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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: [email protected].
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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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 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.
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.
Extra Credit:👉 Tune in and subscribe on Apple | Spotify | YouTube
👉 Follow us on Instagram | LinkedIn
Office Hours:
📞 Have thoughts on how to foster a sense of belonging? 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: [email protected]. We’ve got a form for that.
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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Saknas det avsnitt?
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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: [email protected]. We’ve got a form for that.
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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 LearningToday'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 offered through dual enrollment at West Virginia high schools.
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.
Extra Credit:👉 Tune in and subscribe on
➡️ Apple Podcasts
➡️ SpotifyOffice 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: [email protected]. We’ve got a form for that.
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Summary
How can schools truly educate the whole child—academically, socially, and emotionally? In this episode, Dr. Anthony Perry from The Lab School in Washington, D.C. shares his insights with LaShawn Springer on holistic education, inclusive learning environments, and the power of intentional school structures.
🎙️ Guest: Dr. Anthony Perry, Director of Diversity, Equity, Inclusion & Belonging, and History Teacher at The Lab School in Washington D.C.
These podcasts are brought to you by Macmillan LearningToday's Syllabus:
🧠 What Does It Mean to Educate the Whole Child? [0:00]
👤 Dr. Perry’s Journey in Education [01:42]
🏫 What Makes The Lab School Different? [3:54]
💡 What Can Other Schools Learn from The Lab School? [07:38]
📖 Rethinking How We Teach Reading [09:04]
🎬 The "Aha" Moments in Learning [15:35]
🤝 Building a School Culture of Support & Community [18:07]
🌟 Key Takeaways for Educators [23:10]📖 Required Reading:
The Lab School: https://www.labschool.org/
Macmillan Learning: https://www.macmillanlearning.com/college/us
Extra Credit:
👉 Tune in and subscribe on
➡️ Apple Podcasts
➡️ Spotify
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Welcome to The What and Who of Edu. Join us as we talk with thought leaders, educators, and experts to explore the latest trends, innovations, and best practices shaping education today. Whether in the classroom or beyond, we equip educators with the tools and insights to support student learning anytime, anywhere.
