HomePublicationsTILTed Pedagogy Section 2: Engaged Learning 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 illustrates how the assessment strategies shared through each of the TILTed pedagogy chapters herein support engaged learning. Encouraging students to become and remain engaged in their learning is the second grand challenge for SoTL. Engaged learners are intentional and active, using metacognitive strategies to connect with the material an become more and appreciative of the learning process itself. There is often a disconnect between educators’ and students’ perceptions of learning. While educators view learning as a complex process requiring effort and engagement, students often see it as merely remembering information. In This SectionChapter 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 StefancicDiscussion 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:
