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Mental Health Awareness Month began in 1949 – established by Mental Health America – as a way to increase awareness and reduce stigmas associated with mental health issues, as well as promote the vital role that mental health plays in overall health. As a leader in global education, ɫèAV recognizes our unique responsibility to support and raise awareness for important issues like this one.

Mental Health vs. Mental Disorder

The CDC defines mental health as “our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make healthy choices.”¹ Everyone can take action to improve their own mental health.

Mental illness or mental disorder is a diagnosable condition. A mental health professional can help to diagnosis a disorder and may look at things including symptoms, severity, and length of time to make the diagnosis.

The Numbers Tell the Story

While exact numbers may be challenging to find, it is estimated that millions of Americans are living with a mental health issue. According to the National Alliance on Mental Illness (NAMI), within the United States 1 in 5 adults encounter a mental health issue each year with 1 in 20 experiencing a serious issue each year. 1 in 6 within the ages of 6-17 experience a mental health issue each year.² And a recent survey done by the National Center for Health Statistics (NCHS) shows that mental health treatment has increased over the last three years. ³ The map below highlights impact across the United States. Chances are you know someone that may be affected by or struggling with a mental health issue. So, for yourself or for someone in your life, educating yourself on mental health issues is important.

Using technology to improve teaching and learning is in ɫèAV’s DNA. As the first major higher education publisher to integrate generative AI study tools into its proprietary academic content, ɫèAV is excited to be harnessing the power of AI to drive transformative outcomes for learners. We are focused on creating tools that combine the power of AI with trusted ɫèAV content to provide students with a simplified study experience that delivers on-demand and personalized support whenever and wherever they need it.

In this multi-part blog series, you’ll have a chance to hear about AI innovations from ɫèAV team members, faculty, and students who have been involved with the development and rollout of ɫèAV’s AI-powered study tools.

“It’s the best textbook I’ve ever read because there is no fluff and it’s easy to read,” says an economics student at the University of North Carolina at Greensboro (UNCG). “You actually want to read it.”����

A textbook college students want to read?������

Unusual though it may seem, many economics students at UNCG express comments like these, ever since their professor began using Revel: Microeconomics Interactive, 1st Edition by Parkin, Bade, and Sarbaum.����

What course(s) do/did you teach?

Greg: General Biology – Majors; General Biology – Nonmajors; Genetics; Developmental Biology; Microbiology

What is a challenge that you’re currently facing in the classroom? How did/do you try to overcome this challenge?

Greg:��Helping students who struggle to understand biology. Additionally, increasing course structure.

What is the biggest lesson you’ve learned in the past few years regarding teaching biology?

Greg:��The importance of focusing on clearly articulated learning objectives.

What is one best practice that you use that you think works well and you would want to share with others, whether it's in a classroom setting, working in groups, or working one-on-one with a new teaching technology?

Greg:��Creating a course structure that encourages understanding biology for most students.

What are you most proud of in your career?

Greg:��Hearing from students who have gone on to careers in biology, medicine, and related fields who have told me of the importance of courses I’ve taught.

In your opinion, what is higher education going to look like in the next two to three years?

Greg:��Generative AI is likely to be transformative in positive and negative ways that are difficult to predict precisely.

The 8th Edition of Biological Science is being released this year. What excites you the most about this revision?

Greg:��The suite of new features, particularly “Biology in Numbers,” coupled with the solid core of a text that illustrates what we know about biology and how that knowledge was gained.

Using technology to improve teaching and learning is in ɫèAV’s DNA. As the to integrate generative AI study tools into its proprietary academic content, ɫèAV is excited to be harnessing the power of AI to drive transformative outcomes for learners. We are focused on creating tools that combine the power of AI with trusted ɫèAV content to provide students with a simplified study experience that delivers on-demand and personalized support whenever and wherever they need it.

In this multi-part blog series, you’ll have a chance to hear about AI innovations from ɫèAV team members, faculty, and students who have been involved with the development and rollout of ɫèAV’s AI-powered study tools.

What course(s) do/did you teach and where?

Kim: I designed, coordinate, and teach Biology 202: Introduction to Biology: Evolution and Ecology at Salisbury University in Maryland.

What is a challenge that you’re currently facing in the classroom? How did/do you try to overcome this challenge?

Kim: Some students are thriving in college but others are struggling in diverse ways: mental health challenges such as depression, social anxiety, and climate anxiety; social injustice; financial insecurity and food insecurity; working long hours at jobs; navigating college as first-generation students and transfer students; neurodiversity challenges, and so on, some experiencing a high level of intersectionality of marginalized identities.

To address these challenges I employ many evidence-based inclusive practices in the structure and culture of my course to promote a sense of empathy and community. I try to center diversity (in its many dimensions) and equity in our educational mission to help students to feel a sense of belonging, support, agency, and clarity-of-mission in our learning space. I also try to get to know the students well enough (fortunate with small class sizes) to help connect them to appropriate supports.

What is the biggest lesson you’ve learned in the past few years regarding teaching biology?

Kim: The affective domain (feelings, attitudes, emotions) is so important to student success, equity, and retention in STEM.

In my classroom and in Biological Science, we weave together attention to the affective, metacognitive, and cognitive domains. For example:

• The Insider Tip Videos of peer learners and Making Models exercises and videos provide tips on tough science concepts and skills while encouraging growth mindset, value, interest, and self-efficacy.
• Formative and summative assessment questions applying concepts and skills to societal challenges and solutions, including End-of-Chapter Case Studies and Human Angle questions (with photos showing diverse scientists at work in career contexts) promote interest, value, science identity, and self-efficacy.
• Reflect questions and supporting BioSkills promote value and self-efficacy in practicing metacognitive skills.
• Biology in Numbers problems and videos promote interest in math and growth mindset.

In essence,��it helps to support the students holistically, as thinking, feeling humans.

What is one best practice that you use that you think works well and you would want to share with others, whether it's in a classroom setting, working in groups, or working one-on-one with a new teaching technology?

Kim:��Since teaching and learning requires a systems-thinking approach, it is difficult to mention just one best practice without connecting it to others in synergy.

One structural best practice that I recommend is a transparent and genuine focus on learning outcomes (focusing on both concepts and skills), transparent alignment of assessment to each outcome, and transparent alignment of homework and classwork to the outcomes.

This inclusive approach keeps instructors and classwork on task, removes guesswork from the course experience for students, and thus helps students genuinely focus on their learning, especially when multiple attempts and demonstrating achievement of outcomes are built into the learning system.

What are you most proud of in your career?��

��

Kim:��In terms of my classroom teaching, in the last four years I have had a leadership opportunity to rebuild the introductory biology curriculum for majors at Salisbury University from the ground up. This has been a career capstone opportunity/challenge where I could synthesize 20 years of personal experience and best practices from the science education and social justice communities.

My team employed a backwards designed, flipped course organization with high structure. We centered the curriculum on:

• The Vision and Change (AAAS, 2011) core concepts and competencies,
• Standards-based grading with transparent and centered learning outcomes and multiple attempts to demonstrate mastery of learning outcomes on case-based exams focused on health and environmental sustainability,
• Team-based active learning,
• A course-based undergraduate research experience (SUPP),
• Inclusion of counter-stereotypical scientist role models and science-allied career options,
• Metacognition, value-affirmation, and growth mindset training,
• A biophilic method of supporting engagement, mental health, sustainability, and social justice,
• And a number of built-in methods of collecting evidence of efficacy.

While we continue to use evidence to improve the courses every semester, the transformation has been invigorating because students are engaged in an active community of learning.

In your opinion, what is higher education going to look like in the next two to three years?

Kim:��According to the Journal of Higher Education, the undergraduate study body will continue to diversify over the next decade. This diversity is good for science, but in order to retain diverse students in our science programs we must collectively pivot to more inclusive practices, especially in our larger “gateway” courses for STEM majors where opportunity gaps tend to be deeper.

Fortunately, there is abundant evidence of numerous effective inclusive practices that help not only historically marginalized students but others as well. The main challenge is effecting broad and rapid institutional transformation on a national level.

The 8th edition of Biological Science is being released this year. What excites you the most about this revision?

Kim:��At this time of climate crisis, biodiversity crisis, social justice reckoning, and other social challenges, it is more appropriate than ever to help students connect their biology learning to societal solutions, to envision themselves as potential scientists, and to see a link between their biology learning and solutions in their communities and society at large. Thus, it was a joy in this edition to encourage inclusion, value, and self-efficacy.����

The new Human Angle feature shows diverse scientist at work in a variety of contexts to help students imagine themselves in biology careers; the Insider Tip videos provide a relatable peer perspective and tips to help conquer challenging learning tasks; and revisions to text and questions help students see how their learning applies to solving current societal challenges.��

Using technology to improve teaching and learning is in ɫèAV’s DNA. As the to integrate generative AI study tools into its proprietary academic content, ɫèAV is excited to be harnessing the power of AI to drive transformative outcomes for learners. We are focused on creating tools that combine the power of AI with trusted ɫèAV content to provide students with a simplified study experience that delivers on-demand and personalized support whenever and wherever they need it.

In this multi-part blog series, you’ll have a chance to hear about AI innovations from ɫèAV team members, faculty, and students who have been involved in the development and rollout of ɫèAV’s AI-powered study tools.

Using technology to improve teaching and learning is in ɫèAV’s DNA. As the to integrate generative AI study tools into its proprietary academic content, ɫèAV is excited to be harnessing the power of AI to drive transformative outcomes for learners. We are focused on creating tools that combine the power of AI with trusted ɫèAV content to provide students with a simplified study experience that delivers on-demand and personalized support whenever and wherever they need it.

In this multi-part blog series, you’ll have a chance to hear more about AI innovations from ɫèAV team members, faculty, and students who have been involved with the development and rollout of ɫèAV’s AI-powered study tools.

In the computer science department at Houston Community College, instructors Anci Shah and Suma Roa undertook a transformative journey with Revel.

In 2019, Suma initiated a pilot of Revel. Impressed by the platform’s digital narrative, online homework features, and diverse resources, Suma shared her enthusiasm with her colleagues, prompting the department chair Anci to consider Revel's adoption.

Revel promotes active learning

The student learning experience was a key consideration for Anci and her department committee. They saw that, as the number of online courses being created at Houston Community College increased, Revel's interactivity would prove vital to enabling students in those courses to succeed.

"The concepts are kept to a minimum, and the readings aren't too long, and then there are all those little checks in there,” says Anci. “My students have commented on how helpful that has been."

Suma echoes this sentiment, praising the variety of practical features in Revel that help promote active learning, including built-in search, note taking, and flashcard functionalities.

Revel adapts to students’ needs

Another important factor for the committee was finding a courseware solution that could meet each student wherever they are in their learning journey. They appreciated that Revel provided a bridge for students with varying levels of digital literacy to learn the material and stay engaged in their courses.

“I have definitely had a lot of students say that Revel really helped them,” Anci says. "I have received feedback that the animations and videos are what helped them understand the material a lot better.”

Students can test their understanding through quizzes and self-checks in Revel. Suma often advises her students to complete these questions prior to taking assessments because, “they are a good way to gauge their topic mastery and provide ample opportunity for studying."

Revel's accessibility – specifically via the Revel mobile app – impressed students and instructors alike. Suma notes, "They no longer have any excuses that they don't have their textbook because they always have their phones.”

Revel makes course administration easier

The committee also assessed Revel based on LMS integration and publisher support.

"The grades in Revel are incorporated into our LMS very easily,” says Suma. “We can incorporate them with the click of a button, so that's been very, very helpful." Indeed, she and her colleagues found that integrating Revel into Houston Community College’s existing learning management system helped streamline various administrative processes.

Overall, Revel surpassed the computer science department’s expectations, leading to its adoption for the courses Program Fundamentals 1, 2, and 3.

When asked whether she would recommend Revel to other instructors, Anci says definitely and references the overarching goal of Revel: student success.

“If you are looking at one book versus another, Revel is the one that has all the animations and embedded assessments to help students. Why would you not choose it?” she says. “We just want our students to be successful, and Revel can help.”

Revel is the clear choice for students and instructors

Revel was purposely built for students and instructors. The platform has emerged as a catalyst for transformative education, enriching the experiences of computer programming students at Houston Community College and setting a standard for comprehensive, engaging learning.

Read more about Dr. Anci Shah and Dr. Suma Roa’s experience with Revel in the full instructor spotlight.

What can Revel do for you and your students? .