2022-2023

ASG Learning Recommendations Letter

January 2023


Dear Faculty and Administrators of Northwestern University, 

After two years of teaching and learning in online rooms, holding hybrid sessions, and transitioning to in-person instruction, we are officially amidst an academic year that has allowed us to consistently meet face-to-face. The Associated Student Government’s (ASG) Academics Committee has tracked learning practices throughout these unprecedented years in our 2020-21 Learning Recommendation Letter and 2021-22 Learning Recommendation Letter, and we continue to witness the amazing and adaptable work of faculty and administration. After receiving supportive feedback about this letter, the Academics Committee is writing again to pass on recommendations to improve the learning and teaching experience while sustaining a dialogue around accessible and empathetic pedagogy in the classroom.

The recommendations in this letter are a byproduct of a quarter-long discussion among members of the ASG Academics Committee and ASG Senate. Our committee consists of about fifteen students across all classes, and the letter shares student voices from all six undergraduate schools. Each member of the committee consulted fellow students and/or members of the faculty to gather input about what has and has not been working, especially those who have attended Northwestern for the past couple of years and have experienced the changes in learning policies. The Academics Committee discussed and synthesized this feedback to produce the recommendations below. Students, faculty, and administration continue to face hardships and illnesses that are out of their control, so it is important to recall the recommendations of years past and continue to support one another through a variety of interventions.

The successes and areas of improvement described below are recommendations we make with the intention of making learning and teaching better for all of us. We understand not every recommendation works well for certain disciplines or course levels; nevertheless, our hope is that this letter will at least inspire some reflection as you put the finishing touches on your winter and spring courses.

  • Supporting student well-being:

    Sharing guidelines and support through multiple formats is critical to closing the gaps in student academic experiences due to an illness or accessibility need.

  • Rethinking the hybrid classroom:

    The learning changes of the past few years have forced students to reckon with new learning strategies and approaches to interaction, some of which have greatly benefitted student performance.

  • Engaging with students in-person:

    As we emerge from two years of social distancing and remote teaching and learning, it is important that we continue to engage with one another in meaningful and thought-provoking ways to foster learning.

Supporting student

well-being:

Maintain an adaptable and clear illness policy in your syllabi

  • Even as COVID-19 recedes from the public eye, students will continue contracting the illness or similar respiratory viruses and need to quarantine. Additionally, students who are immunocompromised or lack mental health support may find multiple barriers towards their health and well-being. It has been helpful for professors to keep a clear and personable health-related policy in their syllabi to facilitate makeup procedures.


  • Continue to implement built-in absences

    • Students have overwhelmingly responded with appreciation for being able to miss a few days of classes without ramifications. This has helped students struggling with their mental health, family emergencies, and other unexpected situations that may last longer than a week. Students ultimately feel that they can balance school and life with some flexibility in place, allowing them to maximize their performance in their courses.


  • Provide an anonymous mid-quarter feedback survey

    • Offering students an opportunity to express concerns about the course and their current mindset creates space for self-reflection and community among students and professors. Specifically, surveys allow instructors to know what is and is not working while giving students the opportunity to engage in a conversation about pedagogy, classroom support, and their effort in the course relative to their performance.

Rethinking the hybrid classroom:

Continue to have scheduled in-person and online office hours, especially prior to exams

  • Holding extended office hours close to exams and project due dates makes the course and instructional team more accessible to students. With classes, jobs, and extracurricular activities, students often have conflicts with regularly scheduled office hours. By creating extended hours, students have more chances to attend and discuss their questions with the professor. Moreover, creating a schedule provides students with specific times they can attend office hours with others, sparking questions and conversations among peers.


  • Continue to implement online forums such as Campuswire or Piazza

    • Class-specific forums such as Campuswire and Piazza are often more convenient for students who have just a few quick questions. This also allows students in the class to answer questions, test their knowledge of the material, gain confidence in themselves, and see what other students are thinking about. 


  • Provide an alternate means of coursework for students who cannot attend class

    • Life can get in the way of attending classes or labs, and rescheduling times to attend these required in-person sessions is not always possible. We suggest offering, if determined necessary on a case-by-case basis, parts of the remote instruction materials given in the 2020-21 academic year. At that time, these materials gave students as close to an in-person class as possible, and they may still be useful for individuals who truly cannot attend or make up their class in a given timeframe.

Engaging with students in-person:

Continue to integrate online work/discussions into classroom conversations and lesson plans

  • Although discussion posts, online forums, and office hours continue to provide students direct pathways to answers or responses, these virtual environments are either not taken advantage of and/or perceived as disconnected from the classroom. Spotlighting student remarks in class not only integrates various learning technologies but reveals what students are learning and engaging with. This may include incorporating student examples or questions into the lesson for the day or providing space for class discussion.


  • Integrate hands-on activities and small group-discussions during lecture

    • Like discussion sections or break-out groups from online instruction, having students discuss questions and topics with one another allows them to get to know one another, gain access to other sources of information and viewpoints, and maybe spark some enjoyment in coming to class. As a reminder, keeping students within the same groups allows students to connect with each other while also reducing the time spent in “breakout awkwardness” so they can more expeditiously complete tasks. 


  • Continue to inform students of in-person extracurriculars, especially those related to the course

    • Learning and interaction at Northwestern goes beyond the classroom setting. With the wonderful research, mentorship, and advising that our professors provide, students continue to want to get more involved and explore what their professors have to offer. Sharing academic services at Northwestern such as ASLA, OUR, AccessibleNU, and department events and associated clubs in class expands opportunities and promotes students to explore learning at a deeper level.

Thank you for your willingness to consider these recommendations. As students, we understand these past two and a half years have been far from easy and we acknowledge the hard work, adaptations, and accommodations you have made for us so far. The conversation does not have to end here. To learn more about best practices or to ask any questions, please contact the Chair of the ASG Academics Committee, Brian Whetsell, at asg-academic@u.northwestern.edu or brianwhetsell2024@u.northwestern.edu.