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RET NPEP Teaching Fellows

A comprehensive pedagogical and professional development initiative to prepare graduates of the Northwestern Prison Education Program (NPEP) for their roles as NPEP teaching assistants.

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Overview

The Reflective & Effective Teaching for Northwestern Prison Education Program Teaching Fellows Certificate Program (RET NPEP) is a comprehensive pedagogical and professional development initiative collaboratively designed by Searle Center and NPEP to prepare graduates of the NPEP for their roles as NPEP teaching assistants. Spanning three academic quarters from October to June, RET NPEP focuses on three key areas of study: Pedagogical Foundations; Course Design, Delivery, and Assessment; and Facilitating Learning and Evaluation. 

Teaching Fellows participate in nine seminars throughout the program, including an orientation and final presentation. Each two-hour seminar includes a recorded presentation created by Searle Center educational developers, followed by group discussions facilitated by trained Student Pedagogical Partners. Outside of these seminars, Fellows engage with scholarly literature related to the seminar topics and complete assignments demonstrating their learning outcomes. The total time commitment for Teaching Fellows ranges from 20 to 25 hours per quarter, amounting to 60 to 75 hours over the entire program. 

RET NPEP enhances Teaching Fellows' skills in teaching and learning, including discussion facilitation, lesson plan creation, and the use of formative and summative assessments to gauge student progress. Successful completion of the program results in a Reflective & Effective Teaching Certificate from the Searle Center, endorsing the Fellows' abilities to contribute effectively to the educational environment within the prison system. 

Learning Outcomes

Upon successful completion of the RET Certificate Program, NPEP Teaching Fellows will be able to: 

  • analyze and apply various teaching and learning theories to make informed pedagogical choices, 
  • identify barriers to student participation and develop explicit strategies to foster engagement and a sense of belonging in the classroom, 
  • design course materials and develop lesson plans to effectively facilitate student learning, 
  • create formative and summative assessment tools to measure student learning and progress, 
  • develop effective skills to lead classroom discussions and activities that enhance the student learning experience, 
  • engage in critical reflection to evaluate and continuously improve teaching effectiveness, and 
  • make data-driven decisions to improve student outcomes. 

Time Commitment & Schedule

Teaching Fellows should expect to devote 20 to 25 hours to Reflective & Effective Teaching activities each quarter, for a program total of 60 to 75 hours. These time commitments are based on how deeply Teaching Fellows delve into the content and serve as suggestions. 

 

Sample Time Breakdown Per Quarter: 

  • Reading (4–7 hours) 
  • Attending Seminars (6 hours) 
  • Watching recorded presentations (3 hours) 
  • Engaging in Facilitated Discussion with Student Pedagogical Partners (3 hours) 
  • Completing Assignments (5–7 hours) 
  • Mentor Meetings (1 hour) 
  • Classroom Observations (3 hours) 
RET NPEP Quarterly Schedule

Seminars & Authentic Artifacts by Quarter

Quarterly Theme

Date (exact dates 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 

Certification Requirements

The following requirements must be met to complete the program and receive a certificate. 

  • Attendance of all nine seminars or satisfactory completion of make-up work for any missed seminars. 
  • Satisfactory completion of assignments. 
  • Demonstrated achievement of learning outcomes through seminar discussion and program assignments.