HomePublications TILTed PedagogyA Collection of Evidence-Based Assignments to Inspire Learning in Higher EducationEdited by Shannon M. Sipes, Mandy Frake, and Jennifer C. Friberg 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 TILTed Pedagogy: A Collection of Evidence-Based Assignments to Inspire Learning in Higher Education brings together instructors from across disciplines who demonstrate how transparent assignment design can transform student learning. Grounded in the Transparency in Learning and Teaching (TILT) framework, this open-access collection bridges research and practice through faculty-authored case studies that showcase assignments proven to foster deeper learning, greater engagement, and more equitable outcomes. Organized around the Scholarship of Teaching and Learning’s Grand Challenges, the book features adaptable assignments spanning disciplines and educational contexts. Each chapter explains the pedagogical foundations behind an assignment, provides implementation guidance and transparent teaching materials, reflects on lessons learned, and offers ideas for adapting the approach to new courses. Together, the chapters explore strategies for developing critical thinkers, increasing student engagement, supporting the learning process, and creating more inclusive learning environments. Whether you are a new instructor, experienced faculty member, graduate teaching assistant, or educational developer, TILTed Pedagogy offers practical, evidence-based models you can adapt immediately. More than a collection of assignments, it is an invitation to join a community of educators committed to making learning expectations visible, fostering student agency, and creating meaningful learning experiences for all. Table of ContentsSection 1: Developing Critical and Creative ThinkersChapter 1: Applying the TILT Framework in an Introduction to Theatre CourseTeresa FocarileChapter 2: Investigating the Unfamiliar: Medieval Manuscripts as Guides to Evidence-Based ClaimsSarah Pedzinski and Madeline KeyserChapter 3: Creative Assignments and Reflective WritingSean SidkyChapter 4: Two-pass Assignments for Guiding Students Through the Transition to Rigorous Logical ReasoningKelvin Chan and Natasha MaySection 2: Engaged LearningChapter 5: Backcasting: Engaging with Course Content via Future PlanningSkylar DavidsonChapter 6: Re-TILTing the Scale: Use of Cross-Institution Simulation-Based LearningTaren WellmanChapter 7: Becoming Part of the Scientific Community via Peer ReviewShannon M. SipesChapter 8: Tilting Towards Learning Through ReflectionMari Rice, Erin Rausch, and Mike StefancicSection 3: Process of LearningChapter 9: The Unessay: Making Room for Student Choice in a Writing ClassroomEmily EsolaChapter 10: Applied Music Studio Through TILT: Transparent Onboarding AssignmentsLisa Garner Santa, Alice Anne Light, and Tammy DisharoonChapter 11: Synthesizing, Reflecting, Applying, And TILTing Course ContentMandy FrakeChapter 12: Knowledge Surveys: Developing Self-Assessment, Integrating Effective Learning Strategies, and Enhancing Transparency to Support Student SuccessLauren Scharff, Lynne Chandler-Garcia, Christopher Culver, Timothy Frank, Martiqua Post, Joel Sloan, and Julie TetleySection 4: Identities Affect Both Teaching & LearningChapter 13: Explaining Complex Concepts Through Visual MetaphorsBethany LisiChapter 14: TILTed Lesson Plan Adaptation Project: Supporting Teacher Candidates to Create a Systematic Classroom Environment for K–6 Students with DisabilitiesJeong il ChoChapter 15: Taking a TILTed Perspective Using Case-Based Learning in Speech-Language PathologyJennifer C. FribergChapter 16: Critical Autobiography for a Digital World Sergey Rybas and Natalia Rybas Share: