Tag: Blog

  • earth-day-2025-virtual-field-trips-feature-earth-sciences-courses- The Cengage Blog

    earth-day-2025-virtual-field-trips-feature-earth-sciences-courses- The Cengage Blog

    Reading Time: 2 minutes

    Each year on April 22, Earth Day invites us to reflect on the beauty, complexity and fragility of our planet. It’s a time to appreciate the natural world, recognize the contributions of the environmental movement and think deeply about how we care for the planet, not just for today but for future generations.

    One of the most meaningful ways we can honor that mission?  Help students see and appreciate the Earth — including its landscapes, features, wonders and history — in new ways.

    Virtual Field Trips in MindTap, an immersive feature for earth sciences courses, provide a unique opportunity for students to do just that.

    Inspiring a deeper connection to our planet

    Virtual Field Trips takes students on an unforgettable journey to some of the most iconic and geologically significant places across the United States. No travel required!

    Through vivid imagery and animation, expert commentary and interactive moments of discovery, students can zoom in on rock formations in striking detail and study patterns shaped over millions of years, as if they were there in-person. Along the way, they can deepen their understanding of key earth science concepts.

    Oh, the places they’ll go

    From towering cliffs to ancient coral reefs, students visit awe-inspiring locations that highlight the planet’s beauty and study critical earth science topics. Field trips include:

    • Igneous Rocks at Yosemite National Park
    • Volcanoes at Hawaii Volcanoes National Park
    • Weathering and Erosion at Arches National Park
    • Sedimentary Rocks at Capitol Reef National Park
    • Fossilization at Petrified Forest National Park
    • Copper Mining at Bingham Canyon
    • Hydrothermal Activity at Yellowstone National Park
    • Deserts at Death Valley National Park
    • Geological Time at the Grand Canyon
    • Depositional Coasts on the US. East Coast
    • Erosional Coasts on the U.S West Coast
    • The Hazards of Living along an Erosional Coast
    • Coral Reef Communities

    These locations are only the beginning, with more soon to come. And they aren’t just destinations, they’re reminders of the Earth’s complexity.

     

    Watch this video to explore this feature for earth sciences courses:

     

    Happy Earth Day

    What started as a movement to raise awareness about environmental issues has grown into a global day of action. It’s a reminder that we’re all connected, and that taking care of our planet is something we can all do — together.

    This Earth Day, let’s inspire students to explore the planet in ways that deepen their understanding and spark that sense of wonder. Thank you for teaching the next generation of explorers, scientists and stewards.

    Discover how you can bring the Earth into your classroom.

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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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  • webassign-boosts-student-pass-rates-in-developmental-math- The Cengage Blog

    webassign-boosts-student-pass-rates-in-developmental-math- The Cengage Blog

    Reading Time: minute

    Melissa Reid, Department Chair at Rowan-Cabarrus Community College, was concerned that students in her developmental math course were lacking critical support from her previous publisher and online learning platform, resulting in discouragingly low pass rate numbers. She was looking for more personalized support that would hopefully jumpstart her students on the pathway to success in future gateway-level math courses.

    “…we were blown away.”

    After switching to WebAssign in the Fall of 2022, Reid saw major improvements in the level of support both students and faculty members were receiving. She was impressed by how easy course setup was, and how efficiently she was able to coordinate with the WebAssign team to develop customized student content. Most importantly, she loved that students were able to enjoy a personalized learning experience and take advantage of various built-in study resources and features, like “Watch Its.”

    The results? Pass rates in Professor Reid’s developmental math course increased by 117% within the span of one semester. Her students are enthusiastic about what WebAssign offers and have been able to develop better concept building skills.

    “After we worked with Cengage to create a developmental design, our pass rates dramatically improved! Students often commented about how they enjoyed all of the resources within WebAssign, like the ‘Read Its’ and ‘Watch Its’.” – Melissa Reid

    Learn more about how WebAssign helped prepare Professor Reid’s developmental math students for gateway-level math courses, while providing critical support along the way.


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  • with-michelle-blesi-author-of-medical-assisting – The Cengage Blog

    with-michelle-blesi-author-of-medical-assisting – The Cengage Blog

    Reading Time: 6 minutes

    Tell us a little bit about yourself and your background (current title, professional milestones, professional history, education, research works, hobbies, etc.)

    I am a Certified Medical Assistant with 39 years of industry and education experience combined. I worked in a family practice clinic for 10 years, emphasizing patient care while completing clinical and laboratory skills. Changing my focus to leadership, I then worked as a lead in the nursing/lab departments and as a Clinical Manager, prior to switching careers. In 2001, I was hired as a full-time educator, Practicum Coordinator and Program Director at Century Community and Technical College in White Bear Lake, MN.

    I have a diploma in medical assisting and am certified through the American Association of Medical Assistants (AAMA.) I also have a bachelor’s degree in psychology and a master’s degree in community psychology. In spring 2005, I completed the TES (Teacher Education Series) courses at the University of Minnesota, earning my teaching license in vocational education.

    I enjoy bringing my career experience into the classroom and making a difference in students’ lives. In addition to being Program Director, I teach both clinical and laboratory courses, a medical assistant refresher course through CECT and Administrative Procedures for Medical Assistants, both in-person and online. Additionally, in my role as the Practicum Coordinator, I oversee all of the clinical externship/practicums for the program. In addition to sitting on numerous committees and work groups over my career span, I have also authored the past four editions of “Medical Assisting: Administrative and Clinical Competencies.”

    In my free time I enjoy hiking, camping, reading, music, gardening, entertaining and spending time with family and friends.

    Tell us about the Medical Assistant program at Century College. What are the most rewarding aspects of teaching the program?

    The Medical Assistant program at Century College has grown significantly since I started in 2001. Originally, I was teaching classes with approximately five students and a total of 8-10 students overall in the program. Today’s classrooms have 20 students in each, for an overall total of 120 students enrolled in the program. We have two courses (Administrative Procedures and Pharmacology) which students can take prior to starting the program. We hold practicums/externships every spring and summer. Fall sessions are available for any students who may have stopped out and returned.

    There are several rewarding things about teaching in the MA program. These include seeing the students understand the concepts, excel at the skills, complete the program course, pass the certification exam and get their first job as a medical assistant. Their success is my success. As of date, I’ve had over 1000 students graduate from the program. I couldn’t be prouder of that fact.

    What are the biggest challenges?

    As for challenges, I’d say the biggest is keeping the enrollment up. We don’t have an abundance of students enrolling. I’d love to see that change. I love seeing high school graduates, people looking for a career change or just people in general who want to contribute and make a change in people’s lives, join the field. Another challenge is teaching up to 20 different levels of students in one classroom and being able to meet the needs of all learners. Depending on their preparedness level prior to joining the program, it can be challenging at times.

    How has the Medical Assistant program changed over the past few years? How have you adapted your teaching to reflect those changes?

    Having to adjust to the learning levels of individual students has been quite a change over the years. I always take it to them and say, “Tell me how you learn best,” and “How can we help you to be successful in your learning path?” We have created language guides using many of the terms found in the coursework to help students comprehend the content better. We have developed an ambassador program within our program where peer-chosen students serve as classroom leaders to assist the faculty with study groups and program outreach.

    I am always researching the best practices and making changes so students can learn better. We survey the students and make changes based off their feedback. We also meet with every single student each semester to work on affective skills. Students set goals to keep their education and learning on track for success.

    How has your work at Century College influenced your work on Medical Assisting: Administrative and Clinical Competencies? What is distinctive about the text? What are your suggestions for instructors getting started with it?

    My work has always revolved around wanting to have the best for the students. My students are great at telling me what they need and how  materials we have help them learn the content necessary to be a successful MA. I wanted a product that made learning easier for both the student and the educator, while including all the required standards and assessments. When I first started in education back in 2001, I couldn’t find a product that had everything I felt students needed or I needed as an educator. I was having to supplement quite a bit and create a lot of my own materials to meet the needs. I was fortunate when I voiced these issues to a Cengage product developer. They were willing to listen and invited me to join them in creating content. Here I am close to 20 years later, continuing to do so.

    “Medical Assisting: Administrative and Clinical Competencies,” 10th Edition is a proven, competency-based learning system with a 40-year history of success. The text associates each learning module with the needs of students and the demands of the workforce. It’s a personalized experience rather than a one-size-fits-all model. The text is written in an interesting, easy-to-understand format and covers the knowledge, skills, behaviors and values necessary to prepare students to become  thriving, multiskilled medical assistants.

    This textbook can be used in a variety of settings:

    • A structured classroom
    • Individualized instruction of learning — much of the content and format is appropriate for self-study
    • On-the-job training in a provider’s office, where the learning package serves as a supplement to employee instruction and as a resource manual
    • Certification exam preparation

    I would advise instructors to ask for training on this product and all the ancillaries that are available with it. Don’t try and do it all alone. There are many educators using the product. There’s also on-demand online training and virtual training that can be set up to help them get started. There are so many tools that can make their lives and educational experience easier.

    How does MindTap connect to your text? How do you use it in your courses? What are your suggestions for professors getting started with MindTap? 

    This textbook also includes an updated MindTap. We’ve reviewed all activities and assessment questions to ensure alignment with the 10th edition objectives.

    New features and updates include:

    • Medical Assisting Virtual Skills activities: Included in select chapters, these activities walk students through performing various skills in the medical office, from effectively addressing patient questions on the phone to assisting with a variety of patient exams and procedures.
    • Medical Office Simulation Software (4.0): This updated software features a Demographics screen, six new activities and ICD-10-CM and CPT codes.
    • Medical Assisting Exam Review Online (4.0): This software is fully updated.
    • Image labeling activities: Each chapter in Unit 2: Anatomy and Physiology of the Human Body includes new image labeling activities.

    I use some of the exercises in MindTap as part of the students’ graded course materials. Some of the content is for student practice only. They can use it at their leisure. The competency checklists are all downloadable and customizable. You can add or remove any content to fit you and your students’ needs. In my student surveys, over 95% comment on how MindTap is one of the best resources they’ve used throughout the program. MOSS is a great way to get students acclimated to electronic record information entry. And the MAERO certification review questions assist my students with passing their certification exams successfully.

    How do you see this text deepening students’ engagement with medical assisting and fostering more active engagement with core concepts? What is the most significant takeaway students will carry with them after using this textbook?

    The text is such a great resource for the students in so many ways. It’s not just a textbook needed for a course. It has a wealth of information that enables them to make connections between the content and the hands-on skills needed to perform the tasks of a medical assistant. I run into students in the field all the time. Over 1000 past students are out in the workforce. They’re still using the text as a resource well after they have completed the program and are employed.

    Having a variety of exercises in MindTap makes learning so much more meaningful and fun for students. I have yet to meet a student who did not find value in the text and the ancillary resources that go along with it. In fact, I hear from employers that use it when past students bring it in to refresh their own employees on updated skills that they may not have been aware of. I like to think of it as a gift that keeps on giving.

     

    Michelle Blesi is a Certified Medical Assistant, Program Director and faculty member in the Medical Assistant Department at Century College. She has a diploma in medical assisting and is certified through the American Association of Medical Assistants AAMA. She also has a bachelor’s degree in psychology and a master’s degree in community psychology. She completed the TES (Teacher Education Series) courses in spring 2005 at the University of Minnesota. She is the recipient of numerous awards, including the 2021-2022 League Excellence Award and the 2016 Minnesota State: Academic and Student Affairs Division Excellence in Curriculum Programming Award.  

     

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  • student-assistant-new-genai-capabilities – The Cengage Blog

    student-assistant-new-genai-capabilities – The Cengage Blog

    Reading Time: 2 minutes

    Since launching the Student Assistant in beta last year, we’ve been working with thousands of faculty and students to train it and bring a personalized learning experience to more students. So, what’s next for this GenAI-powered tool? 

    We’re taking it to the next level. Starting this fall 2025, the Student Assistant will become available to over 1 million students with new capabilities, including integration throughout the learning experience, course offerings across 100+ products and our new AI-powered insights dashboard.  

     Let’s jump in. 

    A quick refresher: Let us reintroduce you to the Student Assistant 

    Leveraging intelligent language models and Cengage-trusted content, the Student Assistant guides students through the learning process within their specific products. Currently, embedded in our online learning platform, MindTap, it provides tailored feedback to help students reach their own solutions, without giving away the answers. We want to support students to not only understand what they’re learning, but apply course concepts with confidence. That’s why this tool was purposefully trained by students and instructors, to ensure academic integrity is at the forefront.  

    Personalized support across learning activities 

    We’ve told you how the Student Assistant personalizes learning. Soon, students can experience that level of comprehensive, personalized support throughout their entire learning experience. The Student Assistant is expanding across various learning activities and can support more difficult question types. Plus, its responses will link to actual textbook chapters, images, videos and other resources. This allows students to instantly connect with their course content and understand exactly what they’re learning.  

    More course options equal more opportunities for students 

    Spanning 100+ products, the Student Assistant will be available to over 1 million students, each with their own set of unique learning needs. We’ve expanded access across our best-selling products, including “Principles of Economics” by N. Gregory Mankiw, “Anatomy & Physiology” by Dr. Liz Co, “Precalculus” by James Stewart and more. With more product offerings and platforms available, we can reach a wider range of students from a variety of key disciplines.

    Allows instructors to look beyond grades with AI-powered insights dashboard  

    The most desired AI use case for 52% of instructors we surveyed is AI that personalizes learning and instruction.  

    Built on real-time interactions from the Student Assistant, our new AI-powered insights dashboard is a tool instructors can utilize to support and meet students right where they’re at in the learning process. Instructors can track students’ learning patterns and increase engagement with personalized, actionable insights on everything from study habits to learning challenges and concept gaps – all before it impacts their grades.  

    The future of learning is looking bright 

    Overall, this expansion will help us create better learning experiences for more students and allow instructors like you to meet their individual needs — so you can support them in their academic journeys and create futures full of opportunity.   

    Want to stay posted on updates about our fall 2025 expansion and learn more about the Student Assistant for your course?  

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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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  • is-a-musician-rediscovering-our-connection-to-sound – The Cengage Blog

    is-a-musician-rediscovering-our-connection-to-sound – The Cengage Blog

    Reading Time: 4 minutes

    As a music professor, my favorite courses to teach are those for non-majors, especially first-year students without formal training in music. They just have a fearless openness to wonder and discovery about them. The first day of class is a blank slate, one full of potential for new ways to think about music.

    Breaking the ice: Who’s a musician?

    I like to start my class with a simple question: “Who in here is a musician?” I scan the room, watching a few hands go up. Pretending to count them carefully, I suddenly take a step back and announce, “Every single hand should have gone up!” A ripple of nervous laughter follows. “No, really!” I insist.

    At this point, everyone looks puzzled. Maybe they’re wondering if they had picked the wrong class. But then, I ask, “How many of you ever sing in the shower? Sing along to your favorite music in the car? Or whistle a tune while walking to class?” Almost everyone nods or raises a hand. “If you do that,” I tell them, “You are a musician!”

    It’s a good icebreaker — a little silly, maybe, but it gets at a serious point: when did we stop considering ourselves musicians? After all, music is such a fundamental human activity. It’s one that’s existed for as long as humans have made sounds. Even before we had structured language, we had rhythm and melody.

    Music: A force for connection and change

    Music is our universal language and — far beyond mere entertainment — its greatest power lies in building community. It’s a role music has played throughout history, from ancient traditions to the rise of modern media. Consider the early days of radio in the United States. For the first time, Americans from different parts of the country were exposed to each other’s music.

    Music is also fundamental to our personal histories. Think about one of the first questions you might have asked on a date: “What kind of music do you listen to?” The answer to that question can wind up shaping the entire evening.

    Back in college, when asked what music I liked, I answered with brutal honesty, even when it worked against me. One night at a bar (sipping a Coca-Cola), someone asked, “What do you listen to?” I excitedly replied, “Gregorian chant!” And just like that, I was out of the running. Even if I got the chance to explain, I could see the realization dawn on them: “Oh, this guy likes really old and really serious church music.” Eventually, I wised up and started answering with something a little more relatable. But the truth is, Gregorian chant is fascinating — a conversation for another time.

    Every piece of music is a cultural artifact

    Going back to icebreakers on the first day of class, I also like to invite my students (newly anointed musicians!) to think of every piece of music as a cultural artifact, just like an archaeologist would examine a shard of pottery.

    Our first day always has music. But before listening, we explore its world — the people who made it, those who heard it, and the significance of its instruments. Every instrument has a personality and a temperament, much like characters in a play. Taking that to heart, music becomes a richer, more connected experience. As an artifact of culture and a creation of the human mind and body, music of every kind is relatable to anyone curious enough to want to know. We are hardwired for it. If you think about it, some of the first music we ever hear is in the womb.

    So, making, analyzing, and listening to music — deeply and critically — are not the privileged purviews of the trained professional. They are for everyone who wants to rediscover and embrace that part of themselves.

    Listening to music

    In “Listening to Music,” 9th Edition, we hope to spark excitement and rediscovery in every reader. Think of it as more of a guide than a textbook.

    What does that mean? Well, I hear some of the most beautiful music just taking a walk in the woods. I hear the birds singing, and their songs are for me as much as for anyone. But I appreciate them so much more if a good field guide directs my listening to things I might not have noticed! Just as a great field guide helps us hear new layers in birdsong, this textbook directs attention to musical elements that might otherwise go unnoticed.

    In our latest edition, we also take an expansive view, featuring not only the biggest “brand names” in orchestras and musicians, but also lesser-known groups and musicians from around the world. And, of course, every piece of music we study is examined as a cultural artifact, helping us understand history, identity, and our place in the world. We move from the broadest historical context down to the fine details of the music itself. And with directed listening (just like listening to birds in a field), we highlight elements that are often noticed subconsciously, but become even more exciting once we recognize them as part of a larger musical language.

    So, remember: Everyone is a musician!

    Written by Lorenzo Candelaria, Ph.D., Professor of Musicology and former Dean of the Blair School of Music at Vanderbilt University. 

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  • ai-powered-teaching-personalizing-online-courses The Cengage Blog

    ai-powered-teaching-personalizing-online-courses The Cengage Blog

    Reading Time: 3 minutes

    Let’s face it: education is changing with technology. But hasn’t it always? Imagine the calligraphy teacher’s grimace at the typewriter. Math teachers and calculators, English teachers and spellcheck, history teachers and Google — instructors quickly adopted all of these tools for their own usage. The same opportunity arises with the explosion of artificial intelligence.

    Personalizing asynchronous courses

    Having been an online student and now leading online courses, I empathize with both sets of stakeholders. Online courses have grown with the availability of the internet and lowered home computer costs. The flexibility asynchronous courses offer is what makes them desirable. Neither party must be in a specific classroom at a particular time. This allows both to work a more convenient schedule.

    The most obvious challenge for instructors is bringing value to the students in a format that lacks the personalization of the classroom setting. Emails and discussion boards don’t communicate with the same personal touch. Recording classroom lectures for a face-to-face class certainly has some merit. The online student gets to hear and watch lectures and discussions. Yet, this might not be a foreseeable solution for instructors without in-person and online sections of the same subject. Also, recorded lectures may give the online sections less time to consume the content than their in-person peers.

    Recorded lecture: the challenges

    Until recently, my modus operandi was recording lectures for online students. I did this in order to replicate what they would get in the classroom, albeit passively devoid of discussion. Unless these videos are reused for different semesters and classes, it still seems inefficient and strangely impersonal. The inefficiency comes from mistakes that I would have laughed off in a live course. However, they certainly became points of frustration when watching myself stumble through a word or phrase that rolled off the tongue effortlessly during the dry run. Sometimes, I didn’t realize my mic was not toggled on. This resulted in a very uneventful silent film. Or someone would interrupt. I don’t think I’ve scratched the surface of all the things that disrupted my attempts. So, I looked for alternative sources for help.

    The power of AI avatars for lecture delivery

    I spent some time dabbling with AI avatars and seeing the potential to adopt the technology. The avatars cross the personalization hurdle by offering lifelike renditions with mannerisms and voice. While the technology is not quite as precise as recorded video, it’s good and getting better. The students have given it positive reviews. It is undoubtedly better than some of the textbook videos I had the unfortunate task of watching in a couple of my online courses as a student.

    Avatars also clear the hurdle of efficiency and frustration. Using an avatar, I no longer have to fret over interruptions or mistakes. The editing is all done in its script. I load what I want it to say, and the avatar says it. No “ums.” No coughs or sneezes to apologize for. No triple takes on the word, “anthropomorphic.” If I’m interrupted, I can save it and return to it later. This enables me to scale my efforts.

    Using Google’s NotebookLM to create AI-generated podcasts

    Depending on your social media algorithm, you were probably privy to people’s Spotify top stats or other creative memes of the phenomenon in early December 2024. Spotify created personal “Wrapped AI podcasts” based on AI’s interpretation of users’ listening habits throughout the year. From a marketing perspective, this is great cobranding for both Google and Spotify, but the instructor’s perspective is why I’m writing. I learned about NotebookLM at a recent conference. The real beauty is that, currently, it’s free with a Google account.

    Evaluating anecdotal evidence from my courses again, the students enjoyed the podcast version of the content. Instructors can add content that they have created and own the rights to, like lecture notes, and two AI “podcasters” will discuss it.

    Because it’s only audio content, students can listen to it anywhere they are with their phones. Some comments that I noted were, “Listening to it felt less like studying” and “It was easy to listen to driving in my car.” This adds another layer of content consumption for students.

    Balancing AI and instructor presence

    Though I offered two technologies to deliver content to students, I do so as supplements to recorded lectures and web meetings. Indeed, in this era of AI, it is easy to become enamored with or apprehensive of this technology. Our students live very digitalized lives. Versing yourself in emerging technologies while still interacting with online students in more “traditional” formats can help you keep up with the times. You can still lean on  tried-and-true education delivery. I think the key is to be willing to try a new technology and ask the students what they think of it. So many educators are worried about replacement, but at this stage in technology, we need to use AI as enhancements. So many digital platforms are using it. Why not use it in online classes responsibly?

    Written by Britton Legget, Assistant Professor of Marketing at McNeese State University and Cengage Faculty Partner.

    Want to learn about Professor Leggett’s unique journey into his current role?

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  • mindtap-coding-labs-build-career-readiness-with-github – The Cengage Blog

    mindtap-coding-labs-build-career-readiness-with-github – The Cengage Blog

    Reading Time: 3 minutes

    Now more than ever, today’s higher ed institutions are prioritizing the fundamental on-the-job skills students will need to thrive in their future careers. In fact, according to our 2024 Graduate Employability report, 69% of education institutions are facilitating internships, cooperative education programs and work-related learning opportunities to provide students with practical experience.

    Experience MindTap with GitHub

    With that in mind, we’d like to share exciting news for computer science instructors hoping to equip their students with real-world career experience. Over the last several months, we’ve made key improvements to MindTap with GitHub Codespaces. GitHub is the world’s leading AI-powered developer platform to build, scale and deliver secure software, allowing your students to practice and code in an actual platform that’s used by coding professionals. By integrating GitHub Codespaces with MindTap, students can complete their coding assignments in an authentic coding lab environment, anytime, anywhere.

    MindTap with GitHub Codespaces not only facilitates learning and practice, but also ensures that your students are well prepared as they enter the job market. By actively using industry-standard coding tools, computer science students gain valuable coding experience and proficiency, positioning them to seamlessly transition into their desired careers.

    Significant improvements and updates

    1. Two Critical Functionality Updates:

    • Review Mode lets you review student work directly in MindTap, eliminating the need for students to bundle and share their work.
    • Auto-Grading Functionality has been reinstated for those of you using the following Web Programming titles:

    Since each title has a mix of auto-graded, manually graded and practice labs, we suggest you search the Cengage Instructor Center for your title to get the latest list of labs, available under the Resources tab.

    2. Better Support for Introductory-Level Students — Based on Customer Feedback: 

    • We’ve made updates to existing instructions and feedback, including providing additional information where needed.
    • UX/UI Enhancements, such as the minimization of select popups, help students focus on the salient parts of the experience.
    • We added prerequisite assignments that aim to familiarize students with the GitHub experience. These assignments are available in the Getting Started Folder in the MindTap learning path.
    • Additional Reviews and Quality Assurance were implemented overall to address errors.

    3. Companion Tab New Features: 

    • Pagination allows your students to easily navigate through tasks within an assignment. With just a few clicks, they can jump to the exact page they’re searching for.
    • Selective File Execution is specific to programming languages titles (Python, C++, Java and C#), and gives students the option to select and run code on a specific file.
    • Reset Exercise Button gives students the option to reset their progress, providing them with a fresh version of the assignment.
    • Sidebar Updates include the new Task Summary button, which gives students the completion status of their tasks, as well as the new run code button, which has been updated from a lightning bolt icon to a standard play button icon.

    4. Support Resources:  

    All Getting Started resources for students are now available in the Getting Started folder within the learning path of your MindTap course. You can also locate this content in our Student Help and Instructor Help guides.

    • A Comprehensive List of Labs associated with your title is now available in the Cengage Instructor Center, under the Resources tab. Download the document, “List of Labs – Grading Type” for a categorization of labs based on grading type: auto-graded, manually graded and practice.
    • We’ve enhanced program speed to one third of the original run time, restoring performance to 2023 levels.

    Prep your course with GitHub Readiness Checklist

    Not sure where to begin? Best Practices for Setting Up GitHub in MindTap provides you with an actionable checklist of preliminary tasks to complete as you navigate through course preparation. In addition, you’ll find various linked resources including a list of available titles with GitHub lab activities, a step-by-step video showing how to create your GitHub account, needed technical requirements and more.

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  • the-authors-of-new-titles-in-the-major-problems-series – The Cengage Blog

    the-authors-of-new-titles-in-the-major-problems-series – The Cengage Blog

    Reading Time: 3 minutes

    Cengage authors dedicate themselves to producing high-quality content, while also prioritizing a functional learning experience for students, equipping them with background information and tools necessary to analyze the important topics covered in their courses. We’re happy to introduce you to the authors of two first edition titles, and one upcoming fifth edition title, within the Major Problems Anthology series, which familiarizes students with important topics in U.S history, world history and western civilization.

    Ready to meet these authors and learn about their titles? We can’t wait for you to get to know them all.

    Jackson J. Spielvogel and Kathryn Spielvogel ― authors of Major Problems in Western Civilization, Volume I and Volume II, 1e 2025

    “Major Problems in Western Civilization,” 1e includes a variety of supporting materials and historical prose, guiding a carefully curated set of primary and secondary source selections. This text preps instructors and students so they can engage primary sources at the highest level.

    Jackson J. Spielvogel is Associate Professor Emeritus of History at The Pennsylvania State University. He received his Ph.D. from The Ohio State University, where he specialized in Reformation history. His work has been supported by fellowships from the Fulbright Foundation and the Foundation for Reformation Research. He is the author of  “Western Civilization,” now in its 12th edition, as well as co-author (with William Duiker) of “World History,” now in its 10th edition. Professor Spielvogel has won five major university-wide teaching awards.

    Kathryn Spielvogel earned a B.A. in history, and M.A. in art history from The Pennsylvania State University. She continued her graduate studies in history at the University at Buffalo, SUNY, before working as a research editor on history textbooks for the past fifteen years. Passionate about historic preservation and economic development, Kathryn volunteers for several non-profit organizations while renovating historic homes and commercial buildings throughout Pennsylvania.

    Read Kathryn Spielvogel’s blog article about this first edition title: “Why the Study of Western Civilization Still Matters”

    William J. Duiker, author of Major Problems in World History, Volume I and Volume II, 1e 2025

    “Major Problems in World History,” 1e is a comprehensive source for documents and secondary essays dealing with a broad sweep of world history. Each chapter begins with a short introductory essay providing historical context for that period of history.

    William J. Duiker is Liberal Arts Professor Emeritus of East Asian studies at The Pennsylvania State University. He earned a Ph.D. in East Asian history at Georgetown University in 1968. A former foreign service officer with assignments in Taiwan and South Vietnam, he is the author of several books on East Asia. He is also co-author with colleague Jackson Spielvogel of “World History,” 10e. He has traveled widely and was awarded a Faculty Scholar Medal for Outstanding Achievement in 1996.

    Plus a new fifth edition

    Elizabeth Cobbs, Edward J. Blum and Vanessa Walker ― authors of Major Problems in American History, Volume I and Volume II, 5e 2025

    “Major Problems in American History” includes both primary sources and analytical essays on important U.S history topics, with an overall goal towards helping students refine their critical thinking skills.

    Elizabeth Cobbs is a Professor and Dwight E. Stanford Chair in American Foreign Relations at San Diego State University and has won literary prizes for both history and fiction, including the Allan Nevins Prize and Stuart Bernath Book Prize. She earned her Ph.D. in American history at Stanford University. She has served on the jury for the Pulitzer Prize in History and on the Historical Advisory Committee of the U.S. State Department. She has received awards and fellowships from the Fulbright Commission and other distinguished institutions. Her essays have been published in the New York Times, Jerusalem Post and Los Angeles Times, among others. Her current project is a history of women soldiers in World War I.

    Edward J. Blum is a Professor of History at San Diego State University. He received his B.A. from the University of Michigan and his M.A. and Ph.D. from the University of Kentucky. He is the author and co-author of several books on United States history and the winner of numerous awards, including the Peter Seaborg Award for Civil War Scholarship and the Gustave O. Arlt Award in the Humanities.

    Read Professor Blum’s blog article about this fifth edition: “The Importance of Discussion in American History”

     

    Vanessa Walker is the Gordon Levin Associate Professor of Diplomatic History at Amherst College, where she teaches classes on U.S. politics, foreign relations and human rights. She received her B.A. from Whitman College and her M.A. and Ph.D. from the University of Wisconsin-Madison. She is the recipient of fellowships from the Miller Center for Public Affairs at the University of Virginia, the George Mosse Program at the Hebrew University of Jerusalem and the Stanton Foundation Applied History Program.

    Read: “Q&A With Vanessa Walker, Co-Author of Major Problems in American History”

     

    Did these Major Problems titles pique your interest? Explore them all and decide which one is right for your history course.

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