What happened
Faculty Focus published an article by Crystal Donlan, Associate Director of Digital Pedagogy & Scholarship at Bucknell University, arguing that instructors should move from a “gatekeeper” stance to a “waymaker” approach that clarifies expectations while maintaining standards.
Why it matters
For educators and learning designers, the piece translates familiar retention and learning research into course design choices. Donlan cites Vincent Tinto on academic and social integration, Gregory Walton and Geoffrey Cohen on belonging uncertainty, Mary-Ann Winkelmes on transparent assignment design, John Hattie on feedback, Carol Dweck on growth mindset, and Albert Bandura on self-efficacy. The practical implication is not grade inflation or reduced difficulty. It is that ambiguity, opaque criteria, and punitive feedback can add friction unrelated to the intended cognitive challenge. In higher education, training, and online learning, that distinction matters because learners often need to understand the path to high-quality performance before they can meet it.
What to do next
Review one course, module, or assignment for places where expectations are implicit. Add a stated purpose, task, and criteria; share exemplars or rubrics; model expert thinking; and build low-stakes practice before major evaluation. Audit feedback language for whether it identifies next steps, not only deficits. Leaders and instructional designers can support faculty or trainers with templates for transparent assignments and structured flexibility policies. The evidence presented is a research-informed argument, not a new trial, so treat it as a prompt for design review and local evaluation.
About this briefing
Reviewed by TutorFlow Editorial. We link the primary source, preserve its publication date, and distinguish reported claims from TutorFlow analysis. Our commentary focuses on practical decisions for educators and training teams.
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