Positive Impacts of TILT: Two Professors’ Journeys in Creating More Student-Centered Teacher Education Courses

Authors

Michael Crosby, Georgia Southwestern State University
Rebecca Short, Georgia Southwestern State UniversityFollow

Abstract

As the K-12 classroom changes to support the needs of our every-changing society, so should the teacher education courses change on the university level. Additionally, the focus on higher education has become more student-centered with an emphasis on transparency in teaching and learning (TILT). The purpose of this article is to highlight the positive experiences two teacher education professors had using TILT to examine assignments and course syllabi. The journey of developing transparent assignments and student-centered syllabi is time-consuming, challenging, and on-going, but the benefits of a student-centered classroom are invaluable.

Author's Biographies

MICHAEL CROSBY is an Assistant Professor of Education at Georgia Southwestern State University. His focus is in teaching Science Education. He also teachers graduate courses in middle grades and leadership.

REBECCA SHORT is an Associate Professor of Education at Georgia Southwestern State University. Her focus is in teaching Reading Education. She also teaches graduate courses in middle grades courses, research, and leadership.

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Recommended Citation

Crosby, M., & Short, R. (2023). Positive Impacts of TILT: Two Professors’ Journeys in Creating More Student-Centered Teacher Education Courses. Perspectives In Learning, 20 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol20/iss1/5