HomePublicationsTILTed PedagogySection 2 Chapter 8: Tilting Towards Learning Through Reflection Book MenuTILTed Pedagogy SectionsSection 1Section 2Section 3Section 4ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Book Resources Mari Rice, Erin Rausch, and Mike StefancicService-learning (SL) is a high-impact pedagogical strategy that has been linked to increases in student learning and engages a more demographically diverse spectrum of students. However, SL implementation can be complex, involving multiple constituents and processes, and this can lead to misalignment of expectations among students, educators, and community partners. The use of a TILTed Reflective Poster Assignment, which is grounded in service-learning peer-reviewed literature, serves to create cognitive and affective onramps to learning, while also improving clarity and transparency. This chapter provides readers with an example of a culminating service-learning Reflective Poster Assignment used in an introductory environmental science SL course to improve student learning, teaching effectiveness, and meaning-making. The chapter discusses the current and future use of this TILTed assignment and its adaptation to other experiential learning contexts. Related Book ResourcesThe following resources support implementation of the service-learning assignment described in this chapter. Overview of the Service-Learning Transparent Assignment (SLTA) This Overview of the Service-Learning Transparent Assignment (SLTA) [Google Doc] provides a general overview of the Service-Learning Transparent Assignment (SLTA) framework, including its purpose, structure, and role in supporting transparent and equitable assignment design. Service-Learning Transparent Assignment for TILT (ENVSTD 121) This Service-Learning Transparent Assignment [Google Doc] is an applied example of the SLTA framework used in ENVSTD 121. This model demonstrates how service-learning assignments can be integrated into course design using transparent assignment principles to support student understanding and engagement. Society for Experiential Education: 8 Principles A foundational resource outlining the Eight Principles of Good Practice in Experiential Education developed by the Society for Experiential Education. These principles provide guidance for designing high-quality, ethical, and effective experiential and service-learning experiences. Discussion Questions What teaching challenge is the chapter’s assignment trying to address, and how does that challenge show up in your own courses? How does the chapter’s use of the TILT framework (purpose, task, criteria) change the learning experience described, and what parallels do you see in your own teaching? What assumptions about students or learning does the chapter surface, and how might those assumptions influence assignment design? How does the assignment described in the chapter support student agency, autonomy, or choice? How does the chapter illustrate the connection between assignment design and deeper learning (e.g., critical thinking, metacognition, synthesis)? What evidence does the chapter provide that the assignment worked, and what additional evidence would you want to see? How does the chapter’s assignment align with or challenge your current beliefs about effective assessment? What aspects of the assignment design could be adapted to your discipline, and what would need to change? If you were to implement a version of this chapter’s assignment, what would be your first step—and what potential barriers would you anticipate? Share:
