Presentation Title

Recoding and Decoding Assignments: Using TILT and Reverse TILT for Faculty, Staff, and Student Development

Location

Room 1002

Type of Presentation

Workshop (1 hour and 15 minutes)

Target Audience

Higher Education

Abstract

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.

Session Objectives

Session Objectives:

1. Participants will understand benefits for students of transparent assignments.

2. Participants will practice activities to apply TILT principles.

3. Participants will obtain necessary skills and information to replicate successful TILT activities.

Keywords

WAC, WID, assignments, pedagogy, TILT, writing

Publication Type and Release Option

Presentation (Open Access)

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Sep 28th, 8:30 AM Sep 28th, 9:45 AM

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.