TILTing Assignments in In-Major Undergraduate Courses

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Author(s): Rod McRae (Middle Georgia State University, USA), Katherine B. Greeen (University of West Georgia, USA)and Jamie Brandenburg (University of West Georgia, USA)
Copyright: 2022
Pages: 26
Source title: Integrating Transparency in Learning and Teaching (TILT): An Effective Tool for Providing Equitable Opportunity in Higher Education
Source Author(s)/Editor(s): Devi Akella (Albany State University, USA), Laxmi Paudel (Albany State University, USA), Nadeepa Wickramage (Albany State University, USA), Michael Rogers (Albany State University, USA)and Annalease Gibson (Albany State University, USA)
DOI: 10.4018/978-1-7998-9549-7.ch004

Keywords: Education / Higher Education / Information Science Reference / Instructional Design

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Abstract

This chapter shares how the Transparency in Learning and Teaching (TILT) assignment design framework was investigated and implemented in face-to-face and fully online courses. After a brief introduction and literature review, the authors showcase two TILT empirical studies with undergraduate students. The two studies are shared in the form of vignette case studies. The first case study was an investigation and implementation of a TILT assignment in a fully online course. The authors will share the results from student surveys using the Transparency in Learning and Teaching Project survey. The second case study investigated student performance on a key assessment, prior to TILTing the directions and after the key assessment was TILTed. Student results, as well as lessons learned and implications for college professors and administrators, are discussed. One component of the chapter describes faculty development on TILT-based assignments, along with perceptions of and benefits of implementing TILT in the classroom.

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