HomePublicationsTILTed Pedagogy Section 1: Developing Critical and Creative Thinkers 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 This section portrays how the assessment strategies shared through each of the TILTed pedagogy chapters herein, address the first SoTL grand challenge: developing critical and creative thinkers. Identified as a grand challenge due to the complex difficulty in teaching, these skills require ongoing practice and feedback, student self-reflection, and the creation of learning environments that foster risk-taking in multiple courses across the curriculum. This challenge is significant because it aims to equip students with the skills necessary to tackle the complex, interconnected problems of the twenty-first century, often referred to as “wicked problems.” Critical thinking involves the ability to analyze and evaluate information to make informed decisions, while creative thinking focuses on generating new ideas and innovative solutions. These complementary skills are essential for students to navigate and address multifaceted issues effectively. By integrating these skills into their habits of mind, students can better understand and respond to the complexities of modern life. In This SectionChapter 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 MayDiscussion Questions How do the chapters in this section collectively interpret the SoTL Grand Challenge they address, and what patterns or tensions emerge across them? How does this section expand your understanding of the Grand Challenge it focuses on (e.g., critical thinking, engagement, learning processes, identity)? What theoretical frameworks recur across the section, and how do they deepen or complicate the teaching practices described? What opportunities for cross‑disciplinary transfer do you see in the assignments described in this section? How does this section challenge your assumptions about what effective teaching looks like in the context of its Grand Challenge? If you were to design an assignment aligned with this section’s theme, what elements from the chapters would you borrow, and why? What questions does this section leave you with about teaching, learning, or transparency, and how might those questions shape your future practice? Share:
