Publication Date

2021

Abstract

Transparency in learning and teaching (TILT) has been shown to benefit student’s ability to be successful within the classroom. Transparent concepts produce positive outcomes within organizational systems as well. However, there is no research that analyzes how the TILT framework can be used to analyze and develop academic policies within educational institutions. This manuscript discusses the potential benefits of utilizing TILT components in the creation of academic policies and processes in order to promote successful student engagement within an occupational therapy academic program.

Author Biography

Casey Humphrey, OTD, MHA, OTR/L is an assistant professor in the Occupational Science and Occupational Therapy Department at Eastern Kentucky University. Casey is a licensed occupational therapist with clinical experience in brain injury rehabilitation, driving rehabilitation, healthcare administration, and geriatrics.

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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TILTING Beyond the Classroom: Utilizing Transparency Components to Develop Student Centered Administrative Processes

Transparency in learning and teaching (TILT) has been shown to benefit student’s ability to be successful within the classroom. Transparent concepts produce positive outcomes within organizational systems as well. However, there is no research that analyzes how the TILT framework can be used to analyze and develop academic policies within educational institutions. This manuscript discusses the potential benefits of utilizing TILT components in the creation of academic policies and processes in order to promote successful student engagement within an occupational therapy academic program.