Why TiLT Helps
Transparency, the practice of telling why and how processes work to support learning, is a valuable tool for inclusion and belonging. By removing the mystery about why you have chosen the policies, practices, and activities you’ve chosen for your class, you help students to see that there are reasons for the way that your course has been designed. TiLT, as a methodology for practicing transparency, uses templates to remind practitioners to explain why and how students should complete activities. TiLT reminds us that our processes for learning content are not self-evident and that students can benefit from seeing, hearing, and learning about the how and why of their instructors’ choices.
An Overview of TiLT
In this video, you will learn more about the basics of TiLT and how to use it in your course design.
Resources
Winkelmes et.al. (2015). Benefits (some unexpected) of Transparently Designed Assignments. The National Teaching & Learning Forum, 24.4.
Winkelmes, M-A., Bernacki, M, Butler, J, Zochowski, M. Golanics, J. & Weavil, K.H. (2016). A teaching intervention that increases underserved college students’ success. Peer Review, vol. 18 (Winter/Spring), no. 1/2. Available at: Winkelmes et.al. (2016). A Teaching Intervention that Increases Underserved College Students’ Success.
Hausmann, L. R., Ye, F., Schofield, J. W., & Woods, R. L. (2009). Sense of belonging and persistence in White and African American first-year students. Research in Higher Education, 50(7), 649-669.
McQuire & McGuire (2015). Teach Students How to Learn, NISOD and Taylor & Francis.
Walton & Cohen (2011). Mere belonging: the power of social connections. Journal of Personality and Social Psychology Review.
Wang MC, Haertel GD, Wahlberg HJ. Educational resilience in inner cities. In: Wang MC, Gordon EW, editors. Educational resilience in inner-city America: Challenges and prospects. Erlbaum; Hillsdale, NJ: 1994. pp. 45–72.
