How do you promote better outcomes in your classroom?

Our recent MindTap Best Practices contest prompted instructors across the country to share their ideas and experiences for engaging their students with MindTap. We have learned a lot from these stories showcasing how MindTap turns the light on engagement.

We are happy to award second place to two exceptional MindTap users.

The first, Professor Lesley Kauffman, teaches History at San Jacinto College’s Central campus. Here’s how Professor Kauffman uses MindTap to improve student outcomes:

As a History professor, I teach in a discipline that is very content driven. Last semester I taught a hybrid class which forced me to select which material I would focus on in class. To ensure that the students understood the material that I could not cover, they were assigned two or three of the MindTap Assignments for each chapter. This showed which areas they struggled with, so that I was able to go back over that material in the class time. The remaining class time was used as guided group discussion. The students were also assigned the study plans for each chapter as a way for them to review the material. This allowed me to see if they had grasped the concepts after my explanations. My student’s scores were higher than those in fully face-to-face or fully online classes.

Thank you, Professor Kauffman, for your dedication to your students!

Continue the conversation—in the comment section below, let us know your ideas for promoting improved outcomes, engaging students, and sparking critical thinking with MindTap.

Learn more about MindTap from our efficacy reports, including this white paper highlighting MindTap for History. Then, explore MindTap and access a demo at