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Abstract

In this paper, we describe our perspectives and experiences working as one of several small groups within a campus-wide program at our university to help implement transparency in learning and teaching (TILT) principles. Faculty were asked to implement TILT into lower-and upper-level courses, as well as co-curricular activities, by transforming some aspect of their course or activities to be more "transparent," meaning students would be able to better understand its purpose and value and how it relates to their major, future career, and personal lives. The program followed a faculty learning community (FLC) model, where members supported one another through the process and the active participants shared, in addition to a deliverable in the form of a TILTed course element, a written reflection. All participants received monetary compensation for the work completed in the summer, 2021 period. Our group consists of one faculty member from the campus’ TILT Steering Committee serving in the role of facilitator and five faculty members serving in the role of active participants who hold various ranks across five departments within four colleges.

Author's Biographies

DEBRA L. PALMER is an Associate Professor of Psychology at Georgia Southwestern State University. Her primary research interests include family interactions across contexts, such as education, service and volunteering, and pediatrics.

CARRIE BACHHOFER is a Lecturer of Nursing at Georgia Southwestern State University. She previously worked for five years as a bedside nurse in a pediatric trauma center.

ALLEN BROWN is an Assistant Professor of Business at Georgia Southwestern State University. He previously had a career in technical management for thirty years. His research interests are in the behavioral aspects of management and individual differences, such as an individual’s decisions to hide knowledge.

ALAINA KAUS is an Assistant Professor of English at Georgia Southwestern State University. She has expertise in American Literature, Multiethnic U.S. Literature, Refugee Literature, and American Studies.

MICHELE MCKIE is an Assistant Professor of Education at Georgia Southwestern State University. Her primary research interests include P-12 undergraduate internships, mentoring teachers, and induction support for new teachers.

THELMA SEXTON is an Assistant Professor of Education at Georgia Southwestern State University. She received her B.B.A. at Wesleyan College, her M.B.A. at Georgia College and State University, and her Ed.D. from the University of Georgia.

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