Mary-Ann Winkelmes, PhD, is director of instructional development and research and an associate graduate faculty member in the Department of History at the University of Nevada, Las Vegas, and a senior fellow at the Association of American Colleges & Universities. Allison Boye, Ph.D., is Founding Director of the Center for Teaching and Learning at Collin College. Previously, Dr. Boye was an associate director for academic and pedagogical development in the Teaching, Learning, and Professional Development Center at Texas Tech University. Suzanne Tapp, M.A., is the executive director of the Teaching, Learning, and Professional Development Center at Texas Tech University. Peter Felten is Assistant Provost for Teaching and Learning, Director of the Center for Engaged Learning, and Professor of History at Elon University. His publications include: Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins, 2014), and Engaging Students as Partners in Learning and Teaching (Jossey-Bass, 2014).

Foreword-Peter Felten and Ashley Finley Preface-James Rhem Acknowledgments Introduction. The Story of TILT and Its Emerging Uses in Higher Education-Mary-Ann Winkelmes Part One. The Fundamentals of Transparent Design for Faculty 1. Why it Works. Understanding the Concepts Behind Transparency in Learning and Teaching-Mary-Ann Winkelmes 2. How to Use the Transparency Framework-Mary-Ann Winkelmes 3. Faculty Voices and Perspectives on Transparent Assignment Design. FAQ's for Implementation and Beyond-Allison Boye, Suzanne Tapp, Julie Nelson Couch, Robert D. Cox, and Lisa Garner Santa Part Two. Transparent Design for Faculty Developers 4. Transparency and Faculty Development. Getting Started and Going Further-Allison Boye and Suzanne Tapp 5. Designing Transparent Assignments in Interdisciplinary Contexts-Deandra Little and Amy Overman 6. Integrating TILT Initiatives Throughout a Center for Teaching and Learning. Educational Developer and Instructor Insights-Steven Hansen, Erin Rentschler, and Laurel Willingham-McLain 7. Using Principles from TILT for Workshop Design and Measuring the Impact of Instructional Development-Taimi Olsen, Ellen Haight, and Sara Nasrollahian Mojarad Part Three. Transparent Design Across Higher Education 8. Transparency in Faculty Development Collaborations at a Minority-Serving Research University-Katie Humphreys, Mary-Ann Winkelmes, Dan Gianoutsos, Anne Mendenhall, Erin Farrar, Melissa Bowles-Terry, Gayle Juneau-Butler, Debi Cheek, Leeann Fields, Gina M. Sully, Celeste Calkins, Ke Yu, and Sunny Gittens 9. Transparency and the Guided Pathways Model. Ensuring Equitable Learning Opportunities for Students in Community and Technical Colleges-Jennifer Whetham, Jill Darley-Vanis, Sally Heilstedt, Allison Boye, Suzanne Tapp, and Mary-Ann Winkelmes 10. Transparency to Close Opportunity Gaps in the Largest State System. A Pilot Experiment-Emily Daniell Magruder, Whitney Scott, Michael Willard, Kristina Ruiz-Mesa, and Stefanie Drew 11. Transparent Instruction in a Statewide Higher Education Network-Terri A. Tarr, Russell D. Baker, and Kathy E. Johnson 12. Assignment Design as a Site for Professional Development and Improved Assessment of Student Learning Outcomes-Jillian Kinzie and Pat Hutchings Epilogue. Final Thoughts-Allison Boye, Suzanne Tapp, and Mary-Ann Winkelmes List of Acronyms Editors and Contributors Index