Teaching and Learning blog

“Do the right thing for every student, every time.”

Callie Daniels has lived by this motto since she first heard it as an undergraduate education student.

Now, after 30 years as a higher-ed math instructor, Daniels understands how truly important that advice is — and has taken her time to share her teaching knowledge in a new webinar.

“Math is challenging, and some of our students are barely hanging on.”

She likens struggling math students to cowboys in a rodeo, holding on to their horses’ saddles for dear life.

“It’s hard to know what their needs are going to be when they get to us,” Daniels says, “but if we can determine the right thing and just do it, then that’s the best we have to offer our students.”

Her statements highlight a key dilemma for educators: How can you continuously offer your best to students while avoiding burnout?

“MyLab uses your time wisely and your students’ time effectively.”

Author Callie Daniels knows that when higher ed math instructors have the right tools at their disposal, it’s much easier to meet students where they are.

Engaging, interactive resources like MyLab Math and eTextbooks can help you empower learners and more easily identify and address your higher-ed math students’ needs.

In her 30-minute on-demand webinar, Daniels explains how to tailor MyLab Math and eTextbook resources to your unique teaching style and objectives

As a publishing company, Pearson has made a commitment to Diversity, Equity, and Inclusion (DEI). In fact, these values are so important that the opening pages of their digital and print texts make it clear by stating, “Pearson is dedicated to creating bias-free content that reflects the diversity, depth, and breadth of all learners’ lived experiences.” As you read that statement, what thoughts or images come to mind? As an intellectual exercise, what do you think this means for authors who produce content and for professors who teach the content?

Let me share my lived experience as a textbook author and teaching professor. Although diversity, equity, and inclusion are hot-button topics across the social/political/educational landscape, as a science writer and teacher, the collective subject has always been at the fore of anatomy and physiology education. Accessibility has also been front-and-center not only in writing, but also in the classroom. Before getting too far along in this blog, let’s begin by defining some terms to be sure we’re approaching the topic from the same framework. Then, I’ll provide specific examples of each within the context of textbook writing.

Diversity

As biologists, we know that biodiversity is the variety and variability of life on Earth. Biodiversity is measured at the genetic, species, and ecosystem levels. In terms of our every-day lives, diversity is measured in many of the same ways; however, without an underlying understanding of biology, its meaning gets lost in the so-called culture wars. When we look at a group of people, our genetics make us different and yet the same because we all belong to the same human species. Along with our genetic traits, where we reside, environmental factors, and who is represented within individual and group populations contributes to our range of differing biological, sexual, social, ethnic, cultural, physical, and personal states of being.

To illustrate diversity in textbooks, it’s easy to use our own students as guides. This means that when drawing figures or inserting photos, we make concerted efforts to represent people across the human spectrum. That spectrum is rich with various physical characteristics, chronological ages, and representations of people on the planet. This is markedly obvious by reading the 1000+ pages of text; plus, students are repeatedly reminded with each chapter opener page, enticing them to also read the Learning Outcomes.

Equity

Equity is the quality of being fair, just, and impartial. It means respecting others as humans and making a commitment toward righting wrongs and allowing all to share in the available resources.

Showing equity in textbooks is a little more nuanced because it is not a “pointable” touchstone on a page. Rather, it occurs in such areas as textbook pricing and availability. With textbook subscription services and textbook rental options, more students can attain important learning resources. And, students are able to contact the author directly through social media.

Inclusion

Inclusion means that everyone has a “seat at the table,” individuals feel represented, and each person can participate fully, which includes having a role in decision-making processes. In textbooks we can achieve this when writing by making sure that our language and imagery consider all humans. We do this by ensuring that we are sensitive to the history and daily lived experiences of our readership and students. For example, give thought to these two sentences:

When you cross your leg, you are using the sartorius muscle.

When you look through a microscope, you will see muscle striations.

If we really are committed to DEI and accessibility, we must think about people who are unable to cross their legs due to paralysis or who cannot see because of blindness. To that end, such sentences were revised to the following:

The sartorius muscle enables a person to cross their legs.

When viewing skeletal muscle slides through a microscope, the stripes are known as striations.

Accessibility

Accessibility involves giving everyone equal access to educational materials and academic spaces without compromising their learning. Educators have been fully aware of course accommodations, which are in place for students who require individualized learning plans. We provide alternative ways to achieve course requirements. Many of these reasonable accommodations are mandated by the Americans with Disabilities Act, which prohibits discrimination against people with disabilities. In writing the latest edition of Fundamentals of Anatomy & Physiology, particular attention was given to color palettes, leader lines, fonts, and text flow on the page and on the screen. Moreover, we were constantly cognizant of Web Content Accessibility Guidelines (WCAG) to ensure that our digital content was accessible to individuals with various disabilities.

To make figures easier to understand for visually-impaired individuals and to provide greater clarity on the page, background colors have been removed in many figures, such as Figures 2-23, 19-11, 23-20, and 24-11. Moreover, shapes, such as triangles or squares, and letters were also added to colorized circles in process figures. This makes it easier to identify processes by something other than round, colorized objects. Figure 24-14 is a good example in which active transport is represented by a black triangle within a blue circle, and countertransport is represented by a black square within a pink circle. Within Figure 26-9, water arrows are marked with the letter “W.” The letter “A” within a yellow circle represents aldosterone-regulated pumps in Figure 26-13. Figure 26-12 maintains the transport key from Figure 24-14 and adds a black circle within a green circle to represent cotransport. These keys are consistent throughout the text.

As I write, more than 30 anti-DEI bills were introduced across the United States. Such legislation is aimed at limiting, eliminating, or prohibiting DEI programs and resources on college campuses. Yet, as a professor and textbook author, I know that being aware of diversity, equity, inclusion, and accessibility leads to better teaching, informed writing, and an enhanced educational experience. While biology is the study of life, the study of anatomy and physiology places our shared humanity into the context of science. And, that includes topics of diversity, equity, inclusion, and accessibility.

Sustainability. Is it a common buzzword? Is it real? Is it achievable? Yes, to each of these. Unfortunately it is often a buzzword to gain favor in someone’s agenda. Instead of it being a buzzword, it should be acclimated into our entire construction process such that the word itself no longer exists. It is just done.

We achieve this through the application of sustainable processes to the myriad of construction functions, construction materials, design, site selection, facility use, maintenance, serviceability and longevity. We use a foundation for sustainability that includes considerations of economy, social interaction/responsibility and environmental cognizance. The selection of construction functions may include utilizing construction equipment with lower carbon emission or sequencing and managing construction such that the use of certain high emission equipment is minimized.

Much headway has been made in the manufacturing and use of construction materials that enhance or achieve sustainability. Concrete is the most commonly used material in construction. It is made from cement, aggregates and water in its simplest form. Portland cement, the binding agent for concrete, is produced in such a manner that it releases large amounts of carbon dioxide. Even though carbon dioxide is a necessary ingredient for plant life cycles, too much of it creates significant environmental issues and harms the atmosphere. For this reason, there have been significant strides in the development of “green” cements and, correspondingly, “green” concrete. In addition to the use of green cement, the use of recycled concrete as aggregate and the use of waste byproducts from other industries as aggregates helps even more to reduce carbon emissions. Couple that with the use of byproduct additives such as fly ash, which has some cementitious properties, to replace part of the portland cement in concrete creates a final product that significantly helps the environment as compared to not using such processes and materials. Other materials that enhance sustainability are wood products such as “engineered wood”, a term used to describe a wood-like material made of wood byproducts and resins, molded and pressed together to create a new product that has many of the same properties as natural wood and in some cases, even better properties.

Other considerations can include site selection and even the placement and orientation of a building on a site. For example, a building might have its orientation relative to the sun to take advantage of energy efficiency either in cooling, heating or both. The building design can also be used to increase its use and energy efficiency. Further, through better design, building practices and material selection we can make buildings last longer and thus, reduce the need to construct new buildings when the existing ones are functional, serviceable and energy efficient.

Sustainable practices are becoming more commonplace as we realize the implications of our prior lack of sustaining diligence. For the future of construction and quality of life, we must work toward sustainability as the norm, not the “add on”.

Embracing Change

The questions surrounding AI have drastically changed within the past year. Questions surrounding technology range from “what is this?” to “what are its limits?” In the dynamic landscape of higher education, AI has been a transformative force, reshaping the way faculty teach and students learn.

Earlier this year, Pearson conducted a survey focused on generative AI (GAI) and ChatGPT in higher education, to examine faculty sentiment. Recently, Pearson revisited that survey, releasing it a second time to evaluate how feelings toward, and actual usage of, GAI has evolved. In just 6 months, a shift has occurred. There has been a 14% decrease in the level of concern for ChatGPT, and now over half of the respondents have familiarity with ChatGPT and its applications within education. This shift in perception paints an inspiring picture of an educational community willing to discover the transformative potential of GAI.

The Influence in Higher Education

Many believe that AI holds the power to revolutionize education – the degree of change remains up for debate. Some instructors aren’t yet making changes to their courses. Others are discovering a powerful ally in GAI when it comes to tasks like grading homework and enhancing course materials. Integrating AI into their workload allows instructors to save time and refine their courses to focus on their students.

Enthusiasm or Concern?

In the initial release of our survey a significant portion of participating instructors had reservations about the potential benefits of generative AI - this “game-changing technology.” Many respondents struggled to envision how GAI could benefit them. When the question was revisited this fall, one instructor commented that ChatGPT gives their students a “running start on their writing” allowing them to start with a structured foundation rather than a blank page. They found that “students can produce better papers when they use ChatGPT productively.”

Results this fall indicated that the percentage of faculty who are “excited” or “enthusiastic” is almost equal to the number who responded as “concerned” - 28.6% and 26.7% respectively. Faculty are leaning into GAI as another tool for learning and developing new content. Conversely, some expressed concern surrounding cheating, academic dishonesty, and plagiarism detection. In fact, one instructor believes “students who wish to do minimal work now have an amazing new way to cheat, and they are definitely doing so!” To help combat these concerns, some faculty are having open conversations with their students, and instructors are adjusting their testing protocol.

“This is really going to make us think about authentic assessment, and what learning means. Students are going to need to be able to use the technology to create code, aggregate data. But how will they know what to ask and if the answer is reasonable,” a faculty member commented. Furthermore, someone else said that ChatGPT presents the opportunity for students to think more critically and to fact-check more often.

Charting a Course Forward

When first distributing the survey, a notable 40% of respondents initially believed ChatGPT would change the industry, and have an immense impact on them. However, upon revisiting this question in the more recent survey, only a modest 10% of respondents experienced a discernible influence from the GAI tool. It is not uncommon to harbor apprehension towards change; however, sometimes it is not as daunting as it seems.

Since individuals and organizations are working through how to use this technology at the same time it continues to develop, many instructors have had to (or plan to) adjust their course requirements. Some are increasing citation requirements or making assignments more interactive. This journey of transformation effects all disciplines. One writing composition instructor started using ChatGPT in their class earlier in the year, and now has integrated it into their lesson plans. They explain that their “students love learning what it does well and what it does poorly, and by exploring its capabilities, they learn a lot about writing expectations and standards.” Thus, by integrating ChatGPT into their lesson plan, this instructor is guiding students to think critically about GAI and its competencies. Another instructor uses it to demonstrate how to compose code in other languages and plans to continue to adapt their class as GAI grows.

Embracing these tools as part of a collaborative teaching effort is the path forward. As one instructor comments, “students are going to need to be able to use the technology to create code, aggregate data, but how will they know what to ask and if the answer is reasonable?” When using AI in a partnership alongside traditional teaching, the instructor can step in, judiciously apply these tools, and help students discern when to employ them versus where conventional methods are more appropriate.

A Vision for the Future

The shift to familiarity and adaptation of ChatGPT and other GAI brings a new era of higher education. Similar to other major societal shifts, higher ed faculty find themselves with the opportunity to help lead the charge in forging this new path for themselves and their students by creating guidelines, and understanding how best GAI can be used. Even if you’re still reticent to embrace it, consider a common sentiment from our survey respondents - GAI creates the opportunity for open dialogue with students.

One of the biggest challenges that I face in the classroom is helping my students make connections between the material I’m currently teaching, and concepts taught earlier in the course (or even in previous classes). As much as I would like to point out precisely how various concepts relate to one another, I simply don’t have the time to do this with any level of depth or detail. Instead, I often find myself saying things like “remember when we talked about DNA packaging?” or “this should remind you of when we discussed RNA transcription”. While it would be great to be able to present those connections in more detail, I am instead forced to leave it up to the student to work on making those connections independently.

For years, I would introduce RNA transcription by casually stating that this process has a lot of similarities and differences when compared to DNA replication. However, when I would test my students on their ability to recognize those connections, they would struggle to do so. I then started to do a discussion exercise where I’d ask for students to give me a similarity or a difference between the two molecular pathways. With each one, I would use figures to emphasize each point. This takes about 15 minutes to complete, and it really has helped my students to not only understand these individual processes better, but also sharpens their ability to make connections between other concepts. It made me wonder if there might be an easier and more effective way to help students with this important skill.

How do we “Make Connections” in Cell and Molecular Biology?

When co-author Jeff Hardin and I sat down to discuss our priorities for the revisions of our textbook, Becker’s World of the Cell, we kept coming back to this idea of helping students make connections. We already had “Concept Check” questions in each chapter to test understanding of the material being presented, so we came up with the idea of strategically placing multiple “Make Connections” questions in each chapter as well. Our goal with these questions was to tie a concept in the current chapter back to one discussed earlier in the text. To help the student answer the question, each also contains a callback to a specific figure or section found previously in the book. Our vision is that when a student gets to one of these questions, they will pause and think critically about the connection being raised. For example, there is a question in Chapter 20 (see below) that asks the student to think about how a hairpin that includes the Shine-Delagarno sequence (a concept introduced in the current chapter) might affect the translation process (described in the previous chapter). The call-back listed in the question should prompt the student to look back at Figure 19-15 to help formulate their answer. 

Other higher education instructors ask me what I use to keep my students engaged in courses that involve a lot of memorization and how do I build confidence and deepen their understanding in the material?

I teach online Medical Terminology as well as nursing courses for three different colleges. MyLab Medical Terminology by Pearson has been one of my go-to resources for 12 years because it helps me keep my online students invested in their learning.

Features that make learning dynamic and fun

Medical terminology, outside of being difficult, can be tedious at times. With all those root words, prefixes and suffixes to remember, students are essentially being asked to learn a new language in the span of a single course. A spelling or pronunciation error could be vital to a patient’s life.

To help my students overcome this challenge, the features of MyLab Medical Terminology are designed to promote active learning, which makes the process of mastery more enjoyable and effective.

A recent survey sponsored by Inside Higher Education and College Pulse found that over 75% of undergraduate students will have student loan debt upon graduation. Of those students nearly half of the respondents do not know what their monthly payments will be. In the same study, about 25% of the students reported having credit debt and about 15% reported having car loans.¹

Finite mathematics texts often include a chapter on the mathematics of finance, and for decades these books have covered topics such as amortization of consumer loans with an emphasis on home mortgages. Although mortgage loan examples are helpful because they often last thirty years and can involve large amounts of accrued interest, as the number of first-generation college students increase, a growing number of students do not come from families that paid a mortgage for their residence.

To make the mathematics of finance more relevant to students’ lived experiences, we emphasize examples that involve student loans, auto loans, and credit cards in Mathematics with Applications and Finite Mathematics.

Student loan examples

Even at a public university, the average amount of student loan debt in 2021 was $30,030 for a bachelor’s degree. At an interest rate of 2.75%, that leads to a monthly payment of $286.52. Over the course of 10 years, the total interest paid on the loan will be $4,352.40.

Due to the rise of interest rates since the pandemic, the interest rate for student loans will be 5.50% for the 2023-2024 year,. To demonstrate the impact this will have on monthly payments, an instructor could ask the class, “With a current interest rate of 5.50%, how much does the monthly payment increase on the same amount borrowed of $30,030 on a 10-year payment plan? How much total interest will accrue over the course of the payment plan?” The answer shows that the monthly payment increases by $39.38, which may not appear to students to be a significant increase per month, but the overall interest paid over the course of the loan will more than double, to $9,078.

Auto loan examples

The changes in the U.S. economy have also affected interest rates for auto loans. The Board of Governors of the Federal Reserve System reported that, in November 2016, the average rate for a 6-month new auto loan from commercial banks was 4.05%. In May 2023, the same group reported an average interest rate of 7.81%. How do these changes affect monthly payments and total interest payments?

To make this even more interesting, and perhaps more relevant to students’ lives, nerdwallet.com² reported in August 2023, average auto loan interest rates by credit score and whether the automobile purchased was new or used.

Human geography is the scientific study of where people and activities are found across Earth’s surface and the reasons why they are found there. A prominent feature on Earth’s surface is the presence of around 1.5 billion motor vehicles; around 85 million new motor vehicles are produced and sold annually worldwide. Around three-fourths of motor vehicles are produced and sold in only three regions of the world: Europe, North America, and China. The rest of the world accounts for around three-fourths of the global population but only around one-fourth of global vehicle production and sales.

Every college math instructor has been there. The students have been actively engaged in class. They’ve completed their homework (for the most part). The majority have even turned in the test review that you provided. Yay! Then you grade the tests. Questions were left blank, many scored shockingly low, and several students left sad notes in the margins. Some did well, but so many failed that the bell curve is upside-down! How is it they learned so little?!

Then, we dive into the ice cream to ease the pain (or maybe that’s just me).

Well, put the ice cream back in the freezer, my friends, because there is hope! A few tweaks to the way you design test exercises could potentially improve test scores and right that bell curve, not by lowering standards, but by more accurately assessing student knowledge by asking more focused test questions.

How many levels of cognition are you assessing?

One of the challenges that college math students face is that most math exercises require several levels of cognition and a variety of mastered objectives. Consider the exercise: “Solve 5𝑥(𝑥−2) = 3𝑥−2.”