Transparent design in higher education teaching and leadership : a guide to implementing the transparency framework institution-wide to improve learning and retention

著者

    • Winkelmes, Mary-Ann
    • Boye, Allison
    • Tapp, Suzanne

書誌事項

Transparent design in higher education teaching and leadership : a guide to implementing the transparency framework institution-wide to improve learning and retention

edited by Mary-Ann Winkelmes, Allison Boy, and Suzanne Tapp ; foreword by Peter Felten and Ashley Finley

（New pedagogies and practices for teaching in higher education series）

Stylus Publishing, 2019

  • : pbk

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注記

Includes bibliographical references and index

内容説明・目次

内容説明

This book offers a comprehensive guide to the Transparency in Learning and Teaching (TILT) framework that has convincingly demonstrated, since its initial development over a decade ago, that implementation increases retention and improved outcomes for all students, most particularly underrepresented students. Its effectiveness has spurred the increasing use of transparent instruction across the U.S. and internationally. Its premise is simple: to make learning processes explicit and equitably accessible for all students. Transparent instruction involves faculty/student discussion about several important aspects of academic work before students undertake that work, making explicit the purpose of the work, the knowledge that will be gained and its utility in students' lives beyond college; explaining the tasks involved, the expected criteria, and providing multiple examples of of real-world work application of the specific academic discipline. The simple change of making objective and methods explicit - that faculty recognize as consistent with their teaching goals - creates substantial benefits for students and demonstrably increases such predictors of college students' success as academic confidence, sense of belonging in college, self-awareness of skill development, and persistence. This guide presents a brief history of TILT, summarizes both past and current research on its impact on learning, and describes the three-part Transparency Framework (of purposes, tasks and criteria). The three sections of the book in turn demonstrate why and how transparent instruction works, and suggest strategies for instructors who wish to adopt it; describe how educational developers and teaching centers have adopted the Framework and integrated it into their programming, including infusing it in SoTL, and guiding curricular revision; and conclude with examples of how several institutions have used the Framework to connect the daily work of faculty with the learning goals that departments, programs and institutions aim to demonstrate.

目次

Acknowledgments Foreword-Peter Felten and Ashley Finley Introduction on Pedagogies-James Rhem Part 1: The Fundamentals of Transparent Design for Faculty Introduction: The Story of TILT and its Emerging Uses in Higher Education-Mary-Ann Winkelmes 1) Why it Works: Understanding the Concepts behind Transparency in Learning and Teaching-Mary-Anne Winkelmes 2) How to Use the Transparency Framework-Mary-Anne Winkelmes 3) Faculty Voices and Perspectives on Transparent Assignment Design: FAQ's for Implementation and Beyond-Allison Boye, Suzanne Tapp, Julie Nelson Couch, Robert D. Cox, and Lisa Garner Santa Part 2: Transparent Design for Faculty Developers 4) Transparency and Faculty Development: Getting Started and Going Further-Allison Boye and Suzanne Tapp 5) Designing Transparent Assignments in Interdisciplinary Contexts-Deandra Little and Amy Overman 6) Integrating TILT Initiatives throughout a Center for Teaching and Learning: Educational Developer and Instructor Insights-Steven Hansen, Erin Rentschler, and Laurel Willingham-McLain 7) Using Principles from TILT for Workshop Design and Measuring the Impact of Instructional Development-Taimi Olsen, Ellen Haight, and Sara Nasrollahian Mojarad Part 3: Transparent Design across Higher Education 8) Transparency in Faculty Development Collaborations at a Minority-Serving Research University-Katie Humphreys, Mary-Ann Winkelmes, Dan Gianoutsos, Anne Mendenhall, Erin Farrar, Melissa Bowles-Terry, Gayle Juneau-Butler, Debi Cheek, Leeann Fields, Gina Sully, Celeste Calkins, Ke Yu, and Sunny Gittens 9) Transparency and the Guided Pathways Model: Ensuring Equitable Learning Opportunities for Students in Community and Technical Colleges-Jennifer Whetham, Jill Darley-Vanis, Sally Heilstedt, Allison Boye, Suzanne Tapp, and Mary-Ann Winkelmes 10) Transparency to Close Opportunity Gaps in the Largest State System: A Pilot Experiment-Emily Daniell Magruder, Whitney Scott, Michael Willard, Kristina Ruiz-Mesa, and Stefanie Drew 11) Transparent Instruction in a State-Wide Higher Education Network-Terri A. Tarr, Russell D. Baker, and Kathy E. Johnson 12) Assignment Design as a Site for Professional Development and Improved Assessment of Student Learning Outcomes-Jillian Kinzie and Pat Hutchings Final Thoughts-Allison Boye, Suzanne Tapp, and Mary-Ann Winkelmes List of Acronyms Index

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