Transparency & Purpose

Transparency & Purpose

Transparency involves clearly communicating why students are learning course concepts and skills and how you designed the activities and assessments to help them learn. Many academic contexts are guided by a “hidden curriculum” of unspoken norms and tacit expectations that inform how students navigate courses as well as interactions with their peers and instructors (Jackson, 1968; Gable, 2021; Rabah, 2012). Clear communication of norms and expectations is one way to make the “hidden curriculum” visible, which can be particularly helpful for those who lack the academic background or social capital to inform them, implicitly, of how to navigate academic contexts and succeed in their coursework.

Communicating the purpose of learning is a critical component of transparency. Students can see the value in their coursework when instructors communicate how particular activities and assignments come together to help them achieve the learning outcomes and build crucial skills for future classes or careers (Canning & Harackiewicz, 2015; Harackiewicz et al., 2016).

Learning Outcomes & Assessments

The syllabus helps students better understand the scope of skills and knowledge they will gain from your course by explicitly stating the goals for student learning. Clearly describing the purpose, task, and grading criteria for assessments (see assignment template and checklist) helps clarify expectations and motivate students to persist in challenging tasks (Winkelmes et al., 2016).

A transparent and purposeful syllabus…

Defines specific, measurable learning goals for the course.
Describes what students will do to complete major assessments.
Explains the purpose of major assessments, referring to discipline-relevant knowledge and skills.
Articulates how assessments will be graded with criteria, rubrics, or exemplars.
Includes tips and concrete strategies on how to succeed in the course, which may include external tools and campus resources. (Note: these may be embedded throughout the syllabus or in the assessment descriptions.)
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Example: Coming soon!

Class Activities & Participation

Explaining how students will engage in class sessions helps students understand expectations and prepare for class. Students struggle to know what to expect or make assumptions about what kind of behavior is appropriate in class based on their past experiences. By defining expectations for students, the syllabus can also convey that all students’ voices are welcome and valued.

A transparent and purposeful syllabus…

Clearly and concretely explains typical class sessions and how/if students are expected to participate in class activities
Clearly explains why participation is important (if participation is expected), linking participation with successful learning of ILOs and/or its relevance as a disciplinary skill
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Example: Coming soon!

Course Policies

Explaining the reasoning underlying course policies helps students recognize when policies are designed to support their learning and provides insight into the instructor’s perspective.

A transparent and purposeful syllabus…

Provides clear and detailed policies.
Clearly explains the rationale for all course policies (e.g., late work, attendance, generative AI, collaboration, academic integrity, etc.).
Explains how policies are designed to support student learning, as relevant.
Proactively invites student requests for accommodations.
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Example: Coming soon!

Student-Instructor Interactions

Expectations and norms about how to interact with instructors and use office hours are part of the “hidden curriculum.” Clearly communicating the purpose of office hours and how to reach out to instructors can uncover the hidden curriculum and increase the likelihood that all students can access instructor support and build relationships with teaching staff.

A transparent and purposeful syllabus…

Explains how and when members of the teaching team are available to students.
Clearly describes how to contact instructors.
Articulates the purpose of office hours or other methods of reaching the teaching staff (e.g., piazza, slack).
May give examples of when a student might want to visit office hours.
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Example: Coming soon!

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Structured Support