Tuesdays/Thursdays 1:30-4:00 p.m.*, Rm. UW1-060
Office: UW1-137
This community-based learning course is designed to introduce students to the theory and practice of peer tutoring in writing. By studying the writing process, you will help yourself become a better writer, and will learn how to help others with their writing. What you learn in class in our seminar-style discussions will help you in your on-site tutoring work, and what you learn on site will help you in our class discussions.
This kind of partnership with an off-campus site provides you with an opportunity to put your publicly-supported education to use in the community that sent you here, leveraging your growing knowledge and skills. From your work in this course, your community benefits, your university benefits, your classmates benefit, and you benefit.
Students will tutor kids one-on-one in our community partner sites or will help conduct writing workshops for kids. Students are responsible for arranging transportation. Training will be provided. We will spend a few weeks in the UWB classroom and most weeks at the community partner site (twenty to forty hours total).
This course corresponds to the Individuals and Societies (I&S) distribution requirements area.
Course objectives:
To gain a basic understanding of learning styles and their application to tutoring writing
To gain an acute awareness of the writing process, including your own
To learn methods to tutor students effectively at each stage of the writing process
To articulate a personal tutoring philosophy suited to your own style
Course
texts (available in the UWB Bookstore [save your receipts for
a patronage
refund] and in library
reserve/reference).
Note: Click here
<http://tinyurl.com/6pamk>
to order books online. Click on the link for the
appropriate quarter, then enter the line number (LN) shown at the top
of this page for "UW SLN Code" (leave other spaces blank) and hit
'enter.' All items have been ordered; contact the bookstore if some
materials are not listed.
Grading: Your grade will be based on these assignments, which are described on separate pages online (links will be activated when ready):
| Community-based work | 60% |
| Learning portfolio (including reflective paper of 600-1000 words, due [online] at 1:15 p.m. on Aug. 19) | 10% |
| In-class and online contribution | 30% |
| TOTAL | 100% |
A note about grades: I know that students often need to juggle school, work, family, and other obligations. I never second-guess students' priorities, and I never think less of students who choose to devote more time and effort to one of these other obligations rather than to an assignment or the course as a whole. I respect the maturity of students who establish their priorities, make difficult choices, and accept the consequences of those decisions. Also, remember that your grade is based solely on my professional assessment of the quantity and quality of your work, not on your effort or on my opinion of you as an individual.
For an explanation of the University of
Washington grading system, see <http://www.washington.edu/students/gencat/front/Grading_Sys.html>. Your weighted grades on
assignments will be converted to grade points according to the course grade
scale in the "Course Documents" area of
Blackboard.
Schedule:
|
DATE |
READING/ASSIGNMENTS DUE by beginning of class |
IN-CLASS WORK |
| Tu 06/24 | Introduction: Community-based learning; writing to learn; Michelle Cruver (CBL Coordinator for IAS) | |
| Th 06/26 | McAndrew and Reigstad ch. 1-3; Chapdelaine et al., "Overview of Service-Learning" | Discuss McAndrew and Reigstad ch. 1-3; community partner orientations (4:00) |
| Tu 07/01 | McAndrew and Reigstad ch. 4-6; Chapdelaine et al., "Service-Learning Code of Ethics" and "Service-Learning Code of Ethics for Students" |
Discuss McAndrew and Reigstad ch. 4-6 |
| Th 07/03 |
McAndrew and Reigstad ch. 7-9; Illich |
Discuss McAndrew and Reigstad ch. 7-9 |
| Tu 07/08 | Community partner work | NO CLASS MEETING; FIELD WORK |
| Th 07/10 | Community partner work | NO CLASS MEETING; FIELD WORK; Blackboard posting due by 4:00 p.m. |
| Tu 07/15 | Community partner work | NO CLASS MEETING; FIELD WORK |
| Th 07/17 |
Community partner work |
NO CLASS MEETING; FIELD WORK; Blackboard posting due by 4:00 p.m. |
| Tu 07/22 |
Community partner work |
NO CLASS MEETING; FIELD WORK |
| Th 07/24 |
Community partner work |
NO CLASS MEETING; FIELD WORK; Blackboard posting due by 4:00 p.m. |
| Tu 07/29 | Community partner work | NO CLASS MEETING; FIELD WORK |
| Th 07/31 | Community partner work |
NO CLASS MEETING; FIELD WORK; Blackboard posting due by 4:00 p.m. |
| Tu 08/05 | Community partner work | NO CLASS MEETING; FIELD WORK |
| Th 08/07 | Community partner work | NO CLASS MEETING; FIELD WORK; Blackboard posting due by 4:00 p.m. |
| Tu 08/12 | Community partner work | NO CLASS MEETING; FIELD WORK |
| Th 08/14 | Community partner work | NO CLASS MEETING; FIELD WORK (no Blackboard posting) |
| Tu 08/19 |
Westheimer and Kahne; Bailis and Ganger |
Discuss Westheimer and Kahne; discuss Bailis and Ganger |
| Th 08/21 |
Learning portfolio (including reflective paper) due online no later than 1:15 p.m. sharp; poster due in class at 1:30 p.m. sharp |
Poster session |
Readings list (except as noted, in Course Documents area of Blackboard):
This schedule is subject to change. The most current schedule will always be posted here <http://faculty.washington.edu/davidgs/BIS295Syl.html> for your reference, and changes will be announced in class, by e-mail, or both. This course has no final examination.
About course policies:
Please carefully read the "Course Policies" at http://faculty.washington.edu/davidgs/Policies.html , which I consider to be part of this syllabus.
About class communication:
Please carefully read the "Class Communication" document at http://faculty.washington.edu/davidgs/Communication.html, which I consider to be part of this syllabus.
Please carefully read the "Class Contribution" document at http://faculty.washington.edu/davidgs/Partic.html, which I consider to be part of this syllabus.
If you need to drop: You and I both invest a significant amount of time and effort having you in this course, so it is unfortunate when students do not complete a course that they began. Sometimes, however, students need to drop a course for good reasons. If that should become the case, please send me an e-mail message notifying me that you are dropping the course. Of course, I hope everyone who starts the course can complete it, so your work and time and mine are put to good use!
Continued enrollment in this
course indicates your acceptance of the terms of this syllabus.
If you have questions or concerns about any of the
assessment criteria, goals and learning outcomes, or materials, please let me
know immediately so we can address them.
Welcome to the course!
This page last updated June 21, 2008.
