TILT: Transparency in Teaching and Learning

Transparency in teaching means going beyond delivering content; it involves explaining the why and how behind course design and assignments. While instructors often put significant thought into how each activity and assignment can shape students’ learning, they rarely make these intentions explicit to students. Transparency asks instructors to openly discuss not just what students are learning, but how and why the learning process is structured as it is.

This approach to teaching is especially important for achieving equity in the classroom. Many students, particularly first-generation, low-income, and underrepresented students, may not automatically understand the reasoning behind academic assignments, the optimal ways to tackle them, or the benefits for their learning. These students can spend valuable time trying to decipher the purpose and expectations of an assignment, rather than diving straight into the learning itself. By making clear the purpose, specific tasks, and assessment criteria before students start working, instructors provide all students a fairer chance to succeed. Without this clarity, the gap between students with prior knowledge of academic structures and those without can widen, perpetuating the advantages for those more familiar with the “unwritten rules” of academic work.

Some instructors worry that this level of transparency risks simplifying or “dumbing down” the course. In fact, the opposite is true: when students aren’t bogged down by trial and error, trying to figure out why an assignment matters or how to approach it, they can focus directly on the essential skills and content of the discipline. This allows students to engage deeply with complex concepts and apply them effectively, ultimately leading to higher-quality work.

Occasionally, a “gatekeeper” mindset suggests that if a student can’t intuitively grasp the unstated goals and criteria of an assignment, they aren’t suited for the field. But in practice, supporting more diverse ways of thinking benefits not only students but also the discipline. Many academic breakthroughs arise from people who approach problems differently, bringing unique perspectives or interdisciplinary ideas. Transparency in teaching can ensure that more of these “outlier” thinkers—those who see things from a fresh angle—advance to higher levels, contributing valuable insights and fostering innovative research in their fields.

Transparency in teaching and learning can be practically integrated through a variety of strategies that make the expectations and rationale behind assignments and course activities clear to students. Here are some ways transparency can look in practice:

Purpose-Task-Criteria (PTC) Framework:

• Purpose: Start each assignment or activity by explicitly explaining its purpose. For instance, “This assignment will help you develop skills in critical reading and synthesis, which are essential for crafting well-supported arguments in your field.”
• Task: Describe the specific steps students should take. Avoid general instructions like “analyze the text” and instead clarify steps like “Identify and summarize the main arguments in each article before comparing their approaches.”
• Criteria: Share detailed criteria for success, ideally with a rubric or list of specific goals. For example, “A strong paper will clearly explain the main arguments, offer evidence for each point, and consider alternative interpretations.”

Class Activity Rationale:

• Before an activity, explain its purpose and relevance to course goals. For example, “We’re doing this group discussion to practice articulating diverse perspectives, which will help us in analyzing case studies later in the course.”
• After the activity, provide a brief reflection on how the activity ties into larger course concepts and objectives. This helps students connect the immediate task to their broader learning journey.

Assignment Guides and Checklists:

• Create guides for major assignments that outline common pitfalls, best practices, and examples. For example, “An effective research paper in this field typically includes a clear thesis, peer-reviewed sources, and evidence-backed arguments.”
• Provide checklists that students can use to self-assess before submitting. This empowers students to monitor their progress and ensure they meet all assignment criteria independently.

Guided Reflection Prompts:

• Incorporate structured reflection prompts to encourage students to think about how they are learning, not just what they are learning. For instance, after a major assignment, you could ask, “What strategies did you use to approach this assignment? How did those strategies help or hinder your understanding of the topic?”
• Use these reflections as formative feedback to help students identify effective learning strategies, recognize areas for growth, and increase self-awareness.

Real-World Connections:

• Draw connections between assignments and real-world applications, which can be particularly motivating for students. For instance, “Learning how to analyze data trends in this assignment mirrors the kind of work you might do in market research, policy analysis, or environmental science roles.”
• Encourage students to think about how specific skills developed in the course may be useful in their future careers, which helps contextualize their learning.

Collaborative Rubric Development:

• Engage students in co-creating rubrics or criteria for specific projects. This increases investment and helps clarify expectations. For example, ask students what they think an excellent project would include, then work together to refine a rubric based on these ideas.
• Review the rubric together before students begin working, discussing each criterion to ensure students understand what’s expected.

Mid-Semester Check-ins:

• Schedule a “transparency check-in” where students can ask questions about course activities, assignments, and grading criteria. This open dialogue helps address any lingering confusion and gives students insight into the instructor’s goals and teaching approach.
• Encourage feedback on assignments or activities that were particularly helpful or challenging, and adjust future assignments to better meet student needs.

Sharing the “Why” Behind Grading Policies:

• Explain the reasoning behind grading policies, such as why certain assignments are weighted more heavily, why late policies exist, and how each element reflects the learning goals. This can reduce student stress and build trust, as they better understand that policies are designed to support their learning, not just assess it.
• For example, explain, “Your project is weighted more because it integrates skills from the entire semester and is meant to represent a culminating learning experience.”

These practices help create a learning environment where students feel informed, valued, and engaged in their own learning process. By clearly communicating the rationale behind instructional choices, instructors can promote a deeper level of student commitment and enhance the inclusivity of their teaching.

TILT Handouts and Examples

Visit the TILT website at https://www.tilthighered.com/ for more information, templates, handouts, and other freely available materials.