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I am a new MSHE instructor

MSHE Faculty Training and Community

What faculty training opportunities are available?

MSHE has partnered with The Searle Center for Advancing Learning and Teaching to offer a workshop dedicated to MSHE faculty.

  • Northwestern MSHE/Searle Center: Continuing the Discussion on Inclusiveness and Belonging in the Classroom
    Thursday, December 14, 9-10:30 a.m., Remote Synchronous on Zoom
    If you have not already received a calendar invitation, please RSVP by email to Chris Neary at christopher.neary@northwestern.edu. 

Northwestern provides all faculty free training opportunities in a multitude of ways. In addition to consulting with Chris Neary, Northwestern provides a variety of faculty training opportunities.

How can I communicate with other MSHE instructors?

Chris Neary and Lois Trautvetter will gladly introduce you to other faculty, whether by email, in person, or through remote connections. Each quarter Chris and Lois facilitate a faculty check-in where all instructors teaching that quarter meet to share instructional tips, lead topic-based discussions, learn about upcoming events, and learn any instructional design and technology developments. You will also find opportunities to meet faculty at events such as Preview Days, Poster Session, Final Master’s Project Presentations, Higher Education Reception, Graduation, the annual MSHE All-Faculty Meeting, and other regularly scheduled events. Chris and Lois will let you know when such events are upcoming.

Preparing My Course

Who is on the MSHE team, and how do they support me?

The Master of Science in Higher Education Administration and Policy (MSHE) team is here to support you and your instruction. How do we address your needs and the needs of students? Contact the MSHE Team.

When is my syllabus due and who do I give it to?

Your final syllabus is due to Chris Neary 3 weeks before the start of the quarter. This allows Chris proper time to prepare your Canvas course, address any edits and/or concerns, and meet one last time before publishing the course to students.

Review the Course Preparation Checklist, which outlines your course planning, launch, and assessments processes.

Syllabus Resources

What textbooks do I order, and who does this?

While a textbook helps to ground theory, or even case studies, relevant to your course, you are not required to list a textbook for purchase/rent. If you prefer a textbook that students should buy, please notify Chris Neary no later than 6 weeks before the start of the quarter. This allows time for the program to inform students of this imminent purchase and build in time for potential shipping delays. The program will take care of ordering your textbook through the Northwestern bookstore.

If you need to consider what textbooks to use, consult with Chris Neary, who will look at past courses and availability of resources (e.g. through Northwestern University Library access, etc.).

What learning management system do I use?

MSHE uses Canvas, Northwestern University’s preferred learning management system, to post readings, lesson plans, facilitate assignment submission, grading, group work, and class announcements.

As long as you have an active Northwestern net ID you can access your Canvas course as early as 6 weeks before the start of the quarter. Chris Neary can set up a temporary “sandbox” course if you want to start developing your Canvas course earlier.

Tips on Using Canvas

How many students will be in my class?

Mark Hoffman, MSHE’s associate director for academic advising and enrollment management, will send enrollment estimates no earlier than 6 weeks prior to the start of the quarter. Estimates may change as late as after the first class meets, as students can register for your course as late as the first week of the quarter.

Can I have a TA, and what can a TA do?

Please discuss with Lois Trautvetter as soon as possible your request for a teaching assistant (TA). Typically if you have a large class and need assistance with instructional duties, a TA can help.

A TA supports the planning and facilitating of course content, pedagogy, and classroom operations. An instructor may or may not involve the TA in grading. A TA has similar time commitments (e.g. attending every class session) and is compensated via stipend for their work. A MSHE TA is not a graduate student in the program; they typically are another practitioner and/or researcher who has content expertise and experience in your course topics.

What student assessments should or can I use?

Student assessments, which are formative or summative, depend on how you want to measure student achievement of course learning objectives.

Through formative assessment, you may apply a method that captures students’ progress toward one or more learning objectives without giving a formal grade (or you may consider giving a low-points assignment). Formative assessments could be paper drafts, peer reviews, 1-on-1 instructor meetings, or other progress checks of learning.

Through summative assessment, you formally assess students’ achievement of learning outcomes. Summative assessments could be papers, group projects or presentations, individual projects or presentations, or other outputs that show evidence of learning.

Resources on Assessments

How do students evaluate me and my course?

As with all credit courses at Northwestern, your students formally (and anonymously) evaluate you and the course through Course and Teacher Evaluations (CTECs) at the end of the quarter. The Registrar’s Office notifies students via email when they may complete them. Students can also access the CTEC from the Canvas course menu. Encourage honest feedback as it is used for consideration in the next offering of your course as well as the MSHE curriculum in general. You can add custom questions to this evaluation if you want feedback on anything specific to your course.

The Registrar’s Office will email you when CTEC results are available, typically within two weeks after the end of the quarter.

You may also find informal opportunities for feedback throughout your course, whether it is on technologies used, teaching approaches, or other things that you could address as class progresses. Students may disclose feedback to Chris Neary or Lois Trautvetter; of which we will immediately share with you.

How does my course integrate diversity, equity, inclusion, and justice?

MSHE takes an intentional approach to how we integrate inclusion, diversity, equity, and justice in curriculum. While we may address these topics during the quarter, you will work with Chris Neary at the end of the quarter to assess yourself, your course content, and your pedagogy based on Northwestern’s Principles of Inclusive Teaching.

Resources on Diversity, Equity, Inclusion and Justice

What should I know about academic integrity, including use and misuse of generative AI?

Northwestern University’s Office of the Provost, the School of Education and Social Policy, and the Higher Education Administration and Policy program all recommend how you may use academic integrity principles to ensure education quality and support an enriching learning environment. Note the following resources below.

Teaching In Person

Where will I teach my class?

Your classroom most likely will be in Annenberg Hall. Chris Neary or Jeanine Breen will notify you when your classroom location is confirmed.

What room technology is available?

Your in-person course will most likely be held in Annenberg Hall. Rooms in this building are equipped with the audio-visual support designed to promote interaction and projection. This includes in-room computer, in-room video feed and recording, connections for laptop projection, and Zoom Room-enabled spaces to accommodate remote guests. Within two weeks of your first class session, Chris Neary will conduct a room technology orientation. Consider these room technology guides as you acquaint with your classroom.

In addition to Chris’ support, a program graduate assistant is assigned to help troubleshoot minor technology issues that arise during class.

I want my classroom to be set up a certain way.

Whether you give a lecture, facilitate breakout groups, or optimize interaction with a remote guest, each Annenberg Hall classroom contains movable chairs and tables for your desired classroom environment. A program graduate assistant can help you set up tables and chairs in a way you prefer based on planned activities, guest speaker interactions, or other pedagogical considerations. Please notify Chris Neary before class about these arrangements.

I have a guest speaker who will join remotely.

Chris Neary will set up Zoom meeting information, which you can send to your guest. The waiting room setting is in place so that you can admit the guest speaker to class when you are ready. Chris Neary can provide his cell phone number to the guest so he can troubleshoot any technical issues that occur without your interrupting class.

Consider these Annenberg Hall Room Tech Guides on how you accommodate a remote guest speaker via Zoom while you and students are in a physical classroom.

What COVID-19 policies should I consider?

As of May 2023, Northwestern University no longer communicates institutional protocol for COVID-19. Where Northwestern and the School of Education and Social Policy (SESP) provide MSHE flexibility within their policies, we maintain integrity of the intended modality of your course. Health-related exceptions are honored.

Teaching and Learning Technologies: Northwestern’s Next Normal

Teaching Remotely

What system do I use to host class remotely?

MSHE uses Zoom, Northwestern University’s preferred platform for remote classes and webconferencing, for all remote classes and meetings.

Chris Neary will send you Zoom connection information for your class and will embed it into Canvas. It will be the same link, meeting ID and call-in information for every remote class session.

Resources on Zoom

How do I facilitate breakout groups remotely?

Breakout rooms on Zoom are a good way to facilitate small-group reflection and problem-solving remotely.  Whether you have the same groups meet or randomize arrangements, consult Chris Neary on how to set up this on Zoom.

Resources on Zoom

I have a guest speaker who will join us remotely.

Chris Neary will set up Zoom information, which you can send to your guest. The waiting room setting is in place so that you can admit the guest speaker to class when you are ready. Chris Neary can provide his cell phone number to the guest so he can troubleshoot any technical issues that occur without your interrupting class.

What if my WiFi or my students' WiFi is poor or not working?

If WiFi is constantly lagged, try turning off video and keeping audio on. This takes less bandwidth and will work better when WiFi is spotty. If WiFi goes out, be prepared to call into class with the phone number and meeting ID contained in your class’ Zoom information.

Planning My Lessons

Faculty Tips on Lesson Planning

Teaching During Turbulent Times

Reducing Cognitive Overload while Teaching

Develop Your Course with Backward Design

Bloom's Taxonomy

Merrill's First Principles of Instruction

Gagne's Nine Events of Instruction

The Five Learning Assessment Realms

I anticipate potentially triggering topics and discussions. What should I do?

You may facilitate discussions that could trigger discomfort, or even traumatic response, for students. Consider the following approaches:

  • Lead from a place of understanding and empathy. Encourage students to share only what they are willing to share.
  • Preface the discussion by stating verbally and/or in written form that a discussion may involve traumatic or uncomfortable themes, and specify those themes.
  • Consider inclusive, perhaps confidential ways students can engage with the topic. Consider anonymous polling.
  • Describe how discussion of the topic fulfills course learning outcomes and contributes to a greater understanding of higher education administration and policy, or whatever outcome is most relevant to your course.
  • Remind students about the Student Mental Health and Wellness resources they can use at Northwestern, as stated in your syllabus.

Resources

Active Learning in a Post-Pandemic World

'Jigsaw' Group Work Makes the Students the Experts

Experimenting with Students Leading Discussions

Embracing Uncertainty in My Teaching