NWeLearn 2024

Centers for teaching and learning in higher education institutions have varied approaches to assessing the impact of their work (Haras et al., 2027; POD Network, n.d.), including professional development. Using a program evaluation or assessment framework is one way to measure efficacy of a center for teaching and learnings’ resources. At OHSU’s Teaching and Learning Center (TLC), we needed a flexible and adaptable instrument to assess a wide variety of resources that differ in mode, objectives, and duration.
Thus, we wanted to see if the Evidence of Learning and Impact Framework (Tucker et al., 2022) could be applied to a professional unit that provides resources for educator excellence. In this session we will share the history of professional development offerings provided by the OHSU TLC, what we learned from how they had been assessed and how that led to the need for a more holistic framework. We hope by sharing our story, other institutions may consider adopting and adapting OHSU’s evidence of learning and impact framework to evaluate their own professional development offerings.

Many graduate teaching assistants in STEM and other disciplines have never taken education courses and may repeat pedagogical patterns they have seen as students and not know that these patterns are ineffective or incorrect for the courses, students, or teaching modalities being used. This presentation will discuss the development and implementation of a teaching and learning professional development workshop series for graduate teaching assistants and post-doctoral students at WSU Vancouver.
This presentation will provide ideas and strategies on how to design a similar workshop or series of workshops at other colleges and universities where teaching and learning courses for graduate teaching assistants and post docs may be lacking. Secondly, providing this type of teaching and learning support could make a college or university more attractive to undergraduate and transfer students that wish to attend graduate school and receive the teaching and learning support that other colleges and universities do not offer. Lastly, attendees will generate workshop topic ideas or a development plan that they can implement when they return home. They will also be able to review suggestions from others and offer others their suggestions.