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Transparency in Teaching

The Transparency Initiative by Harvard University, the University of Chicago, and the University of Illinois developed because of the observation that students’ learning outcomes improved when they understood how and why instructors had structured their learning experiences in particular ways. Prior research on metacognition demonstrated that students learn more and retain that learning longer when they have an awareness of and some control over how they are learning. Research also suggests that training students to understand how to have more agency in their learning increases their academic success, and that monitoring students’ understanding of their learning can enrich assessment practice (Adapted from Winkelman, “Transparency in Teaching: Faculty Share Data and Improve Students’ Learning”).

Favorite Texts:

Bourgeois, “The Role of Education in Advancing a Diversity and Inclusion Breakthrough: Linking Education to the Workforce of the Future”

Hoover, “Defending Diversity” 

Nohria, “We’ve Gotten Better at Diversity. Now the Challenge is Inclusion”

Supiano, “Traditional Teaching May Deepen Inequality. Can a Different Approach Fix it?” 

United States Department of Education, “Advancing Diversity and Inclusion in Higher Education”

Vanderbilt University Center for Teaching, “A New Guide on Increasing Inclusivity in the Classroom” 


Velasco, “Communicating across the Fi’esta Table”

Velasco, “Passport Positionality Plays”


Posner, “As If Teachers’ Jobs Aren’t Hard Enough, They’re Asked to Fix Poverty, Too”

Teach Us All Documentary