Educator onboarding often relies on passive information dumping. By adopting backwards design and active learning, institutions can transform these gatherings into models of the classroom practice they hope to inspire.
For many. the start of the academic year is synonymous with the “presentation parade”—that grueling. multi-hour stretch of back-to-school meetings where educators sit in rows. absorbing a one-way flow of information. Dr. Rachel Barnard. a teaching-focused faculty member at Michigan State University. recognized that these traditional gatherings often fail to practice what they preach.
Barnard, who oversees the onboarding of approximately 125 Undergraduate Learning Assistants (ULAs) each August, decided to fundamentally shift her approach. Instead of using valuable time for passive dissemination, she began applying the principles of backwards design to her training sessions. The logic is simple but transformative: if a gathering’s primary purpose is just to share information. it likely doesn’t need to be a gathering at all. For those moments, a well-formatted email or a short video suffices. If the goal is for educators to actually use information. the session must shift toward activities that build those specific skills.
Historically. onboarding for these student educators involved representatives from various campus offices—such as the Care Team. the Ombuds. and units managing policies like FERPA and RVSM—taking the stage to explain their functions. It was a captive audience, and the communication rarely moved beyond the presenter. In collaboration with the MSU Department of Mathematics. Barnard replaced this cycle of lectures with a case study-based. small group activity. Each group investigates a specific campus policy or office using provided resources, then applies that knowledge to a realistic scenario. These sessions now generate nuanced questions and deeper discussions about the realities of their work. with a summative handout serving as a take-home reference.
To ensure these future educators see these strategies in action. the program utilizes “ULAs to the ULAs”—senior assistants who model the very behaviors desired in the classroom. As they move between small groups to check for understanding and encourage participation. they demonstrate the inclusive. active teaching moves they are expected to enact across the 17-plus courses they support. It is a real-time exercise in reflecting on pedagogical practice rather than just hearing about it.
This shift toward human-centered onboarding extends to the logistics of the event itself. Barnard advocates for providing agendas—complete with clear goals and timing cues—at least two to three business days in advance. Beyond the schedule. she emphasizes the need for proactive clarity: detailing building access. room locations. restroom proximity. power availability. and even dietary accommodations. By capping sessions at one hour and planning for flexible. hybrid. or asynchronous modalities. leaders can provide an environment that respects the physical. mental. and relational needs of their educators.
When a gathering is designed as a model of the learning environment itself. the transition from passive recipient to active practitioner becomes possible. For the ULAs entering these programs. the result is more than just a stack of handouts; it is a set of habits that reflect the inclusive. community-centered work they are tasked with performing in the classroom.
educator onboarding teacher training back-to-school active learning backwards design professional development higher education ULA training teaching practices