Meeting Schedule (exact times to be determined)
| Date | Format | Topic |
| Sept. 15, 2024 | Asynchronous (Canvas) | Introduction to T.I.L.T. |
| Sept. 25, 2024 | Synchronous (Zoom) | Creating T.I.L.T. assignments (group activity) |
| Oct. 16, 2024 | In-person | Developing your assignment workshop |
| Oct. 30, 2024 | In-person | Developing your assignment workshop (part 2) |
| Nov. 15, 2024 | Asynchronous (Canvas) | Submission & review of TILTed assignments |
The Transparency in Learning and Teaching model (T.I.L.T.) utilizes assignment development techniques to increase student sense of belonging in the classroom and overall performance in the classroom. The primary focus of T.I.L.T. is the development of assessments that illustrate the overall purpose of the assignment, the specific components of the task, and the criteria for success.
T.I.L.T. is an evidence-based approach that has been tested at campuses of varying sizes across the United States. Studies consistently indicate that this method increases retention among underrepresented populations and first-generation college students, two groups that have traditionally high college dropout rates (Winkelmes, 2013). In addition, to increasing retention, T.I.L.T. methods increase students’ sense of belonging in college. Walton and Cohen (2011) found that when students’ sense of belonging increases, their persistence increases, as do their grades.
This FLC will require participants to self-review two existing assignments, edit the assignments using the T.I.L.T. criteria, and submit the TILT-ed assignments for the group to review. The FLC will meet in a hybrid modality to allow for increased participation. Please register to join this FLC.
Purpose
This FLC will help you improve your teaching and assessment strategies.
Task
Implement T.I.L.T. in two of existing course assignments.
Criteria for Success
- Attend at least four of the five meetings
- Submit 2 TILT assignments to the group for review
- Review other FLC member submissions
Additional Resources
- TILT HigherEd
- Walton, G.M., & Cohen, G.L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science Magazine, 331 (6023) 1447-1451.
- Winkelmes, MA (2013). Transparency in teaching: Faculty share data and improve students’ learning. Liberal Education, 99 (2).