Transparent Assignment Design to Promote Equitable Opportunities for

Transparent Assignment Design to Promote Equitable Opportunities for Student Success Sandra Bailey Fort Lewis College March 30, 2017

Transparency in Teaching and Learning

Unwritten Rules of College Success Equity of Access Equity of Experience

Intervention: Transparent Assignment Design UNLV Retention Rates 1 st year to 2 nd year, 2014 -15

Transparent Assignment Template Purpose • Skills practiced • Knowledge gained long-term relevance to students’ lives connection to learning outcomes Task • What students will do • How to do it (steps to follow, avoid) Criteria for success • Checklist or rubric in advance so students can self-evaluate • What excellence looks like (annotated examples where students & faculty apply those criteria)

Gather feedback on your assignment 1. Introduce your assignment to the group, setting up discussion (5 minutes) 2. Disciplinary strangers provide feedback as if from a novice student (10 minutes) 3. Written feedback (5 minutes) 6

Strategies for Impact • What insights are you taking away? • What resources might instructors need? • What kinds of courses might achieve the greatest impact? • How can others be brought into this work or benefit from it? • What will you do next and what would help you do that?

References Degree Qualifications Profile, Organizing Assignment-Design Work on Your Campus: A tool Kit of Resources and Materials, http: //degreeprofile. org/assignment-design-work/ Publications and information about the Transparency in Learning and Teaching Project are at: www. unlv. edu/provost/teachingandlearning Winkelmes, MA. “Transparency in Teaching: Faculty Share Data and Improve Students' Learning. ” Liberal Education 99, 2 (Spring 2013). Winkelmes, Mary-Ann, Matthew Bernacki, Jeffrey Butler, Michelle Zochowski, Jennifer Golanics, Kati Harriss Weavil. “A Teaching Intervention that Increases Underserved College Students’ Success. ” Peer Review (Winter/Spring 2016).