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

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\u27s 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

The Other Side of the Prompt: Using TILT to Decipher Tough Assignments

Transparency in Learning and Teaching (TILT) uses transparency framework to improve the clarity of assignments.The presenters will share their adaptation of it--Reverse TILT--to provide a framework for Writing Center consultations. They will examine writing assignments to teach attendees how to identify and reverse TILT principles in assignments, and use them as a training paradigm for tutors and in consulting sessions