TILT Phase 2
Overview
The Transparency in Learning and Teaching Links to an external site. (TILT Higher Ed) posed a provocative question:
What is the SMALLEST action a faculty member could take that would have the BIGGEST impact on student learning . . . that would also increase retention?
Research shows that assignments matter. Therefore, faculty from a range of higher ed institutions all over the nation “TILT-ed” 2 assignments using the transparent assignment template Links to an external site.—that is, they made small tweaks to clarify three areas: purpose, task, and criteria for success.
The results?
- Qualitative survey data indicated students who received “TILT-ed” instruction experienced statistically significant increases in academic confidence, sense of belonging, sense of perceived transparency, and sense of gaining employer-valued skills.
- Quantitative data showed that the retention rates of these students increased 13% to 15%-- not just 1 year later, but 2 YEARS LATER.
2 assignments. 1 course. 1 quarter.
This has worked in other states. Why not try it in ours?
- Phase 1: 34 faculty have “TILT-ed” assignments and have implemented the intervention in 1 course Fall quarter 2018. They also invited students to take the survey developed by UNLV Links to an external site. to assess academic confidence, sense of belonging, sense of perceived transparency, and sense of gaining employer-valued skills. SBCTC is collecting the quantitative “money” student success outcomes such as short-term retentions.
- Phase 2: SBCTC is offering a professional development support structure so each campus is empowered to host a faculty learning community (FLC) of 10 faculty. Faculty will “TILT” 2 assignments winter quarter 2019 and implement the intervention in spring 2019. Faculty will collect qualitative data from students in the form of the survey Links to an external site.. SBCTC will collect qualitative data to assess the impact of the intervention.
Additional Links
Tilt Phase 2 Project Plan Links to an external site.