LC S1: Transparency, Hierarchy & Boundaries in the Classroom (Grads)

CTLgrads Learning Community: TILTing Authority: Hierarchy and Boundaries in the Classroom (Session 1) – for graduate students

The “Transparency in Teaching and Learning” (TILT) framework seeks to create an equitable classroom by ensuring students understand how their own learning works and why certain teaching methodologies may be used. Indeed, clarity–or transparency–of expectations has become recognized as central to inclusive teaching practices. However, as it has moved into the mainstream as a higher ed buzzword, broader conceptions and implications of the notion of transparency have been obscured, especially in the context of a university classroom. Focusing solely on transparent assignments can lead one to lose sight of the greater role of transparency and vulnerability in the classroom community; thus, we might also ask what a transparent classroom or transparent teaching style might be. In this two-part learning community, we will seek to define and work toward a broad practice of transparency in the graduate instructor-led classroom. Participants will be invited to discuss and share their experiences in negotiating classroom hierarchies and consider some of the potential benefits or pitfalls of a transparent methodology. As a community, we will generate concrete strategies for navigating these situations in a range of teaching contexts.

This two-part Learning Community will be held in person and will be co-facilitated by Skye Savage and Abby Schroering, Senior Fellows at the Center for Teaching and Learning. Participants are strongly encouraged to register for and attend both sessions of this LC. Registration for Session 2 on Wednesday 4/6, 11:40am-12:55pm, is available here.  Registration for this event will close at 11:55pm on Tuesday, March 29th. For same-day registration, please email CTLgrads@columbia.edu.

Each session of this LC counts as a Pedagogy Workshop for the Teaching Development Program (TDP). See the TDP FAQs for more information about obtaining credit for this and other graduate student-led events through the CTL.