Episodes

  • EP 09: From Blah to Aha! 10 Instructor-Approved Ways to Engage Students

    EP 09: From Blah to Aha! 10 Instructor-Approved Ways to Engage Students
    Jun 4 2025
    Lectures have a reputation. And it’s... not great. Think glazed eyes, hidden phones and the eternal question: “Will this be on the exam?” But lectures don’t have to be one-way streets. In this Top 10 episode of The What & Who of EDU, we share 10 engagement strategies straight from real educators who’ve wrestled with disengaged students, and won. 🔥 Spoiler: There are iClickers, Disney villains, coloring pages, and even campaign speeches involved. Brought to you by Macmillan Learning 🎓 Episode Highlights: Don’t Compete With AI—Do What It Can’t [00:01:27] Break the Spell—Reset Focus Every 15 Minutes [00:03:47] Pop In a Checkpoint—Mid-Lecture, Not Midnap [00:5:21] Let Students Take the Wheel [00:07:14] iClickers = Speed Bumps for Your Brain [00:08:17] Remix the Medium—Even Disney Counts [00:10:20] Don’t Just Lecture—Choreograph Learning [00:11:41] Asynchronous ≠ Autopilot [00:14:05] Build Belonging Into the Bones [00:15:50] Have Students Direct (And SOmetimes Eat) Their Learning [00:18:18] Flip the Script—Let Students Lead the Questions [00:20:34] 📌 Educator Bios & Resources: Learn more about our amazing featured educators Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy. Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has been teaching economics for 14 years. She also teaches at UNC-Kenan Flagler Business School’s MBA@UNC online program and Santa Barbara City College, covering courses from principles of economics to advanced microeconomic theory and many economic electives. She is the recipient of multiple teaching awards and is passionate about making economics accessible and engaging for all students. Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. Her research is rooted in the rhetoric and composition discipline, and she has nine years of college-level teaching experience. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for more than 30 years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching mathematics. He is currently looking at using spreadsheets in teaching mathematics to business students. Dr. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches in Principles of Chemistry, Introduction to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices. Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to medical, graduate, physical therapy, and occupational therapy students, medical residents, and practicing clinicians. His research is focused on the impact of immersive technology on anatomy education and medical simulation. Betsy Langness has been with Jefferson Community and Technical College since 2002. Prior to becoming a full-time faculty member in 2015, she was a Counselor at the college and taught as an adjunct for 9 years. Before coming to Jefferson, she was a Senior Academic Advisor for the Honors Program at the University of Louisville. She is currently teaching general and developmental psychology courses in a virtual, asynchronous environment. Dr. Charlotte de Araujo is an Assistant Professor, York University with 16+ years of post-secondary undergraduate and graduate teaching experience geared towards biology and biomedical science students. She was recently recognized with a 2023 Faculty of Science Excellence in Teaching Award. Dr. Charlotte has coordinated large-scale biology/biochemistry programs at multiple Ontario based universities and is also a consultant. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While Dr. Ripley Stueckle expertise centers around toxicology and fish physiology, she has taught introductory biology, introductory biology labs, immunology, and human physiology, in addition to creating and directing the introductory biology courses offered through dual enrollment at West Virginia high schools. Adriana Bryant is an English and Developmental English Instructor at ...
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    24 mins
  • EP 8: Little Reflections, Big Gains: Digging Into the Data on Student Belonging & Metacognition

    EP 8: Little Reflections, Big Gains: Digging Into the Data on Student Belonging & Metacognition
    May 21 2025

    We talk a lot about helping students succeed, but what if the most powerful tools aren’t new technologies or teaching hacks, but the quiet moments where students reflect, connect, and feel like they actually belong?

    In this special edition of Digging Into the Data on the What & Who of EDU, host Marisa Bluestone returns with Marcy Baughman, VP of Learning Science & Research at Macmillan Learning, to unpack findings from a large-scale, IRB-approved study funded by the Bill & Melinda Gates Foundation. With data from 726 students across 29 institutions, this episode explores two deceptively simple tools: a metacognitive reflection resource and a digital tool that fostered real belonging. The results were statistically significant, and included higher exam scores, increased engagement and students saying, “I actually felt like I belonged here.”

    Whether you're curious about the impact of “soft skills,” want to support first-gen students or are just looking for a low-lift way to improve outcomes, this episode has practical insights you can use right away.

    Brought to you by Macmillan Learning

    🔍 What You’ll Learn:

    • Just because students don’t say “I need belonging” doesn’t mean they don’t.
    • How small, reflective check-ins led to measurable gains in student performance.
    • What students really mean when they talk about feeling lost in college.
    • How one grief-sharing moment sparked peer support and classroom connection.
    • Why instructors who responded to student insights saw the biggest payoffs.
    • The surprising power of mentors in normalizing academic doubt.
    • How “good enough” engagement with these tools still moved the needle.
    📚 Today's Syllabus:
    • What Makes IRB-Approved Research So Powerful – 00:01:58
    • The Scale and Diversity of the Research – 00:03:18
    • Why Instructors Helped Design the Tools – 00:06:05
    • Belonging in Student Language (Not Research Jargon) – 00:08:01
    • What Reflection Really Looks Like for Busy Students – 00:9:56
    • Why It Worked: The Surprising Impact – 00:10:32
    • Reflection That Actually Changed Outcomes – 00:12:44
    • The Power of Peer Mentorship (Even on Video) – 00:13:43
    • Belonging, Made Visible – 00:14:55
    • How Instructors Integrated These Tools – 00:18:26
    • Implementation Wins and “Good Enough” Habits – 00:21:04
    • What’s Next for the Belonging Tool – 00:22:06
    • Final Takeaways & Tips Recap – 00:24:06

    Required Reading:

    • Interested in participating in the research? Let us know! https://survey.alchemer.com/s3/8198865/F25-Macmillan-Research-Study-Instructor-Interest-Survey

    • Sense of Belonging and Metacognition Study Overview: https://community.macmillanlearning.com

    • Goal Setting and Reflection Surveys Research Note: https://go.macmillanlearning.com/rs/1

    • About Achieve: https://go.macmillanlearning.com/achieve

    Guest:
    Marcy Baughman
    VP, Learning Science & Research, Macmillan Learning

    Office Hours:
    Have a classroom story, tip, or question? Call (512) 765-4688 and you might be featured in a future episode.
    Want to be a guest or suggest a topic? Email us at TheWhatAndWhoOfEDU@macmillan.com
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    29 mins
  • EP 7: Four Strategies, Five Point Gains: Digging Into The Data on The Real Impact of Evidence-Based Teaching

    EP 7: Four Strategies, Five Point Gains: Digging Into The Data on The Real Impact of Evidence-Based Teaching
    May 14 2025

    What if improving your students’ exam scores didn’t mean more grading, longer lectures, or sacrificing your personal life to the pedagogical gods? In this special episode of Digging Into the Data, host Marisa Bluestone sits down with Marcy Baughman, VP of Learning Science & Research at Macmillan Learning, to break down a large-scale study funded by the Bill & Melinda Gates Foundation. The focus? Four powerhouse evidence-based teaching strategies and the measurable impact they had on over 1,400 students across three semesters.

    From surprising subgroup insights to tips you can try tomorrow, we’re giving you the research-backed goods—and a few mic-drop moments you won’t want to miss.

    Brought to you by Macmillan Learning

    🔍 What You’ll Learn:

    • Why “thinking about thinking” might just be the ultimate grade booster.

    • What instructors think they’re doing vs. what students feel they’re experiencing.

    • How small digital nudges created big academic wins.

    • Why it’s not just what you teach—but how students understand they’re learning.

    • What students really need to hear when they’re knee-deep in coursework (and why you should say it more often).

    • How the simple act of assigning the right resource can unlock better outcomes—without adding more to your plate.

    • The one strategy students loved... but couldn’t name.

    📚 Today's Syllabus:

    📜 The Goals Behind the Study → 00:02:01
    📊 Defining the Four Strategies → 00:03:28
    🏫 The Biggest Surprises → 00:05:10
    💡 Metacognition's Outsized Impact → 00:07:17
    🛠 Scaling Strategies: What’s Ready, What’s Not → 00:09:02
    🔍 Bridging Perception Gaps in Active Learning → 00:12:23
    ✨ Instructors Who Pivoted Mid-Semester → 00:13:21
    🎓 One Simple, Powerful Teaching Habit → 00:15:40
    🎯 How to Implement Goal Setting and Reflection → 00:17:11
    🧠 The 5-Point Impact of Evidence Based Teaching → 00:19:03
    ✨ What We Learned Today — A Brief Summary → 00:22:18

    📖 Required Reading:

    Links to studies, references, and Macmillan Learning resources mentioned in the episode:

    • Macmillan Learning. Goal Setting and Reflection Surveys Research Note. (2024). https://community.macmillanlearning.com

    • About Achieve: https://go.macmillanlearning.com/achieve

    • Goal Setting and Reflection Surveys Research Note: https://go.macmillanlearning.com/rs/1

    • Digging Into the Data: Why Metacognition is the new Meta in Learning Apple | Spotify

    • Learning Forward – Evidence-Based Teaching Practices That Work: https://community.macmillanlearning.com/t5/learning-stories-blog/learning-forward-evidence-based-teaching-practices-that-work/ba-p/23054

    Guest:

    Marcy Baughman
    VP, Learning Science & Research, Macmillan Learning

    Office Hours:

    📞 Leave us a voicemail! Got a classroom story, tip, or question? Call (512) 765-4688 and you might be featured in a future episode.

    📨 Want to be a guest or suggest a topic? Email us at TheWhatAndWhoOfEDU@macmillan.com.
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    27 mins
  • EP 6: From Copy-Paste to Critical Thinking: 10 AI Guardrails and Hacks Every Educator Needs

    EP 6: From Copy-Paste to Critical Thinking: 10 AI Guardrails and Hacks Every Educator Needs
    Apr 30 2025
    We’ve all read those suspiciously flawless essays that scream “I was born in a chatbot!” And while AI isn’t going anywhere, neither is our responsibility as educators to teach thinking—not just typing. In this episode of The What & Who of EDU, host Marisa Bluestone brings you 10 practical AI guardrails and hacks straight from real educators. From rubric-writing clones and "tilted" assignments to Socratic prompt design and digital fire safety, these strategies show how AI can support, not supplant, authentic learning. This podcast is brought to you by Macmillan Learning. 🎓Today's Syllabus: Dr. Erika Martinez (Univ. of South Florida) – AI as a digital assistant to boost productivity and reclaim time. [00:02:04] Jennifer Duncan (Georgia State Univ.) – Use AI to TILT your assignments and make expectations crystal clear. [00:03:14] Dr. Amy Goodman (Baylor Univ.) – AI as a rubric-writing coach to articulate grading standards—and your sanity. [00:04:54] Dr. Christin Monroe (Landmark College) – Map AI use back to learning objectives. If it doesn’t serve the goal, skip it. [00:06:58] Adriana Bryant (Lone Star College–Kingwood) – Establish syllabus-based “fire safety” guardrails for safe exploration. [00:09:02] Dr. Margaret Holloway (Clark Atlanta Univ.) – Limit AI use to brainstorming—so students still do the thinking. [00:10:34] Betsy Langness (Jefferson Comm. & Tech College) – Promote AI accuracy + ethics: use it, cite it, verify it. [00:12:18] Julie Moore (Eastern Univ.) – Remind students their stories matter—bots can’t replace their lived experience. [00:13:35] Dr. Amy Goodman (Encore!) – Teach prompt-based learning: Socratic nudges > full-blown solutions. [00:15:39] Adriana Bryant (Double Encore!) – Require AI documentation for digital literacy and transparency. [00:17:38] Instructors (in order of appearance): Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has been teaching economics for 14 years. She also teaches at UNC-Kenan Flagler Business School’s MBA@UNC online program and Santa Barbara City College, covering courses from principles of economics to advanced microeconomic theory and many economic electives. She is the recipient of multiple teaching awards and is passionate about making economics accessible and engaging for all students. Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer (for the Mathematics Department and the School of Education), OER author, teaching mentor to other faculty and graduate students, and learning analytics researcher. Her pedagogy is founded on the belief that all students - any student - can be successful at mathematics. Dr. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches in Principles of Chemistry, Introduction to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices. Adriana Bryant is an English and Developmental English Instructor at Lone Star College- Kingwood in Texas. She teaches courses of different modalities, and strives to create an engaging environment that helps foster her students' growth and overall desire to learn. She also contributes to professional development within my department and college community. Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. Her research is rooted in the rhetoric and composition discipline, and she has nine years of college-level teaching experience. Betsy Langness has been with Jefferson Community and Technical College since 2002. Prior to becoming a full-time faculty member in 2015, she was a Counselor at the college and taught as an adjunct for 9 years. Before coming to Jefferson, she was a Senior Academic Advisor for the Honors Program at the University of Louisville. She is currently teaching general and developmental psychology courses in a virtual, asynchronous environment. Julie Moore has been teaching writing, literature, and writing center pedagogy in Higher Education for 35 years; presently, she works as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University's LifeFlex program. The author of four collections of poems, Moore has recently won the Donald Murray Prize from Writing on the Edge and several notable prizes for her poetry. Extra Credit: 👉 Learn more about Macmillan Learning’s AI-powered tutoring tools...
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    20 mins
  • EP 5: Not Your Average High School: How Bard Early College is Rewriting the Diploma Track

    EP 5: Not Your Average High School: How Bard Early College is Rewriting the Diploma Track
    Apr 16 2025

    Today's Syllabus:

    What happens when we stop seeing high school and college as separate worlds? In this episode, host LaShawn Springer chats with Dr. Siska Brutsaert, principal of Bard High School Early College Bronx, about how their innovative dual enrollment model is disrupting the traditional diploma track and empowering students to take on college-level coursework before they’ve even turned 18.

    We explore how Bard creates a “place to think” by hiring mission-driven faculty, cultivating a deep sense of student agency, and building a supportive learning community where teenagers thrive through academic rigor. Whether you're an educator, administrator, or just someone who believes students are capable of more, this episode is your invitation to rethink what high school can be.

    🧠 What You’ll Learn

    • How Bard High School Early College blends high school and college into one transformative experience

    • Why trusting students with real intellectual responsibility changes everything

    • How informal writing and faculty workshops build rigorous, yet supportive, classrooms

    • The power of community in reducing academic stress and competition

    • Why scaffolding skills like time management and self-advocacy can be just as important as content mastery

    This podcast is brought to you by Macmillan Learning.

    📖 Required Reading

    Learn more about Bard High School Early College Bronx: https://bhsec.bard.edu/bronx/

    Check out the podcast producer, Macmillan Learning https://www.macmillanlearning.com/college/us

    BFW Publishing Group: https://www.bfwpub.com/high-school/us

    Extra Credit:

    👉 Follow us on Instagram | LinkedIn


    Office Hours:

    📞If this episode got you thinking differently about dual enrollment, trust, or how we build real-world readiness into our classrooms—we want to hear about it. Drop us a voicemail at (512) 765-4688. We might feature your voice in a future episode.

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

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

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    30 mins
  • EP4: From Me to We: 10 Strategies to Build Belonging in Your Classroom

    EP4: From Me to We: 10 Strategies to Build Belonging in Your Classroom
    Apr 2 2025
    What does it mean to truly belong in a classroom? For many students, the feeling of belonging isn’t automatic—it’s something that has to be cultivated. In this episode of The What and Who of EDU, we explore how educators are creating inclusive learning environments where students feel seen, valued, and empowered to take academic risks. From learning every student’s name to designing assignments that reflect their lived experiences, we highlight 10 powerful ways professors are fostering belonging in their classrooms. By the end of this episode, you’ll walk away with actionable strategies that can make a real difference in student confidence, engagement and success. Today's Syllabus: The Power of a Name (Dr. Erika Martinez – How Learning Names Can Build Student Confidence) [02:01] Seeing Themselves in Science (Dr. Christin Monroe – How Identity Shapes Classroom Engagement) [04:28] Representation in the Curriculum (Julie Moore – Teaching Diverse Voices to Reflect Student Identities) [06:10] Building Community ... With Tea & Biscuits (Jennifer Duncan – Ungraded Discussion Spaces That Foster Connection) [08:22] Face to Face in Online Classes (Betsy Langness – Using Video Blogs to Create a Sense of Presence) [10:24] Celebrate Little Wins (Dr. Margaret Holloway – The Power of Recognition and Encouragement) [12:08] Service Learning & Real-World Impact (Dr. Jennifer Ripley Stueckle – How Hands-On Projects Build Confidence) [13:49] Assignments That Feel Relevant (Adriana Bryant – Using Music, Art, and Culture to Engage Students) [17:13] Teamwork That Works (Dr. Mike May – Making Group Work Meaningful and Motivating) [18:45] We Speak Flowers, Not Weeds (Dr. Amy Goodman – Reframing Failure to Build a Growth Mindset) [20:00] Instructors (in order of appearance): Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has been teaching economics for 14 years. She also teaches at UNC-Kenan Flagler Business School’s MBA@UNC online program and Santa Barbara City College, covering courses from principles of economics to advanced microeconomic theory and many economic electives. She is the recipient of multiple teaching awards and is passionate about making economics accessible and engaging for all students. Dr. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches in Principles of Chemistry, Introduction to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices. Julie Moore has been teaching writing, literature, and writing center pedagogy in Higher Education for 35 years; presently, she works as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University's LifeFlex program. The author of four collections of poems, Moore has recently won the Donald Murray Prize from Writing on the Edge and several notable prizes for her poetry. Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Betsy Langness has been with Jefferson Community and Technical College since 2002. Prior to becoming a full-time faculty member in 2015, she was a Counselor at the college and taught as an adjunct for 9 years. Before coming to Jefferson, she was a Senior Academic Advisor for the Honors Program at the University of Louisville. She is currently teaching general and developmental psychology courses in a virtual, asynchronous environment. Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. Her research is rooted in the rhetoric and composition discipline, and she has nine years of college-level teaching experience. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While Dr. Ripley Stueckle expertise centers around toxicology and fish physiology, she has taught introductory biology, introductory biology labs, immunology, and human physiology, in addition to creating and directing the introductory biology courses offered through dual enrollment at West Virginia high schools. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for more than 30 years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching mathematics. He is currently looking at using spreadsheets in teaching mathematics to business students. Adriana Bryant is an English and Developmental English Instructor at Lone Star College- Kingwood in Texas. She teaches courses of ...
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    24 mins
  • EP 3: Digging Into the Data: Why Metacognition is the new Meta in Learning

    EP 3: Digging Into the Data: Why Metacognition is the new Meta in Learning
    Mar 17 2025

    Summary

    What if one of the biggest keys to student success isn’t what they’re learning, but how they’re thinking about their learning? In this episode, we’re diving into metacognition—the science of thinking about thinking—and its powerful impact on student learning.

    We break down its history, from its early roots to modern research proving that metacognitive strategies can significantly boost academic performance. We reveal how students who regularly reflect on their learning can improve their grades by 10 percentage points—and why self-regulated learning is a game-changer in the classroom.

    Plus, we share practical, research-backed strategies educators can start using today, including pre- and post-assessment reflection, self-explanation exercises, and digital tools like Achieve and help support deeper learning. Tune in to discover actionable ways to help students take control of their learning, build confidence, and develop lifelong learning skills.

    Today's Syllabus:

    🧠 Introduction to Metacognition → 00:00:00
    📜 The History of Metacognition → 00:03:14
    📊 The Data -- how we know it works → 00:05:21
    🏫 What this means for you and your class → 00:15:02

    💡 Tip 1: Reflect Before & After Assessments → 00:16:16
    🎯 Tip 2: Set Specific, Achievable Goals → 00:16:58
    🛠 Tip 3: Use Digital Tools for Reflection → 00:17:32
    🔍 Tip 4: Encourage Self-Assessment → 00:17:53
    🗣 Tip 5: Have Students Explain Their Learning → 00:18:43
    🚀 Bonus Tip: Break Down Big Assignments → 00:19:48

    ✨ What We Learned Today — A Brief Summary → 00:20:42

    📖 Required Reading:
     Here are links to the studies we discussed as well as some of the featured products.

    Flavell, J. H. Metacognitive aspects of problem solving. The Nature of Intelligence, 231–236 (1976). Erlbaum.

    Dignath, C., Büttner, G. Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning 3, 231–264 (2008). https://doi.org/10.1007/s11409-008-9029-x

    Chi, M.T.H., de Leeuw, N., Chiu, M.H., LaVancher, C. Eliciting self-explanations improves understanding. Cognitive Science 18, 439–477 (1994). https://www.public.asu.edu/~mtchi/papers/Self-explanations94.pdf

    Zimmerman, B. J., & Schunk, D. H. (Eds.). (1989). Self-regulated learning and academic achievement: Theory, research, and practice. Springer-Verlag.

    Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65–116). Lawrence Erlbaum Associates.

    Macmillan Learning. Goal Setting and Reflection Surveys Research Study Note (2024). https://community.macmillanlearning.com/t5/learning-science-research/goal-setting-and-reflection-surveys-research-study-note/ba-p/20553

    About Achieve: https://go.macmillanlearning.com/achieve-commitment-to-education.html

    Goal Setting and Reflection Surveys: https://go.macmillanlearning.com/rs/122-CFG-317/images/grs-research-summary.pdf

    Office Hours:

    📞 Have thoughts on metacognition? Leave us a voicemail at (512) 765-4688, and you could be featured in a future episode!

    📨 If you have an idea for a show or would like to be a guest, send us an email at: TheWhatAndWhoOfEDU@macmillan.com. We’ve got a form for that.
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    24 mins
  • EP 2: From Anxiety to A-Game: 10 Ways to Build Student Confidence

    EP 2: From Anxiety to A-Game: 10 Ways to Build Student Confidence
    Mar 7 2025
    Summary Academic anxiety is real—but the good news? Confidence can be built. In this episode of The What and Who of Edu, we’re diving into battle-tested strategies from real educators who have helped students push past their fears and develop the kind of self-assurance that transforms their learning experience. From building a classroom squad to normalizing mistakes (yes, even the professors!) we explore the most effective ways to foster confidence in students—whether they’re navigating online courses, struggling with writing anxiety, or dreading their first big exam. By the end of this episode, you’ll have 10 powerful, practical strategies to help students go from fearful to fearless in the classroom. This podcast is brought to you by Macmillan Learning Today's Syllabus: 💡 Build a Squad (Adriana Bryant – Creating Community Groups to Foster Confidence) [1:44] 💡 Make the Professor the Common Enemy (Dr. Mike May – Using Playful Pressure to Encourage Group Work & Engagement) [3:51] 💡 More Like a Team Effort (Jennifer Duncan – Making Peer Review Less Intimidating Through Connection) [5:28] 💡 Small Wins First (Betsy Langness – Helping Online Students Gain Confidence with Low-Stakes Tasks) [6:56] 💡Own Your Mistakes (Dr. Christin Monroe – Using Personal Failure to Build Trust and Resilience) [8:29] 💡 Start Small—Like, Really Small (Julie Moore – Using Low-Stakes Writing to Ease Student Anxiety) [9:49] 💡 Writing Confidence: Even Professors Struggled Once (Dr. Margaret Holloway – Showing Students That Writing Evolves Over Time) [11:57] 💡 Mistakes Are the Point (Dr. Jennifer Ripley Stueckle – Using Intentional Mistakes to Encourage Critical Thinking) [13:58] 💡Exams Are Like a First Date (Dr. Jennifer Ripley Stueckle – Preparing Students for Tests by Lowering Anxiety and Building Trust) [15:39] 💡 Confidence is a Process, Not a Trait (Dr. Charlotte de Araujo – Helping Students Rethink Their Approach to Learning and Success) [17:55] Instructors (in order of appearance): Adriana Bryant is an English and Developmental English Instructor at Lone Star College- Kingwood in Texas. She teaches courses of different modalities, and strives to create an engaging environment that helps foster her students' growth and overall desire to learn. She also contributes to professional development within her department and college community. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for more than 30 years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching mathematics. He is currently looking at using spreadsheets in teaching mathematics to business students. Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Betsy Langness has been with Jefferson Community and Technical College since 2002. Prior to becoming a full-time faculty member in 2015, she was a Counselor at the college and taught as an adjunct for 9 years. Before coming to Jefferson, she was a Senior Academic Advisor for the Honors Program at the University of Louisville. She is currently teaching general and developmental psychology courses in a virtual, asynchronous environment. Dr. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches in Principles of Chemistry, Introduction to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices. Julie Moore has been teaching writing, literature, and writing center pedagogy in Higher Education for 35 years; presently, she works as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University's LifeFlex program. The author of four collections of poems, Moore has recently won the Donald Murray Prize from Writing on the Edge and several notable prizes for her poetry. You can read her many publications at https://julielmoore.com/ Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. Her research is rooted in the rhetoric and composition discipline, and she has nine years of college-level teaching experience. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While Dr. Ripley Stueckle expertise centers around toxicology and fish physiology, she has taught introductory biology, introductory biology labs, immunology, and human physiology, in addition to creating and directing the introductory biology courses ...
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    22 mins
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