at classroom strategies, student engagement, and the surprising connections between psychology, economics, biology, chemistry, and more. Whether you're looking for teaching inspiration or just some subject-area pride, this one's for you.

Brought to you by Macmillan Learning

Episode Breakdown + Timestamps

1:23 Chemistry Blows It Up, Then Breaks It Down

3:32 Storytelling Is Our Superpower

5:27 Psychology Is Everywhere (Yes, Even There)

8:43 Math Makes You Prove What You Know

10:35 Developmental Psychology Explains Your Roommate.

12:22 Psychology is Immediately Relevant

13: 57 Anatomy Lets You Look Under the Hood.

15:38 Psychology Sticks to Everything.

17:31 Economics is Essentially Dessert

19:08 Economics Explains the World (and Your Paycheck).

Featured Educators

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Dr. Star Sinclair is an Assistant Professor of Psychology at Florida Gulf Coast University. For 18 years, she has taught general psychology, lifespan development, behavioral statistics, and research methods in psychology to students of all backgrounds and preparation levels.

Dr. Dan Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics, an illustrated exploration of mathematical ideas through the lens of cats.

Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College. She has been teaching human development courses for 12 years. She is a mother of two and researches adolescents' perceptions of justice and how hope changes over time.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to students, medical residents, and practicing clinicians.

Dr. Eric Chiang is currently a Professor-in-Residence in Economics at the University of Nevada, Las Vegas. He's the author of Economics: Principles for a Changing World (6th ed.), published by Macmillan Learning and is known for integrating technology into active learning environments.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

If this episode made you feel a little more pride in your discipline, or made you want to call your parents who still think you should have been a "real" doctor, follow the show, leave a rating, or share it with a colleague who insists their class is the coolest.

You can reach us at TheWhatAndWhoOfEDU@macmillan.com

Can AI make learning more accessible … or is it just adding new barriers? In this debut episode of The What & Who of EDU's AI+ series, we sit down with Rachel Comerford, Senior Director of Accessibility at Macmillan Learning, to talk about what AI is getting wrong (and right) when it comes to accessibility.

From the myth of the "fully accessible" AI tool to why Universal Design for Learning is more than a checklist, Rachel offers practical, honest, and human-centered advice for instructors navigating this new landscape. Whether you're AI-curious or still AI-cautious, this episode is packed with ways to use technology more intentionally, and with all learners in mind.

Brought to you by Macmillan Learning

Episode Breakdown + Timestamps

1:20 Welcome to the AI+ Series: Meet our guest and kick off our first AI+ conversation.

2:46 What Educators Can Get Wrong About AI and Accessibility: (Hint) It's not about screen readers alone.

5:15 Vetting AI Without Being an Expert: The questions instructors can ask, even without deep technical knowledge.

7:50 UDL as Mindset, Not Mandate: Why designing for flexibility supports every learner, not just some.

10:50 Students Are Already Using AI. Are We Helping Them Use It Well? What instructors should know about student AI habits (and how to respond).

014:28 AI vs traditional tools. What are the benefits and challenges for students?

15:53 What to Fix About AI Tools. Why instructors should start small, and what to look out for.

20:07 How to Start Small with Accessible AI. Low-risk, behind-the-scenes ways to test AI in your own practice.

24:42 AI Isn't Perfect. So Now What? Rachel's candid take on the next wave of tools, code, and compliance.

29:45 AI Won't Replace the Human Layer. Rachel's reminder that AI is a support, not a solution, and humans are still essential.

31:54 What We Learned Today. Accessibility isn't a checkbox, it's a human experience.

Featured Guest

Rachel Comerford is the Senior Director of Accessibility Outreach and Communication at Macmillan Learning where she leads cross-functional efforts to ensure students of all abilities have access to their course materials. In 2020, BISG awarded Rachel the Industry Innovator award for her work helping Macmillan Learning to become the first Global Certified Accessible publisher by Benetech. Under her leadership, Macmillan Learning was recognized by WIPO's Accessible Book Consortium with the International Excellence award Award for Accessible Publishing for their work towards providing educational materials that any student can use. Rachel has over a decade of experience in the print and digital publishing world.

Required Reading

Title 2 Resource Page: https://www.macmillanlearning.com/college/us/our-story/accessibility/titleII

Universal Design and Accessibility: https://www.section508.gov/develop/universal-design/

Benetech Global Certified Accessible Program: https://bornaccessible.benetech.org/global-certified-accessible/

Call to Action

If this episode gave you a new way to think about AI, accessibility, or Universal Design for Learning, follow The What & Who of EDU, leave us a quick rating, or share it with a colleague who's navigating the same challenges.

Got an idea for an AI+ topic or a question you want us to explore? Email us at TheWhatAndWhoOfEDU@macmillan.com, we love hearing from you.

Some teaching strategies feel right—until they don't.

The What & Who of EDU is kicking off season 2 with a banger, breaking down the most common student engagement myths that sound like good advice but actually backfire in real classrooms. From "just make it fun" to "you can tell who's paying attention by looking," these well-meaning myths often make teaching harder, not better. Whether you're teaching online, in person, or somewhere in between, this episode offers practical teaching strategies to help you rethink classroom engagement and reconnect with the students in your room.

Brought to you by Macmillan Learning.

Student Engagement Myths

Myth 1: Stricter Rules = More Engagement [01:15] Myth 2: Online Students Don't Want Connection [03:23] Myth 3: You Can Tell Who's Engaged Just by Looking [06:25] Myth 4: Engagement Means More Energy [08:03] Myth 5: You Need to Fix Disengagement Immediately [10:45] Myth 6: Good Teaching Means Powering Through [13:04] Myth 7: If the Content Is Good, They'll Care [15:59] Myth 8: Start with Content, Add Relevance Later [19:07] Myth 9: Engagement Lives at the Front of the Room [20:51] Myth 10: Engagement Only Happens in Class [24:19]

Featured Educators

(In order of appearance)

Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College, with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics, an illustrated exploration of mathematical ideas through the lens of cats.

Adriana Bryant is an English and Developmental English Instructor at Lone Star College–Kingwood in Texas. She teaches courses of different modalities, and strives to create an engaging environment that helps foster her students' growth and desire to learn.

Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College and co-author of The Developing Person Through the Life Span. She is a mother of two and partners with schools and community development organizations to apply developmental science to improve interventions.

Dr. Eric Chiang is currently a Professor-in-Residence in Economics at the University of Nevada, Las Vegas. He's the author of Economics: Principles for a Changing World (6th ed.), published by Macmillan Learning and is known for integrating technology into active learning environments.

Dr. Star Sinclair is an Assistant Professor of Psychology at Florida Gulf Coast University. For 18 years, she has taught general psychology, lifespan development, behavioral statistics, and research methods in psychology to students of all backgrounds and preparation levels.

Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Resources

iClicker for Student Enagement: https://www.iclicker.com/ Economics: Principles for a Changing World (6th ed.) The Developing Person Through the Life Span:

Join the Conversation

If this episode gave you something useful, or just made you nod while grading, pass it along to a colleague or that one friend who still says "I'm staying ahead this semester." (We believe in you.) Send us an email with your engagement hacks at TheWhatAndWhoOfEDU@Macmillan.com.

What if the most powerful teaching tips weren't found in textbooks, but in the lived wisdom of the educators down the hall?

In this Season 1 finale, host Marisa Bluestone counts down 10 unforgettable mic-drop moments from the year, the ones that stuck, stirred something, and might just reshape how you teach. From building student belonging in unexpected places to teaching confidence through well-timed mistakes, these research-backed teaching strategies are as practical as they are profoundly human. Binge the full episodes below during your next walk, commute, or grading break.

Brought to you by Macmillan Learning

Best of Season 1 Episodes:

From Anxiety to A‑Game: 10 Ways to Build Student Confidence Listen on Spotify, Apple, or wherever you get your podcasts

From Me to We: 10 Strategies to Build Belonging Listen on Spotify, Apple, or wherever you get your podcasts

Little Reflections, Big Gains: Digging Into the Data on Student Belonging & Metacognition Listen On Spotify, Apple, or wherever you get your podcasts

From "Is This on the Test?" to "Here's What I Think": 10 Ways to Make Critical Thinking Happen Listen On Spotify, Apple, or wherever you get your podcasts

Advice New Teachers Actually Need: 10 Tips From Educators Who've Been There Listen on Spotify, Apple, or wherever you get your podcasts

10 Ways to Create Accessible Classrooms that Lower the Barriers (Not the Standards) Listen on Spotify, Apple, or wherever you get your podcasts

This Is Not a Test: 10 Ways Instructors Measure Learning Beyond Grades Listen on Spotify, Apple, or wherever you get your podcasts

The Psychology of Psychology: Drs. Dave Myers & June Gruber Discuss Emotion, Happiness & Students' Wellbeing Listen on Spotify, Apple, or wherever you get your podcasts

From Grades to Grit: What Psychology Authors Drs. Dave Myers and June Gruber Want Every Student to Know Listen on Spotify, Apple, or wherever you get your podcasts

🎓 Featured Educators

Meet the voices behind this season's top teaching strategies (in order of appearance):

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools. Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College. Julie Moore has been teaching writing and literature in Higher Education for 35 years, and is currently working as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University. She's authored four collections of poems, with several notable prizes including the Donald Murray Prize from Writing on the Edge. Marcy Baughman is Vice President of Learning Science and Insights at Macmillan Learning. She leads a team of researchers focused on translating student data into practical tools that help educators and institutions support learning that sticks. Dr. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches in Principles of Chemistry, Introduction to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices. Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment. Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University's Global Campus. Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Dr. Star Sinclair is an Assistant Professor of Psychology at Florida Gulf Coast University. For 18 years, she has taught general psychology, lifespan development, behavioral statistics, and research methods in psychology to students of all backgrounds and preparation levels. Dr. June Gruber is an Associate Professor of Psychology and Neuroscience at the University of Colorado Boulder and Director of the Positive Emotion & Psychopathology Lab. Her research explores emotion science, mental health, and the science of well-being. Dr. David G. Myers is a Professor of Psychology at Hope College and author of the world's best-selling psychology textbook. His research spans behavior genetics, social psychology, and public understanding of science.

💡Resources

Want to dig deeper into the ideas from this season? Explore the research, classroom tools, and readings that inspired our guests.

• Psychology, 14th edition
• Student Store: Psychology, 14th edition
• David Myers Classroom Activities
• Perceived Stress Scale (PSS) to help students assess their own stress levels
• CAN Lab Awe Walks
• What the Best College Teachers Do, Ken Bain

Some teaching ideas feel a little too trendy, too techy, or too fluffy… until they're not. Today we're counting down 10 teaching strategies educators once doubted and now swear by. From the surprising power of silence to the glow-up of structured lectures, these are the classroom moves that went from "no thanks" to "never teaching without it."

You'll hear from instructors across English, psychology, chemistry, economics, math, and biology as they share the moments that changed their minds and their classrooms. Along the way, we explore what actually boosts student engagement, strengthens learning, and saves instructors time and energy.

Brought to you by Macmillan Learning

• Lectures can be boring. So give yours a glow-up.
• Enjoy the Sound of Silence. Pauses are where learning happens.
• Scaffold. Rome wasn't built in a draft, and neither are great essays.
• Doubting the five-page paper? Go with short writing to build stronger thinking.
• Ungraded work still counts. Students need a point, not a point system.
• Now be a good robot. Tech doesn't replace teachers, it frees them up to teach.
• Flip the script. Move content home so class time focuses on context.
• Turn the discussion bored into a discussion board. The right prompt can transform 120 posts into 120 perspectives.
• Learn together, better. Group work isn't chaos, it's collaboration with a plan.
• Multiple choice isn't the easy way out. Done right, it's practice for the real-world exams ahead.

Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. My research is rooted in the rhetoric and composition discipline, and I have nine years of college-level teaching experience.

Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy.

Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. She has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College. She has been teaching human development courses for 12 years. She is a mother of two and researches adolescents' perceptions of justice and how hope changes over time.

Dr. Christin Monroe is an Educational Research Associate at the University of Illinois Urbana Champaign. She previously taught Principles of Chemistry, Intro to Chemistry, Organic Chemistry, and Biochemistry at Landmark College, with a focus on supporting neurodivergent learners.

Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics (Running Press, Oct 2025), an illustrated exploration of mathematical ideas through the lens of cats.

Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University's Global Campus.

Julie Moore has been teaching writing and literature in Higher Education for 35 years, and is currently working as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University. She's authored four collections of poems, with several notable prizes including the Donald Murray Prize from Writing on the Edge.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for 20+ years. She currently teaches psychology courses in a virtual, asynchronous environment. Previously, she worked as a counselor and worked as Senior Academic Advisor for the Honors Program at the University of Louisville.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer, author, teaching mentor, and learning analytics researcher. Her pedagogy is founded on the belief that all students can be successful at math.

☎️ Join the Conversation

If this episode gave you something useful, or just made you nod while grading, pass it along to a colleague or that one friend who still says "I'm staying ahead this semester." (We believe in you.)

Got a tip of your own? Send us an email at TheWhatAndWhoOfEDU@Macmillan.com or leave us a voicemail at (512) 765-4688 & your strategy might just make it into a future episode.

What do sleep, gratitude, and emotional chaos have in common? Psychology.

In this student-focused episode of The What and Who of EDU, Dr. Dave Myers and Dr. June Gruber return to explore how psychology can help students live better, not just learn better. From stress and self-compassion to gratitude, emotional diversity, and the paradox of happiness, they unpack the research behind what really helps students thrive, both inside and outside the classroom.

You'll hear how to use stress as a tool for growth, why chasing happiness can backfire, and how simple habits like gratitude and reflection can build lasting resilience. Whether you're a student navigating college life or an educator supporting them, this episode delivers practical, science-backed strategies for managing emotions, staying grounded, and finding meaning in the messy middle of it all.

Brought to you by Macmillan Learning

What You'll Learn in This Episode

• How studying psychology can improve your life beyond the classroom
• The difference between healthy and harmful stress
• Why emotional diversity supports mental health
• How gratitude and self-compassion build resilience
• Why chasing happiness can backfire
• How to use evidence, not anecdotes, to make better choices
• What the research says about optimism, flow, and human growth

Featured Guests

Dr. David Myers – Professor of Psychology at Hope College and author of the world's best-selling psychology textbook. His research spans behavior genetics, social psychology, and public understanding of science.

Dr. June Gruber – Associate Professor of Psychology and Neuroscience at the University of Colorado Boulder and Director of the Positive Emotion & Psychopathology Lab. Her research explores emotion science, mental health, and the science of well-being.

Resources

More about Dave & June

🎧 Missed the first two episodes in this series?

Check out Episode 1: The Psychology of Psychology on Apple, Spotify or wherever you listen to podcasts.

Check out Episode 2: Teaching Like a Psychologist on on Apple, Spotify or wherever you listen to podcasts

Resources

• Exploring Psychology, 13th edition
• Psychology in Everyday Life, 7th edition
• Psychology, 14th edition
• Student Store: Psychology, 14th edition

What if the secret to better teaching isn't about what you teach, but how students experience your classroom?

Psychology legends Dr. David Myers and Dr. June Gruber have spent decades studying what actually makes information stick and it's not more PowerPoint slides. In this episode, they reveal why removing 18 chairs from your classroom, scheduling 5-minute coffee chats, and teaching students about "micro-friendships" might be the most powerful teaching strategies you'll ever use.

From awe walks to anxiety management, from handling shelter-in-place alerts to designing spaces for hearing loss, this isn't your typical pedagogy discussion. The duo discuss some intentional moments that transform students from passive listeners into engaged humans who actually retain what you taught them.

Spoiler alert: Teaching like a psychologist is good pedagogy. Period.

Brought to you by Macmillan Learning

What You'll Learn in This Episode

Teaching Psychology in Practice

• How to move from passive learning to active, reflective engagement
• Simple classroom changes that boost belonging
• How "micro-friendships" can transform classroom dynamics
• Why small gestures like eye contact or remembering a name make a big impact
• What educators can do before class starts to build trust and connection

Strategies You Can Use Tomorrow

• How to use tools like the Perceived Stress Scale and "ask yourself" prompts
• Why five-minute office check-ins build stronger student relationships
• Easy, low-stakes ways to reduce test anxiety and support emotional awareness
• How to handle emotionally heavy topics in a supportive, science-informed way

Psychology Beyond the Psych Classroom

• How psychology concepts can enhance STEM, humanities, and public health courses
• Why the "teach fewer things better" philosophy improves long-term learning
• What sleep science and stress research can teach students in any discipline
• How art and nature-based practices like awe walks support well-being and learning

Featured Guests:

Dr. David Myers – Professor of Psychology at Hope College and author of the world's best-selling psychology textbook, read by millions of students globally. His research spans behavior genetics, social psychology, and the public understanding of science. Despite being completely deaf without hearing technology, Dave has championed inclusive learning and continues to shape how students understand the brain, behavior, and human nature.

Dr. June Gruber – Associate Professor of Psychology and Neuroscience at the University of Colorado Boulder and Director of the Positive Emotion & Psychopathology Lab. June's research explores emotion science, mental health, and what it truly means to thrive. As co-author of the best-selling psychology textbook, she brings cutting-edge research on student well-being, emotional diversity, and positive psychology to millions of learner

More about Dave & June

**** Check out Episode 1: The Psychology of Psychology on Apple, Spotify or wherever you listen to podcasts.

Resources

• Exploring Psychology, 13th edition
• Psychology in Everyday Life, 7th edition
• Psychology, 14th edition
• Student Store: Psychology, 14th edition
• David Myers Classroom Activities
• About Dr. Douglas Bernstein
• About Dr. Christopher France
• Perceived Stress Scale (PSS)– used in June's classroom to help students assess their own stress levels
• "Micro-Friendship" Research by Nicholas Epley; Overly Shallow?: Miscalibrated Expectations Create a Barrier to Deeper Conversation
• Positive Psychology Center at the University of Pennsylvania (for happiness surveys)
• Assistive Listening Advocacy by Dr. David Myers

Is the pursuit of happiness actually making students less happy? In this episode of The What and Who of EDU, we sit down with Dr. David Myers and Dr. June Gruber, co-authors of the world's best-selling psychology textbook, to explore what decades of psychological research reveal about student mental health, emotional well-being and why today's students are struggling more than ever.

Discover why emotional diversity matters more than constant positivity, how social media is reshaping student mental health, and the surprising science behind what actually makes us thrive. From "awe walks" that reduce anxiety to the counterintuitive relationship between money and happiness, this conversation offers evidence-based insights every educator needs to support student well-being in the classroom. Brought to you by Macmillan Learning

What You'll Learn in This Episode

Student Mental Health & Well-Being

• Why today's students face unprecedented mental health challenges (and what's driving the increase in depression and anxiety)
• The connection between smartphone use, social media, and declining student mental health
• How emotional diversity—not toxic positivity—builds psychological resilience Why the "I-happy" problem is making students lonelier and less fulfilled

The Science of Happiness

• The happiness paradox: Why focusing on happiness makes you less happy
• How much money actually contributes to well-being (and when more stops mattering)
• The neuroscience of awe and why 10-minute "awe walks" reduce stress and depression
• What the research says about aging and happiness (spoiler: we get happier as we age)

Teaching & Learning Strategies

• How to create classroom moments that foster wonder and psychological well-being
• Why broad liberal education matters more than career specialization
• The importance of teaching critical thinking and evidence-based reasoning
• How to balance scientific evidence with compelling storytelling in teaching

Human Nature & Psychology

• The surprising truth about parenting: why genes matter more than we think
• Research showing humans are inherently kind and altruistic (not selfish)
• The bystander effect myth: new data shows 90% of people help others in need
• Why students can't predict their futures (and why that's actually good news)

Featured Guests

Dr. David Myers – Professor of Psychology at Hope College and author of the world's best-selling psychology textbook, read by millions of students globally. His research spans behavior genetics, social psychology, and the public understanding of science. Despite being completely deaf without hearing technology, Dave has championed inclusive learning and continues to shape how students understand the brain, behavior, and human nature.

Dr. June Gruber – Associate Professor of Psychology and Neuroscience at the University of Colorado Boulder and Director of the Positive Emotion & Psychopathology Lab. June's research explores emotion science, mental health, and what it truly means to thrive. As co-author of the best-selling psychology textbook, she brings cutting-edge research on student well-being, emotional diversity, and positive psychology to millions of learner. Learn more about Dave & June.

Resources

• Psychology, 14th edition
• Student Store: Psychology, 14th edition
• More about Dave & June
• David Myers - Make Things Memorable
• More about Awe Walks from the NIH

What if the most important things students learn… aren't showing up on your tests?

In this episode of The What and Who of EDU, we go beyond the buzzword to explore authentic assessment: what it is, where it came from, and whether it actually works. With insights from education researcher Sarah Gray, we dig into what authentic assessment looks like in practice, how it holds up in the AI era, and what the research really says about deeper learning, academic performance, and workforce readiness.

We'll explore:

• How authentic assessment builds critical thinking, collaboration, and self-regulated learning
• What the research actually says (including some eye-opening effect sizes)
• A brief but mighty history lesson
• 10 practical tips to help you design, scaffold and grade authentic assessments

Whether you're teaching STEM, social science, or Shakespeare, this episode offers actionable ideas to make assessment more meaningful—and more manageable. And spoiler alert: Yes, the research backs it up. But only when it's done well.

Supported by Macmillan Learning

🧠 Today's Syllabus:

02:06 – What is authentic assessment, really?

05:02 – The big three skills: self-regulation, critical thinking, collaboration

07:11 – History rewind: Dewey, the 90s, and the assessment triangle

15:40 – What authentic assessment looks like in practice

18:40 – Sarah Gray's design rule of thumb

23:40 – The receipts: what the research says

30:11 – Common pitfalls + grading without losing your weekend

35:20 – 10 practical tips to try in your classroom

📖 Required Reading:

What Is Authentic Assessment, Really?

• Wiggins, G. (1990). The Case for Authentic Assessment – The origin story.
• Newmann & Wehlage (1993). Five Standards of Authentic Instruction – A framework for meaningful work.
• Resnick, L. B. (1987). Education and Learning to Think – Early call for reasoning and transfer.
• National Research Council (2001). Knowing What Students Know – Introduced the "assessment triangle."
• Stanford SCOPE (2013). Criteria for High-Quality Assessment – What good assessment looks like.

The Core Skills: Self-Regulation, Critical Thinking, and Collaboration

• Donker et al. (2014). Effectiveness of learning strategy instruction (Educational Research Review)
• Boekaerts & Corno (2005). Self-regulation in the classroom (Applied Psychology)
• Zimmerman & Campillo (2003). Motivating self-regulated problem solvers (Cambridge University Press)
• Abrami et al. (2008). Meta-analysis on critical thinking instruction (Review of Educational Research)
• Halpern, D. F. (1998). Teaching critical thinking across domains (American Psychologist)
• Halpern & Abrami (2015). Critical Thinking in Education
• Johnson & Johnson (2009). Social interdependence theory (Educational Researcher)
• Cooper & Robinson (2014). Using Classroom Assessment and Cognitive Scaffolding to Enhance the Power of Small-Group Learning. (2014). Journal on Excellence in College Teaching, 25(3&4).

Does It Work? Academic Performance, Grading, Scaling & Career Readiness

• Newmann, Bryk, & Nagaoka (2001). Authentic Intellectual Work & Standardized Tests – Test gains in high-authenticity classrooms
• NACE (2024). Job Outlook Data – Employers report a 25-point gap in critical thinking perceptions
• AAC&U & SHEEO (2017). On Solid Ground: VALUE Report (PDF) – 91,000 student artifacts, real scoring data
• Herrington, J., Reeves, T.C., & Oliver, R. (2010). A guide to authentic e-learning. Routledge. Vermont Portfolio Assessment (RAND, 1994). Findings & Implications – The highs and hurdles of implementation
• CLAS Program in California (Kirst, 1996). State Assessment Story – What happens when politics meet performance tasks
• AAC&U VALUE Rubrics – Tools for assessing skills like critical thinking, teamwork, and written communication at scale
• Herrington, Reeves, & Oliver (2021). Design Principles for Authentic Learning Environments – How scenario-based assessments play out online
• Shavelson, R. J., Baxter, G. P., & Pine, J. (1992). "Performance Assessments: Political Rhetoric and Measurement Reality."
• Lehane, S., Wright, A., & Fenton, P. (2024). Improving academic integrity through authentic assessment design.

Office Hours:

📞 If you have ideas on authentic assessment that you'd like to share with us, drop us a voicemail at (512) 765-4688, and you could be featured in a future episode!

📨 If you have an idea for a show or would like to be a guest, send us an email at: TheWhatAndWhoOfEDU@macmillan.com..

For more information about our hosts, you can visit us at https://go.macmillanlearning.com/the-what-and-who-of-edu