Transparent Activities Promote Equitable Opportunities for Student Success
As the population of college students becomes increasingly diverse, multi-generational and non-traditional, how can educators provide equitable learning opportunities for a broad variety of learners? Transparent activities show great promise for increasing learners’ awareness of how they learn, confidence, sense of belonging, persistence and success – with even greater gains for non-traditional and underserved students (Winkelmes et al., 2016). Transparent learning involves conversations–before students begin working–about the knowledge they are intended to gain from an activity, the skills they will practice, the tasks the activity requires, how their work will be assessed, and examples of what success looks like. This clarity of both process and product creates more equitable educational opportunities for all.
In this keynote workshop, we’ll review the educational research findings behind the concept of transparent teaching/learning. Then we’ll apply that research to the design of activities and assignments. Participants will leave with a draft assignment or activity for one of their courses, and a concise set of strategies for designing transparent assignments that promote students’ learning equitably.
Dr. Winkelmes invites you to respond to a 2-question online survey before April 1, 2020.
Mary-Ann Winkelmes, Ph.D. is the executive director of the Center for Teaching and Learning at Brandeis University, where her aim is to promote teaching and learning initiatives, student success, faculty development, and instructional research across the University’s academic and service units. Winkelmes has held senior leadership roles in the campus teaching centers at Harvard University, the University of Chicago, the University of Illinois and the University of Nevada, Las Vegas and has offered instruction as a member of history and art history departments at most of those institutions.
Her work to improve higher education learning and teaching, especially for historically underserved students, has been recognized nationally by the Chronicle of Higher Education and with the POD Network’s Robert J. Menges Award for Outstanding Research in Educational Development. She founded and directs the Transparency in Learning and Teaching in Higher Education Project (TILT Higher Ed), which promotes direct conversation between teachers and students about methods of teaching and learning and helps faculty to share data on students’ learning across institutions and countries. The impact of this project on students’ learning has been the focus of publications in the National Teaching and Learning Forum, Project Information Literacy, the National Education Association’s Higher Education Advocate, and AAC&U’s Liberal Education and Peer Review, as well as the 2019 book, Transparent Design in Higher Education Teaching and Leadership.
Read her extended bio here.
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