What if the best way to know whether a student understands something isn't a traditional test at all? What if it was a bathroom stall poster or a campus full of long lines and slow WiFi?

In this Top 10 episode, instructors share 10 alternative assessments they've used to measure student learning beyond standardized tests. These authentic and unconventional assessments ask students to apply what they know, explain their thinking, communicate with real audiences, recognize course concepts in new situations, and reflect on their own learning.

Some of the ideas are delightfully strange. Underneath all of them is a much more serious question: What are we actually trying to measure?

From an escape-room final that tests students' understanding of processes to an oral math assessment, a HyFlex take-home exam, and a review game designed so nobody gets to hide, these are practical assessment ideas instructors can borrow, adapt, or steal outright.

Brought to you by Macmillan Learning.

Episode Breakdown

[1:09] Put Assessment in the Wild. Make students design for a real audience, not just the grader. [4:00] Escape the Exam. Turn problem-solving into the assessment itself. [5:46] Make Chemistry Perform. Ask students to demonstrate the concept, then explain it. [8:18] Make the campus itself the case study. Use real-world problems as an economics assessment. [11:23] Talk It Out. Use oral assessment to reveal student understanding. [13:48] Solve a Problem From Every Angle. Assess whether students can connect knowledge across fields. [16:56] Take Assessment Off the Screen. Disconnect assessment from the automatic click-submit cycle. [19:26] Stretch the Exam Window. Change the pressure without changing the standard. [22:22] Make the News the Test. Ask students to connect this week to your course. [25:06] Make Them Answer for Themselves. Turn review into individual accountability. [28:03] Bonus Round: Not Everything Needs a Grade. [29:29] What We Learned: Build Backward From What You Want to See.

Featured Educators

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology, and human physiology, and also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Sara Lahman teaches upper-level genetics and has built assessments, including a cumulative final structured as an escape room, that ask students to work through problems in sequence and rely on each other's strengths.

Dr. Edward Lee is an Instructional Associate Professor and Director of Service Laboratories at Texas A&M University in the Department of Chemistry. His research is related to synthetic organic chemistry and its application toward biological systems.

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. 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, an illustrated exploration of mathematical ideas through the lens of cats.

Marissa Dahari, M.Sc., is the Undergraduate Course Coordinator in the Department of Molecular and Cellular Biology at the University of Guelph. Her research focuses on genetically altered proteins of the human heart, leading to disease states such as cardiomyopathy.

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.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College and co-author of The Developing Person Through the Life Span. She is a mother of two and partners with schools and community development organizations to apply developmental science to improve interventions.

Dr. Kevin Revell teaches chemistry at Murray State University, with experience that spans high school, community college, and state flagship institutions. He is the author of several leading textbooks, including Macmillan Learning's Introductory Chemistry and General Chemistry.

Key takeaway: Effective alternative assessment starts with the learning outcome, not the format. Decide what you want students to demonstrate, like application, explanation, transfer, communication, collaboration, or reflection, then choose an assessment that makes that learning visible.

Class Assignments

If one of these ideas made you reconsider an assignment that's been sitting in your LMS since the invention of WiFi, here's your class assignment: follow the show, leave a quick rating, or send this episode to a colleague who might want to try something new.

Have an assessment that sounds slightly ridiculous until you explain why it works? We want to hear about it email [email protected].

What makes a student trust an instructor in week one, before there's any grade, feedback, or office-hours crisis to go on? Usually, it's not one big moment; rather, a handful of small, visible signals like showing up prepared, being reachable online, admitting a mistake, learning a name.

In this Top 10 episode, 11 instructors share small, practical teaching strategies that build that trust early. From a welcome video that makes an online class feel occupied, to a four-sided die that turns a professor's mistake into bonus points, to a Tootsie Pop experiment that makes a 250-seat lecture hall feel a little less anonymous.

No trust falls, no personality transplant, and no complete course redesign required.

Brought to you by Macmillan Learning.

Episode Breakdown

Why trust starts before the first assignment

[1:07] Show Up Ready: Preparation, honest answers, and respect for students' time.

[3:29] Be a Person, Not a Portal. Make an online course feel occupied from day one.

[6:43] Leave the Pedestal at Home. Use a little vulnerability to lower the distance.

[9:49] Names are Currency, Spend Them Early. Turn a crowded classroom into a room where students feel recognized.

[11:47] Make 35 Strangers 35 New Friends. Use five-minute conversations to change the emotional temperature of a class.

[14:11] Let Them Bring Backup. Make asking for help feel less intimidating.

[15:44] Put Help on the Calendar. Normalize support before deadline panic arrives.

[17:43] Let students catch you. Make corrections feel safe.

[20:07] Start With Something Silly. How low-stakes play can make participation feel safer.

[22:42] Design a Class That Looks Winnable. Making rigor clear, fair, and navigable.

Featured Educators

Edward Lee, Ph.D., is an Instructional Associate Professor and Director of Service Laboratories at Texas A&M University in the Department of Chemistry. His research is related to synthetic organic chemistry and its application towards biological systems.

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

Jennifer Duncan is an 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.

Marissa Dahari, M.Sc., is the Undergraduate Course Coordinator in the Department of Molecular and Cellular Biology at the University of Guelph. Her research is focused on genetically altered proteins of the human heart, leading to disease states such as cardiomyopathy.

Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College and co-author of The Developing Person Through the Life Span. She is a mother of two and partners with schools and community development organizations to apply developmental science to improve interventions.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Dr. Kevin Revell teaches chemistry at Murray State University, where he also serves as assistant dean for the Jones College of Science, Engineering, and Technology. He is the author of Macmillan Learning's Introductory Chemistry and General Chemistry.

Dr. David Myers is a Professor of Psychology at Hope College and author of the world's best-selling psychology textbook. His research spans behavior genetics, social psychology, and public understanding of science.

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, an illustrated exploration of mathematical ideas through the lens of cats.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

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.

Class Notes

If this episode sparked one small change for your first week, follow the show, leave a quick rating, or share it with the colleague who somehow knows every student's name by week two.

Have a trust-building move of your own? Email [email protected].

AI in education is no longer a future-tense conversation. It is already in the classroom, in the syllabus, in student workflows, and increasingly in the questions instructors are asking about assessment, academic integrity, and what teaching strategies they're supposed to use now.

In this episode of The What & Who of EDU, we explore AI in education and are counting down 10 teaching strategies and insights from college instructors about what's actually working with AI, what is not, and what we're still trying to figure out. From moving past fantasy bans to redesigning assignments that still hold up, this episode offers practical teaching strategies, real classroom stories, and a calmer way to think about AI without the hype or panic.

Episode breakdown + timestamps

(0:00) Kickoff: AI in Education & Teaching Strategies

(1:06) Tip 1: Stop Playing Pretend (Guided Use)

(3:21) Tip 2: Bring it Into the Open (Scaffolding)

(5:38) Tip 3: Don't Make AI a Secret (Open Dialogue)

(7:55) Tip 4: Pick a Lane (Intentionality)

(9:47) Tip 5: Don't Turn It Into a Gotcha (Mentorship)

(12:51) Tip 6: Swap Strategies, Not Just Opinions (Community)

(15:43) Tip 7: Use It, Don't Worship It (Cognitive Agency)

(18:13) Tip 8: Ask What You're Really Measuring (Certification)

(21:17) Bingo Bonus: Don't Remove the Struggle Without Replacing the Skill

(22:31) Tip 9: Keep the Hard Part Hard (Skill Preservation)

(25:01) Tip 10: Redesign the Assignment (Creative Assessment)

(28:59) Closing: What We Learned Today

Featured Guests

Dr. Ryan Herzog is co-author of Economics and 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. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

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

Dr. Sara Lahman is Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive.

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 to students of all backgrounds and preparation levels.

Dr. Daniel 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, an illustrated exploration of mathematical ideas through the lens of cats.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College and co-author of The Developing Person Through the Life Span. She is a mother of two and partners with schools and community development organizations to apply developmental science to improve interventions.

If this episode gave you something to rethink in your syllabus, your assessment design, or that one assignment you've been side-eyeing since 2022, share it with a colleague. Text it, email it, or slide it into the department group chat like the pedagogical hot gossip it is. And follow the show so you don't miss the next conversation

We love ideas! Send yours for topics and guests to [email protected].

Ten instructors. Ten strategies. Zero crickets. In this episode of The What & Who of EDU, educators share the practical moves they actually use to spark real conversation, from low-stakes writing and small-group rehearsal to current events, icebreakers, and discussion prompts that sound like real life.

Built for busy educators, it's a look at how teachers create the kind of classroom climate where students feel ready to think out loud, respond honestly, and talk to each other instead of waiting for the professor to rescue the silence. If classroom discussion has ever felt like a hostage negotiation with fluorescent lighting, this one is for you.

Brought to you by Macmillan Learning

Episode Breakdown + Timestamps

01:25 Small Groups Make Discussion Safer

04:06 Pause to Write

05:58 Give Them a Way In

08:05 Start with the Headline

10:35 Make It Feel Like Real Life

12:28 Ditch the Post-Twice Purgatory

14:45 Ask, Then Ask Again

18:11 Wrong Does Not Mean Incorrect

19:51 Start Small, Think Seen

22:44 Break the Ice on Purpose

26:20 What We Learned Today – A Brief Summary

Featured Educators

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology.

Dr. David Myers is a Professor of Psychology at Hope College and author of the world's best-selling psychology textbook. His research spans behavior genetics, social psychology, and public understanding of science.

Dr. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive.

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 and is a co-author of Economics.

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

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. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

Dr. Daniel 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's the author of Math Cats.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners.

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 to students of all backgrounds and preparation levels.

If something in today's episode made you rethink your next discussion prompt (or made you want to Google bulk sticker packs), follow the show and drop a quick rating. It takes about fifteen seconds and it genuinely helps other educators find conversations like this one.

If you have an idea for a show, we'd love to hear it! Email us at [email protected]

What happens when "college should be hard" collides with "students are barely holding it together"?

In this episode of The What & Who of EDU, we're unpacking how instructors balance academic rigor with student mental health. Because challenge builds growth but unmanaged stress can just shut learning down.

From reset days and scaffolded assignments to flexible deadlines and second chances, we're counting down 10 practical, research-backed strategies instructors are using to keep expectations high without burning students out. Designed for busy educators, this episode gives you clear, "try it tomorrow" ideas to help students stay engaged, supported, and learning … even when life gets complicated.

Brought to you by Macmillan Learning

Episode Breakdown + Timestamps

[01:12] Take the Snow Day

[03:45] Kindness Doesn't Cost a Thing

[05:38] Be Honest About Hard

[08:14] Stretch, Don't Snap

[11:50] Build Grace in Early

[13:36] Lower the Stakes, Not the Standards

[15:55] Make the Ask Visible

[17:40] Do the Hard Part Early

[19:37] Keep the Deadline. Use Judgment.

[21:24] Keep a Second Window

[24:09] What We Learned Today – A Brief Summary

Featured Educators

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners.

Jennifer McAllister Duncan is an 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.

Dr. Daniel 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.

Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology.

Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

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. . He's co-authored "Principles of Economics" and his work focuses on macroeconomics, financial markets and public policy.

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 to students of all backgrounds and preparation levels.

Dr. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive.

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

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.

If this episode sparked an idea, send it to that colleague who's trying to hold the line without burning everyone out, including themselves.

Follow the show, leave a quick rating, or share it with someone who could use a reminder that rigor and humanity are not, in fact, mortal enemies.

Have a strategy that's working in your classroom? We'd love to hear it: [email protected]/

Students aren't waiting for class to start learning science. They're getting it from their feeds first. In this episode of The What & Who of EDU, we sit down with journalist and Newsreel founder Jack Brewster to discuss how algorithms, influencers AI-generated content, and viral misinformation are shaping what students think they know before they ever walk into the classroom.

From the rise of AI-driven feeds to the loss of nuance in science communication, this conversation explores why more access to information hasn't translated into better understanding, and what educators can do to help students question what they see without becoming skeptical of everything.

Brought to you by Macmillan Learning

Lesson Plan + Timestamps

[00:32] Meet Jack Brewster, Founder of Newsreel

[01:01] Where students are actually encountering science today

[02:07] Social media vs the classroom

[04:11] Why it's harder than ever to know what to trust

[05:26] How algorithms really work (and why that matters)

[08:36] Bots, "slop," and content farms

[10:15] Why nuance doesn't survive the feed

[13:26] Attention spans, distractions, and deep thinking

[15:06] Curiosity vs. skepticism

[18:09] It's bigger than science

[20:50] What makes a source trustworthy?

[25:20] What educators can do differently tomorrow

[28:23] AI in education and where the conversation is falling short

[29:40] What we learned today

Featured Guest

Jack Brewster is a journalist, researcher, and Fulbright Scholar focused on media literacy and the future of news. A former reporter at Forbes and NewsGuard, he covered misinformation, foreign propaganda, and the rise of AI-generated content. He is the founder of Newsreel, an interactive, gamified news platform designed to help young people build lasting habits of informed, critical engagement with current events.

Required Reading

Newsreel

Reimagining Science Education Summit

5 Questions Science Educators Should be asking about AI

Science is Changing Fast. What Does that Mean for How We Teach It?

Burnout in higher education doesn't always show up as a crash. More often, it looks like reheated coffee, a growing to-do list, and the sense that the work never really ends.

In this episode, we share 10 strategies from real educators who have figured out how to keep going without burning out, from setting boundaries and saying no, to redesigning assignments and letting go of perfection. These aren't abstract ideas or productivity hacks. They're practical, classroom-tested ways to protect your energy while still showing up for your students.

If you've ever thought, "I can't keep doing it like this," this episode is for you.

Brought to you by Macmillan Learning

Episode Breakdown + Timestamps

00:00 Kickoff: When burnout starts to creep in

01:12 Stop before you crash

02:47 Remember there's a world outside academia. Learn to say no

06:08 Advocate for yourself

09:15 Done is better than perfect

11:45 Let tech do the heavy lifting

14:49 Do less, but make it matter

18:08 Balance your strengths, not just your tasks

19:54 Keep it fun

24:22 Let your students refuel you

26:27 Touch grass

29:58 What we learned today

Featured Educators

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.

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. He's co-authored "Principles of Economics" and his work focuses on macroeconomics, financial markets and public policy.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

Dr. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive. She has over a decade of experience in STEM education, curriculum design, and research, and is passionate about creating learning experiences that connect science to real-world applications.

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

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.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College and co-author of The Developing Person Through the Life Span. 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. 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 to students of all backgrounds and preparation levels.

One Last Thing

If something in this episode made you think, laugh, or finally close a few of those tabs, follow the show, leave a quick rating, or share it with a colleague. It's the podcast equivalent of sliding a good idea down the hallway right when someone needs it.

Have your own strategy for avoiding burnout? Email us at [email protected], we'd love to hear from you.

What if some of the most important things students learn in your classroom… aren't on your syllabus? In this episode of The What & Who of EDU, we're unpacking the hidden curriculum, the life skills students develop alongside your course content.

From learning how to actually listen and ask better questions, to navigating uncertainty, analyzing trade-offs, and staying in the discomfort of real learning, these are the skills that stick long after the final exam. Built from real educator insights, this episode gives you clear, practical ways to recognize, name, and reinforce the skills you're already teaching every day.

Brought to you by Macmillan Learning

Episode Breakdown + Timestamps

[01:23] Listen for Meaning

[03:08] Stop Apologizing for Asking

[05:01] Explain It Like a Human

[6:19] Ask "How Do You Know?"

[8:32] Look Behind the Number

[11:15] Work Without the Answer Key

[13:52] Question the Answer

[17:36] Hold What You Know Loosely

[19:30] Resilience

[22:10] Don't Panic When It Gets Hard

[25:22] Don't Lose the Wonder

🎓Featured Educators

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners.

Jennifer McAllister 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. Daniel Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's the author of Math Cats and has spent over 25 years trying to convince students that math is not only useful, but occasionally fun.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology and also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

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. He's co-authored "Principles of Economics" and his work focuses on macroeconomics, financial markets, and public policy.

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 to students of all backgrounds and preparation levels.

Dr. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive. She has over a decade of experience in STEM education, curriculum design, and research, and is passionate about creating engaging learning experiences that connect science to real-world applications.

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

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. Dave Myers is one of the most widely read psychology authors in the world. He is known for helping students better understand the wonders of human behavior, memory, emotion, and thought.

Join the Conversation

🔗 Got a tip of your own? Email [email protected]

If this episode made you rethink how you grade or prompt, we've done our job. Follow the show and leave us a review. It's the podcast version of showing your work.

What if high school prepared students not just for exams, but for real life? In this episode of The What and Who of EDU, host Marisa Bluestone talks with David Anderson, economics instructor and AP Business with Personal Finance author, about a new kind of course designed to help students build the skills they'll need after graduation.

From making decisions without clear answers to managing money, working with others, and learning how to fail productively, this conversation explores what "college readiness" and "career readiness" actually look like today. Designed for busy educators, this episode offers practical, classroom-ready insights on how to help students think critically, act confidently, and navigate the real world before they step into it.

Brought to you by Macmillan Learning & BFW Publishers Business with Personal Finance for the AP® Course (High School)

What you'll learn:

• How to teach decision-making when there's no single right answer
• Practical ways to introduce personal finance before real consequences hit
• How case studies and projects build real-world thinking
• Strategies to keep learning authentic in the age of AI
• Why failure can be one of the most powerful teaching tools

Episode Breakdown + Timestamps

[00:00] What Students Actually Need After High School: Why readiness isn't one path, and why the same core skills matter for all students.

[01:36] Meet David Anderson + Why This New Course Exists: Accessibility, career relevance, and why this course is designed for all students.

[4:58] From Theory to Real Life: What Students Actually Do: Business canvas projects, financial advising simulations, and real-world application.

[11:45] Making Personal Finance Actually Engaging. How storytelling, case studies, and real-life dilemmas turn "boring" topics into something students actually want to learn.

[14:45] Teaching a New Course Without Starting From Scratch. How built-in resources, teacher communities, and AP support help instructors focus on teaching—not building everything from the ground up.

[18:00] Teaching in the Age of AI. Why shifting work into the classroom helps ensure students are doing the thinking, not the tools.

[21:30] Using AI Without Losing the Thinking. How AI can support learning—from generating practice questions to analyzing case studies,without replacing student reasoning.

[26:40] Failure, Iteration, and Learning Early. Why failing at a smaller scale is one of the most valuable lessons students can learn.

[29:15] What We Learned Today

About David Anderson:

David A. Anderson, Ph.D., is the Paul G. Blazer Professor of Business and Economics at Centre College and a longtime leader in AP® programs, including serving as a chief reader for AP® Economics. An award-winning instructor, he teaches business principles and entrepreneurship and has authored numerous books and articles on economics, business, and personal finance. He is the author of Business with Personal Finance for the AP® Course (High School)

If this episode made you rethink what students really need before they graduate, follow the show and leave a quick rating. It helps more educators find conversations like this.

Know someone still teaching "real life skills" the hard way? Send them this episode.

Have a story or strategy to share? Email us at [email protected], we'd love to hear from you.

What if your students already have the answer… but skipped all the thinking that got them there?

That's the problem ten instructors sat down to solve. In this episode, they share how they get students to show their work, not just turn in something correct. You'll hear how they grade reasoning, build reflection into assignments, use peer review as a mirror, and yes, navigate all of this in the age of AI.

Because ChatGPT or Claude can produce the right answer in four seconds. What it can't do is show your students' thinking. That part's still on them. Because "42" might be the answer to life, the universe, and everything… but if your students can't tell you how they got there, are they really learning?

🎙️ Episode Breakdown + Timestamps

[0:00] The "Right Answer" Trap

[1:29] Tip 1: Drop the Receipts, Not Just the Result

[4:02] Tip 2: Grade for Process, Not Perfection

[5:42] Tip 3: Use Reflection to Surface Struggle

[8:15] Tip 4: Ask Why… and Why Not?

[10:06] Tip 5: Compare Notes, Not Just Scores

[12:29] Tip 6: Peer Review or It Didn't Happen

[14:35] Tip 7: Turn Group Work Into a Game Show

[17:25] Tip 8: Match the Format to the Thinking

[20:14] Tip 9: Thinking in the Margins

[23:42] Tip 10: Give the First Step, Not the Answer

🎓 Featured Educators

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, an illustrated exploration of mathematical ideas through the lens of cats.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

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. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive.

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

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. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

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.

Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. 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.

If this episode made you rethink how you grade, prompt, or even phrase "Show your work," we've done our job. Follow the show and leave us a review. It's the podcast version of showing your work. And if you've got a colleague who's stuck in the "right answer loop," go ahead and text this to them. We won't tell.

We're always interested in your ideas: [email protected].