Case Studies

Professor of Biological Sciences, CUNY Kingsborough Kristin Polizzotto

"“Typically, I’d spot one or maybe two A+’s, but this term saw nearly half the class achieving this level of excellence. Within two weeks, the students effectively became the drivers of their own learning.” "

Senior Lecturer of Pharmacy Education, College of Pharmacy at R1 Institution Nicholas Denton

"“Research literacy... empowers students to apply their knowledge... enhancing their ability to think critically and innovate. Hypothesis gave these students the psychological safety to speak up in cases where they might be wrong.” "

Finance Officer and Adjunct Instructor, University of Alaska Fairbanks Jennifer Young

"“The students are engaged from the very beginning. They’re helping each other, they’re learning, and they’re not just waiting for the instructor to respond. Even the most introverted person wants to know that somebody cares. Hypothesis shows students that their learning experience is shared and valued.” "

Instructional Technologist, Diablo Valley College, 4CD Kat King

"“Students love Hypothesis because it hits the sweet spot between innovation and familiarity.”"

English Professor, Distance Education Coordinator, Contra Costa College, 4CD Maritez Apigo

"“Hypothesis helps us encourage students to have a metacognitive conversation about what they’re reading.”"

Instructor of History, Chabot College Brandon Marshall

"My students needed a tool that not only provided content but also encouraged interaction and deeper engagement.”"

Assistant Professor, Physics, UT Austin Viranga Perera

"“Hypothesis gives students the chance to see how reading can give them an advantage. Because students came to class knowing the basics, we could spend class time talking about the meaning of what they read.”"

Professor, Communication Studies, University of Minnesota Allison Brenneise

"“Getting students to engage with the text sets the tone for everything else in the course. Hypothesis leaves students with a clearer idea of what makes a good argument.”"

VP of Product, VitalSource Nick Brown

"“The amount of engagement in this course is outstanding. It’s in the upper echelon looking across every course at every institution we power.” "

Associate Professor of History, UC Santa Cruz Minghui Hu

"“What stood out about Hypothesis is that it not only has a social aspect, it creates a shared text in the classroom. For 15 years, I assigned readings without knowing for sure that students read them. Now, I know."

Associate Professor of English, Indiana University Bloomington Justin Hodgson

"“Hypothesis is one of the single most impactful tools I’ve ever brought into a classroom. It’s such a low lift, and the yield is so high. We didn’t just address a pain point, we gained a new pedagogical opportunity.”"

Professor of English, Cerritos College Francie Quaas-Berryman

"“It was insane to me, the difference. I had never had a class with a 100% success rate. Prepping for that class became my favorite activity of the week.” "

Professor of Biological Sciences, CUNY Kingsborough Kristin Polizzotto

"“Typically, I’d spot one or maybe two A+’s, but this term saw nearly half the class achieving this level of excellence. Within two weeks, the students effectively became the drivers of their own learning.” "

Senior Lecturer of Pharmacy Education, College of Pharmacy at R1 Institution Nicholas Denton

"“Research literacy... empowers students to apply their knowledge... enhancing their ability to think critically and innovate. Hypothesis gave these students the psychological safety to speak up in cases where they might be wrong.” "

Finance Officer and Adjunct Instructor, University of Alaska Fairbanks Jennifer Young

"“The students are engaged from the very beginning. They’re helping each other, they’re learning, and they’re not just waiting for the instructor to respond. Even the most introverted person wants to know that somebody cares. Hypothesis shows students that their learning experience is shared and valued.” "