Abstract
The purpose of this chapter is to assist the reader in understanding the disparity that exists in higher education and the various interventions through which this disparity can be significantly reduced with a focus on Transparency in Learning and Teaching (TILT) as an effective pedagogical strategy. A case study analysis using a convenience sample of faculty from a local university is used to determine if the use of TILT in their courses increased students' final assessment scores. Institutions and instructors who engage in transparency within their courses produce students who are satisfied with their learning outcomes, which reduces disparity and increases retention and graduation rates. The results from the implementation of TILT into three courses show an overall improvement in student learning and comprehension of course content.
TopBackground
Higher education has been paramount as a measure of economic prosperity and social well-being over the past 50 years because of organizational requirements for increased knowledgeable, skilled, and sustainable human capital. In this respect, institutions of higher learning are seeking enrollment from larger demographics to support diversity in organizations. The prominence of diversity inclusion of race, ethnicity, age, and gender in universities correlates to the increase in the number of ethnic minorities. For example, the number of black and Hispanic students in the United States increased from 10% to 14% and from 4% to 17% respectively between 1976 and 2014 (Buenestado-Fernández, Álvarez-Castillo, González-González, & Espino-Díaz, 2019).
Key Terms in this Chapter
Academia: An institution of higher education or higher learning such as a college or university.
Transparency: The ability of faculty members to inform students of course requirements and allow students to participate in the formulation of the course.
Primarily White Institutions (PWIs): Institutions of higher learning in which Whites account for 50% or greater of the student enrollment.
Retention: Having students remain at the institution from one semester to the next or one year to the next.
Campus Climate: The current attitudes, behaviors and standards of faculty, staff, administrators, and students concerning the level of respect for individual needs, abilities and potential. It refers to the experience of individuals and groups on a campus and the quality and extent of the interaction between those various groups and individuals.
Diversity: The ability of the academic institution to incorporate various races, ethnicities, cultures, groups into the academic milieu.
Inclusion: Making students feel that they belong within the community of the academic institution including practices, policies, activities, courses, etc.
Historically Black Colleges/Universities (HBCUs): Institutions of higher education in the United States founded prior to 1964 for African American students.
Racism: Belief that race determines human traits and that differences between races places one race in superior standing over another.