TILT on Equity and Inclusion

 

 Of the benefits of the research that came from Winkelmes, wasn't just an overall increase in student performance. What has also been discovered is that first-generation, low-income and underrepresented college students who understand the purpose, tasks and criteria of an academic assignment before they begin to work on it experience higher academic confidence, an increased sense of belonging, and greater awareness that they are mastering the skills that employers value, as well as higher rates of returning to college the following year. (Winkelmes et al., Peer Review 2016; Gianoutsos and Winkelmes, PADE Proceedings 2016). 

As institutions become more committed to diversity, equity, and inclusion assignment design is another way to reduce the barriers and level the playing field for all our students. As mentioned by Erin in the previous video, once she implemented this framework on her composition assignment, she hasn't had a single student not complete it. Her belief was that this framework has acted as a "playbook" for students that guides them along to understanding the how/what/why of the assignment. 

SFCC instructor, Jared Anthony who talked with us in our Academic Integrity Module, had more to say about how concepts of TILT help reduce our "occluded values" or values that we assess our students on, but fail to prepare them for.  Watch a portion of our full interview with Jared as he discusses how transparent assignment design can help with equity and inclusion. 

 

 

Click Next to join the discussion on the impact of TILT in your classroom