HomePublicationsTILTed Pedagogy Section 3: Process of Learning Book MenuTILTed Pedagogy SectionsSection 1Section 2Section 3Section 4ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16About the Contributors Book Resources Open access PDFdoi.org/10.36284/celelon.oa12Winter 2026Metrics: 161 views This section delineates how the assessment strategies shared through each of the TILTed pedagogy chapters herein, syncopates with Grand Challenge #3, where SoTLers explore teaching and learning in a postsecondary education context for the purpose of both understanding and improving the complex processes of learning. Chapters 9–12 showcase a variety of assessment strategies in direct response to the complexities of learning, but from a perspective that is holistic (cognitive, affective, physiological, social, and cultural) and in alignment with Grand Challenge #3. In This SectionChapter 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 TetleyDiscussion 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:
