2020-2021 ConferenceOur next conference is coming soon. Please check back for more updates.
Reading and Writing in the Disciplines Conference
5th Annual Supporting Reading and Writing in the Disciplines Conference
Friday, January 31, 2020—8:45 AM-12:00PM—Pender 4, Room 121 (3922 Pender Drive.)
Sponsored by the NOVA Foundation, Hosted by Achieving the Dream Core Team, and Facilitated by Karen Sutter Doheney, ATD Core Team Member and Nicole Tong, CETL Coordinator
Dr. Mary-Ann Winkelmes, Ph.D., Principal Investigator and Founder, TILT Higher Ed and Executive Director of the Center for Teaching and Learning (CTL) at Brandeis University, will provide a webinar introduction to Transparency in Learning and Teaching (TILT) and Transparent Assignment Design (TAD). For more information on Dr. Winkelmes, please see below.
8:45-9:25 AM: Registration and Light Breakfast and Coffee
9:30-11:30 AM: Webinar on TILT/TAD with Dr. Mary-Ann Winkelmes
11:30-12:00 PM: Participant survey; end program
Conference Registration is now FULL! If you would like to be added to the wait list, please email ATD@nvcc.edu to be added.
The Unwritten Rules of College: Creating Transparent Assignments that Increase Students’ Success Equitably
The new incoming majority student population in US higher education is increasingly diverse, multi-generational and non-traditional, and faculty must provide equitable educational opportunities for a broad variety of learners in each college course. A 2016 Association of American Colleges & Universities publication identifies transparent assignment design as a replicable teaching intervention that significantly enhances students’ learning and persistence, with greater gains for historically underserved students [Winkelmes et al, Peer Review, Spring 2016]. Transparent teaching/learning practices make learning processes explicit while offering opportunities to foster students’ metacognition, confidence, and their sense of belonging in college via faculty/student discussion about the relevant knowledge, skills to be practiced, required tasks, expected criteria and examples before students begin working. We’ll review the findings as well as educational research behind the concept of transparent teaching/learning in this session. Then we’ll apply that research to the design of class activities and assignments. Participants will leave with a draft assignment or activity for one of their courses, and a concise set of strategies for designing transparent assignments that promote students’ learning equitably.
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Dr. Mary-Ann Winkelmes, Ph.D., Executive Director
Mary-Ann Winkelmes is the executive director of the Center for Teaching and Learning, where her aim is to promote teaching and learning initiatives, student success, faculty development, and instructional research across the University’s academic and service units.
Winkelmes has held senior leadership roles in the campus teaching centers at Harvard University, the University of Chicago, the University of Illinois and the University of Nevada, Las Vegas and has offered instruction as a member of history and art history departments at most of those institutions. She has consulted and provided professional development programming for faculty through the Lilly Endowment’s higher education grant-making and teacher-training programs, and for teaching centers in the US and abroad. She has also served as a senior fellow of the Association of American Colleges & Universities, an executive board member of Nevada Humanities and as an elected member of the Board of Directors of the Professional Development Network in Higher Education (POD), and Chair of its Research Committee.
Her work to improve higher education learning and teaching, especially for historically underserved students, has been recognized nationally by the Chronicle of Higher Education and with the POD Network’s Robert J. Menges Award for Outstanding Research in Educational Development. She founded and directs the Transparency in Learning and Teaching in Higher Education Project (TILT Higher Ed), which promotes direct conversation between teachers and students about methods of teaching and learning and helps faculty to share data on students’ learning across institutions and countries. The impact of this project on students’ learning has been the focus of publications in the National Teaching and Learning Forum, Project Information Literacy, the National Education Association’s Higher Education Advocate, and AAC&U’s Liberal Education and Peer Review, as well as the 2019 book, Transparent Design in Higher Education Teaching and Leadership.
Winkelmes advocates her view that research, teaching, and learning are best practiced as a unified enterprise that benefits students and society in An Illinois Sampler: Teaching and Research on the Prairie. Winkelmes has also published book chapters and peer-reviewed articles on college teaching and learning and on the history of art and architecture in Renaissance Italy, Benedictine church design and decoration, acoustics, and religious architecture. She has received numerous teaching awards as well as grants for her art historical research from the National Endowment for the Humanities, Kress, Delmas, and Mellon foundations.
Winkelmes holds a PhD from Harvard University.