Recoding and Decoding Assignments: Using TILT and Reverse TILT for Faculty, Staff, and Student Development
Type of Presentation
Workshop (1 hour and 15 minutes)
Target Audience
Higher Education
Location
Room 1002
Proposal
The TILT (Transparency in Learning and Teaching) project at University of Nevada Las Vegas is an award-winning research project that encourages professors to use transparent frameworks to improve assignment clarity. Research confirms that use of more transparent classroom assignments results in important student gains in skills mastery, confidence, and persistence. Students who received more transparency reported gains in three areas that are important predictors of students’ success: academic confidence, sense of belonging, and mastery of the skills that employers value most when hiring.
As part of UNG's Writing Across the Curriculum/Writing in the Disciplines initiative (WAC/WID), we have adapted the core TILT principles of task, purpose, and criteria analysis for use in promoting the construction of clearer assignments in multi-disciplinary settings. Additionally, on the other side of the prompt, we promote TILT and “Reverse” TILT as heuristics for WAC/WID training, teaching, and tutoring. Faculty, Writing Fellows, student peer tutors, and professional writing consultants are trained to clarify assignments using the three TILT principles. In this session, we will discuss current research and implementation of TILT and “Reverse” TILT principles at UNG through a faculty survey, student tutor training, and a university-wide STEAM project.
Presentation Description
We will introduce principles of TILT and Clear Expectations for writing assignments with a focus on support for Writing Across the Curriculum and other institutional contexts. We will involve participants in active analysis, role-playing, and discussion of sample assignments.
Session Goals
Session Goals:
1. Inform participants about TILT and “Reverse” TILT research.
2. Offer local application of TILT principles.
Keywords
WAC, WID, assignments, pedagogy, TILT, writing
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Shimkus, Jim and Turlington, Anita, "Recoding and Decoding Assignments: Using TILT and Reverse TILT for Faculty, Staff, and Student Development" (2018). Georgia International Conference on Information Literacy. 42.
https://digitalcommons.georgiasouthern.edu/gaintlit/2018/2018/42
Recoding and Decoding Assignments: Using TILT and Reverse TILT for Faculty, Staff, and Student Development
Room 1002
The TILT (Transparency in Learning and Teaching) project at University of Nevada Las Vegas is an award-winning research project that encourages professors to use transparent frameworks to improve assignment clarity. Research confirms that use of more transparent classroom assignments results in important student gains in skills mastery, confidence, and persistence. Students who received more transparency reported gains in three areas that are important predictors of students’ success: academic confidence, sense of belonging, and mastery of the skills that employers value most when hiring.
As part of UNG's Writing Across the Curriculum/Writing in the Disciplines initiative (WAC/WID), we have adapted the core TILT principles of task, purpose, and criteria analysis for use in promoting the construction of clearer assignments in multi-disciplinary settings. Additionally, on the other side of the prompt, we promote TILT and “Reverse” TILT as heuristics for WAC/WID training, teaching, and tutoring. Faculty, Writing Fellows, student peer tutors, and professional writing consultants are trained to clarify assignments using the three TILT principles. In this session, we will discuss current research and implementation of TILT and “Reverse” TILT principles at UNG through a faculty survey, student tutor training, and a university-wide STEAM project.
