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Examples of Transparent Teaching and Learning: 

• Sharing Learning Objectives: Clearly state the learning objectives for each lesson or assignment to help students better understand the purpose and relevance of the material
• Providing Detailed Assignment Descriptions: Giving clear and comprehensive descriptions of assignments, including all steps and requirements to help students plan and manage their time more effectively
• Debriefing Graded Work: Taking the time to discuss tests and assignments in class can provide students with valuable feedback to help them better understand their strengths and weaknesses
• Encouraging Peer Review: Providing opportunities for students to review each other鈥檚 work can enhance their understanding of the material and their ability to provide constructive feedback
• Explain Models of Learning: Clearly stating how educational psychology and brain science research helped to inform course activities can help when students struggle at difficult transition points
• More examples of TILT Methods:  

Benefits of TILT for students:

• Students experience elevated confidence and levels of belonging - success predictors that correlate with increased retention and higher grades
• Students develop metacognitive awareness of skill development and workplace readiness
• Students are empowered to take ownership of their learning and become more active participants in their education
• Students start from the same point on an assignment and all have access to information to achieve good work. This seems to be particularly beneficial to first-generation in their family to attend college, low-income, and ethnically underrepresented students

Benefits of TILT for instructors: 

• Instructors are more likely to identify hidden expectations in their assignments that might not be apparent to the students. Learning how to write clear assignment instructions is not necessarily something instructors are taught as part of their academic career preparation. As a result, instructors might assign similar work to their students that they were asked to complete in the past without first reflecting on what set of skills or assumed common knowledge would be a prerequisite for students to successfully complete the assigned academic work.  
• Instructors report increased satisfaction with the quality of submitted work. Without transparency, many students spend more time figuring out how to approach the work and gather needed resources than actually doing the work. As a result, the quality of work is reduced and the impact of instructor feedback is limited. The quality of student work should improve with transparent instruction because the students now have the opportunity to spend the entire working time doing their best quality work. 
• Instructors have fewer grade complaints. By making grading criteria transparent, instructors can address concerns about grades more effectively - reducing complaints and improving student satisfaction. 
• Instructors report higher levels of student engagement within the course. Transparency can lead to increased student engagement in class discussions and activities.

TILT Resources

• Read the Book: Winkelmes, M., Boye, A., & Tapp, S. (Eds.). (2019). . Taylor & Francis Group
• Review the Transparency in Learning and Teaching in Higher Education Website:
• Watch the Videos:
  • , 2023 Fall Teaching Academy (UAA Professor Stasia Straley, Accounting) 
  • , 2023 Fall Teaching Academy (UAA Associate Professor Britteny Howell, Div. of Population Health Sciences)
  • Find more resources in the (UA only)

Short on time/energy? Try TILT 2.0 instead

• will help you understand where your students鈥� assumptions about the assignment align with your expectations and where they differ. This activity can be facilitated in-person or in an online class that meets synchronously.

TILT Frequently Asked Questions 

(from the 2020 UAA Annual Academic Assessment Seminar/Core Competency Kick Off (9/18/2020) with Guest Suzanne Tapp, Associate Vice Provost of Teaching and Learning at Texas Tech University and Co-Editor of Transparent Design in Higher Education Teaching and Leadership : A Guide to Implementing the Transparency Framework Institution-Wide to Improve Learning and Retention.)

• What do you do BEFORE you give your students a transparent assignment? 

  What do you do BEFORE you give your students a transparent assignment? 

  Let鈥檚 start with transparent teaching: An important final step in offering transparency around academic assignments suggests that faculty offer their students transparency about transparency, and to seek out the expertise of the students themselves. Sharing the rationale behind any evidence-based teaching strategy can enhance students' metacognitive awareness while increasing their attention to monitoring their own learning process. Simply telling students clearly about the anticipated learning goals deprives them of this metacognitive preparation. We have discovered that students may be the best experts on how to make an assignment transparent to them. But how do you do this?
  

  Have a discussion with students about the assignment. Some faculty don鈥檛 even give students the assignment until they鈥檝e talked about it first using the purpose-task-criteria model. The written assignment 鈥渂acks up鈥� the discussion. Teachers who provide both written instructions and a discussion actually provide greater access to students who might have missed that one class discussion about the assignment, or who would benefit from seeing the purpose-task-criteria framework for their work in written form. So your job with transparent teaching is to 鈥淪ET UP鈥� the assignment and involve your students. Maybe you do this through questions (What kind of resources might you use? What do you think I鈥檓 asking you do to? Why do you think this is important? Where do you plan to start?) You probably already do this any time you talk about an assignment. We found in our initial TILT studies that teachers continue to revise their already transparent assignments as they work with new groups of students who offer different questions and insights.

• Is there such a thing as too much transparency? 

  Is there such a thing as too much transparency? 

  While transparency can help students, too much transparency may be unnecessary or overwhelming. You can adjust the amount of detail, providing less information about purposes and criteria for introductory students and more for advanced students.

  For introductory students, a full rubric with multiple columns and rows may offer more detail about criteria than students need or understand. A simple checklist and an opportunity to discuss and apply the criteria to examples of work may provide enough help. Introductory students may benefit from a more detailed description of tasks, while upper level or graduate students need less detailed guidance on each step to be taken and more information about criteria. 

  Teachers tend to offer less detail about purposes, tasks and criteria for low-stakes assignments and in-class exercises, while they offer more purpose-task-criteria information about final projects and other high-stakes work that can substantially affect a student's course grade.

• What about content coverage!?

  What about content coverage?

  One faculty member noticed that the redesign doubled the size of the lesson, which necessitated cutting some other material, but that 鈥渟tudents learned the topic more deeply.鈥� We鈥檝e heard faculty lament their need to cover content in response to active learning techniques and it can be true that time spent in interactive, student-centered teaching can reduce the amount of content that can be covered. 

  Perhaps a different way to think about this is to suggest that TILT lines up with the science of learning research and offers a way for faculty to align teaching practices with what we know about how learning works. Just as an example 鈥� we know that experts think differently than novices with their organizing principles. So faculty can see the purpose/task/criteria of assignments clearly. But students are often unaware of these until we explicitly point them out. When we give students transparent assignments, we reduce the demand on working memory so students can focus on thinking deeply about the assignment, rather than devoting resources to interpreting our intents or wondering why they been asked to do the work/how it relates to course content. Will you lose some time that might otherwise be devoted to rapid course coverage? Yes. But are your students more likely to uncover content and connect with your expectations? Yes. 

• Will students read a longer (more transparent) assignment?

  Will students read a longer (more transparent) assignment?

  If you revise an assignment, will it be longer? Probably. Will students read it? Yes and no. It seems like a universal complaint among faculty is that their students don鈥檛 read. So if my assignment is longer, aren鈥檛 I taking a risk? Here鈥檚 the thing: Transparent assignment design doesn鈥檛 work by itself. You can鈥檛 鈥渇ix鈥� an assignment and assume that because it is redesigned, it will automatically result in better outcomes. Transparent assignment design must be paired with transparent teaching methods. Some students will follow verbal directions with more attention, while other students will read longer directions with more effectiveness, perhaps even more so after they鈥檝e heard the directions. 

  Some instructors have noted a desire to stay more concise using the framework without diminishing clarity of instructions or the overall transparency of the assignment. What we noticed is that instructors who adopted the TILT framework began to own it; in other words, they fine-tuned the approach to fit their own teaching practices 鈥� perhaps making the instructions more concise, maybe making a list of items under the purpose section shorter, or starting with the task (and then the purpose) because they found that it help the students鈥� attention. 

• Spoonfeeding

  Spoonfeeding

  One common concern for some instructors is whether transparency about the task might be too helpful to students, making it too easy for them to complete their assignments. Does it coddle students and reduce their motivation to excel? Published reflections from faculty who shared such concerns indicated that the quality of students鈥� work was higher than they anticipated or that students met the teachers鈥� goals quickly, leaving time for more challenging work and greater achievement by the end of the term. 

  We might also note that if your faculty colleagues suggest that students need to work through/struggle through the purpose instead of having it laid out for them, in other words, that discovering the purpose of the assignment is a part of the assignment 鈥� then, we encourage them to say just that (the purpose of this assignment is for you to work through challenges and perhaps even experience frustration as you identify XYZ). 

• Doesn鈥檛 this take quite a bit of extra time?

  Doesn鈥檛 this take quite a bit of extra time?

  Teachers may be reticent to take on a substantial redesign of assignments they feel they have perfected. A major concern that many instructors might have about implementing the Transparency Framework is the time and effort involved in the development process. It is true that developing and articulating the purpose, task and criteria components of an assignment takes some time. 

  But it鈥檚 important to remember the mantra of TILT here, which is: Small changes lead to big improvements. We always encourage our faculty to start by revising one or just two assignments in a course. The good news is that although our faculty admitted that some extra time was involved on the front end, they all felt the payoff was much greater, resulting in less confusion and improved performance from their students, ultimately saving time in the end for both students and instructors. 

  Additional Frequently Asked Questions: