Have you TILTed? Promote Student Success by TILTed Assignments
DOI:
https://doi.org/10.52242/gatesol.149Keywords:
TILT, transparency in learning and teaching, student success, English for Academic Purposes, writing assignmentsAbstract
Transparency in Learning and Teaching (TILT) has been found to result in student success through avenues such as academic confidence, sense of belonging, and motivation. This article discusses the application of TILTed writing assignments in a multilingual, college English composition course designated for English for Academic Purposes (EAP). The author shares the steps involved in transforming existing assignments into transparent TILTed assignments and discusses how TILTed assignments in the classrooms have the potential to promote student engagement and help EAP students succeed in college classrooms.
References
Aronson, J., Fried, C., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125. https://doi:10.1006/jesp.2001.1491
Association of American Colleges and Universities. (2011). The LEAP vision for learning. AAC&U. https://www.aacu.org/sites/default/files/files/LEAP/leap_vision_summary.pdf
Burton, K. (2006). Designing criterion-referenced assessment. Journal of Learning Design, 1(2), 73–82.
Chambliss, D., & Takacs, C. (2014). How college works. Harvard University Press.
Felten, P., & Finley, A. (2019). Transparent design in higher education teaching and leadership: A guide to implementing the transparency framework institution-wide to improve learning and retention. Stylus Publishing.
Finley, A, & McNair, T. (2013). Assessing underserved students’ engagement in high-impact practices. AAC&U.
Gianoutsos, D, & Winkelmes, M. (2016). Navigating with transparency. Proceedings of the Pennsylvania Association of Developmental Educators, 15–19.
Hart Research Associates. (2015). Falling Short? Learning and Career Success. Washington, DC: AAC&U.
Howard, T. O., Winkelmes, M. A., & Shegog, M. (2020). Transparency teaching in the virtual classroom: Assessing the opportunities and challenges of integrating transparency teaching methods with online learning. Journal of Political Science Education, 16(2), 198–211. https://doi.org/10.1080/15512169.2018.1550420
Lang, J. (2016). Small teaching: Everyday lessons from the science of learning. Jossey-Bass.
National Center for Educational Statistics. (NCES). (2019, July). Data Point: Adult English Literacy in the United States (No. 2019–179). U.S. Department of Education.
Pui, P., Yuen, B., & Goh, H. (2020). Using a criterion-referenced rubric to enhance student learning: a case study in a critical thinking and writing module. Higher Education Research & Development, 40(5), 1056–1069. https://doi.org/10.1080/07294360.2020.1795811
Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331, 1447–1451.
WIDA. (2020). WIDA English language development standards framework, 2020 edition: Kindergarten–grade 12. Board of Regents of the University of Wisconsin System. https://doi.org/10.1002/tesq.3092
Winkelmes, M., Bernacki, M, Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A teaching intervention that increases underserved college students’ success. Peer Review, 18(1/2), 31–36.
Winkelmes, M.A. (2013). Transparency in teaching: Faculty share data and improve students’ learning. Liberal Education, 99(2), 48–55.
Winkelmes, M.A., Boyle, A., & Tapp, S. (Eds). (2019). Transparent design in higher education teaching and leadership: A guide to implementing the transparency framework institution-wide to improve learning and retention. Stylus Publishing.
