The following resources from the Transparency in Learning and Teaching project (TILT Higher Ed) can help faculty, educational developers and administrators to apply the Transparency Framework (of purpose/task/criteria) in contexts including assignments, curricula, assessment and strategic initiatives, all toward the goal of enhancing student success equitably. If you have developed TILT-focused tools or publications you would like to share, please contact firstname.lastname@example.org
For institutions, results can include increased retention and completion rates. For participating instructors, individualized reports identify small teaching adjustments best suited to improving students’ learning for the specific population of students in their courses. Ongoing analysis explores teaching/learning adjustments that improve learning outcomes, specific to discipline, class size, level of expertise, and student demographics.
A national study by the Association of American Colleges and Universities, funded by TG Philanthropy, demonstrated that transparency around academic work enhances students’ success at statistically significant levels, with even greater benefits for historically underserved students (with a medium-to-large sized magnitude of effect) [Winkelmes et al., Peer Review 2016]. Students who receive transparent instruction about the purposes, tasks and criteria for their academic work report gains in three areas that are important predictors of students’ success:
Important studies have already connected academic confidence and sense of belonging with students’ greater persistence and higher grades [Walton and Cohen, Science 2011; Aronson, Fried, Good, 2002,Brady, Cohen, et al., Science Advances 2020. ]
Offer research-based explanations about concepts or tasks that students often struggle to master in your discipline [See examples below including Bloom, Bransford, Gregorc, Light, Perry.]
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