Transparent Design in Higher Education Teaching and Leadership: A Guide to Implementing the Transparency Framework Institution-Wide to Improve Learning and Retention

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Sonst. Personen	Winkelmes, Mary-Ann (Hrsg.); Boye, Allison (Hrsg.); Tapp, Suzanne (Hrsg.)
Titel	Transparent Design in Higher Education Teaching and Leadership: A Guide to Implementing the Transparency Framework Institution-Wide to Improve Learning and Retention
Quelle	(2019), (256 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-6203-6822-0
Schlagwörter	Leitfaden; Unterricht; Lehrer; Higher Education; Teaching Methods; Instructional Design; Skill Development; Learning Processes; Guidelines; Equal Education; Teacher Student Relationship; College Students; Student School Relationship; College Faculty; Metacognition; Persistence; Teacher Attitudes; Interdisciplinary Approach; Workshops; Educational Principles; Faculty Development; Minority Group Students; Institutional Characteristics; Instructional Development; Teacher Collaboration; Educational Opportunities; Outcomes of Education; Pilot Projects + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Lessonplan; Kompetenzentwicklung; Qualifikationsentwicklung; Learning process; Lernprozess; Richtlinien; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Schüler-Lehrer-Beziehung; Fakultät; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausdauer; Lehrerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernwerkstatt; Schulung; Bildungsprinzip; Teaching improvement; Unterrichtsentwicklung; Lehrerkooperation; Bildungsangebot; Bildungschance; Lernleistung; Schulerfolg; Pilot project; Modellversuch; Pilotprojekt
Abstract	This book offers a comprehensive guide to the Transparency in Learning and Teaching (TILT) framework that has convincingly demonstrated that implementation increases retention and improved outcomes for all students. 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 real-world work applications 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 suggesting strategies for instructors who wish to adopt it; describing how educational developers and teaching centers have adopted the Framework; and concluding 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. This book contains the following chapters: (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); (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); (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 M. 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 Statewide Higher Education Network (Terri A. Tarr, Russell D. Baker, and Kathy E. Johnson); and (12) Assignment Design as a Site for Professional Development and Improved Assessment of Student Learning Outcomes (Jillian Kinzie and Pat Hutchings). [Forward by Peter Felten and Ashley Finley.] (ERIC).
Anmerkungen	Stylus Publishing, LLC. P.O. Box 605, Herndon, VA 20172-0605. Tel: 800-232-0223; Tel: 703-661-1581; Fax: 703-661-1501; e-mail: StylusMail@PressWarehouse.com; Web site: http://www.styluspub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01