Critical Reflections of Faculty Using TILT in Classrooms at a Historically Black University

Abstract

Higher education is considered a strong driver of social mobility and of generating family wealth. However, students of top quartile income group have four times higher chance of graduating from college compared to those in the bottom quartile economic group. Pedagogical interventions such as Transparency in Learning and Teaching (TILT) are promoted in universities to provide equitable access to education to all students irrespective of their ethnic and social backgrounds. In this chapter, a qualitative analysis is conducted using autoethnographic narratives to gather the experiences of faculty members diverse in gender, age, subjective discipline, and ethnic origin, while implementing TILT framework in their respective classes at a Historical Black College and University (HBCU). This chapter consists of faculty perspectives on TILT, of using TILT during COVID-19 pandemic, and the problems they faced when implementing TILT. The chapter also includes a variety of examples on how TILT dimensions can be integrated into different subjective disciplines.