NWeLearn 2024

Self-assessment empowers students and helps them be accountable (Hooks, 2010). Despite its benefits to learners and being part of active learning (“Active Learning,” n.d.), it is not always clear how best to implement self-assessment. Using the backward design framework, the presenters will explain how educators can foster self-knowledge among learners by employing self-assessment to advance their learning (Wiggins & McTighe,1998). Educators have a range of strategies to help students apply self-assessment, which can be applicable in diverse domains, including medical education. Finally, the presenters will show how self-assessment can amplify students’ choices and engagement (Bourke & Mentis, 2013) which contribute to equitable and inclusive courses.

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.

This session explores how Generative AI can aid adult learners in achieving their professional goals. Introducing learners to simple yet effective AI prompts can increase their learning agency. Over the past year, students have reported that using generative AI has boosted their confidence in applying for jobs.