Fall 2022 - Winter 2023
Students Taking the Wheel: Designing a Framework to Implement Student-Led Mini Courses at McGill
Creative Activities Promote Student Motivation and Engagement in a Large Cell Biology Course
Course structure, engagement, and the development of disciplinary agency
Illustrated abstracts - Non-disposable assessments that promote metacognition?
Pursuing your passion beyond your discipline - open scaffolded research experiences
Course structure, assessments, and the fostering of transferable self-efficacies
Investigation and design of student-led mini courses
Analysis of Student Feedback on Two-Stage Exams in Organic Chemistry
Fall 2021 - Winter 2022
How Engaging is Virtual Learning?
Assessment of Higher Skills Acquisition in BIOC 311
Assessment of remote learning techniques in COMP 202
Development and Assessment of Efficacy of Learning Resources in General Chemistry Courses
Reflective and reflexive journaling for science students
Fall 2020 - Summer 2021
Active Learning and Engagement in an Online Math Class in Fall 2020
Optimizing Course Resources in BIOL 202
Virtual FRezCa: Taking a Student Learning Community Online
FRezCa: Role of Collaborative Learning Communities in Higher Education
Lengthy, Lonely and Listless: The “L’s” Connected to Remote Learning in PHYS 101
Investigating the Effectiveness of Various Feedback Methods
E-learning Design for Higher Skill Acquisition in the Biomedical Sciences
Virtual FRezCa: Taking a student learning community online
Assessment of remote learning opportunities for BIOL 202
Assessment of the effectiveness of feedback methods used in MIMM 396
Assessment of remote learning across large undergraduate science courses - Part II
Student perception of class attendance versus remote learning
How Delivery Approaches Modify Students' Perception of Active Learning Pedagogy
Designing e-Learning Material that Aims at Developing Higher Skills in Biochemistry
Fall 2019 - Summer 2020
Assessment of the efficacy of authentic research experience in BIOL 301 - Part III
Improving Students' Perception of the Costs/Benefits of Active Learning Pedagogy in Biochemistry
Science Outreach at McGill: using GIS to identify opportunities for engagement and learning
Assessment of the supplementary resources offered in CHEM 212
Homework Zone science modules (multiple projects)
Interpreting science at the Redpath Museum
Assessment of the supplementary resources offered in CHEM 110/120
Analysis of student response to active learning components in BIOL 202
Assessment of the efficacy of authentic research experience in BIOL 301 - Part I
Analyzing and Reconfiguring an Adapted Flipped Class Model for PHYS 102
Equipping First Years for General Chemistry Courses
Assessment of Active Learning Initiatives in Chem 212
Creating an Open-Educational Resource Workbook for Introductory Organic Chemistry 2
Developing a peer-to-peer 'teaching coach' program
Assessment of FRezCa, a drop-in help centre hosted by teaching assistants
Assessment of active learning components in BIOL 202
Assessment of the efficacy of authentic research experience in BIOL 301 - Part II