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ED 97/197 Field Studies
All Sections Descriptions
Section 1: Independent Projects 1-4 units
Section 2: Berkeley Public Schools 1-4 units
Section 3: Jumpstart 1-4 units
Section 4: College of Letters & Science- Peer Advising
Section 5: SAGE Project- Berkeley
Section 9: Project S.M.I.L.E
Section 10:SLC - Study Strategies / Peer Mentor Fieldwork 1-4 units
Section 12: The Craft of Facilitating 2-3 units
Section 16: SLC – Tutoring Writing 1-4 units
Section 18: Tutoring in the Sciences 1-3 units
Section 20: Independent Study in Alternative Education
Section 21:Language of Teaching Reading
Section 22: See Description
Section 23:Program for Democratic Education at Cal (De-Cal)1-4 Units
Section 24: Studies in Peer Tutoring for the Athletic Study Center 1-4 Units
Section 25: Willard Middle School Youth Support Program 1-4 units
Section 26: Student Tutorial Endeavor Program (STEP) 1-4 units
Section 28: Coaching Corps
Section 29: Cal Teach
Section 30: SAGE Project - Oakland
Section 31: Renter Legal Assistance
Section 32: CalSO (Spring Only)
Section 33: Pre-K Enrichment/ YWCA
Section 34: Stiles Hall - Sports 4 Kids and Mentor/Role Model Project, Oakland 1-4 units
Section 35: Stiles Hall - Sports 4 Kids and Mentor/Role Model Project, Berkeley 1-4 units
Section 36: Berkeley Youth Alternatives 1-4 units
Section 37: EDUC C181- Race, Culture & Identity (FALL ONLY)
Section 41: Fun in Science
Section 48: UC Links Program 1-4 units
Section 50: Cal Corps1-4 units
Section 55: People's Test Preparation Service 1-2 units
Section 58: Oakland Asian Students Education Services (OASES) 1-4 units
Section 63: Exploring the Roles of Tutors, Mentors, and Teachers. 1-4 unit
SECTION 1 EDUCATION 97/197 - Section 1
Independent Projects 1-4 units
Contact:Student Services Office
School of Education
1600 Tolman Hall
642-5345
Section 1 is an independent one-time field study project. It is for student who wants to work for agency, currently not in the Ed 97/197 permanent sections. Student needs to submit proposal form for review and approval. It is not an Ed Minor Approved Field Study. Please click here for more information on section 1.
SECTION 2 EDUCATION 97/197 - SECTION 2
BERKELEY PUBLIC EDUCATION FOUNDATION
BPEF SCHOOL VOLUNTEERS (BSV)
1835 Allston Way, Berkeley 94703 / 510-644-8833 / fax 510-644-4865
www.bpef-online.org/volunteers bsv@berkeley.net
Spring 2012 Ed. 97/197 Section 2
General Information and Course Requirements
Welcome to Education 97 and 197 field studies. We offer you an opportunity to tutor in the Berkeley Public Schools while earning academic credit. The majority of your time will be spent tutoring in a classroom, working directly with our students. Assignments are made in grades Pre-K through 12, in most subjects, in the WriterCoach Connection Project, or you may tutor in an after school program. Make sure you understand the requirements for your field studies time if you are planning to use this experience to fulfill a requirement.
After you've completed a BSV orientation and have been cleared to volunteer, you will receive a volunteer placement and a BSV name badge. We will send/give you your host teacher(s) information when this is complete, then you can set up a volunteer schedule with him/her. If you have any problems contacting your teacher, your schedules don't match, or something changes, please contact us as soon as possible so we can help! Please read the information below to learn more:
REGISTRATION
1: New Volunteers: Register when you attend a 1.5 hour combined BSV + ED 97/197 New Volunteer Orientation You must attend the full 1.5 hours. Doors close 10 minutes after start time. Please see our website for more specific information on schedule, what to expect and bring to the orientation to ensure a speedy screening and placement:
o General BSV Orientations held at 1835 Allston Way:
http://www.bpef-online.org/volunteer/volunteers/volunteer-orientations/o UC Berkeley campus orientations: Please contact cal.bsv@gmail.com or see our CAL webpage for information.
OR...
2: Returning Volunteers: register at the BSV OFFICE (by appointment)
3: ADD YOUR CLASS on Telebears: The CCN is only given (in person) at the time of registration or orientation.
You are responsible for registering for the correct course with Telebears. Completing the BSV application form does not register you with UCB. If you decide not to tutor, change host teachers, wish to change your number of units, or decide to tutor but not for units, please contact BSV immediately.
Failure to attend a BSV Orientation before the add/drop deadline will result in a DROP from the ED 97/197 course.
COURSE REQUIREMENTS
This course is P/NP: No credit will be granted unless all requirements are met
1. Attendance at a BSV Orientation: either a special ED 97/197 sessions above or a regular New Volunteer Orientation: http://www.bpef-online.org/volunteer/volunteers/volunteer-orientations/
- Most Orientations are held at the BPEF School Volunteers (BSV) office @ 1835 Allston Way 94703
- Some orientations are held at UC Berkeley. Please contact our office or see the CAL Volunteer page on our website for possible orientations held at UC Berkeley.
- You must complete a BSV Orientation no later than the Add/Drop deadline to be cleared, receive a placement, BSV name badge and remain in the ED 97/197 class.
2. Volunteering in your Assigned Classroom:
1 unit = minimum 45 hours (roughly 3+ hours per week for 14 weeks)
2 unitst = minimum 90 hours (roughly 6+ hours per week for 14 weeks)
3 units = minimum 135 hours (roughly 9+ hours per week for 14 weeks)
4 units = 1minimum 180 hours (roughly 12+ hours per week for 14 weeks)Reminders...
- If you begin tutoring later than the week of January 30th, you may have hours to make-up to meet your total hours required for the semester (see above hour/week break-down)
- Aim to volunteer regularly every week for 14 weeks; please do not bunch all of your hours in a shorter period (unless it's pre-approved with your supervisor.)
- You must meet the minimum hours required by your FINAL meeting to pass the class, so plan to make up time missed because of school holiday closures, staff development days or personal reasons.
- UCB's Spring Break is the week of April 26-30th. You are not required to tutor during this week, however you will not receive credit if you do not volunteer. Please let the teacher you are working with know if you will be gone this week.
- The BUSD's Spring Break is the week of April 2nd-6th, 2012, and the schools will be closed. You will be given credit for the minimum hours per unit for which you are registered.
BUSD holidays/staff development days for Spring 2012 semester:
- January 17- Martin Luther King, Jr. Birthday Holiday
- January 30 - Staff Development Day (no school for students)
- February 17- Lincoln's Birthday Holiday
- February 20 - President's Day Holiday
- April 2nd-6th - BUSD Spring Break
- May 21- Malcolm X Birthday Holiday
- May 28 - Memorial Day Holiday
- June 15 - Last day of school; summer term begins Wed. June 22nd.
*Ask your supervisor about field trips, assemblies or other events that will prevent you from volunteering*3. Completion and submission of the following documents at your Final meeting (dates below):
A. Journal* for the semester – a reflective record of your experiences, observations, and questions
B. Final Paper*: 2 - 3 page, typed, reflection about your experience as a classroom volunteer
C. Personal time sheet** authorized by supervising teacher(s)
*The journal and paper may be submitted electronically via email; please send PDF or Word docs before your Final.
**Personal Time Sheet must be the original, signed and dated by all teachers you worked with. I send a scanned copy to your supervisor to verify that your timesheet was not altered after signing. Activities not supervised by BUSD staff do NOT count toward your credit hour totals (NO EXCEPTIONS.)
4. ED 97/197 FINAL - Meet at the BSV Office on one of the following dates to discuss your experiences.
Tuesday, May 8th. 2012 (11am to 4 pm only) OR By Appointment set no later than 5pm, Monday, May 7thFailure to attend your final or make alternate arrangements by Monday, May 7th will result in a "No Pass" grade
5. A satisfactory evaluation of your work from the assigned teacher(s) - evaluation will be sent to your supervising teacher by BPEF School Volunteers.
- Please notify BSV if you change host teachers, or we cannot solicit feedback on your performance.
SECTION 3 EDUCATION 97/197 - SECTION 3
Units: 1-4
Section Title: Jumpstart
Coordinator contact:
Amanda Coy
arcoy@berkeley.edu
(510) 642-6752Section/Course Description:
At Jumpstart, we recognize the state of inequality in early educational experiences in America. We also recognize that quality early educational experiences have a lasting impact. To speak to this, the Jumpstart training course will provide Corps members with an understanding of best early education practices and the necessary skill to perform quality session at our Program partner sites. Jumpstart in an AmeriCorps program that recruits college student to mentor 3-5 year old children for an entire school year. Jumpstart's goal is to build literacy, language, social, and initiative skills in young children to prepare them for school. Jumpstart corps members work an average 15 hours a week in local early childhood centers, paired one on one with a child.
Weekly responsibilities include session implementation in a preschool classroom setting, classroom assistance, Wednesday evening trainings (6-8pm), and team meetings.
*******Trainings are on-campus and preschools are off-campus******
Qualifications: Applicants need no experience in childcare. Must be enthusiastic and attentive about working with 3-5 year olds. Must be able to work within a team in a diverse environment. Must be committed to the Jumpstart Program for the entire school year. Must be able to dedicate 15 hours per week.
Course: The first half of the course will cover the history and purpose of Jumpstart, the basics in early education and development, and the most effective ways to implement the Jumpstart model. The second half of the course will build on the groundwork laid in the first semester and will provide a variety of perspectives, from researchers to early childcare professionals in the field.
Your successful completion of the course will be determined as follows:
Training attendance and participation- 25%
Session attendance and implementation- 30%
Classroom assistance time (minimum 3 hours per week)- 15%
Journal/Article reflection (weekly)- 5%
Service event- 5%
Final project portfolio- 20%
THIS COURSE IS NOT APPROVED FOR THE MINOR.
SECTION 4 EDUCATION 97/197 - SECTION 4
Units: 2-4
College of Letters & Science- Peer Advising
Contact:
Herman Lee
hermanklee@berkeley.edu
(510) 643-3046
Section/Course Description:
Overview: In the broad and dynamic intellectual environment of UC Berkeley and its College of Letters and Science, the Office of Undergraduate Advising (OUA) fosters student success, upholds, interprets, and shapes college policies and promotes the value of a Liberal Arts education. The professional advisors help students plan their academic program, suggest enrichment opportunities, check their progress towards a degree, and explain academic policies and requirements.
Position: Peer Advisors serve as an extension of the OUA, providing information on college policy and procedures to the student at several campus locations. Peer advisors are trained to provide accurate and friendly service, and address a variety of student questions and concerns with objectivity. This position provides an excellent opportunity for students to gain practical skills in public speaking, communication and advising, learn about college advising, and build an understanding of how a student office works.
Duties: Peer advisors work at the blue cart at Sproul and Moffit, in the residence halls, and at 113 Campbell Hall providing information regarding university and college requirements, rules and procedures to L&S undergraduates. In addition, L&S peer advisors answer inquires made to our email service, KPASA, answer phone inquires, staff the front desk at 113 Campbell Hall, staff the Welcome Week table during both the Fall and Spring semesters, staff the L&S booth at Calapalooza and on Cal Day, assist professional staff with programs and presentations, make appointment reminder calls and perform clerical duties as assigned.
Time Commitment: Peer advisors work a minimum of 6 hours each week. Most shifts are M-F between the hours of 9am-4pm however some evening hours may be required. The position begins in the middle of August and ends in May. Peers must commit to working the entire Fall and Spring academic year. A 3 day training August 18-20 from 9am-5pm and then weekly Friday 9-10am trainings/meetings are mandatory.
Grading: Grading is based on attendance and a final reflection paper.
THIS COURSE IS NOT APPROVED FOR THE MINOR.
SECTION 5 EDUCATION 97/197 - SECTION 5
Units: 1-4
Section Title: SAGE Project- Berkeley
Coordinator contact(s):
Caitlin Cook clcrooks@berkeley.edu
Course Description:
The Sage Project is a program dedicated to providing elementary students an opportunity to build real meaningful relationships with UC Berkeley students. The UC students will mentor at urban schools in the Berkeley area including John Muir, Jefferson, Emerson, Rosa Parks, Washington Elementary. The mission of the Sage Project is to provide youth with a personal connection to mentors through academic and extra-curricular activities in order to foster life skills and personal growth.
Course Requirements:
On-site mentoring 2-3 hours a week with field trips/ mentor-mentee events. Completion of a reflection letter to the mentee at end of semester is also required.
This course is NOT approved for the Education Minor.
SECTION 9 EDUCATION 97/197 - SECTION 9
Units: 1-3
SMILE: Spreading Multiculturalism and Inspiring Leadership through Education
Contact:
Sarah Gaffney
Sgaffney805@gmail.com
Course Description: The purpose of this course is to introduce students to theories and concepts of educational psychology that underlie the process of learning and instruction. Topics will be presented under two primary areas: instruction and development. Instruction will focus on principles of behavior management and the intersection of student characteristics and subject area. A development perspective will be emphasized throughout the course, document the qualitative and quantitative changes individuals undergo throughout their schooling period.
Our goal is to teach students educational theories that will be applicable in their mentorship experience. We hope to teach mentors effective methods in establishing trusting relationships with their mentees that cross cultural, racial, and economic boundaries. Through course readings and open class discussions, student/mentors will have the opportunity to explore and put to use after school mentoring program. This course comprises of two components: seminar and field activity.
The seminar of this course will comprise of six two-hour sessions. The seminar course covers educational issues in two categories:
- Cultural, Racial, and Economic Issues
- Practical strategies for working with students
During these sessions, students will engage and facilitate in open discussions from field observations and experiences. The purpose of the seminar is to offer an open forum for students to discuss the aforementioned issues, exchange ideas, brainstorm solutions, and find ways to implement the solutions in their fieldwork. In addition, professionals in the field of education will be invited to offer insight and their perspective.
This course meets the field requirement for the Ed Minor.
SECTION 10 EDUCATION 97/197 - SECTION 10
SLC - Study Strategies/Math/Social SciencesUnit(s): 1-4
Coordinator contact(s):
Gonzalo Arrizon imp8@berkeley.edu (510) 642-1330 (Study Strategies)Rex de Guia rxdeguia@berkeley.edu (510) 643-1595 (Social Sciences)
Mike Leong mleong@berkeley.edu (510) 643-5744 (Math)
Section/Course Description:
The Student Learning Center Study Strategies Peer Mentor Program/ Math Tutoring/ Social Science Tutoring offers students the opportunity to make a valuable contribution to the UCB student community while developing practical teaching skills and exploring current issues and theoretical frameworks in education.
Peer Mentors meet individually with fellow Cal students to provide assistance with topics such as time management, reading and note-taking skills, test preparation and test anxiety. In addition, Peer Mentors provide a unique source of support and encouragement for students working to achieve their academic goals. Peer Mentors often also assist in the SLC's “Study Strategies for Success” courses for Freshmen and Continuing students. The Tutoring and Mentoring Programs occur on campus in the Chávez Student Center under the supervision and guidance of the SLC coordinators.
Students accepted as Tutors and Peer Mentors all participate in weekly seminars that introduce students to educational theory and pedagogy, explore current issues in higher education and provide structured means for students to reflect upon and analyze their experience. Students will become familiar with relevant terminology, approaches and strategies in the fields of teaching and learning.This course meets the field study requirement for the Ed Minor
SECTION 12 EDUCATION 97/197 - SECTION 12
SLC – The Craft of Facilitating: Undergraduate Course Facilitator Training SeminarUnits: 2-3
CONTACT/ INSTRUCTOR:
Alex de Guia
Undergraduate Course Faciliatator Training & Resources @ the Student
Learning Center http://slc.berkeley.edu/ucftr
123 César E. Chávez Student Center #4260
Berkeley Campus
(510) 643-7769
deguiaal@berkeley.edu
Section/Course Description:The Craft of Facilitating is intended to provide current and future undergraduate course facilitators a creative and challenging environment in which to explore and refine how they design and facilitate a course. Participants will contribute to course content, and can expect that through readings, guest speakers, class observations, and practical activity we will engage such topics as:
•history & context of student-initiated & “democratic” education on campus;
•methods & implications of course and syllabus design;
•ways to assess student learning and your own effectiveness;
•multiple intelligences & learning styles;
•varying roles of facilitators & varying facilitation styles;
•means of communication & feedback inside a class;
•ways to optimize students' intrinsic motivation to engage class material.
By the end of the term you will have produced either a course proposal or course portfolio to showcase your work.
CLASS MEETS: Wednesdays, 3:00-5:00pm
Contact the instructor for CCN & room location.
This course meets the field study requirement for the Ed Minor.
SECTION 16 EDUCATION 97/197 - SECTION 16
Unit(s): 1-4
SLC – Tutoring Writing/ Other Voices
Coordinator contact(s):Carolyn Swalina cbs@berkeley.edu (510) 643-9908, 121 Chavez
Alberto Ledesma aledesma@berkeley.edu (510) 643-5737, 127 Chavez
The Student Learning Center Writing Program offers the opportunity for students to make a valuable contribution to the UCB student community while developing practical teaching skills and exploring current issues and theoretical frameworks in education.New tutors will tutor fellow Cal students in writing and/or literature courses. Tutors assist students with all aspects of the writing process, from brainstorming and organization through drafting and polishing a paper, and work to help students develop their own voice while meeting the demands of an academic audience. The format and number of hours of direct work with students varies according to the number of units taken (3 hrs/wk/unit), and is established by agreement with the Program Coordinator at the time of admission into the course.
Tutoring occurs in the César E. Chávez Student Center under the supervision of experienced SLC Writing Program staff.
Students accepted as SLC Writing Tutors all participate in weekly seminars that introduce students to educational theory and composition pedagogy, explore current issues in the field, and provide structured means for students to reflect upon and analyze their SLC tutoring experience. Students will become familiar with relevant terminology, approaches and strategies in the fields of composition, teaching and learning. New tutors will learn how to respond constructively to student writing, as well as develop and hone effective tutoring skills.
For more information and/or an application, please contact the Program Coordinator. Students are encouraged to apply as early as possible.
This course meets the field study requirement for the Ed Minor.
SECTION 18 EDUCATION 97/197 - SECTION 18
SLC Science Tutoring Field Studies 1-4 Units
Contact:
Richard Gibson
Email: rgibson@berkeley.edu
Office: 141 Chávez Student Center
Phone: 642-1342
http://slc.berkeley.edu
The Student Learning Center Science Program offers the opportunity for students to make a valuable contribution to the UCB student community while developing practical teaching skills and exploring current issues and theoretical frameworks in education.New tutors will tutor fellow Cal students in introductory Biology, General Chemistry, Organic Chemistry, Nutritional Science, or Physics courses. Tutors assist students with developing their conceptual understanding of course material, as well as with effective problem solving and study strategies. The format and number of hours of direct work with students varies according to the number of units taken (3 hrs/wk/unit), and is established by agreement with the Program Coordinator at the time of admission into the course.
Tutoring occurs on campus in the Chávez Student Center under the supervision of experienced SLC Science Program staff. Students accepted as SLC Science Tutors all participate in weekly seminars that introduce students to educational theory and peer tutoring pedagogy, explore current issues in the field of science education, and provide structured means for students to reflect upon and analyze their SLC tutoring experience. Students will become familiar with relevant terminology, approaches and strategies to tutoring in introductory Science courses. For more information and/or an application, please contact the Program Coordinator or see the SLC website. Students are encouraged to apply as early as possible.
This course meets the field study requirement for the Ed Minor.
SECTION 20 EDUCATION 97/197 - SECTION 20
Independent Study in Alternative Education
Contact:
John Hurst
School of Education
Social & Cultural Studies
4419 Tolman
642-4475, 642-7127 (message)For students looking to obtain credit working with "alternative" education programs. The Emiliano Zapata Oakland Street Academy and CALS Project are only two of many possible programs students may do fieldwork with. Call Prof. John Hurst for further information.
The Emiliano Zapata Oakland Street Academy
Contact: David Stephens
Oakland Street Academy
417 29th Street
Oakland, CA 94609
(510) 847-3139
str313@ousd.k12.ca.us
The Oakland Street Academy is an alternative public high school located on 29th St. and Telegraph. The Street Academy succeeds with students with whom the traditional high schools have failed through its commitment to a multi-cultural curriculum within a personal, respectful environment. An internship at the Street Academy not only offers the opportunity to witness a truly inspirational urban public school, but a flexibility which allows for extensive personal input and development. The Street Academy needs after school tutors and in-class teaching assistants in a variety of subjects: Math (Pre-Algebra, Algebra, Geometry,) English, History, Spanish, and Science. A three-hour per week time commitment earns one Education 97/197 unit. The Street Academy is a fifteen minute bike/bus ride from campus.
CALS Project
Contact: Jane Griswald
(510) 643-5280
jgris@uclink.berkeley.edu
The CALS project is a 1-to-1 tutoring program for UC Berkeley employees who want help improving basic skills. All the learners are employees who have come forward asking for help to improve their basic skills, that is their writing, speaking , reading and math skills. Tutors thus enjoy the benefits of working with adults who are self-motivated.This section is NOT approved for the Ed Minor.
SECTION 21 EDUCATION 97/197 - SECTION 21
Language of Teaching Reading
To be taken in conjunction with EDUC 195B: Special Topics in the Foundations of Teaching: The Language of Teaching Reading
Contact: Richard D. McCallum, Ph.D.
Email: rdmc@berkeley.edu
Units: 1-4 units
Course Description:
In this fieldwork experience, you will work with a small group of students who have been identified as being able to benefit from additional support in reading. Your role will be to support your small group in a process of intensive discussion and thinking about a range of texts that they will read with you. It is our hope that you will accomplish two related goals through this fieldwork:• Develop a repertoire of pedagogical practice that enables you to provide thoughtful and thought-provoking reading comprehension instruction for small groups of intermediate and middle school readers.
• Support local students to become active and engaged readers.
Prerequisites. By law, anyone who works in schools must: 1) Provide the results of a TB skin test, and; 2) Receive a certificate of clearance (a finger print based background check). The TB test can be done at the Tang Health Center, and CAL Prep will help us facilitate the certificate of clearance through the police department. We will want to take care of this ASAP.
Fieldwork structure. Twice a week, you will participate in reading discussions about a text with a small group of approximately five students. Where appropriate, you will be paired with another student in the section. You will plan and facilitate the discussions together, seeking to have students explore their own and each other's interpretations of the text. The specifics of this partnership will be discussed in class.
Supervision. You will spend before and after each session preparing and debriefing. The course instructor will provide guidance to you in this process through assistance in text selection, support for lesson planning, and give and take about how the lessons are going
Course Requirements:
Preparation & Effort. You are not expected to be a perfect teacher, but your effort and willingness to learn will make this a more powerful experience both for you, your fellow students, and for the students you serve. You will be asked to prepare two written lesson plans a week, to engage in ongoing conversation about learning and teaching with your colleagues, and to use feedback from the Instructor in an effort to refine your teaching.
Attendance. Discussion leader attendance will be recorded at each site each day. (Make sure that you sign in!) Small group discussion absences (and tardies) will disappoint your students and limit what you can learn from the experience. Missing more than 2 sessions over the course of the semester will result in a no pass for the course. (If missing more sessions is unavoidable, it might be possible to arrange an opportunity to make up a discussion with your students. Check with the Instructor.) If you do need to miss a session, please let your site coordinator know in advance. In the case of holidays or field trips that affect your site or all the students in your group, please see your site coordinator for instructions.
Upholding site responsibilities. Each school has its own site regulations, and as volunteers there, it is important that we abide by these regulations.
This course meets the field study requirement for the Ed Minor.SECTION 23 EDUCATION 197 ONLY - SECTION 23
Program for Democratic Education at Cal (De-Cal)1-4 units
Coordinator contact(s):
Jennifer Ng
(510) 642-9127
decalprogram@gmail.comSection/Course Description:
Members of the Program for Democratic Education at Cal participate in the ideals of democratic education. They learn by participating in an environment created by students and run by students in a democratic fashion. The revolutionary educational ideal of participatory research is introduced. Together we reflect on the current education systems in place. Through the semester, the student becomes an active agent in his/her education, and learns to value the democratic and egalitarian aspect of this new system of democratic education. These ideals arose from the Civil Rights movement, and their effects on social progress over the past decades will be discussed through meetings, projects, forums, and online discussion boards. The student is evaluated based on participation and involvement with the program, and completing one project as a member of a group on the DeCal board.
This section is NOT approved for the Ed Minor.
SECTION 24 EDUCATION 197 ONLY - SECTION 24
Studies in Peer Tutoring for the Athletic Study Center
Contact:
Tony Mirabelli, Ph.D.
176 Cesar Chavez Student Services
Berkeley, CA 94720
tonym@berkeley.edu
(510) 643-8517
Section/Course Description:UC students work with fellow peer undergraduates who are intercollegiate student athletes at the Athletic Study Center on the UC Berkeley campus. All tutoring takes place in the Chavez student center in the evenings Su-Thurs. The Athletic Study Center provides tutorial support for all major academic disciplines including writing, social science, foreign language, math, physical science, statistics, and business administration. Tutors have the option of working individually one-one with students, as a drop-in tutor, or a group facilitator for a specific course.
Course Requirements:
Attendance and participation: For every unit that you enroll in you will be required to tutor for 45 hours/semester which roughly translates to 3 hours a week. So, if the tutor enroll for 1 unit you will be required to tutor about 3 hours a week, 2 units is 6 hours a week, and 3 units is 9 hours a week. Additionally, seminar attendance and participation are mandatory. We will meet once a week for two hours. All new tutors also will be required to attend an initial 4 hour training session.
Journal: tutors are expected to create a journal entry after every meeting with a student focusing on the learning process and social interactions of the tutoring session.
Progress Reports: According to NCAA mandates, student athletes' academic progress is monitored. Tutors will complete a brief progress report after each meeting with a student.
Peer Evaluations: Senior tutors will observe and conduct an evaluation of tutors during the semester. Observations will be discussed by those tutors being evaluated in order to enhance the learning process.
Coordinator meetings: All tutors will meet at least once during the semester for a one-one conference with the Tutorial Coordinator.
Tutor Presentations: During the final two weeks of seminar tutors will be asked to share a technique that they have used in their tutorial sessions that they have found to be successful.
The Tutorial Coordinator will assess tutors overall performance in the above areas to determine successful completion.
This section meets the field study requirement for the the Ed Minor.
SECTION 25 EDUCATION 97/197 - SECTION 25
Units: 2
Section Title: Willard Middle School Youth Support Program
Lani Hunt & Meghan Hunt
Willardyouthsupport@berkeley.k12.ca.us
(510) 644-6228
Course Description: The Youth Support Program is a mentoring organization that trains UC Berkeley students in the theory and practice of mentoring by matching them one-on-one with 6th, 7th and 8th grade students at Willard Middle School. Mentors in YSP provide their mentee with supports, guidance, and positive role modeling. These services are provided through tutoring, counseling, participation in after school activities and community service, and by spending time with their mentees in order to strengthen the mentor mentee relationship.Program Requirements:
To pass the class each semester, you MUST complete requirements B, C, D and E.
A). Minimum Commitment: All mentors are required to commit to a minimum of 2 semesters with the program. If a full year commitment is not maintained sponsoring professor will be notified and further action will be taken. Those enrolled in Social Welfare or Education 97/197 received 2 units of academic credit (or fewer if preferred) per semester upon passing the course. The course is graded pass/no pass only.
B). Class Attendance: Mentors must attend weekly training sessions Wednesday from 4-6pm and must be punctual. More than two absences per semester will result in a no pass for the semester. There will be no distinctions between “excused” and “unexcused” absences. Hours must be recorded each week on a log sheet.
C). Mentoring: Al mentors are required to spend a minimum of three hours per week with their mentee. One of these hours must be held at Willard Middle School, either during school hours, or during one of Willard's after-school homework sessions. Hours must be recorded each week on a log sheet.
D). Community Service Projects: Mentors are required to participate in one community service event during the spring semester. Failure to do so will result in a No Pass. All community service projects must be implemented within your team. This is a mandatory event for all mentors whether their mentee shows up or not. A please note that this event is scheduled to last twice as long as normal community service projects. No other make-up projects will be allowed (i.e. personal projects).
E). Program Event: Participate in a minimum of two program events per semester. Wednesday classes do not count as events, but community service projects do.
F). Evaluation: Mentors must complete program evaluations at the end of the semester.
This course meets the field study requirement of the Ed Minor.
SECTION 26 EDUCATION 97/197 - SECTION 26
Student Tutorial Endeavor program (STEP) 1-4 unitsContact: Brian McClendon
Email: brian_mcclendon@berkeley.edu
Phone: (510) 326-8590
STEP is an academic outreach program in Oakland developed because of a visible need for academic support and positive role models for the youth of West Oakland. We work with youth ages 5-18 Monday through Thursday from 3pm -6pm (Wednesdays 2-5pm) at the Samaritan Neighborhood Center in a variety of academic and social programs. STEP is easily accessible from UC Berkeley by BART, bus, or car.
In addition to working 3 hours weekly per unit, students will also turn in a thoughtfully written reflection paper on their experience in STEP.
This course meets the field study requirement for the Ed Minor.
SECTION 28 EDUCATION 97/197 - SECTION 28
Coaching Corps Units: 1310 Eighth St., Ste 300,
Contact Names:
Jamie Sharp
Coaching Corps Manager
jamies@teamupforyouth.org
Oakland, CA 94607
510-663-9200 x129Section Description:
The Coaching Corps Program is sponsored by Cal Corps Public Service Center and Team-Up for Youth. Coaching Corps is designed to recruit and place volunteer coaches in urban after school sports programs. Coaching Corps seeks to bridge the gap between community-based sports programs that need committed, trained coaches and college students who desire an opportunity to learn teaching skills and mentor youth in an active, sport environment.
This course is designed to build education foundations to prepare undergraduate and graduate students to be instructional leaders (coaches) in sports activities. Students will have the opportunity to make a valuable contribution to youth while developing practical teaching skills. Students accepted into this course will participate in all classes that explore current issues k-12 education, the plight of sports programs in urban centers, the principles of youth development, and how to create a college-going culture among youth in low-income communities. The course will also provide a structural means for students to reflect upon and analyze their experience. Students will become familiar with relative terminology, approaches, and strategies in the field of coaching, teaching, and learning.
Course Requirements:
Students enrolled in this course must attend monthly Coaches meetings on campus (held the first Wednesday of every month from 8-9pm), as well as one four-hour Coaches Training at the beginning of the semester. Students must also complete their assigned coaching commitment with 80% attendance, watch a minimum of two online webinars, and submit one three-page reflection paper and evaluation at the end of the semester. The Field Study Time commitment is 1 unit for 45 hours of service.¬Ý Students need to be available two afternoons between 3:00 - 6:00pm for their coaching placement.
This course meets the field study requirement for the Education Minor.
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Cal Teach Units: 1-4
Contact Names:Winnie Froehlich
201 Campbell Hall, MC 2920
Berkeley, CA 94720-2920
(510) 642-4024Section Description:
This section is for students who are part of the Cal Teach program (calteach.berkeley.edu). Cal Teach is a new program to prepare and support math, science, and engineering students who are interested in becoming K-12 math and science teachers. It consists of a sequence of courses and experiences to help our students become great teachers while they simultaneously complete the requirements of their undergraduate degrees. Cal Teach students will work with K-12 students in local schools under the direction of a mentor teacher. Participants make weekly visits to the classroom where they work with individuals, small groups, or the whole class.
Course Requirements: Concurrent enrollment in a Cal Teach course and documentation of the field experience in the online information system.
Students will serve as classroom assistants in a local school for thirty hours during the semester. The students are also expected to spend an additional twenty hours in classroom preparation, meetings, and discussions with mentor teachers and student partner during the semester. Students will report their hours as well as descriptions and reflections on their experiences in the classrooms using the Science and Math Initiative online information system (OIS) on a weekly basis.
Students will also be concurrently enrolled in a Cal Teach course. Is is expected that students will attend all course meetings and complete all assignments required by the instructor. If a session is missed (e.g. due to illness), the student must contact the instructor to figure out how you can make up the time. One of the assignments required by the course will be to develop a project or lesson plan to be critiqued by the mentor teacher. Students will complete a final course evaluation.
Students work in the classrooms will be supervised by their mentor teachers as well as Nicole Nunes, the Cal Teach program coordinator. Students must complete all requirements to receive a passing grade for the course and to receive their stipend.
This course is part of the required courses for the Cal Teach Minor.
This course meets the field study requirement for the Education Minor.
SECTION 30 EDUCATION 97/197 - SECTION 30 SAGE Project - Oakland
Units: 1-4Coordinator contact(s):
Caitlin Cook
clcrooks@berkeley.edu
Course Description:
The Sage Project is a program dedicated to providing elementary students an opportunity to build real meaningful relationships with UC Berkeley students. The UC students will mentor at urban schools in the Oakland area including Sankofa, Learning Without Limits, Acorn Woodland, Santa Fe, Manzanita Seed, New Highland Academy. The mission of the Sage Project is to provide youth with a personal connection to mentors through academic and extra-curricular activities in order to foster life skills and personal growth.
Course Requirements:
On-site mentoring 2-3 hours a week with field trips/ mentor-mentee events. Completion of a reflection letter to the mentee at end of semester is also required.
This course is NOT approved for the Education Minor.
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Renter Legal Assistance Units: 1-4
Coordinator contact(s):
Jocelyn Highsmith
510-642-1755
asucrla@gmail.com
Course Description:
ASUC Renters? Legal Assistance offers free assistance to California renters through counseling, education and public interest research. We provide in-office individual counseling, group counseling, and workshops at university residence halls and on-campus lectures. Typical issues that we assist students in solving include evictions, habitability violations, security deposit returns, and privacy concerns.
To aid students in asserting their rights, ASUC RLA distributes over 45 different leaflets and sample letters covering many topics. We also maintain an extensive library containing material on housing issues and tenant rights, current California Civil Practice Codes, Berkeley rent control regulations and other housing related legal texts.Only currently registered students, faculty, and staff may be active members in RLA. Initially, interns participate in group training sessions on rent law, while more detailed training continues throughout the semester. Interns can expect to develop such skills as public speaking, program development, event coordination, counseling abilities, meeting facilitation, and enhanced research, writing, and verbal skills. In return, interns are expected to take an active role in planning, implementing and evaluating ASUC RLA projects.
Intern responsibilities include attending all training sessions and holding a minimum of five office hours per week for student counseling. In addition, interns will work on individual and/or group research projects dealing with presentations, advertising or outreach projects. Through the Education Department, interns can receive up to four total units of P/NP credit. Students may earn two units for completing the mandatory five office hours per week, and may add one unit for each additional two hours, with a maximum of four units.
This course is NOT approved for the Education Minor.
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CalSO 2 units
Spring Semesters Only
Contact:
Legacy Lee
CalSO
2610 Channing Way, 2nd Fl.
(510) 642-1727
legacylee@berkeley.edu
The purpose of this class is to prepare counselors for summer Cal Student Orientation (CalSO) programs for new undergraduates and their parents/guests. The class will involve two hours a week of lecture/workshop, a weekend retreat, participation in spring semester University activities for new students, journal assignments, 2 midterms, and a group project. Emphasis will be placed on the following:
- An understanding of the organization and governance of the University.
- A thorough knowledge of the resources and services available to new students; of the programs, policies and procedures of the University; and of the physical layout of the campus.
- Development of interpersonal skills related to the counseling role (e.g. customer service skills).
- Development of responsible and complementary working relationships with the orientation staff.
- Developing an awareness of and sensitivity to the diverse make-up of the University's student body.
This section is NOT approved for the Ed Minor.
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YWCA Pre-Kindergarten Enrichment Program
Fieldwork 1-2 Unit
Coordinator contact: Jana Hiraga, Director of Youth Development
Address: YWCA Berkeley, 2600 Bancroft Way, Berkeley, CA 94704
(510) 848-6370
Section/Course Description:
The Pre-Kindergarten Enrichment Program (PEP) aims to provide preschool aged children with tools that will increase their early academic skills as well as promote healthy social development.
The program matches UC Berkeley volunteers with children at the local preschools. The volunteers engage in a variety of enrichment activities with the children in both small group and one-on-one interactions. Volunteers provide classroom support to teachers and encourage the overall wellness of the preschool students. In return, volunteers gain valuable leadership skills and learn more about the field of Early Childhood Development and Education.
Course Requirements:
Weekly site visits for 2-3 hours each per unit of credit, plus the mandatory attendance of a 1.5 hr meeting every other week. These meetings will focus on the needs of early childhood aged children.
This course meets the field study requirement for the Ed Minor
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Stiles Hall - Sports 4 Kids and Mentor/Role Model Project, Oakland 1-4 units
Contact:
David Stark
Stiles Hall
2400 Bancroft Way
Berkeley, CA 94704-1699
841-6010
info@stileshall.orgStile Hall's Tutor/Role Model program provides U.C. Berkeley students with the unique opportunity to make a significant difference in the life of a low income, inner city child. U.C. Berkeley students serve as mentors to the younger students by establishing a solid one-to-one relationship through participation in a variety of educational, social, and recreational activities. Many of the mentors come from backgrounds similar to those of the children, and can be role models as well as offering friendship support and guidance.
Tutors are matched one-to-one (or in few cases, with a small group) and must commit a full Two Semesters of Weekly (4-6 hours) contact with the child. Tutors are expected to attend monthly group meetings and/or training's, as well as journal entries.
Tutors will meet with the child(ren) for one structured after school session a week (with other Tutor/tutees at the school site) under the supervision of school staff. They will also meet for a second (flexible) time each week either to tutor the child in the classroom at a time pre-arranged with the teacher, or to do other cultural/recreational activities outside of school, as part of building the relationship (i.e. Tilden Park, African American History Museum, playing sports, walking in the neighborhood visits to Cal).
This course meets the field study requirement for the Ed Minor.
SECTION 35 EDUCATION 197 ONLY - SECTION 35
Stiles Hall - Sports 4 Kids and Mentor/Role Model Project, Berkeley 1-4 unitsContact:
David Stark
Stiles Hall
2400 Bancroft Way
Berkeley Campus
(510) 841-6010
info@stileshall.org
Stiles Hall has designed a mentor/role model program for Berkeley elementary school children not living up to their academic or social potential. U.C. Berkeley students serve as mentors to the younger students by establishing a solid one-to-one relationship through participation in a variety of educational, social, and recreational activities. Many of the mentors come from backgrounds similar to those of the children, and can be role models as well as offering friendship support and guidance. Tutors are expected to attend monthly group meeting and/or training's, as well as journal entries.
The Mentor/Role Model project matches approximately 200 UC Berkeley students (undergrad. or grad) with approximately 200 elementary school children. Mentor are required to make a one year (2 semesters), 4-6 hours per week commitment which includes weekly meetings with their mentorees, collaboration with teachers and other professionals who may be involved in the life of their mentoree and regular meetings with the project director. Mentors will work out directly with the child's parent(s) when and where the child should be picked up and in what kinds of activities the child can participate. Mentors will have the option of spending time in the classroom with the children.This course meets the field study requirement for the Ed Minor.
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Berkeley Youth Alternatives (BYA) 1-4 unitsCoordinator contact(s):
Amber Boyd
amber922@berkeley.edu
(510) 845-9066Section/Course Description:
Berkeley Youth Alternative wants U.C. Berkeley students to volunteer their talent, time, and intelligence, to provide tutoring and mentoring for children from the local community. You will get the great opportunity to tutor, play sports, and recreational games, and take trips to the BYA garden with the youth. You will serve as a positive role model to Berkeley youth, ranging in age from 6-14 years old. This course requires minimum of three hours per week with the children. And along with providing guidance, inspiration, and support you will gain a valuable experience as well as units.
This section is NOT approved for the Ed Minor.
SECTION 37 EDUCATION 97/197 - SECTION 37
EDUC C181
Units: 1
Coordinator/ Contact(s):
Prof. Na'ilah Suad Bakari
TO BE TAKEN IN CONJUNCTION WITH EDUC C181.
SECTION 41 EDUCATION 97/197 - SECTION 41
Fun in Science (FALL ONLY)
Units: 1-3Coordinator contact(s):
Lily Aguas
liliana.aguas@gmail.com
Section/Course Description:
Fun in Science (FIS) is a student led class designed to address the current lack of hands-on science education at the elementary level. Cal students are trained and prepared to teach fun, hands-on science lessons to students at a local elementary school. However, no science background is needed to participate. During class meeting, Cal students learn to effectively create and implement engaging hands-on science lessons and receive constant support developing experiments/activities, and classroom management techniques. Cal students are placed in small groups and teach the lessons they create together to elementary students once to twice a week. Students also engage in classroom discussion that link educational theory with teaching and explore a variety of issues in the field. All materials/supplies, fingerprinting fees and transportation costs to the school are reimbursed to participating students.
Course Requirements:
Cal students are required to attend and be on time to the scheduled class meeting. Teaching Teams are to create and deliver fun, hands-on science lessons. All Cal students must obtain a WCCUSD Volunteer Badge, complete short reading assignments, submit on lesson plan per teaching team, complete FIS Article Project, maintain and timesheet, create and present a poster board, and submit and thoughtful reflection paper about their FIS experience.
This course meets the field study requirement for the Education Minor.
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EDUC 140- UC Links Program
1-4 Units
CONTACT:Glynda Hull
glynda@berkeley.edu
This section is available to students who are CONCURRENTLY ENROLLED IN ED 140. For more information, please contact the instructor at the number above.
Student will attend the after-school program and work with elementary school children in an informal learning environment, using technology (computers, education software and internet).
This course meets the field study requirement for the Ed Minor.
SECTION 50 EDUCATION 97/197 - SECTION 50
Cal Corps/Public Service Center-Build Tutoring 2-3 Units
CONTACT:
Carrie Donovan
carriedonovan@berkeley.edu
642-5753
Sponsored by Cal Corps Public Service CenterAs a student volunteer you will survey key issues affecting youth while volunteering at one of our four partner sites. Through training and site specific class sessions, journals, reading assignments, and fieldwork, volunteers will: (a) develop the necessary skills for tutoring and mentoring, (b) serve as a positive role model to youth, (c) develop a greater understanding of the broader social, political and economic context of education in urban settings and (d) consider the intersection between community service and learning.
Course requirements; In addition to tutoring three to six hours weekly students will be expected to attend a tutor orientation and tutor trainings. Tutoring takes place at one of 15 afterschool program sites in Berkeley or Oakland.. Tutoring takes place at Malcolm X Elementary School, James Kenney Recreation Center, Lowell Middle School, and Camp Wilmont Sweeney.
This course meets the field study requirements of the Ed Minor.SECTION 55 EDUCATION 97/197 - SECTION 55
People's Test Preparation Service 1-2 UNITS
Contact:Karla Mendez
ptps.berkeley@gmail.com
(559) 473-6125Section/Course Description:
UC Students teach high school students in the East Bay Area for eight weeks to prepare them for the SAT I test. Students teach in pairs and cover one section of the SAT, math or verbal. They will be teaching for two hours a week, either on weekday afternoons or on Saturdays. Attendance to a weekly meeting will also be required, where teachers will receive training provided by coordinators. In addition, the teachers will give each other feedback on how to maximize the effectiveness of their teaching by discussing multiple ways to teach the same material. Student pairs are also expected to prepare lesson plans before they go to teach based on each week's material and discussions during the weekly meetings. Teachers will need to submit short weekly reports about their class each week for accountability and to help other teachers learn from their experiences. The sites that the organization currently serves are various high schools and community centers in Richmond, Berkeley, San Leandro, and San Francisco, with possible expansion to other areas in the near future.
Participation in additional service projects arranged by the People's Test Preparation Service is also required. A shot essay reflecting on their experiences in the classroom and relevant topics is also required at the end of the semester.
This course meets the field study requirement for the Ed Minor.
EDUCATION 97/197 - SECTION 58
Oakland Asian Students Education Services (OASES) 1-4 Units
Contact:Jocelyn Lai
jocelyn.oases@gmail.com
408-656-5508
Section/Course Description:
The purpose of this course is to teach students about current issues in the urban education and to allow students to test pedagogical theories and practices in an after school tutorial setting. This course is comprised of two components: a seminar component and a field activity component.
The seminar component of this course will be comprised of eleven, one-hour sessions. Participants will be provided with a framework grounded in the principles of urban education, and will develop practical strategies for working with students in an urban settings. Particular focus will be placed on race, class, gender, and language. During these sessions, students will engage in open discussions generated by assigned weekly readings, field observations, and experiences. The purpose of this seminar is not to instruct students on how to think or dictate a particular approach but to find solutions to some of today's educational problems. The seminar will stay away from a lecture styled conception of education. Rather, the goal of this seminar is to offer an open forum for students to discuss current issues, exchange ideas, brainstorm creative (yet practical) solutions to problems children in urban settings face, and find ways to implement these solutions in their fieldwork.
Reading Groups and Weekly Reflections:
Everyone will be required to submit a summary/reflection (at least half a page) of one of the 3 articles assigned each week. At the beginning of each class, everyone will discuss their articles with the other group mates, so that everyone in the group will be able to understand the topics addressed in weekly readings. The summary will be submitted to Maggie and Sandy at the end of each class. Please keep in mind that if you are absent, you will be responsible for submitting two reflections (one for the current week and one for the week that you missed).
This course meets the field study requirement for the Ed Minor.
SECTION 63 Education 97/197 - SECTION 63
East Bay Consortium of Educational Institutions
314 E. 10th Street
Oakland, CA 94606
510-451-5917
Units: 1-4Monica Montenegro
monicamr@berkeley.edu
Boun Khamnouane
boun@berkeley.edu
Course Description:This course integrates academic work with practical experience in teaching, tutoring, and mentoring middle and high school students in Oakland schools. Participants work in after school tutorials, Saturday programs, and in school classrooms alongside teachers during the course of the program. Readings and course work will explore current issues in education including urban education, multiculturalism, strategies for teaching, tutoring, and mentoring, and the social nature of education. In addition to the course credit, participants will have the opportunity to apply for a limited amount of positions with the East Bay Consortium of Educational Institutions, Inc. (EBC) doing the work described above.
Course Goals: This course has three goals: (a) to help students develop an understanding of the key issues affecting youth and education, (b) to help students develop in the roles of teachers, tutors and mentors, (c) to expose students to the possibility of a career in education.
Course Requirement:
1) Class meeting and attendance
The course seminar will meet weekly for one-and-a half hours. Students are expected to attend each class meeting. MISSING 3 OR MORE CLASS MEETING WILL RESULT IN A GRADE OF NP FOR THE CLASS.
2) Students will tutor after school at a middle or high school site for at lease two days per week. Hours will also be available working in classrooms with teachers, working on Saturday programs, and presenting college going workshops to students and parents. Some office work related to these activities will also be available. There will also be a fieldwork assignment.
This course meets the field study requirement for the Ed Minor.
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