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RET-NPEP Reflective Teaching Guide

The Reflective Teaching Guide for Reflective & Effective Teaching for Northwestern Prison Education Program Teaching Fellows (RET-NPEP) furthers their pedagogical development by mentoring RET-NPEP Teaching Fellows.
Applications for the 2025–26 academic year will open in late July.

Overview

The Reflective Teaching Guide (RTG) for RET-NPEP extends the benefits of peer mentorship provided by the Reflective Teaching Guides Program to RET-NPEP by leading current participants in discussions and providing written and verbal feedback on participants' authentic artifacts to guide their reflection and development.

RTGs also engage in ongoing professional development with other RTGs. This learning community meets twice a quarter to discuss facilitation and feedback strategies and to apply evidence-based teaching practices to their work as guides.

Eligibility

Ph.D. students and postdoctoral scholars from any program at Northwestern may apply, provided they meet the following criteria:

  • Are fully funded.
  • If postdoc: Have received approval from their supervisor/PI.
  • The selected applicant will need to successfully pass a background check in order to visit Sheridan Correctional Center, per the regulations of the Illinois Department of Corrections.

Preferred Qualifications:

  • Previous exemplary completion of the Reflective & Effective Teaching Program at Northwestern University.
  • Experience working or volunteering with the Northwestern Prison Education Program.

Time Commitment

Reflective Teaching Guides is a 3-quarter commitment, with an estimated total time commitment of 75 hours.

The Reflective Teaching Guide for RET-NPEP will:

  • Attend one 2-hour discussion facilitation training (2 hours, in September)
  • Attend two 90-minute meetings per quarter with other Reflective Teaching Guides (3 hours per quarter).
  • Read or review assigned readings (3 hours per quarter).
  • Facilitate one 2-hour discussion per month (October to June) with current RET-NPEP Teaching Fellows via Zoom. RTGs may volunteer to facilitate these discussion in person at Sheridan Correctional Center and/or Logan Correctional Center, if desired. For more on this, see Travel (6 hours per quarter).
  • Provide feedback on written assignments for up to 20 RET-NPEP Teaching Fellows (10 hours per quarter).
  • Meet with RET-NPEP Coordinators and Student Pedagogical Partners once a month (3 hours per quarter).
  • Engage in their own ongoing critical self-reflection.

2025–26 Schedule

RET NPEP Quarterly Schedule

Seminars & Authentic Artifacts by Quarter

Quarterly Theme

Date (Wednesdays; exact dates and times TBA)

Readings and Assignments Due Today

Activities

Fall—Pedagogical Foundations

October

There are no readings or assignments due today.

Seminar 1

  • Zoom for Welcome and Orientation with the Searle Center
  • Recording of Prison Education as a High-Impact Practice

Facilitated Discussion with Student Pedagogical Partners 

 

November

Reading:

  • Conway, P. F. (2022). Andragogy in prison: higher education in prison and the tenets of adult education. Adult Education Quarterly, 72(4), 361–379.
  • Kutasi, R. (2023). Cultivating a classroom culture of growth: Nurture the power of a growth mindset. Acta Marisiensis Philologia, 5(1), 1–12. 
  • Little, R., & Warr, J. (2022). Abstraction, belonging and comfort in the prison classroom. Incarceration, 3(3).

Assignment:

First Draft of Teaching Statement

Seminar 2

  • Recording of Enhancing Classroom Belonging: Evidence-Driven Teaching Methods
  • Facilitated Discussion with Student Pedagogical Partners

 

December

Reading:

  • Gunderson, R. L., Mrozla-Toscano, C. F., & Mao, D. M. (2023). An instructor’s guide for implementing trauma-informed pedagogy in higher education. Trauma-Informed Pedagogy in Faculty Development, 37(2), 80–86.
  • Lindner, R. W. (1994). Self-regulated learning in correctional education students and its implications for instruction. Journal of Correctional Education, 45(3), 122–126. 

Assignment:

Fall Quarter Reflection 1—Building A Better Future: The Positive Impacts of Prison Education

Seminar 3

  • Recording of Creating a Student-Centered Learning Environment: Pedagogical Frameworks and Strategies

Facilitated Discussion with Student Pedagogical Partners

Winter—Course Design, Course Delivery, and Assessment

 January

 Reading:

  • Zajda, Joseph. (2018). Motivation in the classroom: Creating effective learning environments. Educational Practice and Theory, 40, 85–103.

Assignment:

Second Draft of Teaching Statement 

Seminar 4

  • Recording of Building Student Motivation and Confidence in the Classroom

Facilitated Discussion with Student Pedagogical Partners 

 

February

Reading:

  • Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. (Chapters 1–3 and Modules A–C.)
  • Richmond, A. S. (2016). Constructing a learner-centered syllabus: One professor’s journey. IDEA Paper No. 60. IDEA Center.

Assignment:

Sample Course Objectives and Lesson Plan

 Seminar 5

  • Recording of Optimizing Course Design and Lesson Planning: Effective Approaches
  • Facilitated Discussion with Student Pedagogical Partners

 

March

Reading:

  • Carney, E. A., Zhang, X., Charsha, A., Taylor, J. N., & Hoshaw, J. P. (2022). Formative assessment helps students learn over time: Why aren’t we paying more attention to it? Intersection, 4(1).
  • Chand, S.P. & Pillay, K.P. (2024). Understanding the fundamental differences between formative and summative assessment. Global Scientific and Academic Research Journal of Education and Literature, 2, 6–9.

Assignment:

Winter Quarter Reflection—Enhancing Student Engagement: Approaches to Motivation, Course Design, and Assessment

 Seminar 6

  • Recording of Effective Assessment and Feedback Strategies: Formative and Summative Techniques
  • Facilitated Discussion with Student Pedagogical Partners
  • Program Survey

Spring—Facilitating Learning and Evaluation

April

Reading:

  • Cashin, W.E. (2011). Effective classroom discussion. IDEA Paper No. 49. IDEA Center.
  • Felder, Richard & Brent, Rebecca. (2009). Active learning: An introduction. ASQ Higher Education Brief, 1-7.
  • Hodges, L. C. (2017). Ten research-based steps for effective group work. IDEA Paper No. 65. IDEA Center. 

Assignment:

Sample Active Learning Activity

 Seminar 7

  • Recording of Facilitating Engagement and Dialogue: Active Learning Strategies
  • Facilitated Discussion with Student Pedagogical Partners

 

May

 Reading:

  • Brookfield, Stephen (2017). Becoming a Critically Reflective Teacher (2nd). Jossey-Bass. (Chapter 4)
  • Svinicki, Marilla. (2001). Encouraging your students to give feedback. New Directions for Teaching and Learning, 17–24.

Assignment:

Sample Evaluation 

 Seminar 8

  • Recording of Reflecting on and Evaluating Your Teaching: Refining Practice through Feedback

Facilitated Discussion with Student Pedagogical Partners

 

June

 Assignments:

  • Final Teaching Statement
  • Spring Quarter Reflection—Continuing Growth as an Educator

All assignments must be completed. The course packet will be collected and returned to the Searle Center for review and certification. 

 Seminar 9

  • Presentations of Spring Quarter Reflection and Final Teaching Statement
  • Zoom for Closing Remarks with the Searle Center

Facilitated Discussion with Student Pedagogical Partners 

Travel

The RTG for RET-NPEP is able to facilitate discussion with RET-NPEP Teaching Fellows via Zoom, facilitated by NPEP staff. However, the RTG may volunteer to travel to travel to Sheridan Correctional Center or Logan Correctional Center for some or all discussion sessions, if desired. If they choose to do this, they will need to hold a valid driver's license and complete Northwestern's Safe Driver Program.

Driving a Rental Car

NPEP will coordinate a rental car that the RTG may drive to the Centers at no cost to the RTG.

Driving Your Own Car

If the RTG has their own car that they prefer to drive, NPEP will reimburse mileage. NPEP will provide more information about reimbursement during interviews.

Funding

The RTG for RET-NPEP will receive a stipend totaling $3,400, disbursed over three quarters. This position comes with $400 more than the typical RTG stipend ($3,000) to represent the increased workload: the RTG for RET-NPEP will provide feedback to 20 participants instead of the typical 18 to accommodate the needs of RET-NPEP.

Application

Applications for the 2025–26 academic year will open in late July.

A full application includes: 

  • A cover Letter (1-2 pages) addressing the applicant’s motivation for participating as a RTG and how this program could support their future career goals. Please reference your interest (and experience, if any) in prison education.
  • Teaching Statement

Contact Us

Joshua Watson, Assistant Director of Engaged Learning