Each semester at McGill University, students have the opportunity to complete course evaluations for every course they’re enrolled in. Course evaluations are important because they’re an opportunity for instructors to hear from students how their courses are being experienced. Student feedback can provide instructors with ideas about how they can improve their courses for future students. Unfortunately, many students don’t necessarily see the value of taking the time to do course evaluations. In fact, the average response rate received per course is just under 50%.
But what if students were aware that their feedback was actually put to use? Could students be motivated to complete their course evaluations if they knew how instructors use their feedback to improve their courses? McGill’s Teaching and Learning Services (TLS) encourages instructors to share examples on the web of how they’ve improved their courses as a result of student comments in course evaluations. On the TLS course evaluation website, we’ve published a number of testimonials. Here are excerpts from some of these testimonials submitted by instructors when asked to reflect on the impact student feedback in course evaluations have had on their courses.
Professor Shane Sweet from the Department of Kinesiology and Physical Education says: “In our department, there are people who are in physical education, some are in kinesiology, some want to be doctors, some want to be physical therapists, some want to be educators … so from the course evaluations I realized my examples have to be quite a bit broader than what they were in the past. Now when I try to explain content using real world data or different examples, I try to look at the scope from children to adults across a variety of settings.”
Professor Marjorie Aude Rabiau from the School of Social Work explains: “Course evaluations are very important to me … I sit down, get the gist of the comments, and use it to re-design the course or tweak the course if needed.”
Professor Corinne Hoesli from the Department of Chemical Engineering tells: “I was hired at McGill in 2014 and taught my first course that year. In 2015, I completely revamped the course taking into account student feedback. This led to a drastic improvement in the delivery of the material and in student satisfaction the following year.”
Professor Hoesli goes on to say: “It is crucial to me to obtain a representative sampling of the students in each course. The average response rates are only 30%. If you are a student reading this, please participate in the evaluations. Response rates above 90% are on my Christmas wishlist each year.”
Encourage your students to complete their course evaluations by letting them know that you read the feedback—and maybe even make improvements to your courses because of student comments. Submit a testimonial for web publication to show students their comments are being heard!
Read about other ways to encourage student participation.
What changes have you made to your courses as a result of course evaluation feedback?
This post was the joint work of Carolyn Samuel and Méganne Hirsch.
Have you ever wondered what students look for when they read a course outline? What do they think about the assignments they’ll be asked to do? This 3-part blog series describes one student’s reaction when reading a course outline for the first time and their subsequent conversation with the prof about concerns regarding the outline. In this second post, we see what Dominique says to the prof.
If you missed the first post in this series, you can read it now: Students are strategic: A student has concerns about assignments
I knock on my prof’s door, enter their office, thank them for agreeing to meet with me, and grab a seat. I then take out my notebook with my talking points, take a deep breath, and begin, “The thing is, I’m concerned about the time I’ll need to devote to this course because of the heavily-weighted group project and the really long reading list. Group projects are really time consuming because we have to coordinate schedules outside class time so that we can work together – in person or online. That’s tough because many of us have full course loads, part-time jobs and other responsibilities. And, there’re always some group members who don’t pull their weight, which means the rest of us have to do double-time to get the project done. And other profs have also assigned group work, so we’re spending huge amounts of time just trying to schedule meetings rather than actually getting our work done.”
My prof responds with a non-committal tone: “Yeah, I can see how that might be challenging. What are your other concerns?”
I return to my notes. “I really want to take this course, but it seems like it will be impossible to actually get all the readings done. There are so many! It’s kinda demotivating from the start. To be honest, students are strategic about how we decide to spend our time on course work. When there’s a ton of readings and no specific graded assignment associated with them, we tend to skim them and spend time on what we see directly contributes to our grades. We come into courses wanting to learn and do well, but … sometimes, it seems profs don’t realize how we have to be strategic because of time. I’m really nervous about being able to succeed in this course. The semester barely just started and I’m already feeling stressed.”
“Okay. Let’s talk first about the group project. Doing a group project is an important learning opportunity because it can give you an idea of how people work in ‘real world’ workplaces. And you develop your professional interpersonal skills by having to work in a group.”
The cynic in me thinks, “Yeah, I’ve heard that before, and it doesn’t change the fact that group projects are often designed in such a way they don’t take into account students’ “real world”! My prof goes on …
“About the course readings … reading is one of the main ways you gain knowledge in academia, so I hope you can understand why this reading list is part of this course. Profs understand that students are busy, but we have a responsibility to expose you to the work that will support your learning. These readings will expose you to different perspectives about the course content. But I’m going to think about what you’ve told me and see if I can suggest any strategies to help you—and other students—manage the workload so that you can succeed in this course. I’ll get back to you.”
“Okay, well, thanks for meeting with me. I feel a little better that you at least know where I’m coming from. I really want to learn in this course, but right now, it just seems overwhelming because of my full course load and life outside my studies. Do you think this course is really right for me at this time?”
Keep an eye out for the final post in this series to see how Prof. Lambert reacts to Dominique’s request.
Simone Tissenbaum is a second-year grad student in the Department of Integrated Studies in Education at McGill University and a current Graduate Student Assistant with Teaching and Learning Services. Outside of the world of academia, Simone is a dancer. She has blended these two worlds together in her research, which uses dance to explore the topic of safe and healthy relationships with youth.
Have you ever wondered what students look for when they read a course outline? What do they think about the assignments they’ll be asked to do? This 3-part blog series describes one student’s reaction when reading a course outline for the first time and their subsequent conversation with the prof about concerns regarding the outline. In this first post, we learn about why Dominique, the student, has concerns about the assignments and how students need to be strategic with their time.
Students come to university to learn, and while we’re taking courses to help us learn, we also have other responsibilities to take care of, such as working part-time jobs, looking after our physical and mental health, doing our housekeeping, and maintaining relationships. All of this takes time, and for this reason, the first thing most students look at when the semester starts is their course outlines to see how they’re going to be assessed. Then, we can plan to manage our time strategically so that we can do our best to succeed at the assignments, while simultaneously managing our other responsibilities.
Part of our strategy is to consider how much each assignment is worth and when the due dates are. These considerations impact the amount of time we spend on and effort we put into assignments. I consider things like what my busiest weeks of deadlines will be—inevitably, there will be a cluster at midterm time and at the end of the semester—and which assignments might suffer because I’m too stressed and overloaded with those clusters of assignments. Some course outlines make me wonder how I’m going to survive the semester! Really, we have to use a Jenga-like strategy each semester to piece together our days and fit in the responsibilities for each course and for our lives apart from our studies.
There are two things in particular that I immediately look for in a course outline: a group project assignment and an assignment directly associated with required readings. Group projects are a concern because they’re often time consuming, especially when there’s no class-time allotted for group meetings. Group projects require scheduling around several other students’ busy lives in order to meet and get the assignment done well. They can also be problematic because there’s usually at least one group member who doesn’t pull their weight, which means additional work (more time!) for the other members. Group projects are difficult to integrate into in our busy lives—imagine the time involved in working on group projects outside class time for four different courses! Just planning the meetings would take an enormous amount of time. This situation can be a serious source of stress for students, and it can have a negative impact on our ability to succeed.
The list of required readings is another concern because often it’s so long that it’s overwhelming and it’s not directly associated with marks. Students understand that profs are eager for us to develop in-depth knowledge of the course content through reading and see different perspectives on course themes that will be explored. That’s why they assign the many readings that are intended to help us learn. But sometimes, the list of assigned readings provokes more anxiety than interest. It feels almost as though profs don’t consider that we have four other profs who also want us to read and engage with their course content. No matter how badly we want to learn the course content or how much we understand that reading will improve our learning (and consequently our grades), the thought of tackling a lengthy reading list is overwhelming because of the time it will take to do all the reading. And of course, we’re strategic with our time: if there is no grade directly associated with reading, we may end up just skimming and doing surface reading.
It’s the beginning of the semester. With all of this in mind, I look at one of my new course outlines to see the breakdown of course assessments and immediately feel discouraged. There’s a group project with a heavy grade value assigned to it and a required reading list that’s so long I don’t even want to count how many readings there are! It’s so overwhelming that I feel as though I want to just skip the readings altogether … especially since there’s no “reading assignment” that will contribute to my course grade. Managing my time for this course will be difficult and stressful. I’m honestly worried about just being able to pass given that I have four other courses … and I want to balance my studying and the other parts of my life. I decide to discuss my concerns with the prof while it may still be possible for them to make some changes, so I send an email requesting an appointment.
Tune in to the next post in this series to see what happens at the meeting between Dominique and Prof. Lambert.
Simone Tissenbaum is a second-year grad student in the Department of Integrated Studies in Education at McGill University and a current Graduate Student Assistant with Teaching and Learning Services. Outside of the world of academia, Simone is a dancer. She has blended these two worlds together in her research, which uses dance to explore the topic of safe and healthy relationships with youth.
At Teaching and Learning Services, we regularly receive questions from instructors asking for ideas to enhance their teaching and improve students’ engagement in class. So, we’ve recorded 2-3 minute video bites that describe how to implement some strategies we’ve chosen based on relative ease of implementation, suitability for different class sizes, and their representation of a variety of interaction types. We’ll be sharing these strategies in the Teaching for Learning @McGill University blog over the coming weeks. Stay tuned!Strategy: 10/2
The 10/2 strategy involves lecturing or presenting information for 10 minutes and then allowing students to work for 2 minutes in pairs to summarize the information or address a question you’ve posed.
One of the greatest challenges I encountered as a student was trying to maintain my attention span throughout an entire class period. It often seemed as though the instructor was racing to cover as much material as possible in a short—yet seemingly long—period of time. There was little opportunity for me to absorb the information and fully comprehend it. Moreover, trying to listen, understand and simultaneously scribble notes as the instructor was lecturing proved to be a skill I was not really able to hone. I know I was not the only student to feel this way.
How might this problem be overcome? One of the simplest additions to your lectures can be the 10/2 teaching strategy. The idea is that you present content in 10-minute increments spaced apart by 2 minutes of rest. This rest time allows students to grasp concepts and reflect on them, catch up on their notes, and ask questions. Adopting the 10/2 strategy requires minimal planning and little extra time to implement.
I strongly believe that implementing a strategy like 10/2, which can engage students in their learning, can lay a solid foundation for students to understand subsequent material. That foundation may be crucial for student achievement. If the 10/2 strategy had been implemented in some of the courses I had taken, it would have been a game changer.Would you like to know more?
- Ideas for interaction during lectures
- Interactive lecturing: Strategies for increasing participation in large group presentations, by McGill professors Yvonne Steinert and Linda Snell.
What strategies do you use to provide students with time to reflect on and assimilate content during your classes? Share your ideas!
Featured Image photo credit: Victor Tangerman
Jasmine Parent is an M. Sc. graduate from the program of Global and Community Nutrition in the Department of Dietetics at McGill University. She is currently enrolled in the M. Ed. Technology Program at the University of British Columbia and works as an Assistant Online Course Developer at McGill’s Teaching and Learning Services. Her greatest passions include cooking and exploring healthy recipes, practicing yoga, and spending time in nature.
“How many hours a week do I need to schedule? Do I have to be in my office or can they be online?” These are two questions instructors at McGill University ask us at Teaching and Learning Services (TLS). There are no clear answers, though, as McGill does not have a policy that specifically addresses the question of office hours. However, item 21. (v) of McGill’s Charter of Students’ Rights states that course outlines should include “The instructor’s contact information, office location, and office hours as appropriate” (p. 3). Of course, ‘as appropriate’ is open to interpretation.
At TLS, we did a bit of searching online to find out what the practices are at other universities. The recommended number of office hours seems to be 2 to 3 per week. However, we suggest you speak with your department Chair or unit Director to find out what the practice is in your teaching context.
From our online search, we also gleaned some useful ideas for planning and holding office hours. Consider:
- scheduling both in-person and virtual times (more below about virtual office hours);
- scheduling a combination of drop-in and ‘by appointment’ times and holding office hours more than once a week and at different times of the day to accommodate students’ varied schedules; and
- including directions to your office if it is in a hard-to-find location.
If you have a TA who holds office hours, consider planning for you and your TA to schedule different days/times to meet with students.Virtual office hours
Real-time virtual office hours are scheduled times when you are available to communicate with students online. Various tools can facilitate this communication by video, audio, text, or a combination. A free video conferencing tool, such as Skype for Business, supported by McGill, allows you and your students to see and speak to each other in real-time. You can even do screen sharing so that you can look at documents or other resources together. The Chat tool in myCourses is a text-based medium that allows for real-time communication. Both video conferences and chat sessions are recorded so that they can be viewed later on. A recording can be beneficial to students should they wish to review the conversation after office hours have finished. Read more about the benefits of virtual office hours.
Whether in person or online, you should let students know what your office hours are for and what your availability is by including relevant information in the course outline and announcing it in class and in myCourses.
What suggestions do you have for planning and holding office hours – both in-person and virtual?Suggested reading:
Condis, M. (2016). Making office hours matter. Inside Higher Ed. Retrieved from https://www.insidehighered.com/advice/2016/11/01/how-convince-students-attend-office-hours-essay
University of Washington Center for Teaching and Learning. (2018). Virtual office hours. Retrieved from http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/face-to-face-office-hours/virtual-office-hours/
Walsh, M. (2011). How to make the most of your office hours. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/teaching-and-learning/how-to-make-the-most-of-your-office-hours/
At Teaching and Learning Services, we regularly receive questions from instructors asking for ideas to enhance their teaching and improve students’ engagement in class. So, we’ve recorded 2-3 minute video bites that describe how to implement some strategies we’ve chosen based on relative ease of implementation, suitability for different class sizes, and their representation of a variety of interaction types. We’ll be sharing these strategies in the Teaching for Learning @McGill University blog over the coming weeks. Stay tuned!Strategy: myCourses/course outline scavenger hunt
Use a short list of questions to get students to attend to main features of the course website and/or important information in the course outline.Why use this strategy?
On the first day of classes, I, like other instructors, share either a hard copy or electronic copy of the course outline with students. (Actually, at McGill, the course outline must be provided to students during the first week of classes according to the McGill Charter of Students’ Rights (Chapter One, Article 10.2 – amended by McGill Senate 21 January 2009 – of the Handbook on Student Rights and Responsibilities, available as a PDF. I hope all students will be motivated to read it attentively on their own because it has information that is important for them to succeed at the course. But my hope has been repeatedly dashed. So, I tried a more directive approach: orally “walking” students through salient points of the course outline (can you say tedious?) and asking students to pose questions about anything that’s unclear. No questions. Great. It’s confirmation that I write clear course outlines. Probably not. More likely, students don’t have enough time to take in the content of this truly important document. So, I switched approaches again. On the first day of class, students now have to engage in an awareness-raising activity whereby they have to find important information in the course outline. Read more.Would you like to know more?
- More ideas for getting students to prepare for class
- Other First Day of Class Activities that Create a Climate for Learning
- More Video Bites on strategies to engage students in their learning
- Not sure what to include in your course outline? All the info is in TLS’ Course Outline Brief Guide.
What do you do to ensure students are prepared for class?
Featured Image photo credit: Victor Tangerman
At the 2018 SALTISE conference held at McGill University in Montreal, keynote speakers Richard Felder and Rebecca Brent spoke on the topic of Understanding and Minimizing Resistance to Learner-centered Teaching. They pointed out that many students are accustomed to and comfortable taking notes while listening to instructors lecture. But being more active in class doesn’t necessarily appeal to students.
- being explicit with students about why you’re asking them to do active learning tasks and
- varying your teaching methods so that students benefit from different types of learning opportunities. Read more.
Another point raised was that active learning strategies often take little classroom time. Over the coming weeks, this blog series will present “Strategy Bites”—a series of 2-3 minute videos produced by Teaching and Learning Services that describe how to implement a number of strategies we’re featuring based on relative ease of implementation, suitability for different class sizes, and their representation of a variety of interaction types. These blog posts will also address students’ perceptions of these strategies and offer links to additional resources. Stay tuned for some practical ideas!
Seeking help deciding which strategies to implement and how they’ll fit with your teaching? If you’re a McGill University instructor, contact Teaching and Learning Services for a one-on-one-consultation.
Featured Image photo credit: Victor Tangerman
Student ratings and comments in course evaluations can bolster teachers’ sense of efficacy. But even a single less-than-favourable rating or comment has the potential for disproportionately occupying our thoughts. This phenomenon—of focusing on the one or two negative comments among a sea of positive ones—is common.
Maryellen Weimer addresses this matter in her recent blog post What to Do About Those Negative Comments on Course Evaluations. She makes several suggestions for how to stop obsessing over those few less-than-favourable evaluations, stating: “It requires concerted effort and the application of some self-discipline.” Among her suggestions:
“Step back. For the moment, let it go and move on to something else. Read every positive comment three times and smile.
Look again later, but with objectivity. How many negative comments were there, versus no comments and positive ones? Try deleting the emotional language in the comment. Make it sound like constructive feedback and then consider what happened in the course that might have generated the response. Does the student have a point?”
What suggestions do you have for dealing with the one or two poor course evaluation comments among a sea of positive ones?
Faculty of Management Professor Elena Obukhova is eager for her students to become “discerning media consumers.” In a recent article in The McGill Reporter “How a Desautels professor is sensitizing students to fake news,” Professor Obukhova describes an assignment she gives students to develop their skill at critically evaluating media content so that they can discern facts from fake news.
“With the aim of imparting information literacy to her BCom students, Prof. Obukhova, with assistance from former McGill Associate Librarian Edward Bilodeau, designed an assignment about the ongoing NAFTA renegotiations that would allow them to grapple with distinguishing fact from fallacy in the media.”
The first part of the assignment calls upon students to write their own biased version of a news article. Professor Obukhova explains: “Teaching somebody how to make a biased or a fake news story is a way to inoculate them from being susceptible to bias and fakery.” Read more.
Many instructors have students do assignments to bolster their critical thinking skills. Pervasive fake news means that learning materials for creating critical thinking assignments are at our finger tips. What critical thinking assignments do you give your students? Post descriptions below!
For the first time, Professors Kirsten Anker, Yaëll Emerich and Tina Piper from the Faculty of Law teamed up to teach the “Property” course (LAWG 220 D1 and D2), a new year-long “integrated course teaching civil, common and Indigenous property law.” Their students’ final assignment was to create a poster related to the development of the Royal Victoria Hospital site. Working in teams, the students had to “explore property issues related to the development of the former site of the Royal Victoria Hospital (RVH).” Specific objectives for students were to:
- “Develop collaboration skills by working together on a project
- Apply [their] knowledge of property law to an actual situation in the local environment
- Translate legal knowledge to individuals in a public forum.”
As part of the assignment, students displayed their posters in the Atrium of New Chancellor Day Hall. I walked around and asked several students if they could tell me briefly what they had learned from this assignment:
- Sara Gold felt that the assignment allowed her to apply property law concepts to a concrete example, and look at how these laws could affect the city and its inhabitants. This project felt personal to Sara, a native Montrealer with family working in the medical field.
- While considering the ecoterritory of the RVH site in relation to aboriginal laws, Anisha Samat realized that the First Nations’ approach to the environment is much more fluid; the interior and the exterior are not seen as separate entities but rather as complementary.
- Eric Abrams realized that the law has a very westernized definition of “value” in regards to property, taking into account only economic aspects of the site and neglecting added value to society.
- Alix Genier and her group looked more closely at heritage laws, and discovered these include only aesthetic aspects of the property and neglect to take into account the site’s story and former function. They researched how the RVH site could embrace its history and heritage, and be inclusive of the various minorities that had a part in its story.
I also spoke with Professor Piper about the teaching experience and the outcomes of the course. She said that although students sometimes struggled with the collaborative aspect, overall she was pleased with their work and impressed that students found new, original documents about the site.
What are some historical facts that you would like to share about the RVH site?
 Excerpt from the course syllabus, provided by Prof. Tina Piper
 Excerpt from the “RVH Assignment Instructions” distributed to students; provided by Prof. Tina Piper.
 Excerpt from the “RVH Assignment Instructions” distributed to students; provided by Prof. Tina Piper.
Featured image by Jeangagnon [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)%5D, from Wikimedia Commons
“Recently, I heard one of my students ask his friend, ‘If you were stranded on an island and could only take one item with you what would you bring?’ I started thinking about the question as it applied to my classroom. The thought came to my mind, ‘What is the one item in my classroom that I absolutely could not do without?’ […] My eyes landed on […] my document camera” (Borel, 2014). I didn’t write that. But I could have. It aptly captures my sentiments about the doc cam, as it’s often referred to.
I love using doc cams because they’re a simple and dynamic tool for engaging students in learning in class. Doc cams sit on classroom podia … long necks poised and ready for action with the touch of a button. One of my favourite strategies is to have students—individually, in pairs or small groups—hand-draw complex concepts on paper to illustrate their understanding. Volunteers then display their drawings on the doc cam for class discussion. During such discussions, students’ understanding of the concept is often deepened, and they tweak their drawing in real-time while their paper still rests on the doc cam. This strategy allows for immediate instructor and peer feedback, and it allows me to easily assess students’ understanding of concepts so that I can adjust my teaching, if needed.
Read about other doc cam strategies in this post by Bryn Lutes: Encouraging Critical Thinking with a Document Camera. In a short video entitled Active learning: Creative ways to use a document camera to engage students, see how one instructor at Iowa State University uses the doc cam in her chemistry class.
Many doc cams have a feature that allows for taking a snapshot of the material being displayed. These snapshots can be saved as jpegs, for example, and then posted to myCourses. Using this snapshot feature, I create a cumulative archive in each course site of exercises or problems worked on in class using the doc cam. Suggestion: Write dates and page numbers at the top of each page. Students can use this archive for review and study throughout the semester.
If the doc cam doesn’t have the snapshot feature, you can collect student work that was displayed on the doc cam and scan it. Simply feed the papers into a copy machine on campus to create one pdf. You don’t need to scan pages one by one.
The main reason I love doc cams is because they are a simple means for promoting interaction in the classroom. How have you used doc cams for engaging students in learning in class?
Doc cams are installed in many classrooms at McGill. If you teach at McGill, you can check online to see if classrooms you’ve been assigned to have a doc cam. If you’d like to learn more about using a doc cam, please complete the Educational Technologies Consultation Request Form and select “Classroom AV” from the selection of “which educational technology do you want to learn about.” We’ll show you not only which button to press, but also how you can use the doc cam to engage students in learning in your classes.
Borel, J. (2014). 15 Fabulous ways to utilize a document camera in the art room [Blog post]. Retrieved from https://www.theartofed.com/2014/09/01/15-fabulous-ways-to-utilize-a-document-camera-in-the-art-room/
Lutes, B. (2015, August 3). Encouraging critical thinking with a document camera [Blog post]. Retrieved from http://teachingcenter.wustl.edu/2015/08/encouraging-critical-thinking-with-a-document-camera/
A number of instructors at McGill have implemented peer assessment (PA) in their courses and have generously shared some of their reflections on the topic.
Professor Marta Cerruti teaches Materials Surfaces: A Biomimetic Approach (MIME 515/CHEE 515) to undergraduate and graduate students in the Faculty of Engineering. In a conversation about her experience with PA, she shares how she implemented PA in her course both within and among student teams, reflects on students’ PA experience, and gives advice for instructors thinking about trying PA in their courses.
What was the major assignment in this course?
Over the semester, students had to work in teams to develop a presentation and an accompanying report on an engineering topic of their choosing.
How were the teams formed?
Inspired by the work of Barbara Oakley, I decided to assign students to teams, rather than having the students choose their own. This allowed me to maximize diversity in the teams, as Oakley recommends. Specifically, I considered the students’ past performance, their disciplinary focus—whether they were in chemical or materials engineering—and whether they were undergraduate or graduate students. There were just over 30 students in the course, so in total, there were 10 teams of three to four students.
How did the assignment play out?
Students received feedback from peers on other teams on their presentation assignment twice – once mid-course on a short presentation and once at the end of the course, on a longer presentation. As well, they assessed their teammates twice on how well they were working together within the teams – once mid-course as a practice round, and once at the end of the course, which could affect their grade. In all, there were six main steps:
First, students submitted a two-paragraph summary of their project proposal via myCourses. That was ungraded, and only the co-instructor and I saw it. We gave feedback on the summary.
Second, teams gave a mid-course team presentation for which they prepared outside of class. The team presentations were three minutes each. In a speed-dating format, the teams presented to other teams during one class period:
- One team presented to another team. The listening team took notes on the presenting team’s message and performance, in preparation for giving feedback.
- The teams switched roles, so that the other team also had a chance to present. The listening team took notes on the presenting team’s message and performance.
- The teams had 10 minutes to provide oral feedback about the presentations to one another, based on their notes.
Then each team repeated steps A, B, and C with three more teams.
After class, students individually gave constructive written feedback using Office Forms to each team whose presentation they had seen. The Office Forms tool was easy to use for this feedback among teams, for the students and for me. (screenshot below; full feedback form here:
The teams then gave feedback on the feedback they received [editor’s note: such feedback is also referred to as “back evaluation”] – that is, they indicated how useful the feedback was, both in words and with a number on a scale of 0 (not useful) to 2 (very useful). Then the TA went through the written feedback and numbers, and transformed the 0, 1 or 2 into a grade. We had already explained to the students in the course outline how these numbers would be transformed into grades.
An advantage of these short presentations was that just from walking around the classroom – even though I did not listen to or provide feedback on the presentations at this stage – I was able to see who was engaged and who wasn’t. In certain teams, some people were visibly participating more than others. So it was immediate feedback for me to realize if there were teamwork issues or not.
Third, the student teams revised their presentations based on the in-class discussions among teams and the written peer feedback, and then they uploaded a revised version of their 3-minute presentation to myCourses. These were PowerPoint slides with a recorded voiceover which had to include all team members’ voices. I graded these uploaded mid-course presentations and gave feedback.
Fourth, the students practiced rating and commenting on the cooperation of their team members with a mid-course peer evaluation (p. 29), where students filled in a hard-copy form outside of class describing each team member’s contributions. The next class period, the students brought their forms to class. The students met in their teams and discussed these forms for 20 minutes. By filling out and then sharing the evaluation form, each team member could learn what the others thought about their work within the team. This was meant as a wake-up call in case anything was going wrong in the teams. During that time I walked around and asked a few questions to hear how things were going overall.
Fifth, each team presented for 10 minutes to the entire class. This occurred during three class periods at the end of term. They also submitted a final report. Each student was assigned to give peer feedback, again using Office Forms, on three presentations – one per class period. One of the feedback questions was “What do you think was the take-home message?” This question let students see if what they wanted to convey was actually understood. A few days later, each team had to write a one-page addendum to the final report on what they would do differently based on the feedback from peers.
Sixth, after the final presentation, each student rated and commented on their own cooperation within their team, and the cooperation of their team members, in an Office Form. This peer rating was also based on Oakley’s work (p. 30). These peer ratings contributed to students’ final grade. Then all their team assignment grades were multiplied by a factor depending on their peers’ assessment of their individual contributions, based on a formula that Oakley describes (p. 31). Because of this formula, each student’s ultimate assignment grade varied somewhat from that of the other students on their team. Students saw the results of the formula but did not see the comments of their peers for this round of evaluation.
What did students think of the experience?
They took the PA seriously and seemed to find it helpful. I gathered some feedback with a short, anonymous survey at the end of the course. Here are a couple of their comments: “I learned how to structure critiques in a soft manner” and “I learned how to make use of my critical evaluation skills.” The comments were quite positive.
And students mostly seemed happy with their teammates’ contributions: with one exception, all the average peer ratings were “excellent” or “very good”.
In the case of that one exception, one team had two students who had contributed to the mid-course presentation and two who hadn’t. The team asked to meet with me because they weren’t getting along well and wanted to change their team membership. In the meeting, it seemed that two of the students had higher expectations for the work quality than the other two.
I thought a lot about what to do. Since the students didn’t seem to be working together at all, I offered to split the team of four into pairs, such that the two students with higher expectations would work together, and the two students with lower expectations would work together. I allowed the pair of students who hadn’t contributed to the presentation to create a new presentation. Ultimately, the two students who seemed to have lower expectations got fairly low grades. If team members hadn’t assessed peers’ contributions to teamwork, these students probably would’ve continued as in other classes, where some team members don’t do much work, yet get the same grade as the team members who do more work.
What advice do you have for instructors considering having their students do PA of teamwork?
I can suggest a few things:
- Have students do PA mid-course and at the end. It’s helpful because students become familiar with the task and understand ahead of time what the expectations are.
- Explain to students in advance how assessment of their peers can impact their grades. Show specific examples, saying “Here’s an example of what happens to someone’s assignment grade if you give them a satisfactory, or an excellent, for their contribution to the team.”
- Put a couple of team graded assignments earlier in the term. Students were instructed to only include the names of team members who contributed to the assignments. By having a couple of smaller assignments earlier on, students can safely remove someone’s name from an assignment to send a message without dramatically decreasing their grade. For instance, next time I plan to have the initial two-paragraph summary submission as a graded assignment for a few points. That way, if a student does not contribute to the assignment, that student’s name may not appear on the assignment and this effectively signals that there is an problem.
Do you use PA to have students provide feedback on one another’s contributions to teamwork? What questions do you ask students to respond to when they provide this feedback to one another?
One of the reoccurring elements explained to me on the first day of my Practicum at Teaching and Learning Services (TLS) was the emphasis the TLS team places on feedback and cooperation. The idea sounded helpful; colleagues working together to support one another. I don’t think I truly grasped the importance of the cooperative working environment they developed until I hosted my first meeting at TLS.
This meeting, attended by 8 of my colleagues, was a feedback session to receive advice on my current project of connecting instructors with teaching resources to Indigenize their curricula (resources will be available soon on the TLS Teaching Resources webpage!). The advice I received helped me gain a different perspective on the project I was so deeply entrenched in. I began seeing areas of improvement that I previously did not notice and was looking at my project in a new light I didn’t think possible. How did I get to this point? It’s all thanks to the cooperation of my colleagues and their willingness to share their expertise.
This might sound familiar. Plenty of offices or similar working environments share a similar style of cooperation between co-workers, so don’t be surprised when I tell you this style of learning and sharing is similar to a pre-existing concept: it’s called a Community of Practice.
I was first introduced to Communities of Practice (CoP) during my undergraduate degree in Education where this practice was discussed in the context of educators supporting one another, and sharing their experiences and expertise to help others improve their practice. The term, coined by Jean Lave and Etienne Wenger in 1991, is not limited to Education and is one that benefits multiple environments. From researching to teaching, a Community of Practice can have real advantages for instructors.What is it?
A Community of Practice is made of three main components: the domain, community, and practice.
- The domain: the area of interest that brings people together.
Example: this could be the domain of Librarianship (my current field of study)
- The community: the people who engage with the domain together.
Example: this could be my instructors from Information Studies or librarians working in the field.
- The practice: the active part of this concept, where real engagement and participation occur between community members
Example: this could be the collaboration between instructors in developing assignments, syllabi, or research
All three concepts are interdependent and work together as displayed in this diagram:
What differentiates a Community of Practice from a group of individuals simply sharing their interests is that a CoP is an on-going and continual process where its group members are actively engaging and reflecting upon their activities so they may help others in their domain develop competencies and succeed. The process of reflection is a secondary part of a CoP but is important nonetheless. Reflection provides the opportunity to better understand a concept and imagine its impact on the domain at hand.This sounds familiar…
It’s true, you may have already begun developing a CoP through informal knowledge sharing with colleagues, however I urge you to move towards a true Community of Practice. Why might this official move be important? By formally labelling this process, community members may continue to actively engage with their goals and stay committed to the domain. With such a title, community members may feel comforted knowing they are recognized, respected, and part of an official group where they may continue to advance their professional development goals. Placed in solid ground, community members may begin to see real changes occurring in their environment. Since a CoP relies so heavily on intercommunity interactions, there is great potential for growth amongst the community which will only serve to benefit the surrounding environment and greater domain.
Communities of Practice need not remain static in their domain or goals. Once a group is formed, it can be simple to transition to other areas of need that instructors may have. What started out as a community focusing on improving their lectures may transition to a group sharing assessment methods or ways to support student engagement. Furthermore, a CoP is not limited to a physical environment. There is plenty of growth in online CoPs, also known as VCoP (Virtual Community of Practice), for those seeking support in different ways. New instructors can find support or inspiration in such communities while practiced teachers may find new ideas or contribute to critical discussions. For a concrete idea of what a CoP may look like at McGill, here are some examples of CoPs at Teaching and Learning Services:
If a budding CoP exists in your surroundings, the next step forward is to continue developing the community so that it may stand on solid ground. This can include gathering like-minded colleagues in a formal group that you may call a Community of Practice. If you are looking to establish a group, communicating with compatible individuals can help formalize a domain and community, while searching online allows the opportunity to join an existing VCoP.
Plenty of opportunities exist in the world of CoPs, where will you go next?References and Recommended Readings:
Communities of Practice (Lave and Wenger), by Learning Theories. https://www.learning-theories.com/communities-of-practice-lave-and-wenger.html
Community of Practice Development Manual: A Step-By-Step Guide for Designing and Developing a Community of Practice, by George S. Gotto IV, Ann Turnbull, Jean Ann Summers, and Martha Blue-Banning. http://ktdrr.org/resources/rush/copmanual/CoP_Manual.pdf
Communities of Practice: Knowledge Sharing Tools and Methods Toolkit. http://www.kstoolkit.org/Communities+of+Practice
The passing of a family member and brief hospital admission marked my first two months at McGill. (Please keep reading, I promise I won’t regale you with a tale of woe here.) Thanks to an advisor at the Office of Advising and Student Information Services (OASIS), I was able to withdraw from courses or defer exams, finishing my first year largely academically unscathed. My situation was not unique – almost all of my peers have experienced some difficulty that was detrimental to their wellness. After speaking with more students, I realized that I was incredibly fortunate to have accessed and been supported by resources at McGill (OASIS, McGill Counselling, McGill Students’ Nightline). While a variety of on-campus services for student support exist, many students are either unaware of or are unable to access them for a variety of reasons. As a result, some students do not receive support from McGill and the challenges they face significantly hinder their ability to learn. (Read student testimonials here, here and here.)
After my first year, I began volunteering with peer support organizations and psycho-education groups, and I felt incredibly grateful to be a member of supportive, empathetic communities. But, I was still wondering about larger, structural issues at hand. I started thinking about how we could reduce the barriers that student experience when seeking support. Needless to say, this is an overwhelming task! What seemed easier to me (retrospectively, it was more difficult than I anticipated) was to look at how students could be supported where they already are. So, I started thinking about how students could be supported in the classroom, the one place all students go, and how they might experience the care of supportive communities there.
One might argue that cultures and goals of classrooms and mental health support organizations are vastly different. Classrooms are fundamentally concerned with education and the advancement of learning. On the other hand, mental health support organizations are by nature dedicated to providing support. Despite this obvious divergence, I think it’s necessary to question why academic environments must be so distinct from “supportive communities”. When the challenges student face outside of the classroom may inhibit their ability to learn in the classroom, this natural connection between pedagogy and support becomes more apparent.
The intersection between pedagogy and support isn’t novel, but it’s often overlooked as an integral part of many post-secondary institutions’ strategies for mental health and wellness. With one third of the student population experiencing mental health concerns, it’s clear that McGillians are in need of holistic, multi-faceted support. Why then is our university, an institution dedicated to the academic flourishing of young people, not using its primary locus of interaction with all students (i.e. the classroom) to provide support? Pedagogy rooted in support for students student can foster belongingness and community, and is a fundamental component of an institution that promotes the wellbeing of its students.
So, what might a “pedagogy rooted in support for students” look like? It is not asking instructors to assume the role of psychiatrists. Recognizing boundaries and limits is best for instructors and students alike. It also does not look like sacrificing academic rigour. Instead, it might look like basic training in active listening and developing a knowledge of resources available to students. Or, it might look like purposefully selecting pedagogical strategies that foster student-student and student-instructor connections. It might look like purposefully building community in the classroom.
Two years ago, Teaching and Learning Services (TLS) and the Faculty of Arts embarked upon a project to provide instructors with a comprehensive resource to build community in the classroom. This serendipitous collaboration arose from discussions about student support at the Faculty of Arts Committee on Student Affairs and a desire for collaboration between TLS and the Faculty of Arts. The “Faculty of Arts Toolkit for Building Community in the Classroom” was developed for instructors throughout the spring and summer of 2017, and piloted with eight instructors in the Faculty of Arts during the 2017 fall semester. It includes concrete tools for course design (pedagogical strategies), supporting students in difficulty, getting feedback from students on community in the classroom and self-care for instructors. The toolkit is a work in progress and we are beginning to develop a second version using feedback from the pilot and community consultations. We are currently gathering examples and testimonials, so please do let us know if you have experienced community in a McGill classroom, or if you know or are an instructor who is actively working towards this goal!
If you teach at McGill and give students multiple choice question (MCQ) final exams, you’ll be receiving a “Test Item Statistics Report” from the Exam Office sometime after the end of term. This report, also known as an “item analysis report,” is sent to you along with the exam results. The report lets you know all kinds of interesting things about your exam, such as:Photo credit: “Exam” by Alberto G. is licensed under Attribution 2.0 Generic (CC BY 2.0)
- how difficult your questions were
- how well your questions discriminated
- how well your distractors worked
The numbers in the report may seem daunting to interpret, but resources exist to help you make sense of them. McGill’s Exam Office links to an interpretation report that will help you understand the numbers.Publisher website: Routledge/Taylor & Francis Group
If you’d like to be walked through the statistics step-by-step, with detailed explanations and concrete examples of what the numbers mean, we recommend a resource that even the most numbers-challenged among us can understand: Chapter 6, Improving Your Tests, in Learning and assessing with multiple-choice questions in college classrooms (Parkes & Zimmaro, 2016). The book is available online through the McGill library.
As the authors explain, the interpretation of item analysis reports is contextual. They pose the question: “How difficult should your MCQs be for students?” (p. 72). The answer to that question has to take into consideration the purpose of the exam: Is it to measure what students know/don’t know (as in gate-keeping)? Is it to assess what students have learned from your teaching? These might be competing goals. The authors address this matter on pages 71-73. Emphasis is on the importance of interpreting numbers in context.
Need help writing quality MCQs? Teaching and Learning Services (TLS) usually offers a workshop in the fall term that addresses best practices for writing MCQs, including assessment of higher order learning. If you’re a McGill instructor interested in attending this workshop, please check the TLS calendar in the fall.
Parkes, J., & Zimmaro, D. (2016). Learning and assessing with multiple-choice questions in college classrooms. New York: Routledge.
That’s what McGill Prof. Laura Madokoro wanted to know. Laura teaches Canada Since 1867 – Interrogating the Nation: Moment by Moment (HIST 203). This semester, students working in small groups have been assigned the task of selecting a “moment” they believe really matters to the history of Canada and then presenting an argument to support their choice. Each group has selected one moment from 1930-1979 and one from 1980 to the present. Students present their arguments in class and publish them in a blog called Moments that Matter: Canadian History since 1867, along with photos and embedded videos.
So, what moments have students chosen? Wait—before you read on, what do you think students have chosen?
Here are a few examples: the immigration points system (1962); the last execution in Canada (1962); the Rocket Richard Riot (1965); abortion legislation (1969); the October Crisis (1970); patient zero in the Aids epidemic (1984); the creation of Cirque du soleil (1984); the Ecole polytechnique massacre (1989); the Oka Crisis (1990); the election of Kim Campbell (1993); the launch of a national inquiry into Missing and Murdered Indigenous Women/Highway of Tears (2015).
Read students’ arguments for their moments in the Moments that Matter blog.
Which moments in Canadian history do you believe really matter? What’s your argument?
What is my teaching approach (or philosophy)? Prompts to help you identify underlying beliefs and values.
Many instructors putting together a teaching portfolio for tenure or promotion find themselves stumped by this question. Maybe you are still relatively new to teaching. Maybe your approach is part personal experience as a former student, part trial and error. Maybe you have found your groove, but you never actually spent any time pondering about your underlying philosophy. So what are you supposed to write in your teaching portfolio? How do you begin?
My advice is to start by reflecting about a few different contexts or situations to uncover your underlying beliefs and values. Here are a few prompts to choose from:
- Think back to the time when you were a student. Who was your favourite teacher? Why was this person your favourite? What did they do that made you want to come to class? What did they do to support your learning? In what way has this person become your role model?
- Think of an event or situation when you really enjoyed being an instructor. What was happening? What were the students doing? What were you doing? What exactly was it that made you feel good at that moment?
- Think of a situation when you thought, “Yes, they got it! This is exactly what I wanted them to learn.” What did the student(s) say or write? Alternatively, what behaviour did the student(s) display, what task did they perform?
- Think about your own learning. What do you have to do to succeed? How do you learn best? How do you sustain your motivation? What can an instructor do to facilitate or support the process?
Thinking about one or more of these prompts can help you better understand your approach to teaching and your identity as a teacher. Do you see yourself as a guide, a coach, an entertainer, or something else? What are your goals for your students? This will depend on the course, but when you start thinking about it, you should be able to discern a few themes. Do you mainly want students to develop a deep understanding of the theory or instill in them a love for your field? Do you want them to develop a few discipline-specific skills or promote a certain mind-set? All of these or something entirely different?
Once you have identified your main goals, you can start thinking about your strategies. What are you currently doing to help your students reach these goals? Provide a few concrete examples that demonstrate how your actions as an instructor line up with your goals and values. If you have positive student comments from course evaluations that are relevant for the points you are making, insert the most thoughtful ones to show that your approach is working.
Like all good pieces of writing, portfolios should not be written at the last moment. Give yourself enough time to revise your teaching philosophy section a few times. What are the main points you are trying to make? What is the organizing principle? Are you going from underlying values to concrete examples? Do you have different sections for undergraduate versus graduate teaching? Teaching versus supervision? There are many different ways of writing a teaching philosophy and while I recommend you look at examples, I encourage you to remain authentic. Let your personality shine through because this is the most personal part of your teaching portfolio.
There are many good resources out there that go into more detail than this post. Check out this teaching philosophy writing guide by the Center of Educational Innovation, University of Minnesota.
For more guiding questions (for the teaching approach as well as for other parts of the teaching portfolio), see this document, guiding questions for portfolio development.
If you are a McGill University instructor, you can access the University guidelines as well as sample teaching portfolios from tenured faculty on the TLS website.
A number of colleagues at McGill have been thinking about how peer assessment (PA) can be integrated in courses and have generously shared some of their reflections on the topic.
Dr. Maria Orjuela-Laverde is an Academic Associate at Teaching and Learning Services (TLS) who works on the Faculty of Engineering’s eLATE (enhancing Learning And Teaching in Engineering) initiative. In a conversation about her experience supporting instructors with their implementation of PA, she shares how varied PA assignments can be, describes her collaborations with instructors, reflects on peer assessment of teamwork, and provides advice for instructors thinking about trying PA in their courses.How did interest in Peer Assessment (PA) in the Faculty of Engineering come about?
It started with FACC 100, an Engineering course where PA had been happening for a while. The instructors thought the experience was important for students and thought it should be incorporated into other courses. As well, instructors mentioned that in the limited time available, they really wanted to do certain types of activities—including those that involve giving students feedback on their work—but from a logistics point of view, this was difficult given the number of students in the course. So while concerns about time for giving feedback inspired some instructors to consider PA, PA ended up growing into a meaningful teaching and learning strategy. Now, several instructors in Engineering have their students do PA assignments.Can you share some examples of the PA assignments instructors have developed?
Sure! In a first-year course, students peer assess one another’s short essays. In another course, PA is used for student group presentations, and in yet another course, an instructor has tried using PA for lab reports.
Also, two instructors have had their students do PA with formula-based and coding assignments. An instructor who is using PA in a computer engineering and computer science course wants students to see that there can be different ways of getting to the same answer. Reading peers’ work helps students come to understand how their peers may have approached the same assignment in different ways.How do you work with the instructors who are exploring PA?
There are a few ways:
- I try to have instructors who have already implemented PA talk with those who are starting to explore PA because I think that kind of information sharing is meaningful: instructors are the ones who go through the experience of developing the assignment and of getting students’ feedback.
- We have one-on-one discussions where we think about how PA could be used in class.
- We offer brown bag lunch discussions where colleagues can share their teaching experience with one another, either within the Faculty of Engineering or as interdisciplinary events.
- We present at conferences. For example, we had a presentation at the SALTISE Conference on PA, where I co-presented with instructors from Engineering, Medicine and Science, and ÉTS. It was interesting because the instructors all had different approaches to PA; the tasks were completely different. But we were able to show a table (see below) where they compared the assignment goals and then discussed how they used different software tools that facilitate PA.
Thanks to that presentation, some CEGEP instructors have started using the PA strategies and software, and they’ve been in contact with me and with the instructors about implementing PA.TLS is interested in learning about cases where students assess their peers’ contributions to teamwork. Do you know if this strategy is used by instructors in Engineering?
Yes, quite a few instructors in Engineering have their students assess how they work together as a team. It’s a popular strategy because it makes students accountable for their work. In classes of 200 students, instructors were receiving emails along the lines of, “This student’s doing nothing!” So we started introducing PA of teamwork. Complaints began to decrease because students realized, “You know what…I can give him a low mark if he’s not responding to emails, if he’s not submitting his work on time.” So, that’s a strategy that both instructors and students appreciate. There’s a rubric (see below) that several instructors have been using for this purpose. It includes criteria such as respect and problem solving skills. It’s set up as a table, and the first column has the various criteria, such as “the person listened to others’ ideas;” “the person used good problem solving strategies” and so on. There’s a self-assessment column where each student assesses him- or herself according to these criteria. And then the students assess their teammates in the next columns, according to the same criteria.
Usually students are honest in their assessments, and on those occasions when students’ marks for themselves are very different from the marks their peers have given them, the instructor can see that and adjust the grade if deemed appropriate.What would you suggest to instructors who are thinking about trying PA with their students?
I have four suggestions:
First, ask yourself, “What’s the actual goal of the activity? Why do I want students to do PA?” Explaining your rationale clearly to students can help them to understand why you are asking them to do PA, for instance, to develop their ability to give and receive constructive feedback. When students graduate and move on to careers in academia or industry, if they have a peer-reviewed paper or project, they have to be able to receive feedback. If the instructor doesn’t explain the goal of the PA assignment, some students may wonder, “Why would a peer be giving me feedback when we have exactly the same knowledge?”
Second, recognize that some assignments are appropriate for PA and some may not be. Some assignments might need to be adapted first. For instance, if an assignment is too long, students might be overwhelmed. So, you can shorten it.
Third, think about how you will do PA, and what software you might use (if appropriate). What support might you need to implement the assignment? I remind instructors that TLS offers consultations on many aspects of teaching, including developing assignments and using software to support PA.
Fourth, talk to your colleagues. Connect with other people to talk about how they have been using PA in their classes. I can give the whole theory and rationale for why PA can be useful, but the instructors are the ones who are actually doing it. Also, when instructors are in the same discipline, among themselves they can say, “How about trying XYZ?” Their background knowledge of the discipline impacts the questions they ask, and how they phrase suggestions, which can make a difference in how meaningful questions and implementation suggestions are to their colleagues. That way they learn about what their colleagues are trying in their teaching. The networking is really important.
Join the conversation! What PA assignment(s) have you asked your students to do? What suggestions about implementing PA would you like to share with other instructors?
In this post in our new series “Hacking myCourses,” we look at a simple way to print out Quizzes created in myCourses. Just a quick reminder: we’re not actually hacking myCourses; we mean “hacking” the tools in myCourses to make them do something that isn’t obvious to do.Scenario:
You may be in a situation where you need a PDF or paper copy of a Quiz created in myCourses, either to share with a colleague or to have a paper copy handy. Unfortunately, when you try to “print” a Quiz from myCourses, it doesn’t do it so nicely…Step One
After you’ve created your Quiz, Preview it. (Instructions)Step Two
Once you’ve reached the page with your Quiz questions, print the frame in which the Quiz questions appear. You’ll need to use Firefox or Safari to do this.
- (Firefox) Right click within the frame with questions > This Frame > Print Frame > Print to PDF.
- (Safari) Right/command click within the frame with questions > Print Frame > Print to PDF.
This will generate a PDF version of your Quiz. You can save the PDF and/or print it.
Yes… there’s an added bonus!
This functionality allows you to use the “Shuffle questions” feature to generate random versions of paper-based exams. Random versions of multiple choice exams are required by the Student Assessment Policy (section 8.1.1).
Check off this box on the Quiz properties page:
Then, preview the Quiz as many times as you need; each preview will generate a random version. Print the Quiz following the instructions above.
Concerned about accidentally making the Quiz available to students? Make sure it’s set to Inactive. An inactive quiz is like having it in draft mode. You can still preview/print an inactive Quiz.
Pro-tip: make sure there are no page breaks in your Quiz.
Pro-tip #2: have a paper version of a Quiz that you want to put into myCourses? Try using Respondus, which is available for free to McGill instructors.
What do 2 prize winning instructors, 10 instructors from a variety of disciplines and TLS staff have in common? They recently came together for an informal lunch to share experiences, ideas, questions, and tips about teaching. As a newcomer to the TLS team, I was glad to be able to join them. It was an opportunity to hear about TLS services in depth, as well as what was on instructors’ minds. Together, they engaged in a spirited exchange on a variety of topics.
Discussing controversial subjects in class: While instructors agreed that it is important to let students express themselves and hear everyone’s opinion, it’s also important that all students feel comfortable. Professor Laila Parsons from the Department of History and Classical Studies shared her approach, which is to get student buy in around the content, avoiding the divisiveness of debating opposing opinions.
Getting students to read the material: Students do not always read the assigned material, often opting to use information found on the web. Opinions seem to diverge on this subject, with some instructors arguing this is the students’ problem while others argue that this made the instructors’ jobs more challenging as students may not be coming to class with the same knowledge base. One solution that was proposed was to embrace the students’ use of the web by allowing them to use it while answering difficult homework questions, forcing them to research the subject.
Allowing the use of laptops in class: Depending on your perspective, laptops can be a helpful tool or a big distraction. While instructors all agreed that seeing their students type furiously, or worse, browsing social media during their lectures is distracting to them as well as to other students, strategies to manage the distraction vary: some instructors limit access to the devices and use them to engage students in specific contexts, while others forbid laptops entirely.
The role of social media in the classroom: Informal Facebook groups are often created by students so they can keep each other updated on classes and work progression. The instructors that were present agreed that social media can seem intimidating and that they aren’t familiar enough with the existing platforms to use them as tools in their classes. Justin Fletcher from TLS pointed out that many similar tools are available on myCourses, including discussion boards.
Using polls in the classroom: While instructors don’t want their classes to turn into game shows, using pollling in class can help gauge student comprehension. Thanks to Polling@McGill, students can answer multiple choice or open ended questions directly from their laptops or cellphones with results becoming available immediately.
It was both interesting and rewarding to see both new and experienced instructors mingle and share opinions and strategies. The Lunch Spot was also a great opportunity to let new instructors know about some of our initiatives, and we hope you will be able to join us at the next one!