u nevada, las vegas · 2017. 2. 7. · •transparent teaching and learning methods explicitly...

UNIVERSITY OF NEVADA, LAS VEGAS© 2014 Mary-Ann Winkelmes

USING TRANSPARENT ASSIGNMENTS

TO PROMOTE EQUITABLE OPPORTUNITIES

FOR STUDENT SUCCESS

Mary-Ann Winkelmes, Ph.D.

Coordinator, Instructional Development & Research, UNLV

Senior Fellow, Association of American Colleges & Universities

Nevada Humanities Board of Directors member

Founder and Principal Investigator,


OverviewPURPOSE:

– Understand how transparently designed assignments

can offer equitable opportunities for all college

students to succeed; and consider applications

TASKS:

– Review: summary of research findings

– Apply: to sample assignments

– Consider: scale the strategies to institution, beyond

CRITERIA:

You’ll leave with

– Understanding of our research

– Strategies for applying transparency in assignments,

programs, beyond


• Partnership with

– Grant from: TG

• Co-PIs: Tia Brown McNair, Ashley Finley, AAC&U

• Schools:– Community College of Philadelphia

– Queensborough Community College, Bayside, NY

– St Edward's Univ. Austin, TX

– Univ. of Houston – Downtown, TX

– California State University, LA

– Winston-Salem State University, NC

– Heritage University, Toppenish, WA

• Publication: Peer Review (Spring 2016)


Research Team:

Transparency Project team members, UNLV

Matthew Bernacki, Ph.D. (consultant)

Jeffrey Butler, Ph.D. (research, analysis)

David Copeland (consultant)

Jennifer Golanics, J.D., M. Ed. (analysis)

Sherry Marks (budget)

MaryKay Orgill (consultant)

Kati Harriss Weavil Ph.D. candidate (analysis)

Michelle Zochowski, M. Ed. candidate (analysis)


CONTEXT


Equity of Access

Equity of Experience


Your challenges Your strategies

PreparationLack of preparation: skills, knowledgeUnclear on expectationsMisunderstand instructions/purposeLittle experience seeking helpLack good examplesNeed mental health support

Pre-class preparation quizzesIn-class structured practice on sample questionsDiscuss purposes/value of workProvide rubrics to define expectationsOffer examples of what good work looks likeLow-stakes work with formative feedbackAssignments that build in difficulty levelStudents share strategies in classIn-class practice applying concepts to real-world situations (with feedback)

MotivationDon’t see value of homeworkDon’t engage with topicDon’t attend classSelf doubtFear of failureUnclear re: expectations/examplesNo peer network Reluctanct to seek helpStereotype threat (gender, race)

Offer help: office hours, tutorsSchedule regular check-ins (in-class or office hours)Structure in-class group preparatory work/practiceStructure a process of: draft / feedback / final submission Target feedback to student' stage (content vs format)Frame mistakes as opportunity to clarify/learn/improveSpecify what students gain from each assignment

Time managementProcrastinationOvercommitment; overwhelmedLack planning skills

Smaller, frequent due-dates followed by feedbackScaffold assignments (small pieces build to bigger work)Regular small quizzes to keep students caught upFrequent reminders


What is Transparency?

• Transparent teaching and learning methods

explicitly focus on how and why students are

learning course content in particular ways.


Research Findings


How can Transparency help students?

• Transparent teaching/learning methods benefit

students who are unfamiliar with college success

strategies by explicating learning/teaching

processes.

Greater benefits for underrepresented and first-

generation students

Winkelmes. Liberal Education 99, 2 (Spring 2013)

Winkelmes et al. Peer Review 18, 1/2 (Winter/Spring 2016)

http://www.aacu.org/publications-research/periodicals/transparency-teaching-faculty-share-data-and-improve-students


Transparency and Problem-centered Learning

(p. 9)AAC&U and Transparency Project collaboration

– 7 MSIs, 1800 students, 35 faculty

• 425 First generation students

• 402 non-white students

• 479 low-income students

• 297 multiracial students

– 2 x small teaching intervention (2 assignments)

– Boosted students’ learning in 3 important ways (medium-large effect for underserved students):

• Academic confidence

• Sense of belonging

• Skills valued most by employers


*Hart Research Associates, Falling Short? College Learning and Career Success. Washington, DC: AAC&U, 2015.

KEY:

N: number of students responding |_|: one standard error ES: effect size (Hedges’ G)**

Less Transparent: mean perceived transparency <3.3/4 More Transparent: mean 3.3/4

* Hart Research Associates. Falling Short? Learning and Career Success. Washington, DC: AAC&U, 2015.

** Effect sizes of 0.25 standard deviations or larger are “substantively important.” (US Dept of Ed.

What Works Clearinghouse Procedures and Standards Handbook version 3.0. Web. March, 2014, p. 23.)

© 2015 Mary-Ann Winkelmes

(p. 9)

KEY: N: number of students responding |__|: one standard error ES: effect size (Hedges’ G) Effect sizes of 0.25 standard deviations or larger are

“substantively important” (US Dept of Education WWC, 2014, p. 23).Less Transparent: mean perceived transparency < 3.3/4More Transparent: mean 3.3/4

* Hart Associates employer surveys, 2015, 2013.


Baseline Equivalence, Beginning of TermAll Disciplines, All Students

(N=485) (N=630)


Less Transparent N=246




More Transparent N=188




1 1.5 2 2.5 3 3.5 4 4.5 5

Perceived Amount of Transparency in the Course

Perceived Improvement of Skills that Employers Value*

Confidence to Succeed in School

Belongingness

First Generation College Students, End of Term

4-P

oint

Sca

le

5-P

oint

Sca

le

ES=.58

ES=.80

ES=.50

ES=.64

Amount of Transparency

Employer-valued Skills*

Academic Confidence

Sense of Belonging

KEY: N: number of students responding |__

|: one standard error

ES: effect size (Hedges’ G) Effect sizes of 0.25 standard deviations or larger are

“substantively important” (US Dept of Education WWC, 2014, p. 23).

Less Transparent: mean perceived transparency < 3.3/4

More Transparent: mean ≥ 3.3/4

* Hart Associates employer surveys, 2015, 2013.


Impact on UNLV students’ views of learning


What does Transparent Assignment Design look like?

Faculty/Instructors agreed (in national study, 7 MSIs)to discuss with students in advance:

Purpose

• Skills practiced long-term relevance to students’ lives

• Knowledge gained connection to learning outcomes

•Task• What students will do • How to do it (steps to follow, avoid)

•Criteria for success• Checklist or rubric in advance so students can self-evaluate• What excellence looks like (annotated examples where

students/faculty apply those criteria)

Winkelmes et al, Peer Review (Winter/Spring, 2016)

}


Research on Learning Implications for Transparent Design

Aronson, Dweck, Fisk, Light, Schnabel, Spitzer, Steele,Treisman, Yeager/Walton, Vygosky

TASK: Structure and require peer instruction,feedback; positive attribution activities. 5

Fisk/Light, TannerTASK: Provide annotated examples of successful work w/criteria applied, before students begin work 4

Doyle, Felder, Tanner, Winkelmes

PURPOSE: Specify knowledge/skills, criteria andencourage self-monitoring. 3

AAC&U HIPs, Bass, Bloom,

Colomb, Felder, PerryPURPOSE: Build critical thinking skills in sequence.Target feedback to phase, don’t overwhelm 2

Finley/McNairWinkelmes et alYeager, Walton

CRITERIA: Explicate purposes, tasks, criteria in advance.Give students a compass, set expectations;Explicate applicability, relevance; Engage students in applying shared criteria to increase belonging. 6

Where does Transparent Assignment Design Come From?

Elbow, Jaschik/Davidson, MazurAmbrose, BergstahlerGregorc, Kolb

PURPOSE: Low stakes for greater creativity / risk Varied and/or flexible formats appeal equitably to students’ strengths; inclusive 1


Example Assignments


Sample Assignments Sample A

Purpose

• Skills practiced long-term (problem-centered) relevance to students’ lives

• Knowledge gained connection to learning outcomes

Task: What to do

How to do it (steps to follow, avoid)

Criteria

• Checklist or rubric in advance to help students to self-evaluate

• What excellence looks like (multiple annotated examples)

}


Sample Assignments Sample B

Purpose

• Skills practiced relevance to students

• Knowledge gained connection to LOs

Task: What to do

How to do it

Criteria

• What excellence looks like (annotated)

• Criteria in advance to help students to self-evaluate

}


Sample Assignments Sample C

Purpose



Task: What to do; How to do it

Criteria



}


Sample Assignments Sample D

Purpose



Task (problem-based, relevant)

• What to do; How to do it

Criteria



}


How did we do?

PURPOSE:


can offer equitable opportunities for all college students

to succeed; and consider applications

TASKS:



CRITERIA:

You’ll leave with


– Strategies for applying transparency in assignments


Apply Transparency To Assignments


Gather Feedback on Your Own Assignment

Why are we doing this now?

Purpose

– Knowledge: share feedback, insights;

promote student success

– Skills: apply transparency; engage community of practice

Task

– Four steps, 2-4 min each, in pairs / 3s

Criteria

– draft you can use in your course

– helpful insights from colleagues as novices


Apply Transparency to Assignment: Set up

1. Volunteers: Who has an assignment for an

upcoming course – from 1st half of term?

2. Sit with a disciplinary stranger who has an

assignment


Choose an Assignment from Your Course

• from 1st half of the term

• after students are acquainted with basic tools

and terminology the course uses

• when students are starting to apply those and

try them out

Describe this assignment to your partners

(2 min each)


Feedback on Your Assignments, part 1 of 3

handout: page 6

As a novice student, offer feedback on the Purpose

(3 min per assignment)

Five years after taking your course,

• What essential knowledge should students retain

from doing this assignment?

• What skills should students be able to perform

from doing this assignment? (p. 2 may help)

• Why are these important to students?



handout page 6

As a novice student, offer feedback on the Task

In groups, discuss and define (2 min)

As a novice, list the steps you’d take to do the

assignment.



handout page 6

As a novice student, offer feedback on the Criteria

In groups, discuss and define (3 min)

As a novice:

– Are you confident you are doing the task effectively?

– Are you confident you are doing excellent work?

– Do you have annotated good examples?

To answer yes, what would you need?


Additional Research-based Strategies

handout page 1

Offer feedback in groups, (2 min)

• Which additional research-based methods

could be used? (charts, pp. 1-2)


Your in-class Activities

[------You just did this part in pairs. ---------------------medium----------------------]

------Are students now ready to excel on this graded assignment?---------

This is where an in-class activity can prepare students to excel on next assgt.


Your in-class Activities

Take-home assignment med/hi stakes



In-class activity for practice before students do it for a grade (low stakes)




How did we do?

Purpose

– Knowledge: share feedback, insights

– Skills: apply transparency; engage community of practice

Task

– Four steps, 4 - 6 min each, in pairs / 3s

Criteria

– draft you can use in your course

– helpful insights from colleagues as novices

– Long term: improved student confidence, skills, success


Resources

Materials and resources (online)• NILOA assignment library http://www.assignmentlibrary.org/

• TILT materials http://www.unlv.edu/provost/teachingandlearning– TILT online sign-up triggers:

» joint IRB approval request

» approved survey links for your students

» individualized instructor report

• Transparent 2nd Tuesdays at 2:00 pm https://zoom.us/s/337401450

Research and publication opportunities:– TILT: email request to [email protected]

– NILOA Assignment Library submission:

http://www.assignmentlibrary.org/submitAssignment

http://www.assignmentlibrary.org/

http://www.unlv.edu/provost/teachingandlearning

https://zoom.us/s/337401450

mailto:[email protected]

http://www.assignmentlibrary.org/submitAssignment


http://www.unlv.edu/provost/teachingandlearningPlease join us!

Transparent 2nd Tuesdays at 2:00 pm




BREAK


Apply Transparency to Programs, Institutions, Beyond


EXPANDING INCLUSIVE TEACHING

PRACTICES: WHAT'S NEEDED?

Mary-Ann Winkelmes, Ph.D.

Coordinator, Instructional Development & Research, UNLV

Senior Fellow, Association of American Colleges & Universities

Nevada Humanities Board of Directors member

Founder and Principal Investigator,


OverviewPURPOSE:

Identify resources/strategies you’d need

• to implement transparent instruction on your own at course/instructor level;

• to encourage inclusive transparent teaching practices more broadly at your institution, beyond

TASK:

• Review research, examples

• Discuss in small groups

• Report back

CRITERIA:

• Strategies, draft plans at program/institution level and beyond


Research Review:• Questions• Impact Data• Campus Collaboration


Early Engagement Hypothesis

Context:

• We lose the greatest numbers of underserved students

from college in their first year.

• Two teaching practices that show learning benefits for all

students, especially underserved:

– Problem-centered for underserved engagement (Finley, McNair 2013)

– Transparency in teaching/learning (Winkelmes 2013)

Hypothesis: Combining these in introductory courses might

improve students’ learning experiences, the quality of

students’ work, and students’ persistence/retention.


Research QuestionWhat is the effect when teachers provide two transparently designed, problem-centered take-home assignments (compared to the unrevised, business-as-usual take-home assignments in the comparison group) on spring-term first-year college students’ learning experiences, especially underserved students’ experiences, as measured by:

• amount of transparency students perceived in the course

• students’ self-ratings of three important predictors of success:

academic confidence, sense of belonging, and mastery of skills

that employers value (measured by the Transparency Survey)

• direct assessment of students’ work as indicated by scored

student work samples, selected randomly

• short-term retention rates.


36. In this course, I knew the purpose of each assignment.

37. Each assignment included a section that explained how the assignment was related

to the objectives of the course.

38. My instructor identified a specific learning goal for each assignment.

39. In this course, I knew the steps required to complete my assignments.

40. Each assignment included a detailed set of instructions for completing it.

41. My instructor provided detailed directions for each learning activity that was assigned.

42. In this course, I knew how my work would be evaluated.

43. My instructor provided students with annotated examples of past students’ work.

44. My instructor provided tools I could use to assess the quality of my and others' work.

Never, Sometimes, Often, Always

Perceived Transparency in the Course


4. How much has this course helped you in writing effectively?5. How much has this course helped you in communicating your ideas effectively in your spoken

statements?6. How much has this course helped you in collaborating effectively with others?8. How much has this course helped you in improving your ability to separate and examine the pieces of

an idea, experience, or theory?9. How much has this course helped you in learning how to connect information from a variety of

sources?10. How much has this course helped you in learning how to apply concepts to practical problems or in

new situations?11. How much has this course helped you in considering the ethical implications of your actions?

Not at all, A little, A moderate amount, A lot, A great deal22. As a result of taking this course are you a better or worse judge of the strengths and weaknesses of

ideas, or has the course made no difference?24. As a result of taking this course are you a better or worse judge of the reliability of information from

various sources, or has the course made no difference?Much worse, Somewhat worse, No difference, Somewhat Better, Much Better

32. Are you likely to apply knowledge and skills you gained from this course in contexts outside of this course? Not likely, Slightly likely, Moderately likely, Very likely, Extremely likely

New STEM-focused skills questions:How much has this course helped you in designing experiments or processes to address a problem? How much has this course helped you in analyzing and interpreting data and/or problems? How much has this course helped you in choosing methods appropriate to solving a problem? Response options: Not at all, A little, A moderate amount, A lot, A great deal

Awareness of Improvement of Employer-valued skills


Skills: Beginning and End of Course

The following 10 questions are asked at the beginning and end of term:

I can express my ideas effectively when I write. I can communicate effectively when I speak. I collaborate well with others on academic work. I am good at breaking down theories, ideas and experiences into pieces so I can consider them. When I am given information from multiple sources, I have an easy time making connections between them. I am able to apply the things I have learned to new problems and situations. I tend to consider the ethical implications of my actions. I am capable of learning on my own. Response options: Never, Sometimes, Often, Always Please rate your confidence about your ability to succeed in school. Please rate your confidence about your ability to succeed in this field. Response options: Low, Moderate, High


Confidence

30. Please rate your confidence about your ability to succeed in school.

31. Please rate your confidence about your ability to succeed in this field.

Low, Moderate, High

25. As a result of taking this course are you more or less confident about your

ability to succeed in school, or has the course made no difference?

26. As a result of taking this course are you more or less confident about your

ability to succeed in this field, or has the course made no difference?

Much less confident, Somewhat less confident, No difference,

Somewhat more confident, Much more confident

Belonging

34. How much did class meetings incorporate the students' suggestions and

interests?

35. How much did the instructor value you as a student?

New: How much did this course help you feel that you are a member of your school’s

community?

Not at all, A little, A moderate amount, A lot, A great deal

New: I feel that I am a member of my school’s community. Never, Sometimes, Often, Always

Academic Confidence & Sense of Belonging


Research Review:• Questions• Impact Data (examples)• Campus Collaboration


Impact: Boosted Predictors, national study



Winkelmes, Bernacki, Butler, Golanics, Zochowski, Harriss Weavil, Peer Review 2016


Impact: Boosted Predictors, UNLV

Less Transparent, N=1139




More Transparent, N=980




1 2 3 4 5

Perceived Transparency

Perceived Improvement:Employer-Valued Skills

Confidence

Belonging

All Students/All Disciplines

4-P

oint

Sca

le

.

5-P

oint

Sca

le

p=0.00 ES=0.624

p=0.00 ES=0.421

p=0.00 ES=0.296

p=0.00 ES=0.523


Impact: Boosted Predictors, UNLV


90.2%

74.1%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

MORE Transparent

All UNLV Retention

UNLV Retention Rates 1st year to 2nd year, 2014-2015

red: UNLV first-time full-time freshman students in all courses AY 2014-2015,

including “more transparent” courses, retained in October 2015

blue: UNLV students enrolled in 100-level or lower “more transparent” courses

Spring 2015, who completed the Fall 2015 term

Sources: UNLV Data Warehouse / MyUNLV Analytics, 5/5/2016;

UNLV Registrar; TILT Higher Ed Survey

N = 1030 / 1143

N = 2754 / 3716

Impact: UNLV Retention Rates 1st year to 2nd year, 2014-2015


Impact : UNLV Retention, 2014-2015


UNLV General Education Assessment Summit, 2014

FYS Instructors surveyed:

• placed “Major Emphasis” on communication skills:

– Effective writing within a discipline

– Collaborate effectively with others



How much did this course help you in:

written communication spoken comm collaborating effectively

red: UNLV first-time full-time freshman students in all courses, including “more transparent”

blue: UNLV students enrolled in 100-level or lower “more transparent” courses


Research Review:• Questions• Impact Data• Campus Collaboration

(examples)


MORE STRATEGIES:

How can you benefit from transparency?

1. General – we are all engaged in Student Success

and focused on retention and completion<<Share with

students and faculty>>

2. Unit / Department leaders/Administrators

– Transparency framework enhances collaboration

within / between units

3. Leaders / Managers – same concepts apply

to employees and the to the work environment


UNLV’s Challenges/Barriers

• 2008 closure of teaching/learning center

• Fragmented faculty dev’t: 12+ units w/12+ missions

• Lack of shared language around faculty dev’t

• State funding reduced, furloughs, morale

• 2nd most diverse college campus in US

• 58.2% non-white / 31% 1st generation /32% low-income

• 23% stop out after 1st year / 40.2% graduation rate (6-year)

• Silos

• Changes in Leadership


How can we promote transparent teaching at UNLV

Help our Faculty / Instructors to Apply

Transparent Assignment Design

Winkelmes, Transparency in Teaching and Learning Project

Purpose

• Skills Practiced

• Knowledge Gained

Task

• What to do

• How to do it

Criteria

• Annotated examples of successful work

• Checklist (Am I on the right track?)

http://www.unlv.edu/provost/teachingandlearning


How can we promote transparent teaching at UNLV?

Online Ed Developers:

Help Faculty apply Transparent Assignment Design

Transparency Quality Matters

Purpose

• Skills practiced

• Knowledge gained

2. Learning objectives,

competencies

4. Instructional Materials

6. Course Technology

8. Accessibility and Usability

Task

• What to do

• How to do it

1. Course Overview and Intro

5. Course Activities and Learner

Interaction

7. Learner Support

Criteria• Annotated examples of good work

• Checklist (Am I on the right track?)5. Assessment and Measurement

Quality Matters Rubric

http://www.elo.iastate.edu/files/2014/03/Quality_Matters_Rubric.pdf


Sample Syllabi Statement

Transparency in Learning and Teaching—The University encourages application of the transparency

method of constructing assignments for student success. Please see these two links for further

information:

https://www.unlv.edu/provost/teachingandlearning

https://www.unlv.edu/provost/transparency

https://www.unlv.edu/provost/teachingandlearning

https://www.unlv.edu/provost/transparency


How can we promote transparent learning at UNLV?

Academic Advising: Help Students Apply Transparency

to Academic Work (Checklist)

CAS Learning and Development OutcomesNACADA Core Values of Advising

Council for the Advancement of Standards in Higher Education (CAS)

National Academic Advising Association (NACADA)


How can we promote transparent teaching/learning at UNLV?

Librarians:

Help Faculty and Students apply Transparency toward

academic work

Dee Fink, Significant Learning

http://www.deefinkandassociates.com/index.php/resources/


How can we promote transparent teaching/learning at

UNLV?Academic Success Center: Help Student Athletes Apply …

Student Athlete Weekly Meeting Model


How can we promote transparent assigments at UNLV?

Academic Advising: Help Advisors Apply …Academic Advising Model


How can we promote transparent learning at UNLV?

Campus Life & Recreation: Help Students Apply …

Student Experience Checklist

American College Personnel Ass’n and National Ass’nof Student Personnel Administrators, Learning Reconsidered: A campus-wide focus on the student experience. (2004);

AAC&U VALUE Rubrics;NASPA Professional Practice Standards


How Can we promote transparent assignments at UNLV?

Transparency Strategic Plan, Organizational Self-Assessment,

Employee Goals, Employee Evals, etc.

Purpose

∙ Skills practiced

∙ Knowledge gained

∙ The “why” behind the task (why it should matter

to the employee, and why it matters for the

organization)

∙ “These are my expectations of you. Here is how

they relate to your own success and the success

of the organization in meeting our goals (student

support).”

Task

• What to do

• How to do it(intended outcome)

∙ Assignments or goals specify an action(s); how

that action supports the department mission;

metrics or outcomes to aim for; and a deadline.

Criteria

• Annotated examples of good work

• Checklist (Am I on the right track?)(how will my work be evaluated/how is the dept.

evaluated?)

∙ Sample goals, rewrites, quarterly check-ins,

direct approach, data, same-pageness, knowing

the audience, being part of the final product

(student success!).

UNLV Registrar’s Office: Help Department Heads Apply Transparency to Work


Sample Work Assignment

Purpose

•Skills practiced relevance to career

•Knowledge gained development

Task (problem-based, relevant)

•What to do; How to do it

Criteria

•What excellence looks like (annotated)

•Criteria in advance to help self-evaluate

}


Specific Strategies for Initiating/Implementing

• University Mission or Strategic Plans

• Job Descriptions

• Faculty & Staff Orientations

• Academic Policy Memos & Syllabi Guidelines

• Dean & Associate Dean’s Councils

• Academic Success / CAEO / Grants

• Registrar / IRB / Legal

• Mentorship Initiatives

• FYE

• Intro courses (large,small)

• Gateway

• High DWF

• Majors/Pathways, Gen Ed

• Employee Goals/Evaluations

• Employee Job Descriptions

Teaching Support: Strategic PlanDRAFT STRATEGIC PLAN: Instructional Development & Research Working Group April 2016

PURPOSE < -----------------------------------------TASKS------------------------------------------- > CRITERIA

Address emerging needs Resources to Address Needs Partners Outreach to Stakeholders Measures of Success

Increased support for student success

• expanded Course Redesign Project to include: Second Year Sem, High DWF courses, Grad TA training (also Gen Ed Core, Distribution) and online component; possible 1-week summer version

• Library, Online Ed, Gen Ed, Student Life, ASC, Diversity, provost

• high DWF courses, additional Gen Ed courses

• visits to colleges, deans’ council, faculty senate

• provost announcements

Increases in:

• freshman to soph retention rates

• graduation rates: 4yr, 6yr • teacher evaluation scores (overall

course/instructor)

• GPAs

• student self-ratings of confidence, belonging, skills valued by employers as measured by Transparency Survey

• student engagement as measured by NSSE Survey

• student satisfaction as measured by Student Satisfaction Index

• 2-day Culminating GenEd seminar, May • Library, Gen Ed,

provost • culminating experience instructors

nominated by department chairs

• April RPC event: showcase best teaching practices for student success.

• Follow up sessions with Grad College, Library, Diversity, Service Learning, Student Life

• Library, Diversity, Service Learning, ASC, Student Life, Online Ed, provost

• visits to colleges, deans’ council, faculty senate

• provost announcements

• Orientations for: new faculty, new FYS instructors, new GAs; (also Math instructors?)

• Library, Diversity, Service Learning, ASC, Student Life, Online Ed, Advising, Math Learning ?, provost

• invitations via departments, programs, deans, provost, Gen Ed (Math Learning?)

visible rewards for faculty investment in student

success

• Course Redesign and Critical Thinking/Writing participants as future coaches

• past participants • deans nominate, provost appoints

• research funds to coaches/participants

• increased number of Fellows, research fund awards

• website collection of exemplary teaching materials grows

• increased number of formative class observations

• means for valuing instructional contributions as part of P&T review

• impact analysis: faculty retention, diversity, satisfaction, promotion, research productivity

• Teaching Academy Fellows: Conversations, shared teaching materials / class videos), Fall event, Spring mentoring 1 on 1

• Analysis help

• provost • honorific appointments by provost • research funds to Fellows

• impact analysis on faculty

• Teaching Awards • provost, committee • shared teaching materials online

• research funds to awardees

research/publication, to document and

disseminate our work on student success

• publication (and conference presentations) on our shared common language

• publications on impact of Transparency Project

• grant applications to expand/continue Transparency Project

• Library, Advising Online Ed, Student Life, ASC, provost

• IDR staff, UNLV faculty, staff, AAC&U staff, Chronicle of Higher Ed staff

• research advisory group: Bernacki, Butler, Copeland, Orgill, Spencer

• other institutions

• national networks: POD,OLC, STEM Ctrs

• venues include higher ed journals, discipline-based journals, newspapers and newsletters

• shared resources on website

• number of publications (and conference presentations) increases

• knowledge of our work spreads at UNLV and nationally

• grant applications made

• grants received


Sample Job Description


Transparency helped us work through

barriers, opportunities and strategies

for collaborative practice.

Can it help you?


Transparency Framework

Purpose

• Define the objective

• How will you/your institution benefit?

Task:

• What to do

• How to do it

Criteria

• Characteristics of the finished product

• How will you know it is successful


Strategies for Impact

• Courses: Intro (large,small), Gateway, High

DWF, Majors/Pathways, Gen Ed

• Networks: Community Colleges, Research

Intensive, Liberal Arts, Regional,

Teaching/Learning Centers, STEM Ed Ctrs,

Disciplinary Association conferences...


DISCUSS in groups; Report back

Individual Instructors: course-level

• What resources do instructors need to implement transparently designed assignments at your own discretion in your own courses?

• Where can instructors find those resources?

o What can TILT provide?

o What can your institution provide?


Institution-level

(write down top 2-3 for following discussion)

• What specific goals at your institution might benefit from an inclusive teaching initiative?– retention rates

– graduation rates

– increased diversity of students, and/or faculty and staff

– increased student satisfaction, faculty/staff satisfaction

– community engagement

– research productivity

– scholarship of teaching and learning

• What would success look like? (metrics)


Programs:

What kinds of programs would help to achieve the

greatest impact?

• intro (large, small); freshman seminars;

remedial/bridge;

• High DFW; Gen Ed; Pathways through major;

Gateway, OTHER




Collaborators

What kinds of campus collaborators might make

strong partners in an inclusive teaching initiative?

• Student success units

• Colleges/schools

• Libraries, Registrars, other staff


Networks

What kinds of external collaborators might make

strong partners in a broader effort?

• Feeder schools

• Larger consortia

What would you need?

– What can TILT provide?

– What can partners provide?



How did we do?PURPOSE:


can offer equitable opportunities for all college

students to succeed; and consider applications

TASKS:



– Consider: scale the strategies to institution, beyond

CRITERIA:

You’ll leave with


– Strategies for applying transparency in assignments,

programs, beyond

u nevada, las vegas · 2017. 2. 7. · •transparent teaching and learning methods explicitly...

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