Description
Edited by Shannon M. Sipes, Mandy Frake, and Jennifer C. Friberg
Center for Engaged Learning Open Access Book Series
Series Editors: Jessie L Moore and Peter Felten
Information and Pricing
978-1-64317-630-7 (paperback, $33.95); 978-1-64317-631-4 (download from the CEL booksite). © 2026 by Shannon M. Sipes, Mandy Frake, and Jennifer C. Friberg, with bibliography, and index. 276 pages. This work is made available under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license.
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About This Book
TILTed Pedagogy: A Collection of Evidence-Based Assignments to Inspire Learning in Higher Education brings together instructors from across disciplines who demonstrate how transparent assignment design can transform student learning. Grounded in the Transparency in Learning and Teaching (TILT) framework, this open-access collection bridges research and practice through faculty-authored case studies that showcase assignments proven to foster deeper learning, greater engagement, and more equitable outcomes.
Organized around the Scholarship of Teaching and Learning’s Grand Challenges, the book features adaptable assignments spanning disciplines and educational contexts. Each chapter explains the pedagogical foundations behind an assignment, provides implementation guidance and transparent teaching materials, reflects on lessons learned, and offers ideas for adapting the approach to new courses. Together, the chapters explore strategies for developing critical thinkers, increasing student engagement, supporting the learning process, and creating more inclusive learning environments.
Whether you are a new instructor, experienced faculty member, graduate teaching assistant, or educational developer, TILTed Pedagogy offers practical, evidence-based models you can adapt immediately. More than a collection of assignments, it is an invitation to join a community of educators committed to making learning expectations visible, fostering student agency, and creating meaningful learning experiences for all.
Contributors include Mary-Ann Winkelmes, Teresa Focarile, Sarah Pedzinski, Madeline Keyser, Sean Sidky, Kelvin Chan, Natasha May, Skylar Davidson, Taren Wellman, Shannon M. Sipes, Mari Rice, Erin Rausch, Mike Stefancic, Emily Esola, Lisa Garner Santa, Alice Anne Light, Tammy Disharoon, Mandy Frake, Lauren Scharff, Lynne Chandler-Garcia, Christopher Culver, Timothy Frank, Martiqua Post, Joel Sloan, Julie Tetley, Bethany Lisi, Jeong il Cho, Jennifer C. Friberg, Sergey Rybas, and Natalia Rybas.
About the Editors
Shannon M. Sipes directs the Scholarship of Teaching and Learning Program and is Lead Instructional Consultant at Indiana University. She edits An Applied Introduction to the Scholarship of Teaching and Learning (2027).
Mandy Frake directs Teaching Development in York University’s Teaching Commons. The International Society for the Scholarship of Teaching and Learning named her a Fellow in 2020.
Jennifer C. Friberg is Cross Endowed Chair in the Scholarship of Teaching and Learning and Professor of Communication Sciences and Disorders at Illinois State University. Her coedited books include Going Public Reconsidered (2022) and Evidence-Based Education in the Classroom (2022).
Readers can download the PDF ebook and access additional book resources at the Center for Engaged Learning booksite at Elon University: https://www.centerforengagedlearning.org/books/tilted-pedagogy/