Strategy 4: Increasing Transparency

Transparency Basics

The Transparency in Learning and Teaching (TILT) approach is about communicating to students the "unwritten rules" of doing college work. It provides not only the "what" of assignments (the steps students should take the complete the assignment), but also the "why" (the purpose - the knowledge and skills developed by completing the work) and the "how" (the criteria for success - how students know that they are doing excellent work). These three elements work together to ensure that all students understand the expectations, even if they have limited experience with college assignments. 

There is full module already developed on the transparency framework in this Canvas course. So, rather than duplicating the information here, please access the TILT module here.  I encourage you to review it for the basics before continuing this section of the module.

 

Transparency and Equity

TILT is at heart an equity approach. The research gathered around TILT's effectiveness began with an equity framework. The students studied and the institutions involved in the initial research study placed students of color, along with first-generation and low-income students, at the center of the work. For more detail, read the 2016 Peer Review article, "A Teaching Intervention That Increases Underserved College Students' Success Links to an external site.." Additionally, results from the initial research study at seven minority-serving institutions is clear that, while all students benefit from TILTed assignments, students of color benefit the most. 

The most important element of using TILT is finding ways to build bridges between students' current skill levels and your own high expectations. This high-expectations, high-support approach is backed up by other research about supporting students of color. 

 

The Limitations of Transparency

As discussed previously, TILT is a great example of an equitable classroom approach, but it is not a fully antiracist strategy. It helps bridge the gap between where students are and where they need to be. It does not seek to change classroom expectations; rather, it seeks to clarify and communicate those expectations to those unfamiliar with them. If the expectations are grounded in unfair and unjust assumptions, transparency does not necessarily challenge them.  Once again, TILT is a proven equity strategy, and the value of the approach is clear.