Episodes

  • Beyond the Bubble Sheet: What Authentic Assessment Looks Like in Practice

    Beyond the Bubble Sheet: What Authentic Assessment Looks Like in Practice
    Oct 8 2025
    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 learningWhat the research actually says (including some eye-opening effect sizes)A brief but mighty history lesson10 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 EducationJohnson & 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 classroomsNACE (2024). Job Outlook Data – Employers report a 25-point gap in critical thinking perceptionsAAC&U & SHEEO (2017). On Solid Ground: VALUE Report (PDF) – 91,000 student artifacts, real scoring dataHerrington, 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 implementationCLAS Program in California (Kirst, 1996). State Assessment Story – What happens when politics meet performance tasksAAC&U VALUE Rubrics – Tools for assessing skills like critical thinking, teamwork, and written communication at scaleHerrington, Reeves, & Oliver (2021). Design Principles for Authentic Learning Environments – How scenario-based assessments play out onlineShavelson, 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
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    43 mins
  • This Is Not a Test: 10 Ways Instructors Measure Learning Beyond Grades

    This Is Not a Test: 10 Ways Instructors Measure Learning Beyond Grades
    Sep 24 2025

    Is an “A” really the best indicator of learning? Or is it just proof that a student figured out the system? In this episode of The What and Who of EDU, we explore 10 creative, surprising, and inspiring ways educators are measuring learning beyond the gradebook. Because the real story of learning is bigger, messier, and far more meaningful.

    Brought to you by Macmillan Learning

    🎓 Key Takeaways

    • Judge the work, not the GPA
    • Rethink the test
    • Turn students into teachers
    • Stack the game
    • Measure the moment
    • Track the trajectory
    • Make it make sense
    • Build the toolbox
    • Listen for the learning
    • Look for the long echo

    📌 Featured Educators

    Dr. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches Principles of Chemistry, Intro to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners.

    Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He’s spent over 25 years trying to convince students that math is useful and occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics (Oct 2025), an illustrated exploration of mathematical ideas through the lens of cats.

    Dr. Star Sinclair is an Assistant Professor of Psychology at Florida Gulf Coast University. For 18 years, she has taught general psychology, lifespan development, behavioral statistics, and research methods in psychology. She conducts research on metacognition, student success, and imposter phenomenon.

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

    Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for 30+ years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching math.

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

    Dr. Charlotte De Araujo is an Assistant Professor at York University with 16+ years of biology and biomedical science teaching experience. She has coordinated large-scale biology/biochemistry programs at multiple Ontario-based universities and was recognized with a 2023 Faculty of Science Excellence in Teaching Award.

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

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

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

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

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

    ☎️ Join the Conversation

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

    🔗 Got a tip of your own? Send us an email ar TheWhatAndWhoOfEDU@Macmillan.com or leave us a voicemail at (512) 765-4688 & your strategy might just make it into a future episode.
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    29 mins
  • The EDU-niverse: Meet the Team Behind the Mic

    The EDU-niverse: Meet the Team Behind the Mic
    Sep 10 2025

    You’ve heard the stories. You’ve heard the tips. You’ve heard the bell ding (you know the one). But in all our episodes of The What & Who of EDU, we somehow forgot to introduce... us.

    In this special behind-the-scenes episode, we’re flipping the mic to spotlight the trio that brings the EDU-niverse to life:

    Marisa Bluestone, Host and Resident “Why?” Asker
    LaShawn Springer, Host and Champion of Inclusive Pedagogy
    Derek Lambke, Producer and French New Wave film fan (we had to)

    Together, we talk about what brought us to education, how podcasting reshaped our approach to storytelling, and what we’ve learned from the incredible educators we’ve featured. Expect laughter, reflection, shoutouts to students and librarians, and maybe a Gator reference or two. Plus, we share our dream segments (confession cams? classrooms in the field? students on the mic?) and what we’re hoping to explore in future episodes.

    🔍 In This Episode:

    • What podcasting taught us about storytelling (and why it’s not just about what you say)
    • Moments from past guests that made us think differently about education
    • The real reason we believe this show matters (hint: it’s not about downloads)
    • Our favorite educator tips, and the ones we still think about
    • The dream segments we may yet one day try

    Have an idea for a dream segment? Want to hear from students or share your own classroom wisdom? Email TheWhatAndWhoOfEDU@macmillan.com and you might just hear yourself in a future episode.

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    37 mins
  • EP 15: 10 Ways to Create Accessible Classrooms that Lower the Barriers (Not the Standards)

    EP 15: 10 Ways to Create Accessible Classrooms that Lower the Barriers (Not the Standards)
    Aug 27 2025
    🎧 In this episode of The What and Who of EDU, we’re talking accessibility. Not just ramps and captions (though those matter), but the small shifts, the flexible paths, and the “you can sit with us” energy that make learning possible for every student. We’re counting down 10 ways real instructors are making their classrooms more accessible: strategies you can borrow, adapt, and make your own. Brought to you by Macmillan Learning 🎓 Key Takeaways Accessibility is just good teaching. You don’t have to know everything. Just who to call. Design for variability, not exceptions Lose the secret handshake & make connections easy Say it like you mean everyone Flexibility ≠ lower standards Lets students show you what they know -- their way Light the way Why details are the design Connect students to the right resources 📌 Featured Educators Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. She has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College. She has been teaching human development courses for 12 years. She is a mother of two and researches adolescents' perceptions of justice and how hope changes over time. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches in Principles of Chemistry, Intro to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners through inclusive & innovative teaching practices. Dr. Eric Chiang is currently a Professor-in-Residence in Economics at the University of Nevada, Las Vegas. He's the author of Economics: Principles for a Changing World (6th ed.), published by Macmillan Learning and praised for its engaging, data-rich approach, global relevance, and inclusive real-world examples. His research spans tech spillovers, global trade, and economics education. Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He’s spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics (Running Press, Oct 2025), an illustrated exploration of mathematical ideas through the lens of cats. Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University’s Global Campus. Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She also teaches at UNC-Kenan Flagler Business School’s MBA@UNC online program and Santa Barbara City College, covering courses from principles of economics to advanced microeconomic theory and many electives. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While her expertise centers around toxicology and fish physiology, she has taught introductory biology, immunology, and human physiology, in addition to creating and directing the biology courses offered through dual enrollment at West Virginia high schools. Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to medical, graduate, physical therapy, and occupational therapy students, medical residents, and practicing clinicians. His research is focused on the impact of immersive technology on anatomy education. Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer, OER author, teaching mentor to other faculty and graduate students, and learning analytics researcher. Her pedagogy is founded on the belief that all students can be successful at mathematics. ☎️ Join the Conversation 🔗 If this episode gave you something useful, or just made you nod while grading, pass it along to a colleague or that one friend who still says “I’m staying ahead this semester.” (We believe in you.) 🔗 Got a tip of your own? Leave us a voicemail at (512) 765-4688 & your strategy might just make it into a future episode.
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    28 mins
  • EP 14: AI Tutors: Friend, Foe, or Faculty Ally? Here’s What the Data Says

    EP 14: AI Tutors: Friend, Foe, or Faculty Ally? Here’s What the Data Says
    Aug 13 2025

    What happens when students turn to AI instead of instructors for help? In this episode of The What and Who of EDU, we unpack the rise of AI tutors in higher ed and explore the promise, the pitfalls, and everything in between. From a history lesson that starts in the 1960s (yep, really) to fresh 2025 data from Macmillan Learning, this episode breaks down what AI tutoring tools can actually do for student learning. Along the way, you’ll hear how these tools help or hinder student persistence, academic honesty, their grades, and even the environment

    We wrap with 10 practical tips to help educators make the most of AI tutors without losing their minds (or their syllabi).

    Brought to you by Macmillan Learning

    🧠 Today's Syllabus:

    01:42 - Chapter 1: Intro to AI & AI Tutors in the class
    04:41 - Chapter 2: Where AI tutoring started—and how far it's come
    08:01 - Chapter 3: Why AI tutors might boost confidence, persistence, and performance
    14:12 - Chapter 4: What to watch out for: overuse, offloading, and digital divides
    21:45 - Chapter 5: 10 classroom-tested tips to use AI wisely

    📖 Required Reading:

    Here are links to the studies we discussed as well as some of the featured products.

    Learn more about Macmillan Learning’s AI Tutor: how it works, what it’s designed to do, and what real students and instructors are saying. https://go.macmillanlearning.com/achieve-ai-education

    📊 AI Usage, Efficacy & Adoption:

    Statista: Global AI Use by Students (2024): https://www.statista.com/statistics/1498309/usage-of-ai-by-students-worldwide/

    Campus Technology: 86% of Students Use AI Weekly (2024): https://campustechnology.com/articles/2024/08/28/survey-86-of-students-already-use-ai-in-their-studies.aspx

    HEPI 2025 Student Academic Experience Survey
    https://www.hepi.ac.uk/2025/02/26/student-generative-ai-survey-2025/#:~:text=In%202025%2C%20we%20find%20that,increases%20from%20the%202024%20Survey.

    Students Using Macmillan Learning AI Tutor Show Improved Problem Solving Skills, Confidence and Engagement
    https://community.macmillanlearning.com/t5/press-release/bg-p/press-releases

    From Copy-Paste to Critical Thinking: 10 AI Guardrails and Hacks Every Educator Needs https://open.spotify.com/episode/4EAtjtoo559NNOnnyBzDRe?si=smAo_mO9T7KJIqT1wGPylA

    🧠 History of AI & EdTech:

    Teaching Machines – B.F. Skinner (Wikipedia)
    https://en.wikipedia.org/wiki/Teaching_machine

    PLATO System Origins (Ars Technica):
    https://arstechnica.com/gadgets/2023/03/plato-how-an-educational-computer-system-from-the-60s-shaped-the-future/

    Intelligent Tutoring Systems: Historical Survey (arXiv)
    https://arxiv.org/abs/1812.09628

    AI Tutoring Meta-Analysis (APA)
    https://www.apa.org/pubs/journals/features/edu-a0037123.pdf

    IES Cognitive Tutor Evaluation (US Dept of Ed)
    https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_cognitivetutor_062116.pdf

    💻 Student Experience, Equity & Offloading:

    Syracuse University Fluency Report: Bridging the AI Digital Divide (2025)
    https://newhouse.syracuse.edu/research/research-spaces/emerging-insights-lab/2024-25-fluency-report-bridging-the-ai-digital-divide/

    MDPI: Cognitive Offloading & Learning
    https://www.mdpi.com/2075-4698/15/1/6

    Sparrow, Liu, & Wegner (2011) – Google Effects on Memory
    https://psycnet.apa.org/record/2011-18065-002

    🔐 Integrity, Ethics, Privacy:

    ICAI: Academic Integrity Survey Data (2020) https://academicintegrity.org/aws/ICAI/pt/sp/facts

    Bretag (2013). Addressing Plagiarism in Education
    https://pmc.ncbi.nlm.nih.gov/articles/PMC3876970/#s4

    MIT: Generative AI's Carbon Footprint (2025)
    https://news.mit.edu/2025/explained-generative-ai-environmental-impact-0117

    📱 Additional EdTech Examples:

    Duolingo & Microlearning Impact (Vorecol):
    https://vorecol.com/blogs/blog-the-impact-of-mobile-learning-apps-on-the-automation-of-student-progress-tracking-in-lms-187593

    Office Hours:

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

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

    For more information about our hosts, you can visit us at https://go.macmillanlearning.com/the-what-and-who-of-edu
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    29 mins
  • EP 13: 10 Things Successful Students Do Differently, According to the People Who Grade Them

    EP 13: 10 Things Successful Students Do Differently, According to the People Who Grade Them
    Jul 30 2025
    You know the ones. By Week 3, these students have already emailed you. They show up, take notes, ask smart questions, and somehow still smile during group work. They’re not working harder, they’ve just unlocked the cheat code. (And no, not the kind that lands them in front of the Dean.) 🎧 In this episode of The What and Who of EDU, we asked instructors: what are the habits that actually set students apart? From growth mindset to academic risk-taking, these are the real-world patterns that quietly predict success, straight from the people who grade the work. 🎓 Key Takeaways Show up ready. And then show up again. Manage your time like your mom is watching. Study like you brush your teeth. Learn the story, not just the answers. Know how you learn. Ask for help early and often. Believe you can grow. Stay curious. Practice until it’s automatic. Level up... on purpose. 📌 Featured Educators Dr. Eric Chiang is currently a Professor-in-Residence in Economics at the University of Nevada, Las Vegas. He's the author of Economics: Principles for a Changing World (6th ed.), published by Macmillan Learning and praised for its engaging, data-rich approach, global relevance, and inclusive real-world examples. A longtime champion of instructional innovation, Dr. Chiang is known for integrating technology into active learning environments, and his research spans tech spillovers, global trade, and economics education. Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. My research is rooted in the rhetoric and composition discipline, and I have nine years of college-level teaching experience. Julie Moore has been teaching writing, literature, and writing center pedagogy in Higher Education for 35 years; presently, she works as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University's LifeFlex program. The author of four collections of poems, Moore has recently won the Donald Murray Prize from Writing on the Edge and several notable prizes for her poetry. Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer, OER author, teaching mentor to other faculty and graduate students, and learning analytics researcher. Her pedagogy is founded on the belief that all students be successful at mathematics. Dr. Charlotte De Araujo is an Assistant Professor, York University with 16+ years of undergraduate and graduate teaching experience geared towards biology and biomedical science students. She has coordinated large-scale biology/biochemistry programs at multiple Ontario based universities, and was recognized with a 2023 Faculty of Science Excellence in Teaching Award. Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University’s Global Campus. Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She also teaches at UNC-Kenan Flagler Business School’s MBA@UNC online program and Santa Barbara City College, covering courses from principles of economics to advanced microeconomic theory and many electives. Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to medical, graduate, physical therapy, and occupational therapy students, medical residents, and practicing clinicians. His research is focused on the impact of immersive technology on anatomy education and medical simulation. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for more than 30 years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching mathematics. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While her expertise centers around toxicology and fish physiology, she has taught introductory biology, immunology, and human physiology, in addition to creating and directing the biology courses offered through dual enrollment at West Virginia high schools. Adriana Bryant is an English and Developmental English Instructor at Lone Star College–Kingwood in Texas. She teaches courses of different modalities, and strives to create an engaging environment that helps foster her students' growth and desire to learn. She also contributes to professional development within her department and college community. ☎️ Join the Conversation 🔗 If this episode gave ...
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    24 mins
  • EP 12: Advice New Teachers Actually Need: 10 Tips From Educators Who’ve Been There

    EP 12: Advice New Teachers Actually Need: 10 Tips From Educators Who’ve Been There
    Jul 16 2025
    Remember your first semester teaching? The syllabus was hot off the printer, you weren't sure how to curve grades, and someone just called you “professor” for the first time. The next generation of instructors is now feeling all of that, hardcore. This episode brings real talk from educators who've been there, survived that, and even enjoyed office hours. Maybe… 🎧 In this episode: Surviving flop assignments, balancing feedback, and remembering that even Slytherins need support. Brought to you by Macmillan Learning 🎓 Key Takeaways (01:11) Be One Day Smarter: Start small and build confidence. (03:10) Don't Take It Personally: Student feedback is about growth, not perfection. (05:48) Find Your Inner Goldilocks: Balance change with consistency. (09:11) Just Pick One: Incorporate new tools gradually. (10:53) Teach Like It’s Still Hard for You (12:18)Teach with Confidence And Help Students Build Theirs (014:01) Not Everyone Got Sorted Into ‘Loves School’ House, And That’s OK (16:00) Don't Do It Alone. Seek collaboration and support. (18:36) Plan Like a Pro, Reflect Like a Rookie. Continuous improvement is key. (20:37) You Will Make a Difference. Impact often comes without applause. (22:05) It’s a privilege to teach. Kindness isn’t optional, it’s foundational. 📌 Featured Educators Find out more about our amazing featured educators Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She currently teaches general and developmental psychology courses in a virtual, asynchronous environment. Previously, she worked as a counselor, taught as an adjunct and also worked as Senior Academic Advisor for the Honors Program at the University of Louisville. Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy. Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College. She has been teaching human development courses for 12 years. She is a mother of two and researches adolescents' perceptions of justice and how hope changes over time. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While her expertise centers around toxicology and fish physiology, she has taught introductory biology, immunology, and human physiology, in addition to creating and directing the biology courses offered through dual enrollment at West Virginia high schools. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for more than 30 years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching mathematics. Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to medical, graduate, physical therapy, and occupational therapy students, medical residents, and practicing clinicians. His research is focused on the impact of immersive technology on anatomy education and medical simulation. Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. She has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Adriana Bryant is an English and Developmental English Instructor at Lone Star College–Kingwood in Texas. She teaches courses of different modalities, and strives to create an engaging environment that helps foster her students' growth and desire to learn. She also contributes to professional development within her department and college community. Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer, OER author, teaching mentor to other faculty and graduate students, and learning analytics researcher. Her pedagogy is founded on the belief that all students be successful at mathematics. Julie Moore has been teaching writing, literature, and writing center pedagogy in Higher Education for 35 years; presently, she works as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University's LifeFlex program. The author of four collections of poems, Moore has recently won the Donald Murray Prize from Writing on the Edge and several notable prizes for her poetry. Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University’s Global Campus. Resources: What ...
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    25 mins