Abstract
A student's background, as it relates to limited higher education preparation, fewer resources, and a lack of prior familial college attendance, presents obstacles to student learning. Although many students face academic challenges, minority students are more likely to be academically disadvantaged, have disabilities, come from low socio-economic strata, are first-generation college students, and thus, are at higher risk for degree non-completion. Transparency in Learning and Teaching is a proven learning framework to remove those obstacles and improve the success of all students, especially those who are historically underrepresented. Students who are unfamiliar with the college experience and strategies for academic success benefit the most from transparent teaching approaches. TILT methods have the potential to narrow the racial achievement gap and improve the educational experiences of students. This chapter provides a clear framework for implementing TILT concepts into course modalities and assignments.
TopIntroduction
Transparency in Learning and Teaching (TILT) is an easily replicable, strategic framework that ensures course material is understandable, relevant, and focused. Integrating TILT is a process of explicating assignments and course material to reveal their practical use and purpose to students’ academic and professional lives. Transparent teaching communicates to students not only the course content and what they are learning but also demonstrates the process of how students are learning. Transparent approaches help students understand why assignments are structured in a certain way, how to successfully complete required tasks, and recognize the value of course content (Winkelmes et al., 2016). Transparency in teaching requires faculty to align course material with students’ real life, career, and academic goals. TILT also offers instructors a unique vantage point, enabling faculty to view courses and content through the lens of students.
Implementing this framework also requires faculty to understand and acknowledge the factors and extenuating circumstances impacting student success. Many underrepresented students face barriers that the traditional student does not experience. For instance, underrepresented students are more likely to experience hardships that impact their education such as food insecurity, living away from campus, and balancing work and family duties in addition to academic demands (Mayanga, Sithole, & Hanson, 2017). Underrepresented students may also feel too embarrassed to ask questions out of the fear of appearing less competent in front of their peers. Transparency in learning techni ques promote equitable learning by supporting the learning needs of all students. TILT removes unnecessary barriers to learning and is linked with student success. The clear and explicit verbiage of course assignments can provide clarity to students that may not have frequent accessibility to the instructor and students who are uncomfortable asking for help. TILT provides a means to improve the educational experience and academic achievement of all students, particularly underrepresented students.
Implementing TILT concepts have benefits for faculty as well, including increased student motivation, more in-depth and productive class discussions, timely submission of assignments, fewer grade disputes, and less questions resulting from confusion on assignments (Winkelmes et al., 2016). Implementing TILT processes include aligning course material and assignments with broad applications across a variety of fields, which also helps faculty demonstrate the interconnectedness of their discipline. Given the benefits of TILT for students and faculty, incorporating transparency in learning and teaching is ideal to improve the educational experience of students and faculty, alike. This chapter will provide an adaptable TILT framework as well as useful strategies to implement TILT concepts into teaching modalities and courses.
Key Terms in this Chapter
Task: The necessary steps to successfully complete course assignments
Criteria: The standard by which work will be evaluated.
Purpose: The knowledge and skills gained from course assignments.
Traditional Student: Higher education students who attend college full-time and do not have major personal and work responsibilities (e.g., full-time work, children).
Transparent Assignment Design: Involves directly communicating the steps students must take to successfully complete a class assignment or activity by providing the assignment’s purpose, outlining the key tasks, and establishing the criteria.
Problem-Centered Learning: A way of designing courses to use problems or challenges as the stimulus and focus of student learning