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data-elementor-post-type="elementor_library" data-custom-edit-handle="1"><div class="aux-parallax-section elementor-element elementor-element-27320b7 e-con-full e-flex e-con e-parent" data-id="27320b7" data-element_type="container" data-settings="{"background_background":"classic"}"><div class="elementor-element elementor-element-dd42110 e-con-full e-flex e-con e-child" data-id="dd42110" data-element_type="container" data-settings="{"background_background":"classic"}"></div><div class="elementor-element elementor-element-76d3db1 e-con-full e-flex e-con e-child" data-id="76d3db1" data-element_type="container" data-settings="{"background_background":"classic"}"><div class="elementor-element elementor-element-86705fa elementor-widget__width-initial elementor-widget elementor-widget-theme-post-title elementor-page-title elementor-widget-heading" data-id="86705fa" data-element_type="widget" data-widget_type="theme-post-title.default"><div class="elementor-widget-container"><h1 class="elementor-heading-title elementor-size-default"><a href="https://teachingblog.mcgill.ca/2025/03/04/what-is-automatic-engagement-detection-for-online-learning/">What is automatic engagement detection for online learning?</a></h1></div></div><div class="elementor-element elementor-element-c43dce2 elementor-align-center elementor-widget__width-initial elementor-widget elementor-widget-post-info" data-id="c43dce2" data-element_type="widget" data-widget_type="post-info.default"><div class="elementor-widget-container"><ul class="elementor-inline-items elementor-icon-list-items elementor-post-info"><li class="elementor-icon-list-item elementor-repeater-item-c16a1f8 elementor-inline-item" itemprop="datePublished"> <span class="elementor-icon-list-text elementor-post-info__item elementor-post-info__item--type-date"> <time>March 4, 2025</time> </span></li></ul></div></div><div class="elementor-element elementor-element-d3bb2c3 elementor-widget__width-initial elementor-widget-divider--view-line elementor-widget elementor-widget-divider" data-id="d3bb2c3" data-element_type="widget" data-widget_type="divider.default"><div class="elementor-widget-container"><div class="elementor-divider"> <span class="elementor-divider-separator"> </span></div></div></div> <a class="elementor-element elementor-element-3376b3d e-con-full e-flex e-con e-child" data-id="3376b3d" data-element_type="container" href="https://teachingblog.mcgill.ca/2025/03/04/what-is-automatic-engagement-detection-for-online-learning/"><div class="elementor-element elementor-element-4f9b8cd elementor-widget__width-initial elementor-widget-mobile__width-initial elementor-widget elementor-widget-theme-post-excerpt" data-id="4f9b8cd" data-element_type="widget" data-widget_type="theme-post-excerpt.default"><div class="elementor-widget-container"><p>Have you ever set out to assess engagement with students online, only to find out that you are unsure how<span style="color: #ed1b2f">...> </span></div></div> </a></div></div><div class="aux-parallax-section elementor-element elementor-element-a8e0e83 e-flex e-con-boxed e-con e-parent" data-id="a8e0e83" data-element_type="container" data-settings="{"background_background":"classic"}"><div class="e-con-inner"> <a class="elementor-element elementor-element-12e0ad2 e-con-full e-flex e-con e-child" data-id="12e0ad2" data-element_type="container" href="https://teachingblog.mcgill.ca/2025/03/04/what-is-automatic-engagement-detection-for-online-learning/"> </a></div></div></div></div></div></div></div></div></div><div class="aux-parallax-section elementor-element elementor-element-344239c e-flex e-con-boxed e-con e-parent" data-id="344239c" data-element_type="container" data-settings="{"background_background":"classic"}"><div class="e-con-inner"><div class="elementor-element elementor-element-7c66f5f e-con-full e-flex e-con e-child" data-id="7c66f5f" data-element_type="container"><div class="elementor-element elementor-element-87cee11 elementor-widget-divider--view-line_text elementor-widget-divider--element-align-center elementor-widget elementor-widget-divider" data-id="87cee11" data-element_type="widget" data-widget_type="divider.default"><div class="elementor-widget-container"><div class="elementor-divider"> <span class="elementor-divider-separator"><h2 class="elementor-divider__text elementor-divider__element"> Latest Posts</h2> </span></div></div></div><div class="elementor-element elementor-element-0b53695 elementor-grid-3 elementor-grid-tablet-2 elementor-grid-mobile-1 elementor-widget elementor-widget-loop-grid" data-id="0b53695" data-element_type="widget" data-settings="{"template_id":"7555","pagination_type":"load_more_on_click","_skin":"post","columns":"3","columns_tablet":"2","columns_mobile":"1","edit_handle_selector":"[data-elementor-type=\"loop-item\"]","load_more_spinner":{"value":"fas 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.elementor-element.elementor-element-e22fd96{--display:flex;--margin-top:0px;--margin-bottom:0px;--margin-left:0px;--margin-right:0px;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-7555 .elementor-element.elementor-element-37105de{width:var( --container-widget-width, 100% );max-width:100%;--container-widget-width:100%;--container-widget-flex-grow:0;}.elementor-7555 .elementor-element.elementor-element-37105de > .elementor-widget-container{padding:0px 0px 0px 0px;}.elementor-7555 .elementor-element.elementor-element-37105de.elementor-element{--align-self:center;}.elementor-7555 .elementor-element.elementor-element-37105de .elementor-widget-container{text-align:center;color:#0F0F0F;font-family:"McGill Sans", Sans-serif;font-size:15px;font-weight:400;line-height:1.4em;}@media(min-width:768px){.elementor-7555 .elementor-element.elementor-element-f097056{--width:100%;}}@media(max-width:767px){.elementor-7555 .elementor-element.elementor-element-dd8478f{--justify-content:center;--align-items:center;--container-widget-width:calc( ( 1 - var( --container-widget-flex-grow ) ) * 100% );}.elementor-7555 .elementor-element.elementor-element-ba8b6c7{--width:95%;--border-radius:0px 0px 0px 0px;}.elementor-7555 .elementor-element.elementor-element-f097056{border-width:3px 0px 0px 0px;--border-top-width:3px;--border-right-width:0px;--border-bottom-width:0px;--border-left-width:0px;--padding-top:0px;--padding-bottom:0px;--padding-left:0px;--padding-right:0px;}.elementor-7555 .elementor-element.elementor-element-f097056:hover{border-width:3px 0px 0px 0px;--border-top-width:3px;--border-right-width:0px;--border-bottom-width:0px;--border-left-width:0px;}.elementor-7555 .elementor-element.elementor-element-b892a2a{--container-widget-width:89%;--container-widget-flex-grow:0;width:var( --container-widget-width, 89% );max-width:89%;}}</style><div data-elementor-type="loop-item" data-elementor-id="7555" class="elementor elementor-7555 e-loop-item e-loop-item-10137 post-10137 post type-post status-publish format-standard has-post-thumbnail hentry category-online-programs tag-online-learning tag-student-engagement" data-elementor-post-type="elementor_library" data-custom-edit-handle="1"><div class="aux-parallax-section elementor-element elementor-element-dd8478f e-con-full e-flex e-con e-parent" data-id="dd8478f" data-element_type="container" data-settings="{"background_background":"classic"}"><div class="elementor-element elementor-element-ba8b6c7 e-con-full e-flex e-con e-child" data-id="ba8b6c7" data-element_type="container"> <a class="elementor-element elementor-element-f097056 e-con-full e-flex e-con e-child" data-id="f097056" data-element_type="container" data-settings="{"background_background":"classic"}" href="https://teachingblog.mcgill.ca/2025/02/25/measuring-engagement-in-online-learning/" featured=""> </a><div class="elementor-element elementor-element-d1f3978 elementor-align-center elementor-widget elementor-widget-post-info" data-id="d1f3978" data-element_type="widget" data-widget_type="post-info.default"><div class="elementor-widget-container"><ul class="elementor-inline-items elementor-icon-list-items elementor-post-info"><li class="elementor-icon-list-item elementor-repeater-item-c16a1f8 elementor-inline-item" itemprop="datePublished"> <span class="elementor-icon-list-text elementor-post-info__item elementor-post-info__item--type-date"> <time>February 25, 2025</time> </span></li></ul></div></div><div class="elementor-element elementor-element-f8113b7 elementor-widget-divider--view-line elementor-widget elementor-widget-divider" data-id="f8113b7" data-element_type="widget" data-widget_type="divider.default"><div class="elementor-widget-container"><div class="elementor-divider"> <span class="elementor-divider-separator"> </span></div></div></div><div class="elementor-element elementor-element-b892a2a elementor-widget__width-initial elementor-widget elementor-widget-theme-post-title elementor-page-title elementor-widget-heading" data-id="b892a2a" data-element_type="widget" data-widget_type="theme-post-title.default"><div class="elementor-widget-container"><h3 class="elementor-heading-title elementor-size-default"><a href="https://teachingblog.mcgill.ca/2025/02/25/measuring-engagement-in-online-learning/" posttitle="">Measuring engagement in online learning</a></h3></div></div> <a class="elementor-element elementor-element-e22fd96 e-flex e-con-boxed e-con e-child" data-id="e22fd96" data-element_type="container" href="https://teachingblog.mcgill.ca/2025/02/25/measuring-engagement-in-online-learning/" postexcerpt=""><div class="e-con-inner"><div class="elementor-element elementor-element-37105de excerpt-clickable elementor-widget__width-initial elementor-widget elementor-widget-theme-post-excerpt" data-id="37105de" data-element_type="widget" data-widget_type="theme-post-excerpt.default"><div class="elementor-widget-container"><p>In a conventional classroom setting, instructors rely on perceived engagement to adapt their teaching strategies. 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data-medium-file="https://i0.wp.com/teachingblog.mcgill.ca/wp-content/uploads/2020/04/a841be607b02da1a8dd192735864cb89.png?fit=300%2C66&ssl=1" data-large-file="https://i0.wp.com/teachingblog.mcgill.ca/wp-content/uploads/2020/04/a841be607b02da1a8dd192735864cb89.png?fit=1024%2C225&ssl=1" /> </a></div></div><div class="elementor-element elementor-element-ec4a31b elementor-widget elementor-widget-text-editor" data-id="ec4a31b" data-element_type="widget" data-widget_type="text-editor.default"><div class="elementor-widget-container"><p>3415 McTavish Street, Suite MS-12 Montreal, QC H3A 0C8</p><p><span style="color: #ffffff;"><a style="color: #ffffff;" href="https://www.mcgill.ca/tls/" target="_blank" rel="noopener"><strong>mcgill.ca/tls</strong></a></span></p></div></div></div><div class="elementor-element elementor-element-33a80e0 e-con-full e-flex e-con e-child" data-id="33a80e0" data-element_type="container"><div class="elementor-element elementor-element-e78e8ba elementor-widget 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elementor-repeater-item-64c2981"><a class="aux-icon-list-link" href="http://mcgill.ca/mercury"><span class="aux-icon-list-text">Mercury course evaluations</span></a></li><li class="aux-icon-list-item aux-list-item-has-icon aux-icon-list-item-9b96e4b elementor-repeater-item-9b96e4b"><a class="aux-icon-list-link" href="https://www.mcgill.ca/gradsupervision/"><span class="aux-icon-list-text">Supervision</span></a></li><li class="aux-icon-list-item aux-list-item-has-icon aux-icon-list-item-e3b46b3 elementor-repeater-item-e3b46b3"><a class="aux-icon-list-link" href="https://mcgill.service-now.com/itportal"><span class="aux-icon-list-text">IT Support</span></a></li><li class="aux-icon-list-item aux-list-item-has-icon aux-icon-list-item-13fdecd elementor-repeater-item-13fdecd"><a class="aux-icon-list-link" href="https://www.mcgill.ca/"><span class="aux-icon-list-text">mcgill.ca</span></a></li></ul></div></div></section></div></div></div><div class="elementor-element elementor-element-73906df e-con-full e-flex e-con e-child" data-id="73906df" data-element_type="container"><div class="elementor-element elementor-element-40c7698 elementor-widget elementor-widget-heading" data-id="40c7698" data-element_type="widget" data-widget_type="heading.default"><div class="elementor-widget-container"><h3 class="elementor-heading-title elementor-size-default">Instructor resources</h3></div></div><div class="elementor-element elementor-element-f817b5f elementor-widget elementor-widget-aux_icon_list" data-id="f817b5f" data-element_type="widget" data-widget_type="aux_icon_list.default"><div class="elementor-widget-container"><section class="widget-container aux-widget-icon-list aux-parent-au5373d989"><div class="widget-inner"><div class="aux-widget-icon-list-inner"><ul class="aux-icon-list-items aux-direction-default"><li class="aux-icon-list-item aux-list-item-has-icon aux-icon-list-item-956bf67 elementor-repeater-item-956bf67"><a class="aux-icon-list-link" href="https://www.mcgill.ca/teachingkb"><span class="aux-icon-list-text">Teaching and Learning Knowledge Base</span></a></li><li class="aux-icon-list-item aux-list-item-has-icon aux-icon-list-item-64c2981 elementor-repeater-item-64c2981"><a class="aux-icon-list-link" href="https://www.mcgill.ca/tls/instructors/fot"><span class="aux-icon-list-text">Focus on Teaching bulletin</span></a></li><li class="aux-icon-list-item aux-list-item-has-icon aux-icon-list-item-531d0d4 elementor-repeater-item-531d0d4"><a class="aux-icon-list-link" href="https://teachlearnshare.podbean.com/"><span class="aux-icon-list-text">Teach.Learn.Share podcast</span></a></li><li class="aux-icon-list-item aux-list-item-has-icon aux-icon-list-item-f4425b6 elementor-repeater-item-f4425b6"><a class="aux-icon-list-link" href="https://www.mcgill.ca/tls/events"><span class="aux-icon-list-text">TLS event calendar</span></a></li></ul></div></div></section></div></div></div><div class="elementor-element 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href="mailto:tls@mcgill.ca"><span class="aux-icon-list-text">tls@mcgill.ca</span></a></li><li class="aux-icon-list-item aux-list-item-has-icon aux-icon-list-item-64c2981 elementor-repeater-item-64c2981"><a class="aux-icon-list-link" href="https://www.mcgill.ca/tls/contact-us/consultations"><span class="aux-icon-list-text">Book a consultation</span></a></li></ul></div></div></section></div></div><div class="elementor-element elementor-element-e6b2639 e-grid-align-left elementor-shape-rounded elementor-grid-0 elementor-widget elementor-widget-social-icons" data-id="e6b2639" data-element_type="widget" data-widget_type="social-icons.default"><div class="elementor-widget-container"><div class="elementor-social-icons-wrapper elementor-grid"> <span class="elementor-grid-item"> <a class="elementor-icon elementor-social-icon elementor-social-icon-x-twitter elementor-repeater-item-15c1f7a" href="http://twitter.com/mcgilltls" target="_blank"> <span class="elementor-screen-only">X-twitter</span> 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They share pedagogically sound strategies for embedding sustainability into the curriculum, engaging students with real-world examples, and fostering ethical design practices.\u00a0<\/p>\n<p><a href='https:\/\/teachingblog.mcgill.ca\/wp-content\/uploads\/2025\/02\/Episode-2_Daniele-and-Anna_transcript1.pdf'>View the transcript<\/a>.<\/p>\n<p>\u00a0<\/p>\n","author":"McGill\u2019s Teaching and Learning Services","date":"February 17, 2025","link":"https:\/\/teachlearnshare.podbean.com\/e\/concrete-ideas-embedding-sustainability-in-an-engineering-course\/","src":"https:\/\/mcdn.podbean.com\/mf\/web\/5mb8b4fer4mgmyit\/Course_design_and_sustainability_ep3_Cristina_and_Danielbf0bj.mp3","mediatype":"audio","categories":[],"duration":"26:43","episodetype":"full","timestamp":1739797200,"key":"2aa97aa5434be737217526f60ab3ed70"},"ppe-2726-3":{"title":"Integrating sustainability across disciplines","description":"<p>How can we transform our world through education? 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In this episode, we speak with Kai Gutteridge and Lav\u00ednia Travassos to learn about their experiences with engagement and learning on McGill\u2019s campus today.\u00a0<\/p>\n<p><a href='https:\/\/teachingblog.mcgill.ca\/wp-content\/uploads\/2024\/11\/Episode_Engaged-in-learning_transcript_No-time-stamps.pdf'>View the transcript<\/a>.\u00a0<\/p>\n","author":"McGill\u2019s Teaching and Learning Services","date":"November 25, 2024","link":"https:\/\/teachlearnshare.podbean.com\/e\/engaged-in-learning-two-undergraduate-students-weigh-in\/","src":"https:\/\/mcdn.podbean.com\/mf\/web\/z3fndfqya32tmwz4\/Engaged_in_learning_-_Two_undergraduate_students_weigh_in8hth5.mp3","mediatype":"audio","categories":[],"duration":"33:26","episodetype":"full","timestamp":1732545083,"key":"4bdc491b530a82c9dfb2f56d68c64225"},"ppe-2726-5":{"title":"Bonus: Two-stage exams strategy exchange","description":"<p>Interested in learning about different ways to implement two-stage exams? 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Listen in to hear them compare their practices and offer recommendations for instructors who are thinking about adopting this assessment strategy.\u00a0<\/p>\n<p><a href='https:\/\/teachingblog.mcgill.ca\/wp-content\/uploads\/2024\/09\/Season2_Bonus-Episode-6_transcript.pdf'>View the transcript<\/a>.\u00a0<\/p>\n","author":"McGill\u2019s Teaching and Learning Services","date":"September 23, 2024","link":"https:\/\/teachlearnshare.podbean.com\/e\/bonus-two-stage-exams-strategy-exchange\/","src":"https:\/\/mcdn.podbean.com\/mf\/web\/7x84utjki5wreqj8\/AFL_Two_stage_exams_FINAL_mixdowna5b35.mp3","mediatype":"audio","categories":[],"duration":"29:46","episodetype":"full","timestamp":1727102174,"key":"ba80a6a06248cc8d4b781f0657db4471"},"ppe-2726-6":{"title":"Bonus: Obstacles to promoting student well-being, with Kira Smith","description":"<p>In our <a href='https:\/\/teachlearnshare.podbean.com\/season\/1'>inaugural season<\/a>, we spoke to members of the McGill community about how to leverage learning-focused assessment practices with the aim of improving student well-being. Among our guests was Kira Smith, who spoke to her research on post-secondary instructors\u2019 engagement in supporting student mental health by means of their assessment strategies. 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Why not have them practice the skill of translating complex concepts and issues into a \u201cpitch\u201d that shows students\u2019 engagement with the course content? This idea became Dr. Tari Ajadi\u2019s three-minute micro lecture assessment, a strategy that he first tried when asked to prepare one himself for a conference. As they engage with a format that is less familiar to them, students reflect on how to best communicate their understanding of the course\u2019s problems in a three-minute audio or video recording. Don\u2019t miss this episode to learn the details of how Tari communicates his expectations to his students, manages some of their anxiety when faced with a different kind of assessment task, and reflects on the difficulties of writing a good rubric.<\/p>\n<p><a href='https:\/\/teachingblog.mcgill.ca\/wp-content\/uploads\/2024\/05\/Season-2_Episode-5_transcript_No-time-stamps.pdf'>View the transcript<\/a>.<\/p>\n","author":"McGill\u2019s Teaching and Learning Services","date":"May 7, 2024","link":"https:\/\/teachlearnshare.podbean.com\/e\/explain-it-in-three-minutes-using-micro-lectures-to-help-students-develop-communication-skills\/","src":"https:\/\/mcdn.podbean.com\/mf\/web\/48ibk8xxhm5jie4b\/Tari_A_FINAL_mixdownbk1wr.mp3","mediatype":"audio","categories":[],"duration":"32:43","episodetype":"full","timestamp":1715102543,"key":"ddf9d986924fb1a8fccfa64d9eabc0e3"},"ppe-2726-8":{"title":"Using authentic assessments and flexible grading schemes in a large science course","description":"<p>In her introductory computer science class, Dr. Giulia Alberini asks her approximately 600 students whether they want to be \u201ccode crafters\u201d or \u201cproblem solvers.\u201d The first group will write two midterms and a final coding project. 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When what they\u2019re learning means recognizing implicit biases in themselves and others, it\u2019s key that students have multiple opportunities to practice developing this skill. In this episode, Dr. Alissa Levine describes her multi-pronged approach to assessments that help students recognize bias and understand the impact it can have on their future professional practice as dentists.\u00a0\u00a0\u00a0<\/p>\n<p><a href='https:\/\/teachingblog.mcgill.ca\/wp-content\/uploads\/2024\/04\/Season2_Episode-3_transcript_No-time-stamps.pdf'>View the transcript<\/a>.<\/p>\n<p>\u00a0<\/p>\n","author":"McGill\u2019s Teaching and Learning Services","date":"April 3, 2024","link":"https:\/\/teachlearnshare.podbean.com\/e\/leveraging-assessments-to-help-students-learn-to-recognize-bias\/","src":"https:\/\/mcdn.podbean.com\/mf\/web\/4cqa8c\/Alissa_L_Final_Edit_2_mixdown664ft.mp3","mediatype":"audio","categories":[],"duration":"26:29","episodetype":"full","timestamp":1712155653,"key":"c208d34767c0fd060340984f4fe04929"},"ppe-2726-10":{"title":"Flexible formative assessments: How to keep exam preparation focused on learning","description":"<p>Quizzes are a tried-and-true way to prepare students for higher-stakes exams, but do they allow you to assess the progress of students\u2019 learning? To ensure her students\u2019 learning is on track, which in this case means thinking critically about the immune system, Dr. Jasmin Chahal has her students design concept maps, draw cartoon diagrams, and write problem-solving exam questions. In this episode, we learn about the flexible and creative formative assessments Jasmin gives her students, which allow them both to show their learning in different ways and to prepare for their exams. Jasmin also shares insights into coordinating with TAs and clearly communicating expectations with her students in a large science course. We learned about this practice from a former student of Dr. Chahal\u2019s who has continued to use some of these strategies throughout her undergraduate studies!\u00a0\u00a0<\/p>\n<p><a href='https:\/\/teachingblog.mcgill.ca\/wp-content\/uploads\/2024\/03\/Season2_Episode-2_transcript.pdf'>View the transcript<\/a>.<\/p>\n","author":"McGill\u2019s Teaching and Learning Services","date":"March 19, 2024","link":"https:\/\/teachlearnshare.podbean.com\/e\/flexible-formative-assessments-how-to-keep-exam-preparation-focused-on-learning\/","src":"https:\/\/mcdn.podbean.com\/mf\/web\/6d9j7q\/Jasmine_C_Episode_2_FINALmixdown9hbk3.mp3","mediatype":"audio","categories":[],"duration":"29:27","episodetype":"full","timestamp":1710853616,"key":"3b7b055eef5cadf4df8e6035a84f7e4b"},"ppe-2726-11":{"title":"A different take on two-stage exams: How collaboration can further assessment for learning","description":"<p>In this episode, we learn about a two-staged mid-term exam where students do a collaborative version of the exam before trying their hand at an individual exam. 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More conversations reshaping assessment for learning coming your way","description":"<p>Welcome back to Teach.Learn.Share\u2019s exciting new miniseries! Join us over the next five episodes as we delve into creative, concrete, and transferable assessment strategies centered around assessment for learning. In each episode, we sit down with instructors from various Faculties at McGill University to explore a new strategy, discussing its design and implementation. Listen in as instructors share what works and where the challenges lie in assessments for large and small classes, as well as in individual, peer and authentic assessment strategies. Don\u2019t miss out\u2014subscribe now and be part of the conversation reshaping assessment for learning in higher ed!\u00a0<\/p>\n","author":"McGill\u2019s Teaching and Learning Services","date":"February 19, 2024","link":"https:\/\/teachlearnshare.podbean.com\/e\/welcome-back-assessment-strategies\/","src":"https:\/\/mcdn.podbean.com\/mf\/web\/v79d8p\/TeachLearnShareTeaser2_mixdownbt3ic.mp3","mediatype":"audio","categories":[],"duration":"01:16","episodetype":"trailer","timestamp":1708377572,"key":"3f6b0648803653dda469a921bc53ba56"},"ppe-2726-13":{"title":"Integrating principles of well-being and assessment, with Professor Andrea Creech","description":"<p>Do the assessment choices instructors make support students\u2019 learning and their well-being? To close our five-part miniseries, we wanted to hear an instructor\u2019s perspective. In this episode, we\u2019ve invited Dr. Andrea Creech, Professor of Music Pedagogy at the Schulich School of Music, McGill University, to join the conversation. Andrea shares insights into how assessment forms an integral part of her pedagogy, which is shaped and guided by principles of well-being. These principles include self-efficacy, autonomy, purpose, and a sense of belonging in an academic community.<\/p>\n<p><a href='https:\/\/teachingblog.mcgill.ca\/wp-content\/uploads\/2023\/12\/Podcast_episode-5_transcript_112023.pdf'>View the transcript<\/a>.<\/p>\n<p>Learn more on our blog <a href='http:\/\/teachingblog.mcgill.ca\/tag\/teachlearnshare\/'>Teaching for Learning @ McGill<\/a>\u00a0<\/p>\n<p>\u00a0<\/p>\n<p>References\u00a0<\/p>\n<p>Boucher, M. (Host). (2021-present). <em>Le musicien strat\u00e9gique<\/em> [Audio podcast]. Vontpi Production. <a href='https:\/\/musicienstrategique.com\/le-balado\/'>https:\/\/musicienstrategique.com\/le-balado\/<\/a>\u00a0<\/p>\n<p>\u00a0Lerman, L. (2022). <a href='https:\/\/lizlerman.com\/critique-is-creative\/'><em>Critique is creative<\/em><\/a>. Wesleyan University Press.\u00a0\u00a0\u00a0<\/p>\n<p>\u00a0<\/p>\n","author":"McGill\u2019s Teaching and Learning Services","date":"December 11, 2023","link":"https:\/\/teachlearnshare.podbean.com\/e\/integrating-principles-of-well-being-and-assessment-with-professor-andrea-creech\/","src":"https:\/\/mcdn.podbean.com\/mf\/web\/rkiyxj\/Teach_Learn_Share_Episode_5_Andrea_Creech_mixdown6p4oq.mp3","mediatype":"audio","categories":[],"duration":"32:07","episodetype":"full","timestamp":1702299600,"key":"b5be56c59a99126b682c6c09fc29f617"},"ppe-2726-14":{"title":"Striking the right balance on assessment and well-being, with grad students Sakina Rizvi and Connor Sin-Chan","description":"<p>Getting assessment right\u2014being fair, consistent, equitable, and conscientious of students\u2019 and instructors\u2019 well-being\u2014leads to healthier learning environments in university settings but is a difficult balance to strike. In this episode, we talk to two graduate students who share their experiences with the assessment and well-being connection in their contexts. We also discuss fairness and reliability in grading, student-instructor dialogues around assessment, and the positive impact small incremental changes in assessment practices can have on students\u2019 well-being.\u00a0<\/p>\n<p><a href='https:\/\/teachingblog.mcgill.ca\/wp-content\/uploads\/2023\/11\/Podcast_episode-4_transcript_112023.pdf'>View the transcript<\/a>.<\/p>\n<p>Learn more on our blog <a href='http:\/\/teachingblog.mcgill.ca\/tag\/teachlearnshare\/'>Teaching for Learning @ McGill<\/a>\u00a0<\/p>\n","author":"McGill\u2019s Teaching and Learning Services","date":"November 27, 2023","link":"https:\/\/teachlearnshare.podbean.com\/e\/episode-4-striking-the-right-balance-on-assessment-and-well-being-with-grad-students-sakina-rizvi-and-connor-sin-chan\/","src":"https:\/\/mcdn.podbean.com\/mf\/web\/jke378\/Episode_4_Grade_Students_Edited_mixdownbbma1.mp3","mediatype":"audio","categories":[],"duration":"32:44","episodetype":"full","timestamp":1701090000,"key":"4d5303308a973802bd95bab93e8edad5"},"ppe-2726-15":{"title":"Assessment, learning, and student well-being, with undergraduates Jordan Leeson and Hyeonwoo Park","description":"<p>Interested in knowing what students think about sharing the responsibility of improving assessment practices in higher ed? In this episode of our miniseries on assessment and well-being, we ask Jordan and Woo to explain their perspectives on the emotions bound up with assessment and their potential impact on learning. Listen to Woo and Jordan describe hurdles they\u2019ve faced, as well as assessment tasks that challenged them academically, allowed their creativity to flourish, and provided opportunities for life-long learning.\u00a0<\/p>\n<p><a href='https:\/\/teachingblog.mcgill.ca\/wp-content\/uploads\/2023\/11\/Podcast_episode-3_transcript_112023_No_comments.pdf'>View the transcript<\/a>.<\/p>\n<p>Learn more on our blog <a href='http:\/\/teachingblog.mcgill.ca\/tag\/teachlearnshare\/'>Teaching for Learning @ McGill<\/a>.\u00a0<\/p>\n<p>\u00a0<\/p>\n<p>References\u00a0<\/p>\n<p>Boswell, M. & Feldman, J. [National Association of Independent Schools (NAIS)]. (2020, Dec. 1). <a href='https:\/\/www.youtube.com\/watch?v=bE4RmeuPT-w'><em>Grading for equity: What it is, why it matters, how it transforms schools and classrooms<\/em><\/a><em> <\/em>[Video].\u00a0<\/p>\n<p>Rust, C. (2002). <a href='https:\/\/doi.org\/10.1177\/1469787402003002004'>The impact of assessment on student learning: How can the research literature practically help to inform the development of departmental assessment strategies and learner-centred assessment practices?<\/a> <em>Active Learning in Higher Education<\/em>, <em>3<\/em>(2), 145-158.\u00a0<\/p>\n","author":"McGill\u2019s Teaching and Learning Services","date":"November 13, 2023","link":"https:\/\/teachlearnshare.podbean.com\/e\/assessment-learning-and-student-well-being-with-undergraduates-jordan-leeson-and-hyeonwoo-park\/","src":"https:\/\/mcdn.podbean.com\/mf\/web\/8zg5rc\/Episode_3_Undergrads_mixdownbp7xk.mp3","mediatype":"audio","categories":[],"duration":"34:59","episodetype":"full","timestamp":1699880400,"key":"0be6818f6f4e6bf5a2171cd0964a7771"},"ppe-2726-16":{"title":"Inclusive assessment practices for healthier learning environments, with Char Lewis-Sutherland","description":"<p>Assessment can often stir up negative emotions. But what if we can reframe the way we think about it? Assessment has long been equated with what\u2019s wrong, what needs to be \u201cfixed\u201d or \u201cbettered.\u201d In this episode, Char Lewis-Sutherland, a Senior Advisor in McGill\u2019s Equity Team, will challenge us to think, dialogue, and act creatively on assessment. They offer insights on inclusive and anti-racist assessment practices that promote healthier learning environments by effectively supporting all students. Char also offers tips on how to keep the focus on learning and not on measuring shortcomings in or out of the classroom.\u00a0<\/p>\n<p><a href='https:\/\/teachingblog.mcgill.ca\/wp-content\/uploads\/2023\/10\/Podcast_episode_2_transcript_102023_no-comments.pdf'>View the transcript<\/a>.<\/p>\n<p>Learn more on our blog <a href='http:\/\/teachingblog.mcgill.ca\/tag\/teachlearnshare\/'>Teaching for Learning @ McGill<\/a>.\u00a0<\/p>\n<p>\u00a0<\/p>\n<p>References\u00a0<\/p>\n<p><a href='https:\/\/myacpa.org\/'>American College Personnel Association<\/a> (ACPA).\u00a0<\/p>\n<p>Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor\u2019s dilemma: Providing critical feedback across the racial divide. <em>Personality and social psychology bulletin<\/em>, <em>25<\/em>(10), 1302-1318.\u00a0<\/p>\n<p>Hartman, S. (2008). <em>Lose your mother: A journey along the Atlantic slave route<\/em>. Farrar, Straus and Giroux.\u00a0<\/p>\n<p>Henning, G. W., & Lundquist, A. E. (2018, August). <a href='https:\/\/www.learningoutcomesassessment.org\/wp-content\/uploads\/2019\/08\/EquityResponse-HenningLundquist.pdf'>Moving towards socially just assessment<\/a> (Equity Response). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).\u00a0<\/p>\n<p>Hockings, C. (2010). <a href='https:\/\/www.advance-he.ac.uk\/knowledge-hub\/inclusive-learning-and-teaching-higher-education-synthesis-research'>Inclusive learning and teaching in higher education: a synthesis of research<\/a>. Evidence Net. Higher Education Academy.\u00a0\u00a0<\/p>\n<p>Hurtado, S., & Sork, V. L. (2015, December<a href='http:\/\/wscuc.ucla.edu\/wp-content\/uploads\/2019\/01\/C5_16_Report_Enhancing_Student_Success-Building_Inclusive_Classrooms_at_UCLA_December_2015.pdf'>). Enhancing student success and building inclusive classrooms at UCLA: Report to the Executive Vice Chancellor and Provost<\/a>.\u00a0<\/p>\n<p>Lynam, S., & Cachia, M. (2018). Students\u2019 perceptions of the role of assessments at higher education. <em>Assessment & Evaluation in Higher Education, 43<\/em>(2), 223-234. <a href='https:\/\/doi.org\/10.1080\/02602938.2017.1329928'>https:\/\/doi.org\/10.1080\/02602938.2017.1329928<\/a>\u00a0<\/p>\n<p>Montenegro, E., & Jankowski, N. A. (2017, January). <a href='https:\/\/files.eric.ed.gov\/fulltext\/ED574461.pdf'>Equity and assessment: Moving towards culturally responsive assessment<\/a> (Occasional Paper No. 29). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).\u00a0<\/p>\n<p>Montenegro, E., & Jankowski, N. A. (2020, January). <a href='https:\/\/www.learningoutcomesassessment.org\/wp-content\/uploads\/2020\/01\/A-New-Decade-for-Assessment.pdf'>A new decade for assessment: Embedding equity into assessment praxis<\/a> (Occasional Paper No. 42). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).\u00a0<\/p>\n<p>Mowreader, A. (2023). <a href='https:\/\/www.insidehighered.com\/news\/student-success\/academic-life\/2023\/04\/19\/academic-success-tip-rebrand-office-hours'>Academic success tip: Rebrand office hours<\/a>. Inside Higher Ed.\u00a0<\/p>\n<p><a href='https:\/\/www.learningoutcomesassessment.org\/wp-content\/uploads\/2019\/08\/EquityResponse-HenningLundquist.pdf'>National Institute for Learning Outcomes and Assessment<\/a> (NILOA)\u00a0<\/p>\n<p><a href='https:\/\/www2.anthology.com\/equity-centered-assessment\/listen'>Podcasts<\/a> on <a href='https:\/\/www.anthology.com\/'>Anthology<\/a>.\u00a0<\/p>\n<p>Sharpe, C. (2016). <em>In the wake: On blackness and being<\/em>. Duke University Press.\u00a0<\/p>\n<p>Sheridan Center for Teaching and Learning, Brown University. <a href='https:\/\/www.brown.edu\/sheridan\/teaching-learning-resources\/inclusive-teaching\/effective-teaching-anti-racist-teaching'>Effective teaching is anti-racist teaching<\/a>.\u00a0<\/p>\n<p>Van Dinther, M. Dochy. F., & Segers, M. (2011). <a href='https:\/\/doi.org\/10.1016\/j.edurev.2010.10.003'>Factors affecting students\u2019 self-efficacy in higher education<\/a>, <em>Educational Research Review<\/em>, (6)2, 95-108.\u00a0<\/p>\n<p>Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., \u2026 & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. <em>Journal of Experimental Psychology: General<\/em>, <em>143<\/em>(2), 804-824.\u00a0<\/p>\n<p>Yeh, C. J., & Krumboltz, J. D. (1995). <em>The impact of a non-competitive grading system on learning<\/em>. ERIC Number: ED398173.\u00a0<\/p>\n<p>\u00a0<\/p>\n<p>\u00a0<\/p>\n","author":"McGill\u2019s Teaching and Learning Services","date":"October 30, 2023","link":"https:\/\/teachlearnshare.podbean.com\/e\/inclusive-assessment-practices-for-healthier-learning-environments-with-char-lewis-sutherland\/","src":"https:\/\/mcdn.podbean.com\/mf\/web\/riiqyh\/01_Char_Episode_enhanced_mixdown9biur.mp3","mediatype":"audio","categories":[],"duration":"34:11","episodetype":"full","timestamp":1698667200,"key":"73d91d87dcab08bec9669b1a0425d243"},"ppe-2726-17":{"title":"Promoting student mental health through assessment practices, with Kira Smith","description":"<p>This first episode of a miniseries on assessment and well-being sets the stage for our exploration into ways in which to build an inclusive culture of learning and healthier learning environments by focusing on assessment practices. In this episode, Kira Smith, Student Engagement Officer at the Office of Science Education at McGill University, helps us arrive at a common understanding of well-being and explains how it relates to student experiences. Drawing on the results of her graduate studies research, Kira shares recommendations for how instructors can promote sound mental health through their strategies for assessment of student learning.\u00a0<\/p>\n<p><a href='https:\/\/teachingblog.mcgill.ca\/wp-content\/uploads\/2023\/10\/Podcast_episode_1_transcript_102023-1.pdf'>View the transcript<\/a>.<\/p>\n<p>Learn more on our blog <a href='http:\/\/teachingblog.mcgill.ca\/tag\/teachlearnshare\/'>Teaching for Learning @ McGill<\/a>.\u00a0<\/p>\n<p>\u00a0<\/p>\n<p>References\u00a0<\/p>\n<p>American College Health Association – <a href='https:\/\/www.acha.org\/documents\/ncha\/NCHA-III_SPRING_2022_CANADIAN_REFERENCE_GROUP_EXECUTIVE_SUMMARY.pdf'>National College Health Assessment II<\/a>. (2019).\u00a0\u00a0<\/p>\n<p>Cs\u00edkszentmih\u00e1lyi, M. (1990). <em>Flow: The psychology of optimal experience<\/em>. Harper & Row.\u00a0<\/p>\n<p>Dweck, C. S. (2006). <em>Mindset: The new psychology of success<\/em>. Random house.\u00a0<\/p>\n<p>Imase. (2022). Night Dancer [Song]. On <em>Pop Cube<\/em>. Universal Music Japan.\u00a0<\/p>\n<p>Keyes, C. L. M. (2014). <a href='https:\/\/link.springer.com\/chapter\/10.1007\/978-94-007-5640-3_11'>Mental health as a complete state: How the salutogenic perspective completes the picture<\/a>. In <em>Bridging Occupational, Organizational and Public Health.<\/em> Springer.\u00a0<\/p>\n<p>Keyes, C. L. M., Eisenberg, D., Perry, G. S., Dube, S. R., Kroenke, K., & Dhingra, S. S. (2012). <a href='https:\/\/doi.org\/10.1080\/07448481.2011.608393'>The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impairment in college students<\/a>. <em>Journal of American College Health<\/em>, <em>60<\/em>(2), 126\u2013133.\u00a0\u00a0<\/p>\n<p>McGill Student Services. (2023). <a href='https:\/\/www.mcgill.ca\/studentservices\/wellness-wheel'>Wellness Wheel<\/a><em>.<\/em>\u00a0<\/p>\n<p><a href='https:\/\/www.wellnessrecoveryactionplan.com\/'>Wellness Recovery Action Plan<\/a>.\u00a0\u00a0<\/p>\n<p>Wiggins, G. P., & McTighe, J. (2005).\u202f<em>Understanding by design<\/em>. Ascd.\u00a0\u00a0<\/p>\n","author":"McGill\u2019s Teaching and Learning Services","date":"October 16, 2023","link":"https:\/\/teachlearnshare.podbean.com\/e\/promoting-student-mental-health-through-assessment-practices-with-kira-smith\/","src":"https:\/\/mcdn.podbean.com\/mf\/web\/g753ju\/Expisode_with_Kira_Smith_01_mixdown6g8vu.mp3","mediatype":"audio","categories":[],"duration":"32:42","episodetype":"full","timestamp":1697475748,"key":"ce6cb71ec15a7904e3b7099ab88ff19d"},"ppe-2726-18":{"title":"Welcome to Teach.Learn.Share!","description":"<p>Teach.Learn.Share\u2019s first miniseries centers on assessment and well-being. Over five episodes, we ask different members of our university community whether we can view learning and student well-being as connected when looking at the way student learning is assessed. We also delve into specific ways in which to build an inclusive culture of learning by focusing on assessment practices. The conversations point to concrete strategies and calls to action while also signaling misconceptions and long-standing stumbling blocks around assessment.\u00a0<\/p>\n<p><a href='https:\/\/teachlearnshare.podbean.com\/'>—> Subscribe to Teach.Learn.Share on your favourite podcast player<\/a>. <\/p>\n","author":"McGill\u2019s Teaching and Learning Services","date":"October 5, 2023","link":"https:\/\/teachlearnshare.podbean.com\/e\/teaser\/","src":"https:\/\/mcdn.podbean.com\/mf\/web\/rpfi2w\/Teach_Learn_Share_Teaser_01_mixdown790cb.mp3","mediatype":"audio","categories":[],"duration":"01:30","episodetype":"trailer","timestamp":1696519066,"key":"e6052ef502a97f26c7bdb371d4608331"},"load_info":{"loaded":18,"displayed":10,"offset":0,"maxItems":18,"src":"59d623e6214adbe65e8714412dfe68a8","step":10,"sortby":"sort_date_desc","filterby":"","fixed":"","args":{"imgurl":"https:\/\/pbcdn1.podbean.com\/imglogo\/image-logo\/17328348\/TeachLearnShare_podcast-cover_3000px_1_a28kk.png","imgset":"","display":"","hddesc":0,"hdfeat":1,"oricov":"https:\/\/pbcdn1.podbean.com\/imglogo\/image-logo\/17328348\/TeachLearnShare_podcast-cover_3000px_1_a28kk.png","elength":18}},"rdata":{"permalink":"https:\/\/teachingblog.mcgill.ca","fprint":"59d623e6214adbe65e8714412dfe68a8","from":"feedurl","elen":18,"eunit":"","teaser":"none","title":""}}}; var ppmejsSettings = 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