Frustrated by flat discussions and disengaged students, Professor Daniel Kirsch found a way to spark real dialogue and deeper thinking in his American Government classes.
Across four courses and more than 2,800 long-form assignments, researchers found that Packback improved the mechanical quality of student writing while significantly reducing the time faculty spent grading.
Professor Heather Olson shares how Packback helped her incoming freshmen build confidence in their writing, reduce plagiarism, and take ownership of their learning from day one.
Professor Keith Hollowell shares how Packback helped transform his Intro to Literature course by giving quieter students a space to express themselves and connect more deeply with the material.
