Digital Solutions within Business Law Courses

To gain an understanding as to how digital tools can improve outcomes in real classroom settings, Project Tomorrow collaborated with Cengage Learning to evaluate the efficacy of the use of a digital homework support tool in business law courses during the spring semester of 2014.
The study examined specifically use of the CengageNow (CNOW) product as a proxy for this category of digital homework support tools. The mixed methods study included the participation of 29 college instructors and over 800 of their students from a geographically and demographically diverse set of two-year and four-year institutions. Sixteen instructors used only their Cengage Learning textbook and thirteen instructors used both the textbook and the digital homework support tool, thus creating an opportunity within this study to not only evaluate the efficacy of digital solutions on student engagement and learning, but also the differences in student achievement and instructor productivity afforded by the inclusion of the digital tool.

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Assessing Student Engagement and Instructor Support in Criminal Justice

Cengage Learning wanted to better understand what Criminal Justice instructors need from their course content as well as what their biggest challenges are. Our Market Research team attended the 2014 Academy of Criminal Justice Sciences (ACJS) convention in Philadelphia, PA and interviewed 32 Criminal Justice instructors about how they are using course materials and what their challenges are.


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Vote Now for Cengage Learning’s SXSWedu 2015 Proposals

We’re pleased to announce that Cengage Learning has submitted three proposals for sessions to take place at SXSWedu 2015. Each of the submissions represents a glimpse into the exciting and innovative work we’re doing to transform and inspire the learning experience through student engagement. SXSW has invited the public to indicate its interest in various proposals via its PanelPicker site. We would appreciate your vote!

Cengage Learning’s Three Proposals for SXSWedu 2015

21 Voices: Understanding Students via Ethnography
To transform learning, we must first understand the student—not just how they learn but all aspects of their lives – Read More…

4LTR Press Course Materials Improve Marketing Students’ Retention and Grades

As a marketing instructor, Professor Beth Deinert of Southeast Community College (SCC) in Nebraska is knowledgeable about the concept of trends. Some time ago she saw a disturbing trend — traditional textbooks creating “readability difficulties” for too many students. The annual uptick in traditional textbook prices was also disconcerting. The fact that her courses were taught online further complicated her selection of an appropriate course solution.
Professor Deinert’s eventual adoption of a 4LTR Press title, MKTG, addressed these diverse concerns and produced positive results. Professor Deinert especially liked the format of MKTG. The textbook was designed by a student-tested, faculty-approved development process, used for all 4LTR Press solutions and determined to maximize student engagement and access across learning styles.
Along with the engaging presentation in the core text, Professor Deinert found the inclusion of CourseMate with MKTG and other 4LTR Press titles to be an important benefit to her students, both because of the online environment in which she teaches and the value of these online resources when evaluated on their own merits.
A year after adopting MKTG, Professor Deinert cites higher retention, improved homework grades, and “more in-depth” and detailed answers and examples in student work as proof that her choice of MKTG was a good one.

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Engaging Physics Students to Go Beyond the Quantitative

For many physics instructors, maintaining motivation and building engagement to better support students with various learning challenges can be difficult. Students often view physics as a series of unrelated facts, concepts, and equations that have little or no bearing on their everyday lives. This disconnect can often lead to disengagement and lack of motivation. Additional common student learning challenges include: difficulty connecting  mathematical formalism and physics
concepts, assembling diverse concepts, and overcoming common preconceptions (or misconceptions).

Physics education research (PER) suggests that by addressing student preconceptions and focusing on conceptual learning, students will achieve a much deeper understanding. Students who connect physics to the real world and confront preconceptions will be better engaged and more equipped to build the necessary conceptual framework to achieve better learning outcomes.
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Enhanced WebAssign® Helps Calculus Instructor Jennifer Whitfield Focus on Student Engagement at Texas A&M

Jennifer Whitfield has been a math instructor at Texas A&M University since 2001. She has used Enhanced WebAssign® (EWA) in her Calculus I course since 2009 and is currently pairing the online homework and tutorial resource with Stewart’s Early Vectors textbook.

Jennifer has found that a key advantage in using EWA is that students receive immediate feedback and can self-remediate when necessary. If students become stuck on a concept or problem while doing their homework, EWA has integrated videos, tutorials, and other resources that guide them to understanding. Read More…

MindTap™ Engages Nutrition Students with a Steady Diet of Learning Convenience

Katie Ferraro is Assistant Professor of Nutrition at San Diego Miramar College. Like any conscientious instructor, Katie wants to provide her students with quality learning opportunities — but doesn’t have time to “spin her wheels” when it comes to finding out about and using course materials.

Some time back, Katie began to investigate MindTap™ from Cengage Learning, a personalized online learning experience that integrates a variety of multimedia learning resources, all instantly accessible to her students. Read More…

MindTap™ Feeds Steve Ball’s Nutrition Students’ Craving for Interactive Learning Technology

Steve Ball has been teaching Nutritional Science and Exercise Physiology at the University of Missouri in Columbia since 2002. He uses MindTap™ — which provides a fully online learning experience that replaces a traditional textbook — in his fitness and wellness course. He and his students give MindTap a “thumbs up” for its interactivity, features, ease of use, and affordability. Read More…

Icebreakers for Online Courses

Because students in online courses may never have the opportunity to meet face to face, they may not initially feel the type of connection that typically facilitates and enlivens discussion in an on-campus class. However, once online students get to know a bit about one another, their conversations around course content can become more meaningful. It simply takes a bit of time, as well as the opportunity and the space, for these types of acquaintanceship-building discussions to take root. With these icebreakers for online courses, selected from Instructor’s Resource Manual for Christine Harrington, Ph.D.’s Student Success in College: Read More…

Icebreaker Activities: Getting Acquainted

Students walk in to the first day of class not knowing quite what to expect from you or their classmates. They may know just a few people… or, they may scan the room and see no familiar faces. They know basic information about what you’ll cover in the course, but they probably don’t yet know you, your teaching style, or the finer points of your course and its organization. Many of them may feel anxious about or intimidated by all these “unknowns.” To help students warm up to one another, and to you, it can help to open up Read More…