Transparent teaching methods help students understand how and why they are learning course content in particular ways. It aims at:

  • Promoting students’ conscious understanding of how they learn
  • Enabling faculty to gather, share and promptly benefit from current data about students’ learning by coordinating their efforts across disciplines, institutions and countries. Here is a list of options adapted/developed frequently as faculty participants identi- fy further ways to provide explicit information to students about learning and teaching practices. Faculty participants usually utilize one option from the list and students indicate the impact of this small change when they complete an online survey (taking about four to five minutes) at the end of the course. Please email to add your suggestions to the list.
  • Discuss assignments’ learning goals and design rationale before students begin each assignment
  • Invite students to participate in class planning, agenda construction
  • Gauge students’ understanding during class via peer work on questions that require students to apply concepts you’ve taught
  • Explicitly connect “how people learn” data with course activities when students struggle at difficult transition points
  • Engage students in applying the grading criteria that you’ll use on their work
  • Debrief graded tests and assignments in class, and
  • Offer running commentary on class discussions, to indicate what modes of thought or disciplinary methods are in use.
    Video Clip on TILT: Maryann Winkelmes
  • 211 TILT is A State-Wide Professional Learning Opportunity and Scholarship of Teaching and Learning (sotl) Equity Project, which was born right after the 2018 ATL conference. Why TILT? In higher ed, there is “Equity Crisis: Access is Not Equity” for Underrepresented, first generation, low income students; half as likely to complete college in 4 years; even high-achievement in HS can frustrate college success .
    The TILT Higher Ed project discovered that when faculty make small tweaks to 2 assignments in 1 course 1 semester, the impacts are considerable.. This simple, replicable teaching intervention demonstrably enhances students’ suc- cess, especially that of students from systemically non-dominant populations in multiple ways at statistically significant levels, with a medium to large magnitude of effects. Click here for more info about 211 TILT.
  • The SBCTC TILT project rightly puts “This has a great deal of potential to be un- packed to explore Return on Investment (ROI) if you engage in Phase 1 and/or Phase 2. Classroom, institutional, system level .”
  • The SBCTC Winter Institute: A Train-the-Trainer for the Project Leads: The project lead will attend a Train-the-Trainer Institute at Semiahmoo in Blaine.
  • SBCTC will fund all the costs except for travel for 1 rep per college. Dates: February 20-21, 2019 . For more info, please check with your campus TILT reps or Jennifer Whetham <>
  • You can also talk to your colleagues who have attended TILT training. Here’s a list of colleagues for you to start with:
    Melana Yolas – Central, Denise Vaugh – Central, Jamie Wilson- North, and Laura Kingston and Abigail Daane – South