TILT Whiteboard is a space for instructors to explore the ideas that shape our classrooms. These aren’t how-to guides, teaching tips, or step-by-step tutorials—they’re thoughtful reflections on the concepts, challenges, and wicked problems that inform today’s teaching.
Each post offers a unique perspective from instructors and staff members across campus who are grappling with big questions: What assumptions about teaching deserve a second look? How do we create learning experiences that truly serve all students? How do we balance our roles as researchers, teachers, and service providers? What are the main challenges facing higher education today?
Whether you’re looking to spark new ideas, validate your instincts, resolve educational dilemmas, or join ongoing conversations about teaching and learning, TILT Whiteboard connects you with colleagues who are sharing insights and innovations from their own classroom experiences.
Author: Alex C. Lange – I teach students preparing for work in various areas of higher education, fields where reflection, feedback, and developmental supervision are part of professional practice. I want students to learn course content, and I want them to practice making fair, evidence-based judgments about their work. I want them to build realistic self-appraisal.
Author: Dr. Sue Doe – Academic freedom shapes how universities teach, research, and engage with difficult ideas. This article breaks down three things faculty and students should understand about academic freedom, including what it protects, where its limits exist, and why it matters in education.
Author: Lyd Paulsen – What if accessibility wasn’t an accommodation, but the foundation of learning? In this thoughtful reflection, Lyd Paulsen explores how Universal Design for Learning can move beyond course design to empower students, center disabled voices, and create more inclusive learning environments for every brain.
Author: Annie Halseth – Writing is a Mode of Learning, and it Belongs in Every Classroom
When I talk with faculty about integrating writing into their courses, there is a shared concern about the labor-intensive process associated with evaluating student writing: I don’t have time to grade more papers
Author: Dr. Stephanie Foster – Teaching is deeply emotional work, yet we rarely talk about what happens inside us as we teach. Anxiety, self-doubt after a flat lesson, dread of course evaluations: these aren’t signs of weakness. They’re the normal inner life of people who care. The goal is to understand those feelings well enough that they inform your teaching rather than derail it.
Author: Dr. Molly J. Gutilla – I often wonder what it’s like to be a student right now. Spending time in dining halls, libraries, and other student spaces helps connect, observe, and understand our student’s experiences. These moments build trust, foster empathy, and remind me of their humanity, guiding how I teach, design learning, and build community with curiosity.
Author: Dr. Anastasia Williams – We’ve been taught that difficulty equals rigor—but what if that belief is actually undermining student learning? Discover the difference between toxic and inclusive rigor, and why “accessible” and “rigorous” aren’t opposites.
