What if your students already have the answer… but skipped all the thinking that got them there?

That's the problem ten instructors sat down to solve. In this episode, they share how they get students to show their work, not just turn in something correct. You'll hear how they grade reasoning, build reflection into assignments, use peer review as a mirror, and yes, navigate all of this in the age of AI.

Because ChatGPT or Claude can produce the right answer in four seconds. What it can't do is show your students' thinking. That part's still on them. Because "42" might be the answer to life, the universe, and everything… but if your students can't tell you how they got there, are they really learning?

🎙️ Episode Breakdown + Timestamps

[0:00] The "Right Answer" Trap

[1:29] Tip 1: Drop the Receipts, Not Just the Result

[4:02] Tip 2: Grade for Process, Not Perfection

[5:42] Tip 3: Use Reflection to Surface Struggle

[8:15] Tip 4: Ask Why… and Why Not?

[10:06] Tip 5: Compare Notes, Not Just Scores

[12:29] Tip 6: Peer Review or It Didn't Happen

[14:35] Tip 7: Turn Group Work Into a Game Show

[17:25] Tip 8: Match the Format to the Thinking

[20:14] Tip 9: Thinking in the Margins

[23:42] Tip 10: Give the First Step, Not the Answer

🎓 Featured Educators

Dr. Daniel M. Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics, an illustrated exploration of mathematical ideas through the lens of cats.

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. She has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Dr. Sara Lahman is a Professor of Biology and STEM Outreach Coordinator at the University of Mount Olive.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University's Global Campus.

Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. She has taught introductory biology, immunology and human physiology. She also created biology courses offered through dual enrollment at West Virginia high schools.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. Her research is rooted in the rhetoric and composition discipline.

Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. She is also a course designer, author, teaching mentor, and learning analytics researcher. Her pedagogy is founded on the belief that all students can be successful at math.

If this episode made you rethink how you grade, prompt, or even phrase "Show your work," we've done our job. Follow the show and leave us a review. It's the podcast version of showing your work. And if you've got a colleague who's stuck in the "right answer loop," go ahead and text this to them. We won't tell.

We're always interested in your ideas: TheWhatAndWhoofEDU@Macmillan.com.

This episode is proof that every subject can be the "cool one" … if it's taught with purpose, passion, and the right demo (hello, exploding gummy bears). We asked 10 professors to explain what makes their field unforgettable. The result is a joy-filled look at classroom strategies, student engagement, and the surprising connections between psychology, economics, biology, chemistry, and more. Whether you're looking for teaching inspiration or just some subject-area pride, this one's for you.

Brought to you by Macmillan Learning

Episode Breakdown + Timestamps

1:23 Chemistry Blows It Up, Then Breaks It Down

3:32 Storytelling Is Our Superpower

5:27 Psychology Is Everywhere (Yes, Even There)

8:43 Math Makes You Prove What You Know

10:35 Developmental Psychology Explains Your Roommate.

12:22 Psychology is Immediately Relevant

13: 57 Anatomy Lets You Look Under the Hood.

15:38 Psychology Sticks to Everything.

17:31 Economics is Essentially Dessert

19:08 Economics Explains the World (and Your Paycheck).

Featured Educators

Dr. Christin Monroe is an Educational Research Associate at the Center for Innovation in Teaching and Learning at the University of Illinois at Urbana-Champaign. She previously taught Chemistry at Landmark College with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices.

Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen.

Dr. Star Sinclair is an Assistant Professor of Psychology at Florida Gulf Coast University. For 18 years, she has taught general psychology, lifespan development, behavioral statistics, and research methods in psychology to students of all backgrounds and preparation levels.

Dr. Dan Look is the Charles A. Dana Professor of Mathematics at St. Lawrence University. He's spent over 25 years trying to convince students that math is not only useful, but occasionally fun. He authored Math Cats: Scratching the Surface of Mathematics, an illustrated exploration of mathematical ideas through the lens of cats.

Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College. She has been teaching human development courses for 12 years. She is a mother of two and researches adolescents' perceptions of justice and how hope changes over time.

Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She teaches general and developmental psychology courses in a virtual, asynchronous environment.

Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to students, medical residents, and practicing clinicians.

Dr. Eric Chiang is currently a Professor-in-Residence in Economics at the University of Nevada, Las Vegas. He's the author of Economics: Principles for a Changing World (6th ed.), published by Macmillan Learning and is known for integrating technology into active learning environments.

Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She's passionate about making economics accessible and engaging for all students and also teaches at UNC-Kenan Flagler Business School's MBA@UNC online program and Santa Barbara City College.

If this episode made you feel a little more pride in your discipline, or made you want to call your parents who still think you should have been a "real" doctor, follow the show, leave a rating, or share it with a colleague who insists their class is the coolest.

You can reach us at TheWhatAndWhoOfEDU@macmillan.com

Can AI make learning more accessible … or is it just adding new barriers? In this debut episode of The What & Who of EDU's AI+ series, we sit down with Rachel Comerford, Senior Director of Accessibility at Macmillan Learning, to talk about what AI is getting wrong (and right) when it comes to accessibility.

From the myth of the "fully accessible" AI tool to why Universal Design for Learning is more than a checklist, Rachel offers practical, honest, and human-centered advice for instructors navigating this new landscape. Whether you're AI-curious or still AI-cautious, this episode is packed with ways to use technology more intentionally, and with all learners in mind.

Brought to you by Macmillan Learning

Episode Breakdown + Timestamps

1:20 Welcome to the AI+ Series: Meet our guest and kick off our first AI+ conversation.

2:46 What Educators Can Get Wrong About AI and Accessibility: (Hint) It's not about screen readers alone.

5:15 Vetting AI Without Being an Expert: The questions instructors can ask, even without deep technical knowledge.

7:50 UDL as Mindset, Not Mandate: Why designing for flexibility supports every learner, not just some.

10:50 Students Are Already Using AI. Are We Helping Them Use It Well? What instructors should know about student AI habits (and how to respond).

014:28 AI vs traditional tools. What are the benefits and challenges for students?

15:53 What to Fix About AI Tools. Why instructors should start small, and what to look out for.

20:07 How to Start Small with Accessible AI. Low-risk, behind-the-scenes ways to test AI in your own practice.

24:42 AI Isn't Perfect. So Now What? Rachel's candid take on the next wave of tools, code, and compliance.

29:45 AI Won't Replace the Human Layer. Rachel's reminder that AI is a support, not a solution, and humans are still essential.

31:54 What We Learned Today. Accessibility isn't a checkbox, it's a human experience.

Featured Guest

Rachel Comerford is the Senior Director of Accessibility Outreach and Communication at Macmillan Learning where she leads cross-functional efforts to ensure students of all abilities have access to their course materials. In 2020, BISG awarded Rachel the Industry Innovator award for her work helping Macmillan Learning to become the first Global Certified Accessible publisher by Benetech. Under her leadership, Macmillan Learning was recognized by WIPO's Accessible Book Consortium with the International Excellence award Award for Accessible Publishing for their work towards providing educational materials that any student can use. Rachel has over a decade of experience in the print and digital publishing world.

Required Reading

Title 2 Resource Page: https://www.macmillanlearning.com/college/us/our-story/accessibility/titleII

Universal Design and Accessibility: https://www.section508.gov/develop/universal-design/

Benetech Global Certified Accessible Program: https://bornaccessible.benetech.org/global-certified-accessible/

Call to Action

If this episode gave you a new way to think about AI, accessibility, or Universal Design for Learning, follow The What & Who of EDU, leave us a quick rating, or share it with a colleague who's navigating the same challenges.

Got an idea for an AI+ topic or a question you want us to explore? Email us at TheWhatAndWhoOfEDU@macmillan.com, we love hearing from you.