Category: Teaching Strategies

  • Using MindTap for English to Help Monitor Students’ Use of AI

    Using MindTap for English to Help Monitor Students’ Use of AI

    Reading Time: 4 minutes

    Depending on the era in which we began learning, formally or informally, we all have a diverse range of valuable definitions and perspectives about artificial intelligence pertaining to teaching and learning.

    Teaching and learning with AI

    When I was a student in elementary school during the 1980s, AI was using a calculator rather than longhand or a traditional adding machine for arithmetic. Additionally, the entire school only had six computers for student use, which were housed in the library. Only students acting responsibly earned access to time on these devices to play The Oregon Trail, “an educational game that simulates the hardships of [1848] …”

    With all of this in mind, AI has been teaching us, and we’ve been learning from it, for quite some time, in and out of school.

    However, with the advancement of generative AI, the implications for teaching and learning now have to do more with academic integrity. And academic dishonesty policies about original work vs. AI in education have come into the conversation. This is where MindTap features like Turnitin can be applied to help monitor students’ acceptable and ethical use of AI in English composition courses.

    My conversation with students

    My students may engage in conversations about acceptable, ethical uses of GenAI and academic integrity before they even enroll in my courses. This is because I post the policies in my syllabus. Students learn that there is a monitoring system in place in MindTap for English by Turnitin. Once enrolled in MindTap, there are discussions, in both online and face-to-face modalities, about these policies at length. Policies are also copied into each of the writing assignments in MindTap. Our focus is on ethics, or academic integrity, to ensure students’ coursework is original. Valuable feedback, information and resources can be provided for students to learn and progress rather than to get a grade.

    Since students cannot prove learning and mastery of learning outcomes without work being original, I discuss with them and copy in their assignments that they should not use any words that are not original. MindTap provides me with access to Turnitin to monitor academic integrity.

      Turnitin AI detector screenshot

    Suggestions for monitoring

    To help monitor students’ use of AI, parameters in MindTap for English with Turnitin should be set. For example, students need to submit more than 300 words for the detector to perform. Once students submit work, the detector generates an originality report. This can be downloaded to provide the instructor and learner with feedback about the percentage amount of acceptable and ethical usage of AI or plagiarism.

    Turnitin inbox where the similarity percentage can be viewed and clicked on for expanded, detailed information.
    Inbox where the similarity percentage can be viewed and clicked on for expanded, detailed information.

    The report highlights where originality is in question directly on the student’s document. Some instructors will set percentage parameters as well, instructing students that there cannot be more than 15% flagged by the detector in MindTap. Clicking on what the detector has highlighted shows the possible source where information may have been taken or just generally that AI has been used. Note: this is just a monitoring system. So, please be mindful that the report is a tool instructors can use to have conversations with their students. We cannot accuse academic dishonesty based on a report alone.

    Turnitin shows the match overview with all of the plagiarism flagged, which can also be AI. Each part can be clicked on and expanded to show the original source.
    Shows the match overview with all of the plagiarism flagged, which can also be AI. Each part can be clicked on and expanded to show the original source.

    MindTap’s monitoring system has always been correct for me, but conversations are still beneficial for assurance. I use this monitoring document for every submission in MindTap.

    The big picture to consider

    AI can be used ethically as a tool for teaching and learning, bridging student learning gaps and strengthening their mastery of skills. However, when it comes to academic integrity, the concern is that GenAI is being used not as an aid, but as a tool devoid of the values of teaching and learning. According to Cengage’s recent research, 82% of instructors expressed concern specifically about AI and academic integrity. Setting policies and parameters with clear definitions and having conversations with students is essential to my ability to monitor my students’ acceptable use of AI.

    Do you use AI in your English composition classroom? Reach out to discuss the ways you’re utilizing AI as an ethical tool to advance teaching and learning.

    Written by Faye Pelosi, Professor in the Communications Department at Palm Beach State College and Cengage Faculty Partner. 

    Stay tuned for Professor Pelosi’s upcoming video demo of how she uses the MindTap Turnitin feature in her English course.

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  • Transforming Higher Ed With Virtual-Hybrid Learning

    Transforming Higher Ed With Virtual-Hybrid Learning

    Reading Time: 3 minutes

    Higher education is evolving and, as someone deeply involved in curriculum development, I have witnessed firsthand how virtual-hybrid delivery models can transform learning experiences. When the COVID-19 pandemic necessitated a sudden shift in instructional methods, I had to reconsider how to deliver my senior-level undergraduate Entrepreneurial Thinking and Innovation course, which was traditionally taught face-to-face (F2F). What started as a necessary adaptation quickly became an opportunity to enhance student engagement, flexibility, and real-world preparedness. I now recognize that virtual-hybrid delivery is not merely a temporary fix, but a sustainable and highly effective model for the future of education across disciplines.

    From face-to-face to virtual-hybrid learning

    My Entrepreneurial Thinking and Innovation course was originally designed around a hands-on, project-based learning (PBL) approach. At the course’s core was a semester-long, stage-gated Business Case, or BizCase Project. Student teams tackled real-world business challenges by developing comprehensive business cases for community organizations. Traditionally, this involved in-person collaboration, real-time feedback, and instructor-led sessions.

    When we shifted to online learning, my primary challenge was to preserve the course’s interactive and applied nature, while using digital tools to maintain engagement. Rather than attempting to replicate the in-person experience, I completely reimagined the learning process.

    The revamped course focused on three key elements:

    1. Synchronous Milestone Meetings: Structured biweekly sessions replaced traditional lectures, enabling real-time, small-group discussions that fostered deeper engagement and tailored feedback.
    2. High-Quality Asynchronous Instructional Videos: Professionally produced and concise video lessons allowed students to learn independently, enhancing accessibility and comprehension.
    3. Customized Screencast Feedback: Instead of written comments, students received comprehensive, personalized video feedback, enhancing the evaluation process to be more interactive and engaging.

    Why virtual-hybrid learning works

    The impact of this redesign was immediate and profound. Not only did students stay engaged, but their learning outcomes improved significantly. The average final grades on the BizCase Project increased by 8-10% compared to previous face-to-face cohorts. Here’s why this delivery model is so effective:

    1. Enhanced Student Engagement

    One of the most significant advantages of virtual-hybrid learning is the combination of structured flexibility and active engagement. Traditional lecture formats often lead to passive learning. The virtual-hybrid approach inspires students to take charge of their educational journey, thereby enhancing learner agency.

    Synchronous milestone meetings ensured students remained accountable and on track, while asynchronous videos allowed them to review content at their own pace. Many students observed that revisiting instructional videos before project discussions greatly boosted their comprehension and confidence.

    1. Real-World Preparation

    Virtual-hybrid delivery reflects the realities of modern workplaces, where professionals are increasingly engaged in hybrid and remote work environments. By embracing this model, students acquire academic knowledge while developing essential skills in virtual collaboration, digital communication, and self-directed learning.

    The course redesign was based on industry research regarding optimal meeting structures, which indicates that smaller, focused discussions promote greater engagement and enhance problem-solving. I implemented smaller team-based milestone meetings instead of large, passive online lectures, ensuring each student actively participated. This change aligns with corporate best practices. It equips students with skills that are directly transferable to contemporary work environments.

    1. More Effective Feedback

    One of the most significant innovations in this course redesign was using screencast technology for project feedback. Rather than traditional written comments, students received comprehensive, video feedback. I guided them through their submissions, emphasizing strengths and areas for improvement. Students overwhelmingly preferred this method, with 90% indicating that video feedback was clearer and more personal than written comments. The combination of seeing and hearing the feedback, along with visual annotations, created a more interactive and engaging learning experience, making it easier for students to refine their work.

    Challenges and opportunities

    While virtual-hybrid learning offers significant benefits, it also presents challenges. Although students appreciated the flexibility of self-paced videos, some struggled with motivation and time management in effectively navigating the course requirements.

    Another challenge is ensuring equitable access to technology. Not all students have access to high-quality devices or reliable internet connections. This can affect their ability to engage fully in virtual-hybrid courses. Institutions must invest in digital infrastructure and support systems to ensure all students can participate effectively.

    Applying virtual-hybrid models across disciplines

    Although this article focuses on an entrepreneurship and innovation course, the principles of virtual-hybrid learning can be applied to various disciplines. This model can benefit any course, including experiential learning, teamwork, and applied projects.

    • Engineering courses can incorporate virtual design labs, simulation software, and milestone meetings for project-based assessments.
    • Medical and healthcare programs can integrate asynchronous case studies with live virtual discussions on clinical applications.
    • Humanities and social sciences can include digital storytelling, virtual peer feedback collaboration, and instructor-led discussions.

    A new era of learning

    The success of the virtual-hybrid delivery model in Entrepreneurial Thinking and Innovation underscores its remarkable potential. The one-size-fits-all, lecture-heavy educational approach is becoming obsolete. Today’s students thrive in dynamic, technology-enhanced environments that prepare them for hybrid workplaces and the future of work.

    As educators, we have both an opportunity and a responsibility to rethink traditional teaching methods. Virtual-hybrid delivery presents a path forward for a more adaptable and impactful education. Having experienced the transformative effects of this approach firsthand, I can confidently assert that virtual-hybrid delivery can be a game changer for the future of higher education.

    Learn more about how hybrid-virtual learning fosters engagement and critical thinking by watching Professor MacKenzie’s webinar, part of our 2025 Empowered Educator Virtual Conference.

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  • videos-in-mindtap-for-education – The Cengage Blog

    videos-in-mindtap-for-education – The Cengage Blog

    Reading Time: 3 minutes

    As a professor, I specifically use education TeachSource videos located in the MindTap Learning Path to enhance online lectures and provide students with a “hands-on learning” component.

    However, my students were neither engaging in assignment completion nor providing full answers. Then, I had an “aha” moment, highlighting a common challenge in online education: students need to move beyond surface-level responses towards deeper analytical engagement. My mindset changed from teaching to mentorship.

    To foster genuine analytical thinking in application assignments — especially relating to real-life experiences — I’d consider the following approaches in combination with the use of TeachSource videos:

    Design open-ended, contextualized prompts

    Instead of questions that can be answered with one or two sentences, or mere definitions, frame prompts around real-world scenarios that require students to analyze, evaluate, and apply concepts. For example, in my early childhood education courses using MindTap, I ask students to: “Describe a situation in your classroom or community where you encountered a child throwing a tantrum over something they wanted which was not in their best interest —  aka: noting a specific concept which is applicable. How would you address the challenges in this video situation using what you have learned in this chapter?”

    Encourage reflection and connection

    As the previous example states, ask students to connect theory with personal experiences or current events. This invites them to reflect critically and relate abstract ideas to concrete situations, deepening understanding. In teaching and learning, we call this reflective thinking. This involves critically analyzing one’s own thought processes and experiences to deepen understanding. In the end, educational psychology tells us that the transfer of learning applies abstract ideas or principles to concrete, real-world situations. This enables learners to generalize knowledge beyond the original context. Together, these processes help learners deepen their understanding by connecting theory with practice through critical reflection.

    Use scaffolded questions

    We understand that our students might be at different levels when it comes to understanding a theory or concept. So, how do we use TeachSource videos to share teaching concepts?

    Start with pre-assessment questions of basic application. In basic application, you identify what the learner’s knowledge of the concept in the video is.

    Then, progress towards deeper analysis. For example:

    • Step One: Identify the concept in a scenario (basic application).
    • Step Two: Explain why it is relevant (interpretation).
    • Step Three: Propose alternative solutions or outcomes (evaluation and synthesis).
    • Step Four: Post assessment of learning outcomes.

    Role playing in class or online

    Role playing is a concept that’s important to scaffolding the “transfer of learning.” For example, a future education student is wired with curiosity to imagine what their classroom will look like and how they will interact with future students. Instructors can create this experience for them in a variety of ways. Linking our teaching of real-life experiences to standards of learning provides the opportunity for instructors to role play. It provides the opportunity to fail and learn from real world mistakes. Therefore, students can develop more marketable skill sets.

    Linking workforce standards to teaching and learning

    We discussed role playing, but how do we link real life to workforce standards using TeachSource MindTap videos? In my early childhood course, I link all course concepts to the National Association for the Education of the Young Child (NAEYC) Professional Standards. This process begins in the syllabus but also in the course shell modules built around MindTap. By doing so, students can see themselves as future employees.

    In conclusion, closing the learning process gap means we teach with purpose and in a systematic cycle. Therefore, my teaching has become a cycle of learning, rather than just a video assignment linked to chapter information. MindTap TeachSource videos happen to be my vehicle for the transfer of learning.

    Dr. Maria C. Rutherford is a Full Professor at Bluegrass Community and Technical College and Cengage Faculty Partner.

    Explore our full education course offerings by downloading the course guide.

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  • ai-transforming-student-engagement-in-the-online-classroom- The Cengage Blog

    ai-transforming-student-engagement-in-the-online-classroom- The Cengage Blog

    Reading Time: 3 minutes

    Let’s be real — online teaching isn’t about dumping lecture notes into a learning system and calling it a day. If we want students to actually engage, grow and retain what we teach, we’ve got to meet them where they are with tools and strategies that turn passive screens into powerful learning spaces.

    This is at the heart of our Spring 2025 Empowered Educator recorded webinar session, “Interactive Learning Redefined With A.I.”

    During our session, we explored tools and mindsets that make all the difference, whether you’re just starting as an educator or looking to breathe new life into your virtual classroom.

    Let’s talk about the “why”

    We’re teaching in an era where attention spans are short, expectations are high and personalization is the norm. Students don’t just want to listen. They want to participate, problem-solve and feel seen. The combination of interactive learning and Generative AI (GenAI) makes this not only possible, but sustainable.

    Interactive learning: Real-time tools that work

    Forget static slides. The key is giving students something to do, not just something to watch. Some of the most effective, real-time strategies listed in the CID Quick Tip Guide were explored during our session:

    Synchronous engagement ideas:

    • Live polls and Q&A: Check comprehension on the fly.
    • Gamified quizzes (Kahoot, Mentimeter): Turn reviews into fast-paced competitions that stick.
    • Virtual whiteboards (like Miro or Padlet): Co-create visuals in real time.

    Asynchronous options that still feel real:

    • Scenario-based videos and interactive PDFs help students explore at their own pace.
    • Reflective prompts build deeper understanding.
    • Gamified modules with badges or levels give students a sense of progress and motivation.

    This kind of learning keeps things dynamic, allows for quick feedback and, best of all, shows students you’re in it with them.

    How GenAI changes the game for personalization

    Now, here’s where we level up. AI isn’t just about automation — it’s about tailoring the learning journey to meet each student where they are. In our session, we explored ways to:

    • Use GenAI to generate custom study guides or quizzes based on student progress, ensuring that the use of copyrighted material falls within your license or other legal parameters.

    It’s like having a digital co-teacher who’s always ready to personalize.

    The evidence is in

    We also dove into case studies and data from real classrooms where these approaches led to:

    • Higher engagement and retention
    • More frequent participation
    • Better overall comprehension
    • Improved digital and collaborative skills

    When students feel included and in control of their learning, outcomes naturally improve.

    Final thoughts: Teaching that connects

    In the end, this isn’t just about tools or tech. It’s about creating experiences where students feel challenged, supported and seen.

    Watching this session on transforming student engagement in the online classroom will more than inspire you. You’ll learn how to:

    • Integrate interactive strategies with your LMS.
    • Engage with gamified quizzes, reflective prompts and real-time activities.
    • Evaluate your current engagement strategies and plan next steps.

    Let’s create classrooms that aren’t just digital — but dynamic.

     

    Written by Dr. Clevester Moten, Business Instructor at Jackson College and James Bender, Adjunct Instructor at Jackson College. 

     

    Dr. Clevester Moten is a transformative educator, scholar and thought leader whose research and work focus on equity, leadership and systemic reform. With more than 20 years of leadership spanning public, private and nonprofit sectors, he specializes in fostering collaboration and addressing societal challenges. Dr. Moten holds advanced degrees in public policy and business administration.

     

     

     

    Watch Dr. Clevester Moten and James Bender’s recorded webinar session, “Interactive Learning Redefined with AI,” part of our Spring 2025 Empowered Educator series, to learn more about transforming student engagement in the online classroom. 

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  • leveraging-ai-empowering-students-to-enhance-discussion- The Cengage Blog

    leveraging-ai-empowering-students-to-enhance-discussion- The Cengage Blog

    Reading Time: 2 minutes

    In recent years, artificial intelligence (AI) has rapidly integrated into the world of business, with higher education being no exception. According to recent Cengage research, 92% of higher ed instructors and 83% of students say it’s important to include AI literacy in courses, partly because 84% of students believe AI skills proficiency is important for future employment.

    AI tools, such as ChatGPT, Liner, Gemini and other similar platforms, are becoming influential in reinforcing student learning. They can help contribute to the generation of ideas, provide unique perspectives and facilitate deeper engagement with course resources. For example, students can use AI to enhance discussions, discover helpful images and content and improve their critical thinking skills. However, it’s necessary to consider AI integration thoughtfully and responsibly to make the most of its benefits while abating potential barriers.

    Enhancing critical thinking through AI

    One of the substantial benefits of integrating AI into the classroom is its capability to foster critical thinking. By offering students various viewpoints on a topic, AI encourages them to explore, compare and contrast different arguments. This process not only deepens their understanding but also sharpens their analytical skills. Additionally, AI can generate prompts that guide students to ask more reflective, intuitive and probing questions, further increasing scholarly interest in a topic.

    Ethical considerations and academic integrity

    Even with its benefits, the ascent of AI in academia has raised concerns about academic integrity. When it comes to the risks and ethics of AI, 82% of instructors Cengage surveyed are concerned about academic integrity (cheating, plagiarism). To tackle these concerns, educators must determine well-defined instructions on ethical AI use, emphasizing the importance of originality and proper citation of AI generated content. This methodology ensures that students explore AI responsibly, maintaining integrity in their academic efforts.

    Supporting diverse learning styles

    AI’s malleability makes it a valuable tool for accommodating various styles of learning. Visual learners can benefit from AI-generated illustrations and graphs, auditory learners from audio abstracts and kinesthetic learners from interactive engagement. By tailoring learning to these diverse needs, AI can create a more stimulating learning environment, enhancing intellectual capacity and student persistence.

    Long-term goals for integrating AI into the classroom

    Looking ahead, institutions should aspire to develop a viable AI-integrated curriculum that progresses with technological improvements. Continuous enhancement and innovation are essential, as is the creation of AI literacy programs for both students and faculty. Such initiatives will guarantee long-term expertise and certainty in leveraging AI effectively, preparing the academic world for a future where AI plays an integral role in education and the business world.

    Conclusion

    The integration of AI into higher education proposes a transformative opportunity to enrich synchronous and asynchronous discussions, while cultivating critical thinking. By embracing AI responsibly and ethically, educators can equip students with the skills and strategies to engage more meaningfully with course content, ensuring they are well prepared in an increasingly digital environment.

     

    Written by Dr. Neisa Jenkins, Professor at DeVry University

    Interested in practical strategies for integrating AI as a resource in discussion-based learning? Watch Dr. Jenkins’ webinar, “Leveraging AI: Empower Students to Enhance Discussion,” part of our Spring 2025 Empowered Educator series.

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  • Two More Ways Faculty Are Using AI

    Two More Ways Faculty Are Using AI

    Reading Time: 3 minutes

    We recently shared three ways faculty are using generative AI (GenAI) to help them handle the more administrative aspects of their roles — gleaned from ongoing research that culminates in our annual Faces of Faculty report. This comprehensive report explores the professional landscape, challenges, and opportunities facing today’s higher education faculty. Over the past few years, we’ve learned that GenAI has enjoyed popularity among early adopting educators as: a tool for jumpstarting ideas and conversations with students; to help with differentiation of instruction for different learning levels and styles; and a tool for automating feedback. We’ve also learned that around half of instructors now hold a positive view of GenAI, up from just 28% in 2023, and we expect that the number is continuing to rise as more educators experiment with the tech.

    What are some other ways in which higher education faculty are using AI to lighten their professional loads? Here are two more use-cases we learned about: 

    GenAI to combat plagiarism and cheating

    Since GenAI arrived on the higher education scene in a meaningful way, faculty have been understandably frustrated by the ways in which students can use it to cheat and plagiarize the work of others. In fact, 82% of faculty in a recent report expressed concern about academic integrity and AI. An adjunct in Washington told us, “When students rely on AI instead of learning to write and study, they learn less. This is like giving kids a calculator before they know what it even means to add and subtract…” 

    Yet, we’re hearing from educators that a “fight fire with fire” approach can be really effective at combating plagiarism and cheating. Importantly, this involves having honest conversations with students about academic integrity and the value of original work and critical thinking. Many faculty are spending time explaining to students that while GenAI tools are often appealing as a quick fix, using them to cheat and plagiarize will only harm their chances of  academic success. Others are going beyond theory and integrating AI tools into their lessons; effectively asking students to use AI in an integral way, without sacrificing originality. 

    Some are taking it a step further, though, and are using AI to stay a step ahead of the cheaters by thinking as they do. Faculty are often cued into the possibility of plagiarism by virtue of essays and responses that contain verbatim key terms from prompt phrases, or by stilted and inauthentic word choice and syntax. Running a page of text through an AI detection tool can quickly flag which sentences, concepts or phrases have been “lifted” straight out of ChatGPT or other GenAI platforms. One article suggests that educators subtly obtain a baseline sample of each student’s authentic writing style and capabilities at the start of the term, so that any potential plagiarism becomes far more obvious. 

    A faculty member at Purdue summarized the nature of the plagiarism challenge in a blog post.  “I realized that 80-90% of the assignment I had created for my courses could now be readily answered by AI…We are now thinking about how we can make our courses both AI-amplified and AI-resilient.”  

    AI for routine administrative tasks 

    “Judicious use of AI tools will make many tasks less burdensome. Good AI results depend on detailed and well-crafted prompts.” – Instructor, North Carolina

    In 2023, over half (58%) of instructors reported wanting to use AI for administrative tasks. As the overall popularity of GenAI has risen among educators, we expect that more and more are also now using GenAI tools to lessen their admin burden. What does this look like, and how can faculty use AI to make professional life easier on the administrative side of things? 

    A few AI-powered tasks we heard about from survey respondents include:

    • Scheduling office hours or emails

    AI calendar features can help educators optimize their workday by scheduling time blocks that are based on patterns and urgency. It can also deploy automated responses to routine student queries based on certain words and phrases. This simple use-case allows educators to find better work-life balance, avoid scheduling conflicts, and divide their time and attention fairly among the students and situations that most require it.

    • Reviewing and refining recommendations, resumes and cover letters

    Asking AI to write a recommendation, resume or cover letter borders on the unethical, but using AI to review these documents and suggest enhancements seems like a smart use of time and technology, and one that can benefit students while saving educators time.

    • Building reading lists or providing additional learning resources

    While its results aren’t always perfect, GenAI pulls from a virtually infinite pool of resources to generate lists and recommendations for users. So, no matter how seasoned or well-read an educator may be, AI can offer a helpful starting point for suggesting comprehensive resources and reading material that can benefit students.

     

    Wondering how else AI can support you?

    Check out our part 1 article: “Three Ways Faculty Are Using AI to Lighten Their Professional Load.“ It highlights three practical ways instructors are putting AI to work — helping them save time, streamline tasks and refocus on what matters most.

     

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  • the-power-of-mindtaps-college-success-factors-index-csfi – The Cengage Blog

    the-power-of-mindtaps-college-success-factors-index-csfi – The Cengage Blog

    Reading Time: 5 minutes

    As an avid user of Cengage’s MindTap online learning platform for over 10 years, I have tried about every feature it has to offer. Through my role as Chair of English and Study Skills, I am constantly tracking student data and implementing new ways to improve performance measures. In recent years, I have relied heavily on my favorite feature in MindTap, the College Success Factors Index (CSFI). By including it in our study skills courses, I’ve had the privilege of witnessing firsthand the transformative impact it has on student success.

    Understanding student pain points

    The transition to higher education can be a daunting experience for many students. My “babies,” as I call them, often mention challenges they face that extend beyond academic rigor, encompassing a wide range of factors such as time management, study habits, and emotional well-being. These challenges can significantly impact student success, leading to lower grades, decreased motivation, and even withdrawal from courses or institutions.

    The CSFI solution

    The CSFI is a comprehensive assessment tool designed to evaluate students’ readiness for academic success. Most student success tools only measure or discuss a student’s academic journey. The CSFI addresses students’ holistic development by examining cognitive, social, and emotional factors that can impact success. Students complete a 100-statement, self-scoring survey that assesses 10 distinct factors:

    1. College Involvement: Success in college is often defined by the levels and degree of one’s participation with peers and faculty. College involvement also includes being familiar with student organizations, or volunteer work, class research projects, and other college activities.
    2. Competition: Competition is a student’s need to know, learn and take pride in competition related to academic tasks. Academically assertive students have the internal motivation, resourcefulness, competitive drive, and desire to collaborate with others to succeed in college and the workplace.
    3. Expectations: To demonstrate thoughtful goals and decision-making processes, coupled with a plan of action for completing class projects and assignments, and attaining career goals.
    4. Family Involvement: Family/partner encouragement, acceptance, and emotional and financial support are important for college success.
    5. Persistence: Persistence is the will and energy to complete a task or skill through diligence, practice, and extra effort.
    6. Precision: Precision is thinking and applying the detailed and repeated measurement of technical, computer, and internet skills for college success.
    7. Responsibility and Control: Students who take responsibility and control in college succeed. They feel confident and assured regarding their classes, careers, and projects.
    8. Task Planning: Successful students set goals and complete their assignments in their courses of study. They follow step-by-step study practices within specified periods and take pride in the grades earned.
    9. Time Management: Time management relates to the development of skills and techniques such as prioritizing events, establishing calendars and schedules. Learning to assign realistic time limits to class assignments, studying, work, family, and social activities lead to effective time management.
    10. Wellness: Wellness means having positive attitudes and consistent practices of physical, emotional, and stress parameters in one’s college life.

    Benefits for students

    The CSFI offers a multitude of benefits to students, empowering them to take control of their academic journey:

    • Self-Awareness: By completing the CSFI, students gain valuable insights into their strengths and weaknesses. This self-awareness allows them to identify areas where they may need to improve and develop targeted strategies to enhance their skills.
    • Personalized Support: Instructors can leverage the CSFI results to provide tailored support and guidance to each student. This personalized approach ensures that students receive the specific help they need to succeed.
    • Targeted Interventions: The CSFI can identify students who may be at risk of academic difficulty. By proactively addressing these students’ needs, instructors can prevent potential problems and promote student success. You can even set up early alerts based off this feedback!
    • Skill Development: The CSFI can be used to guide students towards resources and activities that can help them develop critical skills such as time management, study habits, and test-taking strategies.
    • Resource Connection: Because the CSFI details where students may struggle, you can determine the best resources and connect students to them early on. Doing so can help students improve their CSFI results from pre- to post-test.
    • Enhanced Motivation: By setting clear goals and tracking their progress, students can stay motivated and focused on their academic pursuits.

    Benefits for administrators

    The CSFI is seamlessly integrated into MindTap, making it easy for students to access and complete. Once the CSFI is completed, students gain access to their report immediately and can download it as a PDF. Instructors can download reports for their individual sections. There’s also an administrator link where a report can be pulled for all students across a department, division, or institution. By having access to admin reports, you can provide:

    • Personalized Advising: Leverage CSFI assessment results to personalize student advising. During advising sessions, discuss individual strengths, challenges, and goals revealed by the assessment to create tailored academic plans. This includes guidance on course selection, major exploration, and career pathways. Regular follow-up meetings will help students maintain progress and address any new concerns. These reports can help advisors, faculty mentors, program chairs, and enhance any First Year Program.
    • Student Success Workshops: Host workshops and seminars informed by CSFI results to address shared student challenges. These sessions can cover topics such as study strategies, goal setting, wellness, financial literacy, and career readiness. Equipping students with these skills and knowledge will contribute to their overall success and well-being. CSFI results can also facilitate the creation of peer support groups by matching students with similar needs and challenges. This is especially important for students who score low in the “Family Involvement” category.
    • Faculty Collaboration: Disseminate CSFI results to faculty. This can improve their understanding of student needs and inform the integration of supportive strategies into their teaching practices. This collaboration can create more supportive and engaging classroom environments, promoting student success. The results can also guide professional development offerings, course design, and instructors’ approaches to student learning.
    • Continuous Monitoring and Evaluation: Continuously evaluate the effectiveness of CSFI-informed interventions and support programs. Monitor student progress, retention rates, and academic performance to assess the impact of these initiatives. Use this data to drive decision-making and continuously enhance student support and success outcomes. Use the CSFI data to your benefit! It can be used to supplement program data, class statistics, or even shape an institution’s Quality Enhancement Plan (trust me – I know!).
    Image of an Administrator CSFI Report

    Conclusion

    Cengage’s CSFI is a truly innovative feature that has the potential to revolutionize the way we approach student success. By providing valuable insights and personalized support, the CSFI empowers students to overcome challenges, develop essential skills, and achieve their academic goals. As an educator and a student advocate, I wholeheartedly endorse the CSFI as a powerful tool for fostering student success. Sometimes, the first step is just getting students to open and admit what they are struggling with, both in- and outside the classroom. The CSFI as a self-assessment encourages those conversations.

    Want to connect?  Reach out.

    Explore CSFI helpful videos:

    Completing CSFI Assessments (Student)

    Reviewing Student Results (Instructor)

    Understanding Your Results (Student)

    CSFI Administrator Results (Admin)

    Written by Dr. Jenny Billings, Chair of ACA (Study Skills), DRE (Developmental Reading and English) and ENG (Curriculum English) at Rowan-Cabarrus Community College in Concord and Salisbury, North Carolina. 

    Interested in learning more about how to use the CSFI tool? Check out Dr. Billings’ walkthrough of the feature in MindTap.

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  • generative-ai-in-online-education – The Cengage Blog

    generative-ai-in-online-education – The Cengage Blog

    Reading Time: 3 minutes

    The rapid advancements in generative artificial intelligence (GenAI) are reshaping education, offering innovative tools for content creation, adaptive learning, and instructional strategies. GenAI models, such as ChatGPT, assist educators by generating structured lesson plans, assessments, and multimedia content, reducing workload and enhancing efficiency. These tools also support adaptive learning by personalizing content to match students’ strengths and learning gaps, increasing engagement and knowledge retention.

    However, the integration of GenAI presents ethical and legal concerns, including potential biases in AI-generated content, violation of the copyrights held by content creators and data privacy risks. Responsible use, complemented by human oversight, is essential to maintaining educational integrity. Successful applications of GenAI demonstrate its potential to expedite course development and create engaging digital learning experiences. Striking a balance between innovation and ethical considerations ensures AI enhances, rather than replaces, human-led teaching.

    Content creation and lesson planning

    GenAI streamlines lesson planning by allowing educators to input objectives and receive lesson plans tailored to learning goals. In fact, recent Cengage research cites lesson planning as a use-case for how teaching and learning can be supported by AI. While this functionality can save instructors valuable time and ensure their subject needs are met, it’s important to ensure that the use of copyrighted material falls within your license or other legal parameters.

    Additionally, AI-generated assessments support MOOCs, or Massive Open Online Courses, by facilitating adaptive and interactive course components, bridging the gap between large-scale online instruction and personalized learning. GenAI ensures lessons cater to diverse learning styles, enhancing accessibility and retention by integrating various formats, text, video and interactive activities.

    Adaptive learning and personalization

    AI can help assess and target students’ individual learning needs, enhancing student motivation and academic outcomes. Real-time feedback mechanisms allow learners to self-assess progress and focus on areas needing improvement, particularly beneficial in large-scale online courses. Additionally, GenAI can help personalize study materials, such as quizzes and practice tests, ensuring students learn at their own pace while maintaining engagement. When following copyright laws, these advancements help bridge gaps in traditional online learning, where standardized content may not meet diverse student needs.

    The future of AI in online education

    The use of AI in asynchronous learning is revolutionizing how educators develop content. With AI-driven tools, instructors can create high-quality, interactive, and accessible video lectures without the steep learning curve of traditional production methods. As technology continues to advance, AI will play an increasingly pivotal role in shaping the future of online education.

    For educators looking to simplify their lecture creation process, adopting AI tools is a game-changer. Instructors can focus more on teaching and less on technical production, ultimately providing students with a more engaging and effective learning experience.

    Ethical considerations and challenges

    While GenAI enhances education, ethical matters must be addressed. AI systems often rely on extensive data collection, raising privacy concerns that necessitate stringent safeguards. Moreover, biases in training data can result in skewed educational content, underscoring the need for careful dataset curation.

    Another challenge is the risk of over-reliance on AI-generated materials. While AI can assist in lesson planning and content development, human oversight remains critical to ensure contextual understanding and engagement. AI-based assessment tools, though efficient, may fail to interpret nuanced student responses accurately, necessitating human intervention to maintain fairness in evaluations.

    Conclusion

    Collaboration between educators, policymakers, and AI developers is crucial in establishing best practices that optimize AI’s benefits while mitigating risks. A balanced approach — leveraging AI’s efficiency while preserving human oversight — can foster an equitable, innovative, and effective learning environment.

    Follow Matt Larcin, subscribe to the Age of AI in Higher Education newsletter and visit www.mattlarcin.com.

    Written by Matt Larcin, Senior Instructional Designer, University of California, Los Angeles 

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  • How AI is Changing the Way I Teach Business Law

    How AI is Changing the Way I Teach Business Law

    Reading Time: 5 minutes

    AI has taken the world by storm, and the education field is no exception. After over two decades teaching at The Paul Merage School of Business at the University of California, Irvine, I have seen lots of changes related to curriculum, teaching resources and students. However, I’ve seen nothing quite like the wave of AI tools popping up in classrooms. It’s exciting, a little daunting and definitely something we all need to talk about.

    So, here’s the deal: I’m not an AI expert. But I have spent a lot of time experimenting with AI, learning from my mistakes and figuring out what works and what doesn’t. I’d like to share some of these experiences with you.

    AI in education: What’s the big deal?

    AI is already here, whether we’re ready for it or not. According to Cengage research, use of AI has nearly doubled among instructors, from 24% in 2023, to 45% in 2024. Many of us are using AI to create lectures, craft assignments and even grade assessments. The challenge is not whether we adopt AI. Rather, it’s doing so in a way that enhances our students’ learning outcomes, while maintaining academic integrity in our courses.

    In my online undergraduate business law course, I have always required my students to take written assessments, where they analyze a set of facts to reach a legal conclusion. Not only am I trying to teach them the principles of law, but I want them to improve their writing skills.

    A shift in focus

    A few years ago, I noticed a subtle increase in the overall scores for these written assessments. I have taught this course for over 20 years, so I knew what the historical scores were. Looking into it further, I started hearing about how some students were using ChatGPT in their courses. This got me wondering whether some of my students had already been using it to take my written assessments. Quick answer: yes, they were. This now presented a problem: what do I do about it? In an online course, how can I prohibit the use of AI tools on a written assessment while effectively enforcing that ban?  I shifted my focus from policing and enforcing a ban on the use of AI in my courses to teaching my students how to use AI responsibly.

    Teaching students to use AI responsibly

    In my course, I developed assignments called “Written ApprAIsals.” These three-part writing assignments combine traditional learning with AI-assisted refinement. These teach students how to use AI responsibly while improving their critical thinking and writing skills. Here’s how it works:

    Step 1: Write a first draft without AI

    Students are given a law and related news article about a current legal issue. They must write a memo which analyzes the constitutionality of this law. I also provide them with guidance on utilizing the standard legal memo format, known as IRAC (Issue, Rule, Analysis, Conclusion), to help organize their thoughts and writing.

    Students are permitted to use whatever materials they have, including eBooks, my lecture videos and outlines, Cengage’s online learning platform, MindTap and its resources, and any other information they ethically obtain online. But, they’re not permitted to use AI.

    The purpose of this first draft is for them to demonstrate the foundational knowledge they should have already learned. Students must attest to completing this first draft without using AI, and it’s worth 30% of the total “Written ApprAIsal” grade.

    Step 3: Integrate AI to resolve deficiencies

    Once I have given them feedback on their first drafts, students are required to use AI to improve their first draft. Students must submit the URL to their AI queries and responses (“AI log”). Or less ideally, they can submit a PDF or screenshot of them. I can assess the effort they put in, evaluate their queries, and provide guidance on how to more effectively use AI. This part is worth 40% of the total “Written ApprAIsal” grade.

    Step 3: Use AI to help write a final draft

    Using what they’ve obtained from AI, along with my feedback, students must transform their first draft into an improved final draft. Students are permitted to continue using AI as well.  They must turn on track changes in their document so I can see what changes they’ve made to the first draft.

    Why has this approach worked in my course?

    1. It makes students aware of my familiarity with AI and how it’s used. Students now know I am on the lookout for improper usage of AI in our course.
    2. It encourages their acquisition of foundational knowledge. Students quickly figure out that they must know the basic legal principles. Without them, they will have no idea if AI is providing them with inaccurate information, which can happen sometimes, especially when it comes to legal cases
    3. This approach promotes academic integrity. Students recognize their first drafts must reflect their genuine understanding. There is no benefit to using AI for the first draft. Because the remaining parts are based on their use of AI to improve the first draft, there will not be much room for improvement if the first draft is too good. And because students must submit their AI logs, I can easily ascertain if they actually did the work.
    4. Students build necessary skills for their future careers. They can improve their writing and analysis skills in a low stakes’ way, while receiving useful feedback.
    5. It helps me focus my efforts on helping them understand the law, rather than having to enforce a ban on the use of AI.

    Issues related to this approach

    It takes a lot of effort to find the right law and related news article to use. Not only does the law have to be current, but it also must be interesting and relevant to the students. Legal issues must be presented in a way which are factually neutral to avoid bias. And, the news articles must be factual and not cluttered with distracting commentary or opinions.

    Additionally, rapid feedback is required. With up to 150 students in my course, I only have a little more than 24 hours to turn around written feedback and comments on their first drafts and AI logs. Frankly, it can be overwhelming.

    Tips on integrating AI into your course

    I have learned a few things along the way about integrating AI into my courses.

    Establish clear rules: Be upfront and clear about when, and how, AI can be used. Stick to those rules and enforce them.

    Consider accessibility: Not every student has easy or affordable access to AI tools. Make sure you have alternatives available for these students.

    Teach foundational knowledge first: Students need to know the core concepts so they can critically evaluate any AI-generated content.

    Require transparency: Students must show how they used AI. It is a great way to keep them honest.

    Be flexible and open to experimentation, most importantly: Mistakes are inevitable. There will be times where something you thought would work just doesn’t. That’s ok. Adjust and keep innovating.

    Final Thoughts

    AI is here to stay, and that’s not necessarily a bad thing. AI is a tool that can help students learn. But, it’s up to us to show our students how to use AI responsibly. Whether it’s helping them improve their writing skills, gain foundational knowledge or develop critical thinking skills, AI has so much potential in our courses. Let’s embrace it and figure out how to make it work for each of us.

    Got ideas or experiences with AI in your courses? Let’s connect. I would love to hear how you are using it!

    Machiavelli (Max) Chao is a full-time Senior Continuing Lecturer at the Paul Merage School of Business at the University of California, Irvine and Cengage Faculty Partner. 

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  • Simulations and AI: Critical Thinking Improvement

    Simulations and AI: Critical Thinking Improvement

    Reading Time: 4 minutes

    As an educator teaching undergraduates and graduates, both online and face-to-face, it’s always a challenge to find meaningful ways to engage students. Now that artificial intelligence has come into play, that challenge has become even greater. This has resulted in a need to address ways to create “AI-proof” assignments and content.

    Simulations in different types of courses

    According to Boston College, simulations are designed to engage students “directly with the information or the skills being learned in a simulated authentic challenge.” In my teaching over the past decade plus, I have gone from using simulations in one primary operations management course to using them in almost every course I teach. And I don’t necessarily use them in a stand-alone assignment, although they can be used as such. How I use a simulation is course dependent.

    Face-to-face

    In some face-to-face courses, I will run the simulation in class with everyone participating. Sometimes I will have teams work in a “department,” or have true, open discussions. Sometimes I will run the room, ensuring every single student is paying attention and contributing. Using simulations in this fashion gives flexibility in the classroom. It shows me who truly gets the concepts and who is going through the motions. The dynamic of the class itself can dictate how I run the simulation.

    Online

    In online courses, I typically assign simulation work. This can be one simulation assignment or a progressive unit of simulations. It’s a great way to see students improve as they move through various concepts, ideas, and applications of the topics covered. Creating assignments which are both relative to the simulation and comparative to the work environment make assignments AI-proof. Students must think about what they have actually done in class and relate it to their workplace environment and/or position.

    Why simulations work for all levels

    There are many simulations that can be used and incorporated in both undergraduate and graduate level courses. As much as we don’t think of graduate students relying on AI to complete work, I have seen this happen multiple times. The results aren’t always ideal. Using simulations at the graduate level, and ensuring your assignments reflect both the simulation and real-world comparisons, can help your students use AI to gather thoughts, but not rely on it for the answers.

    Student benefits

    Using simulations will have many benefits for your students. I have gotten feedback from many students over the years regarding their ability to make decisions and see the results that simulations give. My capstone students often want to continue running the simulation, just to see how well they can do with their “business.” I have had students in lower-level management courses ask me how they can get full access to run these when I have them as “in-class only” options. The majority of feedback includes:

    1. Anything is better than lecture!
    2. Being able to see how students’ decisions impact other areas can be very helpful for them. They actually remember it, enforcing more than reading or watching can do.
    3. Students want more simulations throughout their courses, rather than just one or two. They will have the ability to make those decisions and see those impacts. And they feel it will prepare them even more for the workforce.

    As a retention and engagement tool, simulations seem to be one of the best I have found. Are there students that don’t like them? Yes, there always are. Even so, they’re forced to think through solutions and determine a best course of action to get that optimal result. From an instructor’s perspective, there’s nothing better than seeing those wheels turn. Students are guided on how to recover from an issue, and are advised on what may happen if different solutions were attempted. The questions gained are often better than the results.

    Instructor benefits

    For instructors, there are many benefits. As I stated earlier, you can see improvements in student behavior. They ask questions and have a defined interest in the results of their actions. In classes when you have teams, it can become friendly competition. If they are individual assignments, you get more questions, which is something we always want to see. More questions show interest.

    Ease of use

    Although I usually include recorded instructions and tips for simulations in my online courses, I prefer my personal recordings, since I also give examples relevant to student majors and interests. For example, in an entrepreneurial class, I would go through a simulation piece and include how this might affect the new business in the market vs. how it might impact an established business.

    Auto-grading

    When assigning simulations, they are usually auto-graded. This can drastically lighten our workload. I personally have around 150-200 students each term, so being able to streamline the grading function is a huge benefit. However, with this, there are trade-offs. Since I also create simulation-based questions and assignments, there are no textbook answers to refer to. You must know the simulations and be the content expert, so you can effectively guide your students.

    Thoughtful responses

    AI can be a great tool when used productively. But seeing overuse of the tool is what led me to learn more simulations. This adjustment on my end has resulted in students presenting me with more thoughtful, accurate, and relevant responses. Feedback from students has been positive.

    Sims for all industries

    An additional benefit of simulations is that there are basically sims for all industries. Pilot and healthcare sims have existed for a very long time. But even if you only have access to one or two, you have the ability to make it relatable to any field. If you’re like me and teach a variety of classes, you can use one simulation for almost any class.

    Overall success

    I was using simulations before AI became so influential. The extensive and current use of AI has driven me to use more simulations in all of my courses. By adjusting what tools I use, I have been able to encourage more thorough problem solving, active listening and reasoning. Plus, I get strategic and effective questions from my students. The overall results include intense engagement, better critical thinking skills, and content retention.

     

    Written by Therese Gedemer, Adjunct Instructor and Workforce Development Trainer, Marian University, Moraine Park Tech College and Bryant & Stratton College

     

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