Small Changes Advancing LEarning (SCALE)
Research shows that making small teaching changes can have a significant impact on learning. CTE will regularly feature events to promote evidence-based practices that are known to increase learning. For the inaugural SCALE faculty workshop we have invited Mary-Ann Winkelmes to lead a hands-on session on transparent assignment design.
Transparent Assignment Design Enhances Students' Success
Are you teaching an intro level course that fulfills a University core curriculum requirement in Fall 2016?
In the past did you notice students struggling with the assignments in that course?
Dr. Mary-Ann Winkelmes
Tuesday, April 26, 2016
Event is past. Video and materials available online (Duquesne multipass required)
About the Workshop
Transparent teaching/learning practices make learning processes explicit while offering opportunities to foster students' metacognition, confidence, and their sense of belonging in college in an effort to promote student success. The Transparency in Teaching and Learning in Higher Education Project is an award-winning, grassroots experiment that has engaged over 12000 students and hundreds of faculty in explicit conversation about methods of teaching and learning in colleges and universities across the US. A 2016 publication identifies transparent assignment design as a replicable teaching intervention that enhances the success of both high-achieving and underserved college students equitably [Winkelmes et al, Peer Review]. We'll review those findings as well as educational research behind the concept of transparent teaching/learning in this session. Then we'll apply that research to the design of class activities and course 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.
Mary-Ann will present the workshop live via video conference.
About the Presenter
Mary-Ann Winkelmes is Coordinator of Instructional Development and Research and an Associate Graduate Faculty member in the Department of History at the University Nevada, Las Vegas (UNLV), where her aim is to promote teaching and learning initiatives, student success, faculty development and instructional research in all the University's academic units. She also serves on UNLV's Path to Tier One Executive Committee. She is a Senior Fellow of the Association of American Colleges and Universities (AAC&U) and a partner in the AAC&U's LEAP project-Transparency and Problem-Centered Learning.
Dr. Winkelmes (Ph.D., Harvard, 1995) has held senior leadership roles in the campus teaching centers at Harvard University, the University of Chicago and the University of Illinois. She has consulted and provided professional development programming for faculty through the Lilly Endowment's higher education grant-making and teacher training programs, and for teaching centers in the U.S. and abroad. She has also served as an elected member of the Board of Directors of the Professional Development Network in Higher Education (POD Network), and Chair of its Research Committee. Read More
Suggested Background Reading
- Transparency Project publications are posted with full-text links here on the Transparency in Teaching and Learning in Higher Education Project website.:
- Winkelmes, Mary-Ann. "Equity of Access and Equity of Experience in Higher Education." National Teaching and Learning Forum, 24, 2 (February 2015), 1-4.
- Winkelmes, Mary-Ann. "Transparency in Teaching: Faculty Share Data and Improve Students' Learning." Liberal Education Association of American Colleges and Universities (Spring 2013).