Postsecondary Success Notes | October 2025

Colleagues –

Over the past two decades, we’ve seen higher education institutions invest deeply in what it takes to improve student learning — especially in high-enrollment gateway courses like general chemistry, where too many students fall off track.

One way to change that is by supporting high-quality, research-based courseware that gives students more engaging, flexible learning experiences — and gives faculty tools to streamline prep and enhance in-class instruction. When used well, these tools improve outcomes and help close persistent gaps.

That’s why we’ve invested in REAL CHEM, a courseware initiative co-developed by the Center for Education Through Exploration at Arizona State University and the Open Learning Initiative at Carnegie Mellon University. REAL CHEM integrates more than 15 years of learning science, faculty insight, and instructional design research into a comprehensive, student-centered experience.

It’s not just a digital textbook or an online homework system — it’s a fundamentally different way of teaching and learning chemistry. And it’s working. In just two years, more than 23,000 students have used REAL CHEM. Early studies show it’s improving student performance and helping close long-standing gaps for first-generation and low-income students.

So, what’s driving these results?

1. Partnership is at the heart of change: REAL CHEM is co-created with faculty, not just for them. Faculty shape the design and iteration of the course, and a growing community of practice connects instructors, researchers, and designers. This shared ownership model ensures the course continues to evolve in response to real classroom needs — not just theory. A recent report from our partners at Digital Promise, a national nonprofit focused on innovation in education, highlights how this kind of co-design approach strengthens courseware adoption, alignment with teaching goals, and builds lasting engagement.
2. Built for the students who need it most: REAL CHEM is built to support all learners. Students receive immediate feedback, instructors gain actionable insights, and learning scientists analyze patterns to improve both the platform and pedagogy. When combined with mastery grading at The University of California, Riverside, students using REAL CHEM saw an average improvement of 6.9 points on a common final — and 11.6 points among first-generation students, students of color, and students from low-income backgrounds.
3. The learning experience is fully integrated: Unlike traditional textbooks or disconnected online tools, REAL CHEM delivers an all-in-one platform that brings everything together in one cohesive environment. Students prepare before class, engage actively during class, and apply knowledge after class — all within the same digital ecosystem. This seamless structure supports students from all backgrounds, especially those navigating complex course loads and life demands.
4. Chemistry becomes relevant and relatable: REAL CHEM reframes general chemistry by grounding it in real-world challenges — climate science, energy, materials — and elevating diverse voices in the field. The course features cinematic videos that bring content to life and help students see chemistry as purposeful and achievable. This emphasis on relevance is central to the work of ASU’s Center for Education Through Exploration, where REAL CHEM was co-developed.
5. AI is built into the learning design — not bolted on: This isn’t just chat-based tutoring. AI is embedded into REAL CHEM’s infrastructure, triggering real-time, tailored support when students struggle, offering conversational feedback or tutoring tied to specific moments in the curriculum. These tools also bring insights to the surface for faculty to better target instruction. This approach aligns with Digital Promise’s framework for the responsible use of AI in education, which emphasizes embedding AI in context-aware, student-centered ways.

As we on the Postsecondary Success team look ahead, we’re taking a methodical approach to AI. That starts with listening to the people it’s meant to serve – because too often, innovation begins with the tool, not the need. In our early pilots, here’s what students and faculty are asking for:

What students want:

• Instant, helpful feedback and interactive practice that makes learning stick
• Dynamic visuals and video lessons that show how chemistry connects to the real world
• Easy access across devices, with clear progress tracking to stay on track

What faculty want:

• Actionable analytics and early-warning tools to support students and save time
• High-quality, syllabus-aligned content that supports active learning
• Evidence of what’s working — with measurable improvements in student outcomes
• We’ll share more on what we’re learning and how these priorities are guiding our approach to AI in courseware in the coming months.

Regards,
Patrick Methvin
Director, Postsecondary Success