『The What And Who Of EDU』のカバーアート

The What And Who Of EDU

The What And Who Of EDU

著者： Macmillan Learning
無料で聴く

このコンテンツについて

 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.2025
エピソード
  • The Psychology of Psychology: Drs. Dave Myers & June Gruber Discuss Emotion, Happiness & Students' Wellbeing

    The Psychology of Psychology: Drs. Dave Myers & June Gruber Discuss Emotion, Happiness & Students' Wellbeing
    2025/10/22

    Is the pursuit of happiness actually making students less happy? In this episode of The What and Who of EDU, we sit down with Dr. David Myers and Dr. June Gruber, co-authors of the world's best-selling psychology textbook, to explore what decades of psychological research reveal about student mental health, emotional well-being and why today's students are struggling more than ever.

    Discover why emotional diversity matters more than constant positivity, how social media is reshaping student mental health, and the surprising science behind what actually makes us thrive. From "awe walks" that reduce anxiety to the counterintuitive relationship between money and happiness, this conversation offers evidence-based insights every educator needs to support student well-being in the classroom.

    Brought to you by Macmillan Learning

    What You'll Learn in This Episode

    Student Mental Health & Well-Being

    • Why today's students face unprecedented mental health challenges (and what's driving the increase in depression and anxiety)
    • The connection between smartphone use, social media, and declining student mental health
    • How emotional diversity—not toxic positivity—builds psychological resilience
      Why the "I-happy" problem is making students lonelier and less fulfilled

    The Science of Happiness

    • The happiness paradox: Why focusing on happiness makes you less happy
    • How much money actually contributes to well-being (and when more stops mattering)
    • The neuroscience of awe and why 10-minute "awe walks" reduce stress and depression
    • What the research says about aging and happiness (spoiler: we get happier as we age)

    Teaching & Learning Strategies

    • How to create classroom moments that foster wonder and psychological well-being
    • Why broad liberal education matters more than career specialization
    • The importance of teaching critical thinking and evidence-based reasoning
    • How to balance scientific evidence with compelling storytelling in teaching

    Human Nature & Psychology

    • The surprising truth about parenting: why genes matter more than we think
    • Research showing humans are inherently kind and altruistic (not selfish)
    • The bystander effect myth: new data shows 90% of people help others in need
    • Why students can't predict their futures (and why that's actually good news)

    Featured Guests

    Dr. David Myers – Professor of Psychology at Hope College and author of the world's best-selling psychology textbook, read by millions of students globally. His research spans behavior genetics, social psychology, and the public understanding of science. Despite being completely deaf without hearing technology, Dave has championed inclusive learning and continues to shape how students understand the brain, behavior, and human nature.

    Dr. June Gruber – Associate Professor of Psychology and Neuroscience at the University of Colorado Boulder and Director of the Positive Emotion & Psychopathology Lab. June's research explores emotion science, mental health, and what it truly means to thrive. As co-author of the best-selling psychology textbook, she brings cutting-edge research on student well-being, emotional diversity, and positive psychology to millions of learner.

    Learn more about Dave & June.

    Resources

    • Psychology, 14th edition
    • Student Store: Psychology, 14th edition
    • More about Dave & June
    • David Myers - Make Things Memorable
    • More about Awe Walks from the NIH
    続きを読む 一部表示
    36 分
  • Beyond the Bubble Sheet: What Authentic Assessment Looks Like in Practice

    Beyond the Bubble Sheet: What Authentic Assessment Looks Like in Practice
    2025/10/08
    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
    続きを読む 一部表示
    43 分
  • This Is Not a Test: 10 Ways Instructors Measure Learning Beyond Grades

    This Is Not a Test: 10 Ways Instructors Measure Learning Beyond Grades
    2025/09/24

    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.
    続きを読む 一部表示
    29 分
まだレビューはありません