Transparent Assignment Design
Transparent Assignment Design results in positive impact on self-efficacy and sense of belonging for all students with stronger impact on students from groups that are underrepresented in higher education. It makes learning processes explicit, fosters development of students’ metacognition, confidence, and sense of belonging, and benefits both underserved and high-achieving students.
For more information, see our Transparent Assignment Design resource page.
After successfully completing this workshop you will be able to:
- Describe the transparent design framework
- Recognize the benefits of transparent course materials for both students and instructors
- Apply the transparent design framework to assignments in your class
- 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).
- Winkelmes, Mary-Ann et al. “A Teaching Intervention that Increases Underserved College Students’ Success.” Peer Review (Winter/Spring 2016)