Abstract:
Our study identifies transparent teaching about problem-centered learning as an easily replicable teaching intervention that produces learning benefits already linked with students’ success. Providing greater transparency about academic work on two assignments resulted in significant benefits for first-generation, low-income, and underrepresented students, who experienced increases in areas that are established predictors of student success: their academic confidence, sense of belonging, and awareness of their improved mastery of the skills employers value most when hiring. In addition to students, faculty also experienced benefits. Faculty noticed increases in students’ motivation in class, higher-level class discussions with sharper focus, more on-time completion of assignments, and fewer disputes about grades (Winkelmes et al. 2015).