Abstract: This paper describes Sustainability Science for Teachers, a hybrid course at a major research-extensive university in the desert southwest that integrates the use of digital video to teach sustainability-related concepts in a meaningful way. During the 2013-2014 academic year, a video annotation software called HapYak was integrated as an embedded assessment tool. In this session, we will examine perceived learning affordances associated with the embedded quiz format and how students’ learning experiences differed as compared with traditional, post-video quizzes.