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Transparent Assignment Design

The goal of Transparent Assignment Design is to “to make learning processes explicit and equally accessible for all students” (Winkelmes et al., 2019, p. 1).

Fortunately, transparent assignment design doesn’t require an overhaul or redesign of a course, but instead builds on the assignments you’ve already developed. By making small, clarifying additions to your course assignments, research shows that you can have a big impact on student learning (Winkelmes et al, 2015). With transparently designed assignments, students are better able to prepare, are more motivated, and have the resources they need. Transparency in assignments increases inclusivity, as well, helping to “level the playing field” so all students have the best chance to succeed.

The development of a transparent assignment involves providing students with clarity on the purpose of the assignment, the tasks required, and criteria for success.

Purpose

Define the learning objectives, in language and terms that help students recognize how this assignment will benefit their learning.

Task

Define what activities the students should do/perform with explicit, step-by-step instructions. Include what students should avoid, as well.

Criteria

Define the characteristics of the finished product. This can be presented to students via a checklist or rubric. Students apply the criteria to an example, first.

The following example was developed by Lizzy Pope, PhD, RD, Associate Professor and Director of the Didactic Program in Dietetics at the University of Vermont for an Introduction to Nutrition class:

Purpose Example

Fat Bias occurs frequently in many spheres of life. Even if we practice an anti-diet approach to health, that does not necessarily directly address anti-fat bias, and encourage systemic change in our society. In this assignment you will identify an example of fat bias that occurs at either the interpersonal or institutional level. You’ll then develop a response plan that may help combat the bias example, and share your plan with at least five people.

You will develop the following skills through completion of this assignment:

  • Formulating an interruption plan that could help combat the example of bias.
  • Educating others on fat-bias and how it can be combatted.
  • Observing instances of fat bias in your life.

This assignment will also help you become familiar with the following important nutrition knowledge:

  • Identifying examples of fat-bias, and whether they are institutional or interpersonal.
  • Developing nutrition education materials.

Task Example

For this assignment I’d like you to identify an example of fat bias either on the interpersonal or institutional level that relates to your life.  This does not mean that you need to have experienced fat bias, it means looking at various aspects of your life and reflecting on whether you have seen fat bias displayed by certain people, companies, settings, places, etc.  Once you have identified a bias example, you need to develop a response plan that would help combat the bias in your example.  Finally, you need to share your response with at least five people and record their responses.

Steps to Success

  1. Determine a fat bias example.  Some potential places you may look to identify biases: [list of 6 places to look included]
  2. Describe your fat-bias example.  What did you observe, why do you think this situation is an example of fat-bias?  Is the example interpersonal or institutional?
  3. Formulate a plan to combat the bias that you identified.  The plan may vary depending on the source of bias, and you can/should use your creativity in your response!  How could you help promote change in the situation where the bias is occurring?  Your plan should consist of four parts: (1) An overall description of what you’re hoping to accomplish with your plan/visual, (2) A short summary (no more than 1 page double spaced), (3) Some sort of visual that helps educate others on the bias you observed (4) A dissemination plan.
  4. Construct your visual.  Using whatever type of medium you would like, construct a visual that combats the instance of fat bias you observed.
  5. Share your visual with at least 5 people, and summarize their responses.
  6. Put together a 3-page maximum overview that summarizes the example, plan, evidence, visual summary, and references.

Criteria Example

CriteriaDescription
Bias Example  The bias example is explained and identified as either institutional or interpersonal
Plan  Plan is described including the goal of your plan/visual -A summary of the health impacts of fat bias is included -A summary of people’s responses to your visual is included
Educational MaterialThe educational visual addresses the bias example identified. -The educational visual denotes accurate information -The educational visual is eye catching and/or creative
Evidence  A bibliography contains the citations (in any format) of five scientific articles that support either the information in the visual or the overall health impacts of fat bias.

Mary-ann Winkelmas, PhD, who developed the Transparency in Teaching & Learning (TILT) framework, has given numerous talks and workshops for faculty, which provide more context and information about the research and practice of transparent assignment design:

  • Bowles-Terry, M., Watts, J. C., Hawthorne, P., Iannuzzi, P. (2017). Collaborating with teaching faculty on transparent assignment design. In B.K. West, K. D. Hoffman, M. Costello (Eds.), Creative Instructional Design: Practical Applications for Librarians 291-311.
    https://oasis.library.unlv.edu/lib_articles/530
  • Bhavsar, V. M. (2020). A transparent assignment to encourage reading for a flipped course. College Teaching, 68(1), 33-44.
  • Cohen, D., Kim, E., Tan, J., & Winkelmes, M. A. (2013). A note-restructuring intervention increases students’ exam scores. College Teaching, 61(3), 95-99.
  • Cook, L., & Fusch, D. (2016, March 10). One easy way faculty can improve student success. Academic Impressions. https://www.academicimpressions.com/one-easy-way-faculty-can-improve-student-success/
  • Copeland, D. E., Winkelmes, M. A., & Gunawan, K. R. I. S. (2018). Helping students by using transparent writing assignments. Integrating writing into the psychology course: Strategies for promoting student success, 26-37.
  • Crosby, M., & Short, R. (2023). Positive impacts of TILT: Two professors’ journeys in creating more student-centered teacher education courses. Perspectives In Learning, 20 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol20/iss1/5
  • Ferarri, F., Salis, A., Stroumbakis, K., Traver, A., & Zhelecheva, T. (2015). Transparent problem-based learning across the disciplines in the community college context: Issues and impacts. NERA Conference Proceedings 2015. 9. https://opencommons.uconn.edu/nera-2015/9
  • Fuchs, B. (2022). Pointing a telescope toward the night sky: Transparency and intentionality as teaching techniques. Library Presentations. 188. https://uknowledge.uky.edu/libraries_present/188
  • Gianoutsos, D. & Winkelmes, M.A. (2016, May). Navigating with transparency: Enhancing underserved student success through transparent learning and teaching in the classroom and beyond in Siha, A. (Ed.) in Navigating the Currents to a Point of Success, PADE Proceedings Paper Publication.
  • Howard, T. O., Winkelmes, M. A., & Shegog, M. (2020). Transparency teaching in the virtual classroom: Assessing the opportunities and challenges of integrating transparency teaching methods with online learning. Journal of Political Science Education, 16(2), 198-211.
  • Humphreys, K., Winkelmes, M. A., Gianoutsos, D., Mendenhall, A., Farrar, E., Bowles-Terry, M., … & Gittens, S. (2023). Transparency in Faculty Development Collaborations at a Minority-Serving Research University. In Transparent Design in Higher Education Teaching and Leadership (pp. 135-155). Routledge.
  • Leuzinger, R., & Grallo, J. (2019). Reaching first-generation and underrepresented students through transparent assignment design. Library Faculty Publications and Presentations. 11. https://digitalcommons.csumb.edu/lib_fac/11
  • Milman, N. B. (2018). Tips for success: The online instructor’s (short) guide to making assignment descriptions more transparent. Distance Learning, 15(4), 65-67.
  • Ou, J. (2018, June). Board 75: Work in progress: A study of transparent assignments and their impact on students in an introductory circuit course. In 2018 ASEE Annual Conference & Exposition.
  • Palmer, M. S., Gravett, E. O., & LaFleur, J. (2018). Measuring transparency: A learning‐focused assignment rubric. To Improve the Academy, 37(2), 173-187. doi:10.1002/tia2.20083
  • TILT Special Issue. (2023). Perspectives in Learning, 20(1). https://csuepress.columbusstate.edu/pil/vol20/iss1/
  • Winkelmes, M. (2013). Transparency in learning and teaching: Faculty and students benefit directly from a shared focus on learning and teaching processes. NEA Higher Education Advocate, 30(1), 6-9.
  • Winkelmes, M. A. (2013). Transparency in teaching: Faculty share data and improve students’ learning. Liberal Education, 99(2), 2.
  • Winkelmes, M. A. (2015, February). Equity of access and equity of experience in higher education. In National Teaching & Learning Forum, 24(2), 1-4.
  • Winkelmes, M. (2016). Helping faculty use assessment data to provide more equitable learning experiences. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Winkelmes.pdf
  • Winkelmes, M. (2016, December 13). Small teaching changes, big learning benefits. ACUE Community ‘Q’ Blog. https://acue.org/blog/small-teaching-changes-big-learning-benefits/
  • Winkelmes, M. A. (2023). Assessment in class meetings: Transparency reduces systemic inequities. In Reframing Assessment to Center Equity (pp. 131-144). Routledge.
  • Winkelmes, M. (2023). Introduction to transparency in learning and teaching. Perspectives In Learning, 20 (1). https://csuepress.columbusstate.edu/pil/vol20/iss1/2
  • Winkelmes, M., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., and Weavil, K. H. (2016). A Teaching Intervention that Increases Underserved College Students’ Success. Peer Review, 18(1), 31-36.
  • Winkelmes, M. A., Boye, A., & Tapp, S. (Eds.). (2019). Transparent design in higher education teaching and leadership: A guide to implementing the transparency framework institution-wide to improve learning and retention. Routledge.
  • Winkelmes, M. A., Copeland, D. E., Jorgensen, E., Sloat, A., Smedley, A., Pizor, P., Johnson, K., & Jalene, S. (2015, May). Benefits (some unexpected) of transparently designed assignments. In The National Teaching & Learning Forum, 24(4), 4-7.

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