Teaching and Learning blog

At Pearson, we’re always listening to faculty and students and, recently, we kept hearing one refrain over and over — classroom engagement was at an all-time low. Fortunately, we knew just what to do. In fact, we had a solution ready.

For years, Pearson’s Learning Catalytics interactive student response tool has been helping instructors and students connect in meaningful ways. As soon as we knew classroom engagement was lagging, we knew we needed to host a Learning Catalytics Summit to help more instructors learn how to use — and make the most of — this incredible tool.

On August 1, we hosted the first-ever Learning Catalytics Summit to great acclaim. Attendees participated in four different webinar sessions hosted by Learning Catalytics experts. Each session focused on a specific advantage of Learning Catalytics, but they all spoke to the ways the student response tool can help instructors see learning as it happens.

The overall message: Learning Catalytics is a powerful student response and assessment tool. As session-leader Aaron Warnock said, “Learning Catalytics — and I cannot exaggerate — revolutionized my classroom.” Brad Mehrtens concurred in his session, adding, “Learning Catalytics makes a huge difference in student engagement at any scale.”

How Does Learning Catalytics Work?

Designed to work on laptops and all common smart devices, Learning Catalytics gives instructors a way to connect directly to students and know when everyone is following a lesson and when some are falling behind. This real-time assessment allows instructors to adjust their teaching in-the-moment and address student confusion before it becomes a problem.

Learning Catalytics empowers instructors to:

• Engage students with 18 question types that include graphing, drawing, multiple choice selections, open-ended dialogues, and more
• Identify misconceptions and monitor responses to find out where students are struggling
• Facilitate peer-to-peer learning with automatic grouping of students so that every group has a member who understands the material

These features are available whether the class is in-person or online, making Learning Catalytics useful in every teaching environment. As Brad Mehrtens said about his experience using Learning Catalytics with even difficult-to-connect-with classrooms, “[The students] were there, they were engaged. [Learning Catalytics] works… It’s the only thing that works.”

What Did the Learning Catalytics Summit Cover?

The summit’s four unique sessions provided a wealth of information on how Learning Catalytics works and how instructors can use it in all kinds of classroom settings and situations. An hour-long each, the sessions included:

“Unleashing the Power of Learning Catalytics in a Hybrid Environment” with Aaron Warnock

Aaron Warnock’s session focused primarily on the way Learning Catalytics’ question-and-answer function helps instructors connect with students and students learn better in hybrid environments. Aaron showed audiences how students can answer questions by drawing graphs, clicking on different regions of an image, highlighting relevant information, evaluating complex problems, or simply filling in a multiple choice answer.

Aaron noted that the different question types give instructors a lot of flexibility in the ways they monitor student learning. Plus, the questions make it easier to get students to answer without them feeling uncomfortable, because everyone participates and no one feels put on the spot.

“When I saw Learning Catalytics for the first time, and the eighteen different question types that are available, I was instantly sold,” Aaron said. “It creates a fantastic, engaging learning environment for students.”

“Transforming Large-Classroom Activities with Learning Catalytics” with Brad Mehrtens

Being a professor who routinely teaches classes as large as 600 students, Brad Mehrtens understands the challenges of connecting with students. In his session, he spoke to how Learning Catalytics helps him keep students engaged in even the largest lecture halls.

After regularly watching class attendance dwindle — particularly after the COVID-19 pandemic — he started using Learning Catalytics. He immediately had a much better sense of how well his students were learning and, to his delight, attendance evened out.

“I was as deflated by the pandemic as anyone was, and Learning Catalytics has made me excited about teaching again,” Brad says. “And I don’t say that lightly. It has completely recharged my battery and made it fun to be back in the classroom”

“Connecting with Learning Catalytics for Success Throughout Your Course” with Pamela Sandstrom

A number of years ago, Pamela Sandstrom was using other types of student response tools — but that all changed. “Once I switched [to Learning Catalytics], I’ve never even thought about using any other instant response system because of how much [Learning Catalytics] can do,” she said in her summit session.

Centered on the ways Learning Catalytics can positively impact a course at multiple moments and in numerous ways, Pamela’s talk discussed how useful the real-time data on student learning is to her instruction.

“Learning Catalytics provides formative assessment,” she said. “But to me that means that I don’t have to wait till the test, or even till the end of the lecture — [I can see] how they’re doing in the class real time”

“The Tips and Tricks You Need to Know About Learning Catalytics” with Terry Austin

During his session, Terry Austin shared his screen to demonstrate exactly how Learning Catalytics works and all the ways he can customize it for the needs of a specific class. As an instructor who has been using Learning Catalytics for a decade, he had a lot of great tips and tricks, ranging from linking Learning Catalytics to a Pearson Mastering class to using it to improve seat maps to incorporating it into classroom presentations.

“Learning Catalytics is clever,” Terry said, noting how much the tool is capable of doing. As attendees to his session and the summit as a whole learned, he was right. Learning Catalytics can empower instructors to assess student learning in-the-moment, improve student engagement, and make classroom time much more successful.

As Terry noted, there’s a good reason he’s been using Learning Catalytics for a decade.

Inclusive Assessing: Are All Students Able to Demonstrate What They Know?

Inclusive teaching is at the forefront of many discussions among educators in public schools as well as higher educational institutions. And while these discussions can be challenging in some arenas, I believe that teachers would agree their highest achievement is their students’ learning, mastering the course content and applying their new knowledge to their future goals. Success as a teacher equals the highest percentage of students possible demonstrating their course competency throughout the course in formative assessments and at the end of the term with summative assessments of their mastery.

However, often overlooked in discussions of DE&I are ideas about equitable assessment types. For me, the question is: Am I offering assessments that truly give opportunities for my diverse group of students to demonstrate what they know or have learned? Or am I just relying on my older methods of testing that leave some of my students without a way to show me they really know the material? Am I just asking the wrong questions, or asking them in a way that is confusing or challenging to some groups of students?

I have become aware that there is a huge gap between asking my students to parrot back the course content on a multiple-choice test and truly assessing their mastery of that content. Can they apply that content? Are they able to reason with this new information at the highest level of learning? Have I given them the opportunity to reach the peak of Bloom’s Taxonomy?

Justin Hoshaw, associate professor of biology at Waubonsee Community College, knows that an educator must always search for more effective ways to support their students’ learning, which is why he has used Pearson's cutting-edge online learning platforms and eTextbooks in his classes for years.

Recently, Justin and a colleague conducted an extensive evaluation of their microbiology course, which included the consideration of new options for the course’s primary textbook. During their search, they reviewed Microbiology: Basic and Clinical Principles by Lourdes P. Norman-McKay. Both were so impressed with the eTextbook that they were the first educators in the country to adopt it — even before it was officially published.   

eTextbook features that support student learning

eTextbooks offer an array of unique features to support students’ learning.

1. highlight and take notes
2. search for a specific term or idea
3. make flashcards based on key concepts
4. listen to the audio version*

The benefits of making the switch to eTextbooks

Previously, Justin encouraged his students to buy the print version of his course’s textbook, but he changed his mind after witnessing the many advantages of eTextbooks for students and educators.

For students, the ability to highlight and take notes in the eTextbook can help with overall comprehension. And when it’s time to prepare for assessments, they can use their annotations (as well as the learning objectives that accompany each section) to focus their study efforts and maximize their efficiency. As Justin says, “There are some students that are going to go back and reread the whole chapter when studying for an exam. No, let’s go back and look at those highlights. Look at the comments you added into the text. It will save you time. It will help you focus on those important concepts that you’ve already highlighted and already commented on. You are going to be more successful reflecting on that information.”

The Pearson+ mobile app that offers both the eTextbook and audiobook options is especially beneficial for busy students. The convenience and flexibility of accessing their course materials on the go helps them keep up with their assignments. “There is a benefit to being able to go through and read the text, but then having the audio to listen to as they are reading, I think that really helps reinforce the information for the students. It helps keep them on track,” says Justin.

As an educator, Justin also finds many of the features of eTextbooks and the Mastering online learning platform helpful, particularly the instructor dashboard. The analytics provided within Mastering Microbiology help him understand how his students are interacting with the eTextbook. “That was something that caused me to take a second look at having students use the eTextbook, the ability for the faculty member to go in and identify how long students have spent reading, how many comments they’ve made, how many highlights they’ve made,” he says. This is valuable information that Justin can use to support students who are struggling or falling behind in the course.

The feature Justin found most impressive about Norman-McKay's eTextbook in particular was the way the content guided students through the learning process. "What clinched the deal was the study recommendations and coaching throughout the text,” he says. “I had never seen so many tips for students to keep in mind that would help them understand the material. It was as if the instruction was already embedded into the text and coaching them along.”

Justin’s students agree that the layout of the content and the tone of the writing made them feel more engaged with the information. “They felt like they had a tutor right there with them while they were reading the text, Justin remarks.

Pearson partners with innovative authors to create enriching experiences that meet learners where they are and inspire them to love learning. Justin’s experiences with Pearson eTextbooks and online learning platforms has convinced him that he made the right choice to switch from print to digital.

*Audiobook available in most titles

They’re BAAAAAAAAACK!

We survived teaching through the COVID-19 pandemic, teaching in the early days post-pandemic, and this year we thought we would be returning to some new normal in our classrooms.

But wait, there are new (and not so new) mine fields I’m expected to navigate?!

• ChatGPT??
• Political climates influencing what and how we teach??
• Continuing updates to accessibility??
• Commitments to inclusive teaching??

I feel a weariness creeping in as I struggle to stay enthusiastic about this new school year. So, I sought solace from like-minded educators and sources to help renew my excitement and confidence about stepping into the limelight with a whole new, unknown group of students.

I found this quote from a fellow teacher.

During his more than two decades of teaching, Shawn Davis has spent years searching for the most comprehensive online learning solution for higher education. Now, he believes he’s found it.

With Revel, Shawn is able to leverage high-quality tools and resources that support his teaching practices as well as his students’ learning processes.

Support for educators

Shawn is currently using Revel in his Fundamentals of Psychology course at The Chicago School of Professional Psychology (TCSPP). Though he has worked with a variety of online learning platforms over the years — including WebCT, Canvas, and Connect — Revel stood out to him from day one. “It’s a lot smoother platform than I gave it credit for,” he says. “Revel is intuitive to the point where I could really just step right in as an instructor.”

The combination of a user-friendly interface and Pearson’s comprehensive instructor support materials helped Shawn dive into Revel immediately. This head-start was especially beneficial when the template he was supposed to use for his course suddenly disappeared — on the night before the first day of classes — forcing him to rebuild his entire course from scratch in just a few hours.

Shawn says that knowing the Pearson support team was available to help him, even in the middle of the night, gave him the confidence to take on this considerable challenge. Though it’s not an experience he wishes to repeat, he was able to get his course up and running in time for his first class.

Support for students

One of the most significant obstacles of teaching an online course is keeping students focused and interested. As Shawn has discovered, Revel can help educators address this issue by providing relevant materials and targeted support for students.

With Revel, instructors can decide how granular they want to go in their course customization. They can “set it and forget it,” or pick and choose the content they want to include. “There are so many parts and pieces with Revel that it gives students the impression that I am extremely engaged and hands-on with them,” Shawn says.

Revel’s video quizzes feature is one example of a customizable content option that encourages student engagement. The quizzes give students a brief review of key concepts and then have them apply those concepts to novel problems. Based on the results of these quizzes, Revel helps students identify areas of strength and opportunities for improvement.

Instructors can see students’ video quiz results on the Educator’s Dashboard and then adjust their teaching practices accordingly. “It is a really fast indicator of who is struggling,” says Shawn, “and I have used it to be able to reach out to those students to try to bring them back into the fold.”

Revel rises to the top

By efficiently delivering the tools, data, and content that support Shawn and his students, Revel has made the online teaching and learning experience more engaging and effective.

Read more about Shawn's experience with Revel in the full spotlight.

What can Revel do for you and your students?

Learn more about Revel

As college students and their instructors return to school, it’s important to remember that fostering a growth mindset in students can significantly impact their learning experience and academic success. A growth mindset emphasizes the belief that intelligence and abilities can be developed through dedication and hard work. By cultivating this mindset from the beginning of the semester, instructors can empower students to embrace challenges, persevere through obstacles, and maximize their potential. Here are some valuable strategies college instructors can use to start the semester off right by nurturing a growth mindset in their students.

1: Encourage a Positive Classroom Culture

Create an environment that celebrates effort, resilience, and the value of mistakes. Encourage students to view challenges as opportunities for growth rather than setbacks. Emphasize that mistakes are an essential part of the learning process and provide specific feedback that focuses on improvement rather than solely on grades. Establish a safe and supportive atmosphere where students feel comfortable taking risks and seeking help when needed.

2: Set Growth-Focused Goals

Show students how to set meaningful goals that go beyond performance-based achievements. Guide students through regular self-reflections on progress and explain how they can adjust their goals based on their evolving needs and aspirations. This process cultivates a student’s sense of ownership and inspires them to have a proactive attitude towards their own learning journey.

3: Emphasize the Power of "Yet"

Encourage students to adopt the phrase "I haven't mastered it yet" instead of "I can't do it." Teach them to see setbacks as temporary and not indicative of their overall abilities. Foster resilience by providing examples of famous figures who faced failure before achieving success. Highlight stories of individuals who overcame obstacles through hard work, perseverance, and a growth mindset. These narratives can motivate students and reinforce the idea that effort leads to improvement.

4: Promote Effort and Process

Shift the focus from grades and outcomes to the learning process itself. Delay giving them a numerical grade on an assignment until they have reviewed your feedback, identified specific areas for improvement, and set goals that challenge them to develop new skills. Encourage students to value effort, persistence, and dedication. Praise their hard work, strategies, and the steps they take to solve problems. Highlight the significance of seeking challenges, utilizing effective study techniques, and actively engaging in class discussions. By recognizing and valuing effort, you foster intrinsic motivation and a love for learning.

5: Cultivate Collaboration and Peer Support

Create opportunities for collaborative learning and peer support. Encourage students to work together, share knowledge, and provide constructive feedback to one another. Collaborative activities allow students to gain different perspectives, learn from their peers, and develop essential teamwork and communication skills. When instructors foster a supportive learning community, students feel more comfortable taking risks and seeking help when faced with difficulties.

6: Model a Growth Mindset

Lead by example and demonstrate a growth mindset in your own teaching practices. Share personal stories of challenges you have faced and the strategies you employed to overcome them. Embrace feedback and continually seek opportunities for professional growth. By modeling a growth mindset, you inspire students to adopt the same attitude towards their own learning journies.

Conclusion

Nurturing a growth mindset among students is a powerful tool that college instructors can use to help students unlock their full potential. By creating a positive classroom culture, setting growth-focused goals, and emphasizing effort and the learning process, instructors can lay the foundation for a successful and transformative semester. Remember, by fostering a growth mindset, you empower students to embrace challenges, develop resilience, and ultimately achieve greater academic and personal growth.

The landscape of higher education has changed dramatically over the past few years – a global pandemic, the push for greater equity and inclusion in education, and the advent of generative AI have all played a role in altering how, when, and where people learn. Online and hybrid degree programs have become more mainstream, enabling a larger population of people to gain access to learning opportunities.  

The need for students’ perspectives to be considered by decision-makers in higher education has never been more urgent. This need is what inspired Pearson to conduct our Student Success Survey, a review of college and university students that gives voice to their experiences and paves the way for meaningful improvement in the design and development of courses and tools in higher education. 

The challenges: time management and focus 

The top two issues facing the group of students surveyed were: time management and staying focused. 

Time management issues 

The survey responses show that students need more support when balancing their coursework with their other obligations. As one student from Merced College wrote, “I am constantly updating my time management system but none of it seems to work.”  

Time management is a significant sticking point, not because students do not know how to manage their time, but because their lives have become so busy that the usual methods of keeping track of their to-dos are insufficient.  

Many students must juggle full-time work and family responsibilities in addition to their studies. One respondent, a mom of three kids studying at the Delta College of San Joaquin, wrote, “Between classes, assignments, and activities, it can be difficult to find enough time in the day to get everything done. I try my best to prioritize my tasks and create a schedule, but sometimes unexpected events can throw me off track.” 

Once a student gets knocked off track, it can be extremely difficult to help them get back on, especially at the higher education level.  

Trouble focusing 

Challenges with maintaining focus while reading and studying was the other primary problem for the students who participated in the survey. Nearly 40% of students reported trouble focusing as a significant obstacle to their learning. 

Another Merced Community College student cites the pandemic as the turning point for their ability to focus on schoolwork. “I feel that after the pandemic I haven't been able to focus on anything.” 

That student is not alone in feeling as though the COVID-19 pandemic has had an enduring negative impact on their ability to learn, even though many aspects of daily life have returned to a pre-pandemic state of functioning. A recent study published in Psychiatry Research found a link between the increased levels of stress and fear experienced by many college students during the pandemic and ongoing issues with focus and attention. 

Pearson’s solution: Make students’ learning more efficient and engaging  

The best way to learn how a student wants to learn is to hear it directly from them. Listening to student voices is essential, especially now, which is why we continue to connect with students directly, through focus groups, surveys, etc.  

The results of the new Student Success Survey made it obvious that we are on the right track when it comes to understanding the two most significant issues for students: 

• Time management
• Maintaining focus and engagement 

We also found that the existing resources provided by Pearson have proven useful in addressing these areas of concern.  

At Pearson, we are committed to helping students improve their life through learning and provide the instructors with the tools to help them be successful. We are devoted to creating effective, engaging solutions that create opportunities for students at every stage of the learning journey. By combining trusted author content with digital tools and a flexible platform, we personalize the learning experience and improve results for each student. 

In 2022, we introduced the Pearson Excellence in Higher Ed awards to recognize faculty who demonstrate the essence of what it means to be an educator today. Over 200 faculty across the country were nominated by their peers and students for recognition in five categories. This year’s winners embody the values of Pearson and their outstanding achievements. The heartfelt submission stories illustrate not only their foundational values but how they translate that passion for all students.   

“The Pearson Excellence in Higher Ed awards are peer nominated awards that represent and identify passionate and outstanding educators who have made significant impact on students and others.  It has been a delight reading the hundreds of heartwarming nominations that we have received, and we’re honored to announce this year’s winners” said Brad Parkins, Pearson Director of Marketing, Brand and Thought Leadership. 

Without further ado, it is with immense honor that we announce the winners for the inaugural 2022 Pearson Excellence in Higher Ed awards!  

• Outstanding Integration of DE&I: Emily Simpson, Midwestern University   - “In addition to fostering a welcoming environment, Dr. Simpson is dedicated to preparing students to work with diverse populations and advocate for DE&I within their future workplaces.” – A. Kiraly-Alvarez
• Outstanding Student Engagement: Professor Rachel Bailey-Wood, University of Missouri - “Professor Bailey’s instruction uniquely centers her students’ humanity while engaging them in high levels of applicable learning.” – A. Thompson 
• Outstanding Teaching Throughout the Pandemic: Dr. Elizabeth Dulemba, Winthrop University  - "Her energies were not daunted during the pandemic. She created new course offerings... and created a new Illustration Minor.” – E. Koehler
• Outstanding Use of Courseware Technology: Christine Minor, Clemson University  - “Dr. Minor stays at the forefront of what is available in educational technology and often acts as a mentor in our department for others that are using technology in their classrooms.” – Dr. DeWalt 
• Pearson Digital Platforms: Yoelvis Rodriguez, Miami Dade College  - “Yoelvis is an influencer…. He is a leader among the adjuncts, and they respect his advice and experience. In addition, college wide, Yoelvis chairs an EAP technology committee.” – C. Schuemann

Practice Anatomy Lab, or PAL 4.0, is a virtual anatomy lab study and practice tool created by faculty (like me) who teach Anatomy and A&P courses to undergraduates at 2-year & 4-year institutions. It is included within Mastering A&P at no extra cost. Conveniently located in the Study Area, it provides students with 24/7 lab access to the most widely used lab specimens and is inclusive of the most common materials used to teach gross anatomy: human cadavers, anatomical models, histology, cat, and fetal pig. What makes PAL 4.0 a secret weapon in your students’ learning journey is the intentional and helpful extras that promote active learning and encourage students to practice using tools such as:

• Built-in audio pronunciations. For students and faculty alike! Latin and Greek-based anatomical terms aren’t easy. Make sure you are saying them correctly.
• Muscle Origin, Insertion, Action animations. These focused animations make it easier to visualize where muscles are attached to the bone, and what the action looks like.
• Flashcards. Customizable and a student favorite!
• Practice quizzes. Multiple-choice format. The instructor bank has hundreds of different questions if you want to create a practice or for-credit quiz.
• Practice lab practicals. Fill-in-the-blank format. The instructor bank has hundreds of different questions if you want to create a practice or for-credit practical.
• 3D Interactive Models. Students can rotate 360°, remove structures, select to see names, and view side-by-side model/cadaver images for comparison. Each of the 30 models is a tour through a system (or part of a system) and allows students to explore and manipulate.
• Instructor resources. Looking for an image from PAL that is fully labeled? Want to be able to edit those labels and move the leader lines? Show one of the animations in your lecture? Or maybe you just want an image of a single structure highlighted? Downloadable instructor resource files have all of this and more in editable PowerPoints, making it easy to incorporate into a lecture presentation, create a worksheet, or add to one of your LMS assignments.

PAL 4.0 nudges students to take control of their own learning by implementing more effective learning strategies that activate different areas of the brain. And we know that utilizing different parts of the brain is an important part of the learning process.
Intrigued by what it has to offer but overwhelmed by trying to figure out how to incorporate it into your course? Here are some suggestions. (Pro tip: pick just one to start with to see how it works for your class and your style of teaching.)

Integrate images into your lectures and assignments. Screen shots and editable labeled images are available for every image and highlighted structure by downloading the PAL 4.0 instructor resource files. You can use these images in a multitude of ways: add to your lecture presentation, create a worksheet, or include as part of a quiz or assignment in your course LMS.

Create and assign pre- or post-lab quizzes in Mastering A&P. Mastering A&P has an extensive test bank that includes hundreds of multiple-choice quiz questions, all of which feature an image from PAL. These questions can easily be selected to create a quiz within Mastering A&P. Assigning the quiz and syncing the grade is easy to do through your LMS.

Create and assign lab practicals in Mastering A&P, for practice or credit. Students love the opportunity to practice. Mastering A&P has an extensive test bank that includes hundreds of fill-in-the-blank questions, all of which feature an image from PAL. These questions can easily be selected to create a practical within Mastering A&P. This can be created as a practice assignment or assigned for a grade. Syncing graded assignments with your LMS gradebook is easy to do!

The jigsaw method: encourage students to teach each other. This is a favorite of mine. Students are broken into two or three groups, and each group is assigned a portion of the structures from the weekly lesson to learn before they come to lab. They do this using PAL 4.0. Using the test bank that already exists in Mastering, a short pre-lab quiz can be created to hold them accountable. Once they are in lab, they are paired with someone from the other group and must teach each other the material. As we all know, having to teach someone else is a powerful way to learn!

Use the interactive 3D models in class. Why show static, 2D images in lecture when you can use a 3D model? I love the way these models can be easily rotated, structures can be removed, and relationships of structures can be better demonstrated. Students can access these 3D models in PAL to review and study. Each model is a series of 3D images that can be manipulated and take you on a tour through a body system or portion of a body system. You really should check these out.

Use Muscle Origin, Insertion, and Action animations in your lecture or recitation. I will confess to occasionally accessing these animations when I have a hard time explaining an action to a student. Whether you use plastic models, human cadavers, or cats in your lab, it can be extremely hard to see where exactly the muscle originates from and/or where it inserts. These animations isolate a single muscle so all of this is easy to visualize, and then shows and narrates the movement. There are also a series of videos specific to the major synovial joints that demonstrate the muscles involved in movement at that specific joint.

Impromptu “how to pronounce” breaks during lecture or lab. I frequently use this feature to settle arguments as to the “right way” to pronounce a specific structure. Whether it is a colleague or a student that isn’t quite sure, it is easy to click on the name of a structure in PAL and hear the pronunciation. These pronunciations were all carefully vetted by my eloquent co-author Dr. Nora Hebert.

Make up assignments or provide extra credit. The last few years have taught us to expect the unexpected. PAL 4.0 can help. If a student has an excused absence or if a weather closure (or pandemic) cancels lab, assigning students to review structures in PAL combined with a quiz or lab practical created in Mastering A&P can replace the missed work.

Beef up your online course. Prior to COVID, I would have told you it wasn’t possible to successfully teach an anatomy course in an online format. Well, I proved myself wrong. We are fortunate to have resources that make it possible for students to have virtual access to resources that support their learning in an online environment. PAL 4.0 is a perfect tool for helping students learn anatomy and, paired with the assessment tools available in Mastering A&P, provides the perfect partner to your online course.

Independent & supplemental learning. A favorite feature of students is the ability to create their own flashcards. Additionally, faculty can create a customized list of structures for students to review in PAL 4.0, and then create questions in Mastering around this list.

There are so many ways PAL 4.0 can be incorporated into your course to better support students’ learning. Have you thought of other ways to use PAL 4.0? We would love to hear about it!