Exclusive Promotions

Social Annotation Kickstart

As a first-time user, you’re invited to experience the transformative impact of social annotation at your institution with the Social Annotation Kick Start.

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Sign up now and enjoy the following exclusive benefits:

Discounted Pricing:

Get access to Hypothesis at a special rate, tailored for our new academic explorers.

No-cost Implementation:

Hypothesis integrates seamlessly into your Learning Management System (LMS) and existing educational tools, facilitating an easy transition.

Begin Using Hypothesis Immediately:

Get access for the rest of this academic term at no additional cost to you.

Benefits of LMS Integration:

Experience the benefits of the LMS integration including private annotations that meet FERPA compliance, easily grade annotations in LMS, and annotate over educational content including JSTOR, VitalSource, and Pressbooks.

Free Access to Hypothesis Academy:

This course is designed to equip teachers with a thorough understanding of social annotation strategies, enabling them to seamlessly incorporate it into their classrooms.

Free Workshops for Faculty and Admins:

Ensure a strong start for your faculty with specialized workshops conducted by our expert team.

Don’t miss out! Equip your faculty and students with Hypothesis and see the difference in your institution’s academic experience and student outcomes.

Testimonials

Professor of Chemistry
Rutgers University–Camden Dr. Georgia Arbuckle-Keil
"I noticed that the personality of the students came through...I gain insight into the students beyond what is possible in the classroom. Even after we are back in person, I have enjoyed getting to know students via Hypothesis beyond a typical classroom response."

Distinguished Professor
Information Science and Computer Science, University of Colorado Boulder Leysia Palen
"With Hypothesis, everyone’s visible to each other and so we really do have a chance at creating a learning community. Students get to know each other’s names. Conversations with Hypothesis feel very warm and collegial. Nobody has to be afraid of raising their hand."

Assistant Professor
Gender, Women, and Sexuality Studies, Metropolitan State University of Denver Dr. Sonny Dhoot
"Hypothesis allows us to push the limits of what we think is required as a solitary activity. Every time I ask my students to annotate, it has a very clear purpose and will directly benefit the students. The annotations are almost like a ‘living’ text that they are able to go back to. With Hypothesis, students are actually reading together, and they are giving each other feedback. I would never have thought that you could do that."

Associate Professor of English
Indiana University 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 in terms of what I’m getting back as the instructor."

Associate Professor of Teaching/Instruction
Temple University Marcia Bailey
"Hypothesis is an excellent tool to engage students with the text and with each other. I used it almost weekly this semester."

Distinguished Service Professor of Anthropology
Knox College Nancy Eberhardt, Ph.D.
"Hypothesis gets students talking to each other about the reading outside of the classroom in a way that I have never been able to see happen before. They come to class much more ready to talk about the reading, and I have a sneak preview of the issues they found most compelling, as well as the ones they might have missed."

Professor of English
Florida State University Candace Ward, Ph.D.
"I’ve found Hypothesis invaluable in engaging students with assigned reading material…The students say very smart things; they engage with each other very civilly and respectfully, and they synthesize their annotations with other class discussions, projects, and readings."

ESOL Instructor
Peralta Community College District Danitza Lopez
"We love Hypothesis! This handy tool allows us to go deeper than any other platform because we can directly have discussions about a particular word/sentence/paragraph within a text. We even use it for peer reviews, and it works super well. It is such an easy tool to use, too!"

Professor of English
Cerritos College Francie Quaas-Berryman
"I have found Hypothesis to be a great way to guide students through online reading, provide additional resources directly through the text, and engage them in online discussions of the text!"

Professor of Chemistry
Rutgers University–Camden Dr. Georgia Arbuckle-Keil
"I noticed that the personality of the students came through...I gain insight into the students beyond what is possible in the classroom. Even after we are back in person, I have enjoyed getting to know students via Hypothesis beyond a typical classroom response."

Distinguished Professor
Information Science and Computer Science, University of Colorado Boulder Leysia Palen
"With Hypothesis, everyone’s visible to each other and so we really do have a chance at creating a learning community. Students get to know each other’s names. Conversations with Hypothesis feel very warm and collegial. Nobody has to be afraid of raising their hand."

Assistant Professor
Gender, Women, and Sexuality Studies, Metropolitan State University of Denver Dr. Sonny Dhoot
"Hypothesis allows us to push the limits of what we think is required as a solitary activity. Every time I ask my students to annotate, it has a very clear purpose and will directly benefit the students. The annotations are almost like a ‘living’ text that they are able to go back to. With Hypothesis, students are actually reading together, and they are giving each other feedback. I would never have thought that you could do that."

Associate Professor of English
Indiana University 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 in terms of what I’m getting back as the instructor."

Distinguished Service Professor of Anthropology
Knox College Nancy Eberhardt, Ph.D.
"Hypothesis gets students talking to each other about the reading outside of the classroom in a way that I have never been able to see happen before. They come to class much more ready to talk about the reading, and I have a sneak preview of the issues they found most compelling, as well as the ones they might have missed."

Professor of English
Florida State University Candace Ward, Ph.D.
"I’ve found Hypothesis invaluable in engaging students with assigned reading material…The students say very smart things; they engage with each other very civilly and respectfully, and they synthesize their annotations with other class discussions, projects, and readings."

ESOL Instructor
Peralta Community College District Danitza Lopez
"We love Hypothesis! This handy tool allows us to go deeper than any other platform because we can directly have discussions about a particular word/sentence/paragraph within a text. We even use it for peer reviews, and it works super well. It is such an easy tool to use, too!"

Professor of English
Cerritos College Francie Quaas-Berryman
"I have found Hypothesis to be a great way to guide students through online reading, provide additional resources directly through the text, and engage them in online discussions of the text!"

Professor of Chemistry
Rutgers University–Camden Dr. Georgia Arbuckle-Keil
"I noticed that the personality of the students came through...I gain insight into the students beyond what is possible in the classroom. Even after we are back in person, I have enjoyed getting to know students via Hypothesis beyond a typical classroom response."

Distinguished Professor
Information Science and Computer Science, University of Colorado Boulder Leysia Palen
"With Hypothesis, everyone’s visible to each other and so we really do have a chance at creating a learning community. Students get to know each other’s names. Conversations with Hypothesis feel very warm and collegial. Nobody has to be afraid of raising their hand."

Assistant Professor
Gender, Women, and Sexuality Studies, Metropolitan State University of Denver Dr. Sonny Dhoot
"Hypothesis allows us to push the limits of what we think is required as a solitary activity. Every time I ask my students to annotate, it has a very clear purpose and will directly benefit the students. The annotations are almost like a ‘living’ text that they are able to go back to. With Hypothesis, students are actually reading together, and they are giving each other feedback. I would never have thought that you could do that."