Summer Institute

5/23/22 1:15 PM - 5/23/22 03:00 PM
Location: Speed Lyceum

Transparent Instruction Increases Students’ Engagement and Success

The new incoming majority student population in U.S. higher education is increasingly diverse, multi-generational and non-traditional, and faculty/staff must provide equitable educational opportunities for a broad variety of learners. Transparent instruction can offer more equitable opportunities for all college students to succeed, whether online or on campus or both. Data from an AAC&U study identifies transparent instruction as a small, equitable teaching intervention that significantly enhances students' success, with greater gains for historically underserved students (1st generation, low-income, ethnically underrepresented) [Winkelmes et al, Peer Review, Spring 2016]. Transparent instruction has also enhanced students' persistence and retention rates [Gianoutsos and Winkelmes 2016; Winkelmes et al, 2019]. 

In the highly interactive keynote session with Mary-Ann Winkelmes, participants will review the research findings, discuss an example assignment from the research study and leave with a concise set of strategies for incorporating small changes for greater transparency in their teaching or collaborative work.

(Title III funds support faculty members’ attendance; a $30 stipend will be paid after submission of a short reflection paper. Per federal regulations, only faculty not on contract are eligible for stipends.)


Photo of Mary-Ann WinkelmesMary-Ann Winkelmes, Ph.D.


Transparency in Learning and Teaching in Higher Education (TILTHigherEd)

Dr. Winkelmes is the Founder and Director of 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 use educational practices grounded in evidence about students’ learning shared across institutions and countries. The impact of this project on students’ learning and persistence in college has been the focus of Winkelmes’s publications in the National Teaching and Learning Forum, Project Information Literacy, the National Education Association’s Higher Education Advocate, AAC&U’s Liberal Education and Peer Review, and additional book chapters and peer reviewed articles as well as the book Transparent Design in Higher Education Teaching and Leadership. 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 has held senior leadership roles in the campus teaching centers at Harvard University, the University of Chicago, the University of Illinois, the University of Nevada Las Vegas and Brandeis University. She 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. Dr. Winkelmes has provided hundreds of keynote addresses and invited workshops for faculty and staff at colleges, universities, and business institutions in the U.S. and abroad.

Winkelmes holds a Ph.D. from Harvard University.