Why does transparency matter?

The UDL framework aims to reduce unnecessary complexity and make learning goals, structure, and expectations clear and accessible for learners with diverse skills and backgrounds. Transparency in teaching and learning aligns with these UDL goals in several key ways:

• Transparent teaching aligns with UDL’s focus on clarity, comprehensibility, and giving students multiple opportunities to understand expectations.
• UDL aims to build expert learners who can self-regulate and advocate. Transparency develops metacognitive skills and empowers student agency. Implementing transparency promotes core UDL goals of developing self-directed, expert learners.
• Transparency makes space for student feedback to improve course design, aligning with UDL’s iterative, user-centered focus.

The article “A Sense of Belonging Among College Students With Disabilities” by Vaccaro et al. (2015) examines the importance of understanding a student’s role as contributing to the sense of belonging. The authors describe this role as “a complicated phenomenon that includes academic success (grades), task mastery, recognition, and the feeling of being a normal or legitimate college student” (p. 684).

To support students in successfully adopting the student role, which involves learning the norms and practices of their chosen academic field, it is critical to:

• Demystify the “hidden curriculum,” unwritten college and disciplinary expectations that are not taught explicitly (e.g., unspoken norms around classroom participation and interaction or expectations for how to approach instructors asking for help).
• Facilitate critical reflection about students’ learning experiences.

Providing explicit instruction in academic and disciplinary norms can help democratize learning. This benefits not only students with disabilities, but also first-generation, international, BIPOC students, and others. Transparent instruction cultivates a greater sense of belonging within their fields of study.

In summary, clearly conveying academic expectations and disciplinary practices enhances the student belonging and academic success. This helps new students successfully adopt the student role and nurture an inclusive environment. To learn more, please check our handbook chapter on Transparent Assignment Design.

We encourage you to be clear and direct in communication and allow opportunities for students to seek clarification if they have questions. Make sure that your verbal instructions are summarized visually (e.g., a course syllabus, ICON site, email follow-up, slide deck).

What are some ways to increase transparency?

• Rethink your definitions of “paying attention,” “active participation” (Pryal, 2023). What are common assumptions about the manifestations of student engagement (e.g., body language, eye contact, processing time, communicating enthusiasm, etc.)?
• Consider discussing with your students: by what methods and activities do students learn best? What does it look like to be “knowledgeable” in your field? How is power shared or not in your classroom? What do you assume your students should be able to understand or do in order to be “successful” in your class?
• Explain the rationale behind expectations in your course. For example, you might share why meeting deadlines is important in this course or field; explain how to ask for an extension (if applicable), how to reach out to the instructor and address them (Prof., Dr., or first name), or explain the norms around office hours.
• Provide explicit instruction and modeling for collaboration strategies (e.g., discuss what ‘active listening’ means and why it is important).
• Provide social guidance. For example, concrete guidance to everyone about what is appropriate (e.g., aim to raise your hand to share-out; recognize and build on others’ ideas) can help a student avoid over- or under- participating.
• Share the purpose of activities and assignments. For example, the purpose for discussions in this course is to build a community, practice communication skills and understand the norms of collegiality. Please take a moment to consider: What are some quintessential learning activities and assignments in your field? An analytical paper, Socratic dialogue, poster presentation? Why do you find these valuable for student learning in your discipline? Finally, how can we best communicate the meaningfulness of these activities to students in a relevant and transparent way? 
• Make instructional materials and lectures accessible. Use large font, clear organization, and multi-modal delivery (visual, audio, etc.). Provide transcripts or captions for audiovisuals.
• Provide study guides, practice exams, and grading rubrics ahead of assessments so expectations are clear.
• Initiate an open discussion regarding accessibility. Let students know you want them to succeed and are willing to make appropriate accommodations.

References