Mary-Ann Winkelmes – författare

Aimed at alumni and prospective students interested in the university''s ongoing mission, as well as current faculty and students wishing to stay up to date on the work being done around them, An Illinois Sampler showcases the best, the most ambitious, and the most effective teaching practices developed and nurtured at one of the world''s premier research universities.

Contributors are Nancy Abelmann, Flavia C. D. Andrade, Jayadev Athreya, Betty Jo Barrett, Thomas J. Bassett, Hugh Bishop, Antoinette Burton, Lauren A. Denofrio-Corrales, Lizanne DeStefano, Karen Flynn, Bruce W. Fouke, Rebecca Ginsburg, Julie Jordan Gunn, Geoffrey Herman, Laurie Johnson, Kyle T. Mays, Rebecca Nettl-Fiol, Audrey Petty, Anke Pinkert, Raymond Price, Luisa-Maria Rosu, D. Fairchild Ruggles, Carol Spindel, Mark D. Steinberg, William Sullivan, Richard I. Tapping, Bradley Tober, Agniezska Tuszynska, Bryan Wilcox, Kate Williams, Mary-Ann Winkelmes, and Yi Lu.

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 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.