Recently, there has been a movement encouraging instructors in higher education to use the Transparency in Teaching and Learning (TILT) framework when designing assignments. This framework helps instructors clarify their expectations and evaluation criteria. Making assignments more transparent may result in greater student success. However, it is less clear how this framework can be applied to classes that use exams as a main method of assessing student learning. One option might be to use a TILTed assignment to introduce students to learning tools to improve their studying. I did this by giving students in an introductory biology class an assignment to construct a concept map prior to their first exam. This intervention did not result in students performing better on the exam when compared to the performance of prior classes without the intervention. One assignment may not have been enough to train students in concept mapping or to convince them of the utility of concept mapping as a learning technique.

Author's Biographies

ANNE C. JACOBS is an associate professor at Georgia Southwestern State University. She is a participant in the faculty learning community on TILT. Her primary research interests are in animal behavior, focusing on mate choice and cannibalism.

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