TILT: Transparency in Teaching and Learning

Transparency in teaching goes beyond delivering content; it involves explaining the why and how behind course design and assignments. Instructors often put significant thought into how each activity and assignment supports learning, but students may not always see those intentions. Transparency means making those connections explicit—sharing not just what students are doing, but why they’re doing it, and how it fits into their larger learning journey.

This approach is especially important for promoting access and clarity in the classroom. Many students—particularly those who are new to college, unfamiliar with academic culture, or returning after time away—may not intuitively grasp the purpose of academic tasks, how best to approach them, or how those tasks relate to broader goals. Instead of focusing on content, such students often spend valuable time trying to decode expectations. By clearly outlining the purpose, steps, and criteria before students begin, instructors give everyone a fairer opportunity to succeed.

Some instructors worry that transparency might “oversimplify” learning. In fact, the opposite is true: when students aren’t bogged down trying to interpret ambiguous expectations, they can focus more deeply on essential disciplinary skills and ideas. Clarity frees up cognitive space for meaningful engagement, leading to more rigorous and thoughtful work.

Occasionally, a “gatekeeper” mindset assumes that students should be able to intuit the hidden rules of academic culture. But disciplines thrive when a broad range of thinkers are supported—especially those who bring fresh perspectives, unconventional approaches, or interdisciplinary insights. Transparency helps more students access the core practices of a discipline, ultimately strengthening the field.

Transparency in teaching can be implemented through simple, intentional strategies that clarify expectations and support student autonomy. Below are practical ways to apply this approach in your own teaching.

Purpose-Task-Criteria (PTC) Framework:

• Purpose: Clearly state the goal of an assignment or activity.
  Example: “This assignment helps you develop skills in critical reading and synthesis, which are essential for building persuasive arguments.”

• Task: Describe specific steps to take. Avoid vague directives like “analyze the text.”
  Example: “Summarize the main arguments in each article, then compare how they define and apply key terms.”

• Criteria: Share what success looks like, using rubrics or checklists.
  Example: “A strong paper clearly explains arguments, uses supporting evidence, and addresses possible counterpoints.”

Class Activity Rationale:

• Before an activity, briefly describe its purpose and how it supports course objectives.
  Example: “We’re doing this group discussion to help you practice articulating multiple perspectives, which is key for our upcoming case analysis.”

• Afterward, connect the activity to larger course goals. Reflection reinforces purpose.

Assignment Guides and Checklists:

• Provide guides that clarify expectations, common challenges, and effective strategies.
  Example: “A strong research paper includes a focused thesis, credible sources, and clearly supported claims.”

• Checklists help students self-assess and build confidence as independent learners.

Guided Reflection Prompts:

• Ask students to reflect on how they approached a task and what they learned.
  Example: “What worked well for you in this assignment? What would you try differently next time?”

• Use reflections formatively to support metacognitive growth and learning strategies.

Real-World Connections:

• Help students see how course tasks relate to future roles or practical contexts.
  Example: “Analyzing data trends in this assignment parallels work done in market research, public health, or environmental science.”

• Connecting content to lived experience increases relevance and motivation.

Collaborative Rubric Development:

• Invite students to help develop evaluation criteria for projects.
  Example: “What do you think makes a project clear and effective?” Then co-create a rubric based on their ideas.

• Review rubrics together before students begin, ensuring shared understanding.

Mid-Semester Check-ins:

• Schedule time to address questions about assignment expectations or grading.

• Invite feedback on which formats or activities were most helpful.

• Use this feedback to refine upcoming assignments and increase clarity.

Sharing the “Why” Behind Grading Policies:

• Share the rationale behind your grading choices.
  Example: “Your final project is weighted more heavily because it integrates skills from the full semester.”

• Explaining grading practices builds trust and reduces anxiety by showing that assessments are aligned with learning goals.

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 effectiveness 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.