Transparency and Problem-Centered Learning

Posted by Association of American Colleges and Universities on July 18, 2016

Peer Review Winter/Spring 2016 Vol. 18 No. 1/2
Transparency and Problem-Centered Learning

This issue, funded by TG Philanthropy, explores the relationship between high-impact practices and underserved student success. The articles address what faculty can do to redesign courses to achieve transparency in student learning and embed effective practices, such as a problem-centered curriculum, to foster underserved student development and success in college.


Designing Purposeful Pathways for Student Achievement through Transparency and Problem-Centered Learning
Tia Brown McNair, AAC&U


Building a Culture of Transparency
Kirsten Fisher, Claudia Kouyoumdjian, Bidhan Roy, Valerie Talavera-Bustillos, and Michael Willard; all of California State University–Los Angeles

Increasing Underserved Student Success through Faculty Intentionality in Problem-Centered Learning
Osvil Acosta-Morales, Elisa McCool, Kathleen Murphey, and Margaret Stephens; all of Community College of Philadelphia

Advancing Student Success through Faculty Intentionality in Problem-Centered Learning
Andrea Salis, Franca Ferrari-Bridgers, Simran Kaur, Kostas Stroumbakis, Amy Traver, and Tanya Zhelezcheva; all of Queensborough Community College of the City University of New York

Transforming GE Courses from Predictive Contexts to Engage Unstructured Twenty-First-Century Problems
Crystal Bevers, Michael Parra, Jeff Thompson, Tamera Wiley-Fauth, and Noël Vincent; all of Heritage University

The (Ongoing) Plan for Student Success
Carthene R. Bazemore-Walker, Winston-Salem State University

Transparency and Problem Solving: The UHD Experience
YuanYuan Kang, John Kelly, Creshema Murray, and Adriana Visbal; all of University of Houston–Downtown

Design and Implementation: Transparency and Problem-Based Learning at St. Edward’s University
Jack Green Musselman, Cory Lock, Chad Long, Susan Loughran, and Michael P. Saclolo; all of St. Edward’s University


A Teaching Intervention that Increases Underserved College Students’ Success
Mary-Ann Winkelmes, Matthew Bernacki, Jeffrey Butler, Michelle Zochowski, Jennifer Golanics, and Kathryn Harriss Weavil; all of University of Nevada, Las Vegas

Faculty Evidence
Dawn Michele Whitehead, AAC&U

Problem Solving and Transparent Teaching Practices: Insights from Direct Assessment
Ashley Finley, Dominican University of California


Advancing Underserved Student Success
Judith A. Ramaley, Portland State University

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