Transparency in Learning and Teaching (TILT) is a set of pedagogical strategies faculty use to improve student success. During the 2022-2023 academic year, ten ODU faculty members completed the Center for Faculty Development (CFD) TILT program. Additional training to support transparent teaching was also provided during the same academic year. Ongoing support for transparent teaching remains an important goal of the CFD.

In the Spring 2025 semester, faculty will have two opportunities to participate in new workshops on transparent teaching: Implementing Transparent Teaching Practices and Creating Relevant and Engaging Assignments. These workshops will include interactive conversations and hands-on collaboration, allowing faculty to explore new approaches to transparent teaching for current or future courses. Faculty will also have the opportunity to reflect on their teaching practices, share challenges, and discuss solutions with peers to improve their pedagogical skills.

TILT uses a three-frame approach that promotes engagement between students and instructors. This approach encourages students to understand how they learn, how to apply information in real-world settings, and why instructors choose certain teaching methods (Winkelmes, 2023). Evidence-based teaching practices are central to faculty pedagogy, prompting them to think carefully about what to include in the classroom and how to deliver it effectively. TILT practices have been shown to increase students' academic confidence and sense of belonging. These methods also promote a clearer understanding of the relevance and practicality of course material, empowering students to connect coursework to their personal and professional aspirations.

Equitable teaching practices are a key focus of TILT, aiming to enhance student success and faculty satisfaction (Winkelmes, 2023). The January workshop will provide practical models that faculty can incorporate into their courses. TILT serves as a guide for outlining the purpose of assignments, which promotes better communication with students. Sharing is an integral part of transparent teaching. Faculty not only share insights with students, but also exchange innovative ideas with peers. This collaboration fosters an enriching professional community dedicated to improving educational outcomes.

Student engagement strategies emphasize active learning approaches such as group assignments, peer-facilitated work, sharing collective resources, and integrating case studies with reflective practice (Martin & Bolliger, 2018). The Creating Relevant and Engaging Assignments workshop helps faculty design assignments that align with course objectives, incorporate real-world applications, and resonate with diverse learners. By focusing on transparency and engagement, these workshops aim to increase student motivation, expand learning outcomes, and provide faculty with tools to create meaningful educational experiences.

Register for these and all events on the CFD website: http://cfd.hwfj-art.com/events/. 

References

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. http://doi.org/10.24059/olj.v22i1.1092

Winkelmes, M. (2023). Introduction to transparency in learning and teaching. Perspectives in Learning, 20(1). http://csuepress.columbusstate.edu/pil/vol20/iss1/2

Winkelmes, M., Boye, A., & Tapp, S. (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.