feminist pedagogies. After completing a master’ s degree in library science at UNC, she advanced her multidisciplinary research to examine educational frameworks to text analysis, health literacy and equity, and the discourse of artificial intelligence in academic libraries.
Caroline Fuchs,( she / her) MLIS, MA English, MA history, is University Librarian, Dean of Libraries and Professor in the St. John’ s University Libraries. She is a passionate advocate for providing inclusive library spaces and accessible pathways to information resources that empower students. She has a deep understanding of and commitment to emerging pedagogical practices in information literacy and instruction in higher education. This expertise enables her to guide the University Libraries along a path that ensures that the academic needs of students are met as they face an ever-evolving information ecosystem. She is a Senior Fellow at the Vincentian Center for Church and Society.
P. 6 Results of Measuring Cognitive Competence and Affective Self-Assessment Across Ethnicity and Gender: Feelings Matter!
Poster Description: Becoming educated— achieving deep learning and higher order thinking— requires achieving knowing of ourselves. Yet universities seldom focus on improving students’ self-assessment capacity. Enabling data are easily obtained, but noisy, so measures require good instruments and large databases. Our paired measures( over 11,000) of cognitive achievement and ability to accurately self-assess are valid, reliable, highly replicable, and expose the hypothesis:“ most people are unskilled and unaware of it” as untenable. Statistically valid differences across ethnicity and gender arise from privilege— how a dominant culture collectively treats minoritized groups. Developing‘ students’ feelings of knowing’ across the curriculum creates liberative educational transformation.
Poster Objectives: 1. Explain why the hypothesis that“ most people are unskilled and unaware of it” is untenable. 2. Explain that differences in science literacy across ethnicity and gender arise from minoritization. 3. Improve students’ self-assessment capacity / develop‘ students’ feelings of knowing’. 4. Collect meaningful self-assessment data that can improve classroom and institutional curricula.
Themes:
• Instructional strategies for supporting learner success
• Strategies for addressing challenges to supporting learner success
Audience:
• Higher education faculty, staff, and administrators
Poster Presenters and Biographies: Rachel Watson is the director of the Science Initiative’ s Learning Actively Mentoring Program at the University of Wyoming. As an educational developer, she facilitates holistic, sustained training that is informed by andragogical best practices and enables educators to develop teaching and learning philosophies that showcase active, inclusive pedagogical and assessment practices that align with their outcomes and values. Rachel’ s research interests focus on learning assessment, active learning, the student and educator experience, and social and environmental justice as they inform curriculum design. For almost twenty-eight years, Rachel has been the co-coach of the University of Wyoming( UW) Nordic Ski Team.
Ed Nuhfer is retired from full-time work after being tenured as a geosciences professor, faculty