13th Annual ATLC Conference Keynote Session by Dr. Mary-Ann Winkelmes

Transparent teaching/learning practices make learning processes explicit while offering opportunities to foster students' metacognition, confidence, and their sense of belonging in college in an effort to promote student success equitably. A 2016 publication identifies transparent assignment design as a replicable teaching intervention that significantly enhances students' success, with greater gains for historically underserved students [Winkelmes et al, Peer Review,Spring 2016]. 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 course 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.
Date: 3/3/2017 
Video

13th Annual ATLC  Conference Transparent Design at Texas Tech: A Panel Discussion

During her keynote presentation, Dr. Winkelmes explained the research behind and provided a framework for the Transparency Project; during this follow-up panel discussion, faculty members from Texas Tech who implemented transparent assignment design during the fall semester of 2016 will share their own insights about and experiences with the project. Panelists will discuss questions such as: What was the process like for them as faculty members? How did their students respond to the revised assignments? What realizations did they have during the project, and how has it changed their teaching? In this session, attendees will learn more about how transparent assignment design really works, and how it might work in their own classrooms.
Date: 3/3/2017 
Video

12th Annual John M. Burns Conference Morning Session "Connecting the Dots: Meaningful Assessment of Student Learning Across the Curriculum" with Dr. Ashley Finley.
Ashley Finley is the Senior Director of Assessment and Research at AAC&U and national evaluator for the Bringing Theory to Practice (BTtoP) Project. Finley's national work, at both the campus and national levels, focuses on developing best practices regarding program implementation, instrumentation, and mixed methods assessment. Her work combines assisting campuses with the implementation of assessment protocols and the promotion of best practices across the institution, including general education, academic departments, and the co-curriculum. Finley's approach to assessment emphasizes the need to intersect both quantitative and qualitative methodologies in order to tell a cohesive story about student learning at the institutional level. Fundamental to this approach is the use of rubrics and e-portfolios as integral components of developing meaningful assessment practices across a range of learning outcomes, including development of students' civic capacities and learning. Before joining AAC&U, she was an assistant professor of sociology at Dickinson College, where she taught courses in quantitative methods, social inequality, and gender in Latin America. Additionally, she has taught courses that have incorporated engaged learning practices, such as learning communities and service-learning. Finley received a B.A. degree from the University of Nebraska-Lincoln and an M.A. and Ph.D, both in sociology, from the University of Iowa.
Learning in the twenty-first century has been contextualized by a number of factors that have profoundly shaped (and reshaped) higher education. Just as everyday life has been dramatically altered through increasing levels of interconnectivity and application, so too has college level learning. To meet the demands of an expanding global world, colleges and universities increasingly need to consider the role of assessment to tell a story about student learning across the curriculum. In part, this means connecting authentic evidence of students' learning and skill development (e.g. teamwork, critical thinking, and social responsibility) to the engaging practices that help to deepen their understanding. It also means gathering the right kind of evidence that is meaningful to faculty (and to students) and that can be thoughtfully used to facilitate evidence-based improvement of efforts. This interactive discussion will focus on how direct assessment of student learning using rubrics can promote transparency across institutional learning outcomes and provide actionable evidence of what students can actually do. We will also consider the promise of assessment not only as means to identify where students are at any one point in time with regard to learning, but also as a tool to guide the improvement of students' learning over time.
Date:- 10/2013
Video

12th Annual John M. Burns Conference Afternoon Session "Common Ground: Using Rubrics to Create Dialogue, Collaboration and Meaningful Assessment" with Dr. Ashley Finley.
Campuses nationally are increasingly integrating direct assessment of student learning into their assessment portfolios. A significant number of these campuses have worked with the AAC&U VALUE rubrics to help guide these efforts. Essential to successful adoption and implementation of the rubrics, however, is engaging faculty in critical discussions around the interpretation of the rubric, application of performance levels, and use of results. In this session, participants will engage in a condensed calibration exercise that is used to train faculty on applying rubrics to samples of student work. The VALUE rubric for "critical thinking" will be used to score a sample of student work to illustrate the utility of engaging faculty in dialogue around articulation of learning outcomes and interdisciplinary approaches to assessing student learning. Campus examples of calibration, implementation of the rubrics, and the use of evidence from direct assessment to improve student learning will also be shared.
Date:- 10/2013
Video

Readying Ourselves for the New Core Curriculum: Helping Your Students to Write More Effectively by Dr. Susan Lang and Dr. Kathy Gillis.
Join us as Dr. Susan Lang and Dr. Kathy Gillis discuss strategies that will help faculty members enable their students to write more effectively, regardless of the discipline. Drs. Gillis and Lang will examine the use of formal and informal writing assignments for use both in and out of the classroom. Faculty will leave the workshop with concrete ideas for helping students improve their communication skills, one of the six component areas of the new core curriculum.
Date:- 4/2013

Video

Readying Ourselves for the New Core Curriculum: Helping Your Students Understand Social Responsibility by Dr. Aliza Wong
Join us as Dr. Aliza Wong considers strategies for a variety of disciplines as we strive to help students understand their social responsibility, one of the six component areas of the new core curriculum. This workshop will engage in the difficult and worthwhile work of incorporating the goals of "intercultural competence, knowledge of civic responsibility," and enhancing students' abilities "to engage effectively in regional, national, and global communities" into the classroom while allowing instructors the maximum flexibility, creativity, and intellectual integrity of teaching the subject at hand.
Date:- 4/2013
Video

What the Best Teachers Do: Lessons from Teaching in the Law School
Panelists: Jennifer Bard, Nancy Soonpaa, Gerry Beyer
The American philosopher John Dewey once said, "Any genuine teaching will result, if successful, in someone's knowing how to bring about a better condition of things than existed earlier." What do the best teachers do to bring about better conditions in their classrooms? How do they motivate students and help them to engage with the material? Much can be gleaned from listening to peers and particularly those who are known for their teaching. Join us as distinguished Texas Tech Law School faculty members and recipients of the President's Excellence in Teaching award share some of the changes they've made to their teaching in order to benefit student learning.
Date:- 3/2013

Video

Readying Ourselves for the New Core Curriculum: Helping Your Students to Write More Effectively by Dr. Susan Lang and Dr. Kathy Gillis.
Join us as Dr. Susan Lang and Dr. Kathy Gillis discuss strategies that will help faculty members enable their students to write more effectively, regardless of the discipline. Drs. Gillis and Lang will examine the use of formal and informal writing assignments for use both in and out of the classroom. Faculty will leave the workshop with concrete ideas for helping students improve their communication skills, one of the six component areas of the new core curriculum.
Date:- 4/2013
Video

5th Annual Advancing Teaching & Learning Conference: "Teaching and Assessing Critical Thinking: How to Make Critical Thinking a Learning Outcome" by Dr. Diane Halpern.
Certainly critical thinking is one of the buzzwords in academia and a life-long learning goal in many of our classes. Please join us as Dr. Diane Halpern, well known for her research on critical thinking, leads the keynote session for the Advancing Teaching and Learning Conference. According to Dr. Halpern, "the twin abilities of knowing how to learn and knowing how to think clearly are the most important intellectual skills for the educated workforce of the future. The real question is can we teach critical thinking so that the skills generalize across domains and last long into the future. Empirical research has shown that with appropriate instruction, college students and other adults can become better thinkers." In this interactive session, Dr. Halpern will present a short sampler of applications from cognitive psychology designed to improve thinking skills.
Date:- 3/2009

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