Efficacy and research

MindTap History Students See Higher Grades and Improved Critical Thinking Skills

In the fall of 2015, MarketingWorks and SEG Measurement, two independent research firms, conducted a comprehensive study of whether students in history courses that use MindTap® receive higher grades and improve their critical thinking skills more than a comparable group of students in similar history courses that do not use MindTap. A total of 359 students and 13 instructors teaching 21 history classes in 12 different institutions of higher education participated in the MindTap research, including eight classes that used MindTap and 13 classes that did not. All instructors who used MindTap provided feedback about MindTap throughout the Read More…


Higher Grades and Improved Critical Thinking with MindTap

In the fall of 2015, MarketingWorks and SEG Measurement, two independent research firms, conducted a comprehensive study of whether students in philosophy courses that use MindTap® receive higher grades and improve their critical thinking skills more than a comparable group of students in similar philosophy courses that do not use MindTap. A total of 227 students and nine instructors teaching 15 philosophy classes in nine different institutions of higher education participated in the MindTap research, including five classes that used MindTap and 10 classes that did not. All instructors who used MindTap provided feedback about MindTap throughout the semester, Read More…


Today’s Student: A Summary of Recent Research

In October and November 2014, the Today’s Student research study attracted 5,188 students—traditional and non-traditional, representing four- and two-year colleges – as participants. The study was developed
and deployed by Cengage Learning, Inc. and The Work Institute, LLC. The intent of the research was to give students a voice to describe their college expectations and experiences, what is important to them, and what their goals for the future are. Students were asked quantitative and qualitative questions ranging from defining success to their overall satisfaction with their college experience. In February and March 2015, a sample of focused follow-up phone Read More…


A Frontline Look at Phi Theta Kappans’ Goals, Challenges, and Habits

Since 1929, Phi Theta Kappa (PTK) has been recognized by the American Association of Community Colleges as the official honor society for two-year colleges. Its dual mission is to recognize and encourage scholarship as well as provide opportunities for individual growth and development through participation in honors, leadership, service, and fellowship programs. The Phi Theta Kappa website notes that the organization—which has more than three million members—“grows leaders, innovators, explorers, risk takers, problem solvers, researchers, pioneers, and deep thinkers.” Membership also entitles students to apply for part of the PTK’s $90+ million in scholarships.
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Students to Colleges: Get Us Work-Ready!

The Today’s Student survey project by Cengage Learning is based on original research that springs from our company’s commitment to gaining insights directly from students. We surveyed and interviewed five thousand students—traditional and non-traditional, from four-year and two-year colleges—for their impressions of success, career prospects, technology, courses, and obstacles to achieving academic goals.

In this report, we explore how the college experience compared to student expectations. In particular, the students spoke to their college’s ability—or lack of ability—to prepare them for a career.

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Better Engagement, Better Outcomes—MindTap® Proves Its Impact in the Humanities and Social Sciences

In college classrooms across the country, instructors are witnessing the effectiveness of MindTap® in improving academic outcomes and engagement in today’s courses, as well as its ability to transform today’s students into critical thinkers. Research conducted by Cengage Learning—including in-depth conversations with instructors who use MindTap—verifies the digital solution’s positive impact. The data from these instructors’ courses demonstrates multiple successes: strong student engagement with assignments, greater mastery of course content, higher test scores, and overall improved student performance and success rates.

Students recognize MindTap’s advantages, too. They’re telling their instructors that MindTap truly helps them review, understand, and master the course content—and that they enjoy engaging with the content, homework, and learning activities.
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Future Health Professionals Give MindTap a “Thumbs Up” as an Engaging Learning Tool

Technology continues to rapidly evolve, and in the past few years digital learning solutions have provided new and exciting ways to teach and learn critical topics. With all of the new digital learning solutions available, it can be overwhelming for educational programs to select the right learning solution for their student population and program needs.

Today’s digital natives have an important role to play in providing feedback to help ensure that educational programs are providing the most useful and effective learning materials to students. To meet the needs of both instructors and students in today’s educational environment, Cengage Learning created MindTap®—a new approach to digital learning.
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An Ounce of Prevention: Assessment and Engagement Data and Early Identification of At-Risk Students

By Gregory C. Dixon, Department of Political Science and Planning, Thomas B. Murphy Center for Public Service, University of West Georgia.

Prepared for presentation at the American Political Science Association, Teaching and Learning Conference, Washington D.C., January, 2015.

K-12 no longer prepares students for success at the university. This is most clearly seen at the first midterm when significant numbers of students fail. But what if we could find these students in the first two weeks of the course, before they fail that first exam? What if we could refer them to tutoring or other support services? Will this reduce the rates at which students receive a grade of D or F or Withdraw (DFW) in our introductory courses?
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From Print to Digital, from Library to Classroom: Using Gale Resources to Support Student Learning and Skill Development

As the economy and society becomes more information-intensive, it is imperative that today’s students develop strong research skills that will enable college and career success. Increasingly, educators, employers, and policymakers see the effective use of digital content within instruction as a cornerstone for the development of these research skills. Despite the enhanced use of digital resources within many K-12 schools, a gap still exists between classroom and library usage. To explore how to close this gap, Project Tomorrow® collaborated with Cengage Learning to examine the use of traditionally library-based digital content within classroom instruction. The resulting study during the 2014-15 school year specifically focused on how the Gale Resources databases from Cengage Learning supported student research projects at two independent high schools in the greater Philadelphia area.
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Digital Solutions Promote Pre-K Literacy Development and School Readiness

Many research studies have shown the positive effects of quality early childhood education on future academic development, educational attainment, and earnings later in life. Yet, 59% of preschool-aged children across the nation—approximately 2.5 million—are not enrolled in publicly funded preschool programs through state preschool, Head Start, and special education preschool services.

Although as many as 30% of three- and four-year olds are fortunate to attend private preschools and child care centers, hundreds of thousands of children have no access to the programs that can help them build literacy skills and prepare them for kindergarten and beyond. The U.S. Department of Education’s 2015 report, “A Matter of Equity: Preschool in America,” notes that “while both states and the federal government invest in early learning, these efforts have fallen short of what is needed to ensure that all children can access a high-quality early education that will prepare them for success.”

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