Please be aware that due to NOVA's COVID-19 response, most campus events have been canceled for the Spring 2020 semester. Please check back for updates as events are rescheduled. See NOVA's COVID-19 FAQ here.
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.
Friday, January 31 at 8:45am to 12:00pm
Pender 4, 121 3922 Pender Drive Fairfax, VA 22030