Want to make your life easier? Check out LMS Integration

Keep all your course content and students’ grades in one place, with one sign-in.

Integration Options

Basic Integration

Single Link to the Macmillan Course will be inserted by the instructor in their LMS. Students complete single-sign-on through the link to connect their Macmillan and LMS accounts. Once this occurs, students will have seamless access to their Macmillan Course through their campus LMS using only the LMS username and password.

Single Gradebook Column will be returned from the Macmillan site to the LMS course with a total score of Macmillan course assignments.

Manual Grade sync - Instructors hit the Grade Sync button within their Macmillan gradebook to sync grades with LMS.

Available with: Achieve, Achieve Read & Practice, FlipIt, Hayden-McNeil Online Courses, iClicker, Sapling Learning, and SaplingPlus.

Deep Integration

Deep Asset Linking allows for links to individual Macmillan Content to be organized by the instructor into LMS Content folders. Students complete single-sign-on through the link to connect their Macmillan and LMS accounts. Once this occurs, students will have seamless access to the Macmillan Content through their campus LMS using only the LMS username and password.

Multiple gradebook columns will automatically generate for each Macmillan assignment deployed to the LMS, allowing for assignments to be combined into gradebook categories within the LMS for gradebook calculations like dropping lowest scores or weighted percentages.

Automatic grade sync occurs with Deep integration.

Available with: Achieve, Achieve Read & Practice, iClicker, LaunchPad, Sapling Learning, SaplingPlus, and Writer’s Help.

LMS FAQs

General Links and Articles
- - Accelerated Learning Program (ALP) website.
  - The California Acceleration Project (CAP) website.
  - CCRC: Community College Research Center. The CCRC conducts research in all areas of developmental writing in order to assess and evaluate effectiveness.
  - Logue, Alexandra W. “The Extensive Evidence of Co-Requisite Remediation’s Effectiveness.” Inside Higher Ed, July 17, 2018.
  - Faculty Voices: Testimonials from the Frontlines of a Developmental Education Redesign. A publication from the Colorado Community College System.
  - Special Issue: Basic Writing e-Journal (2016, Issue 14.1, “Accelerated Learning in Basic Writing: Investigating the Successes and Challenges of ALP models”). This special issue provides significant information and background.
  - Special Issue: Corequisite Writing Courses: Equity and Access. Composition Studies. Volume 48, Number 2, Summer 2020.
  - American Association of Community Colleges. Empowering Community Colleges To Build the Nation's Future: An Implementation Guide. 2014.
Key Research Articles
- - Adams, Peter. “Basic Writing Reconsidered." Journal of Basic Writing, vol. 12, no. 1, Spring 1993, pp. 22–36.
  - Adams, Peter. “Giving Hope to the American Dream: Implementing a Corequisite Model of Developmental Writing.” Composition Studies, vol. 48, no. 2, Summer 2020, pp. 19–34.
  - Adams, Peter, et al. “The Accelerated Learning Program: Throwing Open the Gates.” Journal of Basic Writing, vol. 28, no. 2, Fall 2009, pp. 50–69.
  - Bartholomae, David. “The Tidy House: Basic Writing in the American Curriculum.” Journal of Basic Writing, vol. 12, no. 1, 1993, pp. 4–21.
  - Blaauw-Hara, Mark, et al. “Is a Writing-about-Writing Approach Appropriate for Community College Developmental Writers in a Corequisite Class?” Composition Studies, vol. 48, no. 2, Summer 2020, pp. 54–73.
  - Cho, Sung-Woo, et al. “New Evidence of Success for Community College Remedial English Students: Tracking the Outcomes of Students in the Accelerated Learning Program.” Community College Resource Center, Dec. 2012.
  - “Co-requisite Remediation: Spanning the Divide – Breakthrough Results Fulfilling the Promise of College Access for Underprepared Students.” Complete College America, Jan. 2016.
  - Daugherty, Lindsay. “The Case for Co-requisites: What Are the Ingredients of Success.” Center for the Analysis of Postsecondary Readiness, 22 May 2018.
  - Edgecombe, Nikki. “Accelerating the Academic Achievement of Students Referred to Developmental Education.” Community College Research Center, Feb. 2011.
  - Inoue, Asao. Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom. WAC Clearinghouse; UP of Colorado, 2019.
  - Jenkins, Davis, et al. “A Model for Accelerating Academic Success of Community College Remedial English Students: Is the Accelerated Learning Program (ALP) Effective and Affordable?” Community College Research Center, Sept. 2010.
What is the difference between platform integration and campus LMS ID grade export?
- Basic integration is simple and allows for single sign-on and gradebook sync. Deep integration, in addition, provides a seamless experience that enables you to customize and manage your course, deeply link to our content at the asset level, and manage all grades and assignments. Using the campus LMS ID in LaunchPad or Writer's Help 2.0 provides a manual process that enables you to more easily export grades and match them to the students in your LMS gradebook. This tool does not include Single Sign On but it is a powerful tool for grade management.
Why would I choose platform integration?
- The benefits of integration are numerous and they center around enhanced user experience between your campus course space and your Macmillan course space. The most commonly stated benefits include:
  - • easier access for students to our content (single sign on)
  - • easier course organization & management for instructors with the content you use across courses
  - • pairing additional course tools from an LMS (discussion boards, chat, gradebook functionality) with our content
  - • uniform experience for students and instructors across courses
  - • increased student use of course content (according to feedback from our customers)
Why would I choose to use the campus LMS ID feature?
- The campus LMS ID feature in LaunchPad/Writer's Help 2.0 allows you a simple and easy method to export your grades from Macmillan, making it easier to import them into your LMS. It is a button that you can activate or deactivate independent of any campus IT policies. This option doesn’t require the involvement of your campus IT; however, it only offers an option for grade export and does not include single sign on.
How do I access the campus LMS ID feature?
- Please visit our website for additional information on LaunchPad and Writer's Help 2.0 and to gain access to the ID field.
Which LMS partners does Macmillan work with?
- We currently work with Blackboard Learn, Brightspace, Canvas, Moodle and Joule by Moodlerooms. Click on the support documentation below to find out more details about the integration with each different LMS.
How do I get started with platform integration?
- After consulting with your Macmillan sales representative on the availability of integration and the LMS in use at your school, we can get started as soon as your Macmillan course is up and running. You will also need to check with your campus IT department to make sure there are not any policies in place that would prevent you from using our integration services, as well as confirm that your IT department is willing to work with you—and Macmillan—on getting your integration up and running.
Organizations & Conferences
- Looking for professional organizations where you can learn more about corequisite models? Here are a few you might use to find articles, journals, research, conferences, and networking events.
  - CADE: Conference on Acceleration in Developmental Education. A conference devoted entirely to accelerated developmental education.
  - CCCC: Conference on College Composition & Communication. Often offers helpful sessions about co-requisites and acceleration. The CCCC annual conference is a great networking event for faculty from two- and four-year institutions.
  - CCCC publishes a journal, College Composition and Communication. This journal includes a variety of topics related to writing and rhetoric. The journal is accessible through most academic libraries or if you are part of the professional organization one should have access to journals.
  - IWCA: International Writing Centers Association. IWCA is an affiliate of the National Council of Teachers of English (NCTE) and supports writing center directors, tutors, and staff with professional activities, including events and publications.
  - TYCA: Two-Year College English Association. The Two-Year College Association is a professional organization that publishes its own journal (Teaching English in the Two-Year College) and hosts regional and a national conference. The journal and conference host a variety of topics, all of which are related to teaching at the two-year college.
  - NCPTW: National Conference on Peer Tutoring in Writing. Dedicated to promoting the teaching of writing through collaborative learning, NCPTW supports peer tutors with opportunities to contribute to the larger writing center community and forums to share and present research at national and international levels.
  - NOSS: National Organization for Student Success (formerly NADE, National Association for Developmental Education) hosts conferences and journals which provide information and research related to teaching developmental education.