 |
||
|
|
||||
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
||||
 |
 |
 |
 |
 |
 |
UC Berkeley
Graduate School of Education
ED 97/197 Field Studies
All Sections Descriptions
Section 1: Independent Projects 1-4 units
Section 2-8: Berkeley Public Schools 1-4 units
Section 9: Project S.M.I.L.E - Mentoring Program at Longfellow Middle School 1-3 Units
Section 10:SLC - Study Strategies / Peer Mentor Fieldwork 1-4 units
Section 11: SLC - Social Science Seminar 1-4 units
Section 12: The Craft of Facilitating 2-3 units
Section 13: Other Voices Program 1-4 units
Section 14: Tutoring in Mathematics 1-4 units
Section 15: Tutoring in Business Administration & Economics 1-2 units
Section 16: SLC – Tutoring Writing 1-4 units
Section 17: TEACH Academy Tutoring Program 1-4 Units
Section 18: Tutoring in the Sciences 1-3 units
Section 19: Youth Together 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 27: Academic Pathways Program, Berkeley High School 1-4 Units
Section 28: Coaching Corps
Section 29: Cal Teach
Section 32: CalSO (Spring Only)
Section 33: Berkeley Youth Alternatives 1-2 units
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 39: CEP/ Break the Cycle
Section 40: STARS Initiative Tutoring Program
Section 41: Fun in Science
Section 48: UC Links 1-4 units
Section 50: Cal Corps1-4 units
Section 55: SAT Tutoring in Oakland Schools 1-4 units
Section 58: Oakland Asian Students Education Services (OASES) 1-4 units
Section 59: Making Waves Education Program
Section 62: Collegebound
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 2-8 EDUCATION 97/197 - SECTION 2-8
BERKELEY PUBLIC EDUCATION FOUNDATION
BERKELEY SCHOOL VOLUNTEERS (BSV)
1835 Allston Way, Berkeley 94703 / 644-8833 / fax 644-4865
www.bpef-online.org/volunteers bsv@berkeley.k12.ca.us
Fall 2007 Ed. 97/197 Sections 2–8
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 K through 12, in most subjects, in the WriterCoach Connection Project, or you may tutor in an after school program. Your tutoring schedule is determined between you and the teacher.
Once you have arranged your assignment with us, you should call your assigned teacher to set up a schedule and begin tutoring as soon as possible.
You are responsible for registering for this course with Telebears. Completing the BSV application form does not register you with UCB. If you decide not to tutor, wish to change your number of units, or decide to tutor but not for units, please contact BSV immediately.
REGISTRATION
Option 1: Register at Tolman Hall, 2nd floor Lobby, near Psych Library, on one of the following dates:
Tuesday, August 28, from 11 a.m. to 1 p.m.
Thursday, September 6, from 11 a.m. to 1 p.m.
Tuesday, September 11, from 11 a.m. to 1 p.m.
Option 2: Register at one of the orientation sessions held at 1835 Allston Way, listed below.
Monday, September 17, from 4:00-5:00 p.m.
Tuesday, September 25, from 6:30-7:30 p.m.
COURSE REQUIREMENTS
This course is P/NP. No credit will be granted unless all four requirements are met.
1. Attendance at the Volunteer Orientation, on ONE of these dates:
Monday, September 17, from 4:00-5:00 p.m.
Tuesday, September 25, from 6:30-7:30 p.m.
All Orientations are held at the Berkeley School Volunteers (BSV) office at the address above. From Shattuck and Allston Way (at Ross Store), go down Allston 2-1/2 blocks. The office is just below M.L. King Way. Tutors may start in the classroom before attending orientation, but attendance at Orientation is still required no later than the September 25th session.
Failure to attend Orientation will terminate tutoring assignment and tutors will be dropped from the course.
2. Tutoring in Assigned Classroom:
1 unit = 3+ hours per week (45 hours total)
2 units = 6+ hours per week (90 hours total)
3 units = 9+ hours per week (135 hours total)
4 units = 12+ hours per week (180 hours total)
You must go to the school regularly every week for 14 weeks; you may not bunch all of your hours in a shorter period.
- If you begin tutoring later than the week of September 10th, you must make up the missed days.
- You must make up time missed when the schools are closed for holidays or staff development and for personal absences.
BUSD holidays for Fall 2007 semester:
- September 3—Labor Day Holiday
- October 8—Staff Development Day
- November 9—Staff Development Day
- November 12—Veteran’s Day Holiday
- November 22-23—Thanksgiving Holiday
- December 21—First day of Winter Recess
3. Completion of the following documents:
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
All of these documents must be submitted (in person) at the BSV Office on one of the following dates:
Tuesday, December 11 (2:30 to 5:00 p.m. only) OR Wednesday, December 12 (1:00 pm-5:00 p.m. only)
4. A satisfactory evaluation of your work from the assigned teacher.
SECTION 9 EDUCATION 97/197 - SECTION 9
Units: 1-3
Section Title: Project S.M.I.L.E - Mentoring Program at Longfellow Middle SchoolContact:
Kevin Min
kevinmin@berkeley.edu
408-661-3909Section/Course Description:
Project S.M.I.LE.’s seminar introduces students to theories and concepts of educational psychology that underlie the process of learning and instruction and offers students an open forum to discuss the afore-mentioned issues, exchange ideas, brainstorms solutions, and find ways to implement the solutions in their fieldwork. Our goal is to teach students educational theories that will be applicable in their mentorship experiences. 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, the mentors will develop a better understanding of the education system and its issues.
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, student will engage and facilitate in open discussions from field observations and experiences.
Requirements:
1 unit – 45 hours, 2 units – 90 hours, 3 units – 135 hours
Journal entries each time you meet/interact with your mentee
End-of-semester reflection paper
We meet every other Tuesday from 6-8 pm on the fourth week of the semester.
For more information, please visit http://smile.theaaa.org
This course meets the field study requirement for the Ed Minor
SECTION 10 EDUCATION 97/197 - SECTION 10
Study Strategies / Peer Mentor Fieldwork 1-4 UnitCoordinator contact(s):
Gonzalo Arrizon imp8@berkeley.edu (510) 643-1330
Nick Voge nicvoge@berkeley.edu (510) 643-9278Section/Course Description:
The Student Learning Center Study Strategies Peer Mentor Program 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 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 Ed. 97/197 course.
Study Strategies Peer Mentoring occurs on campus in the Chávez Student Center under the supervision and guidance of the SLC Study Strategies Program Coordinators. Students accepted as Study Strategies 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 11 EDUCATION 97/197 - SECTION 11
SLC - Social Science Seminar 1-4 units
Contact: Rex de Guia
124 César Chávez Center #4260
Berkeley Campus
643-1595
rxdeguia@berkeley.edu
http://slc.berkeley.edu
The SLC Social 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 Social Science courses, including courses in Anthropology, Ethnic Studies, History, Political Science, Psychology and Sociology. Tutors work with students individually or in groups to help students develop effective study strategies for their course, and to explore and master the modes of inquiry, analysis and expression particular to each discipline. 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 the SLC Social Science Program Coordinator. Students accepted as SLC Social Science Tutors all participate in weekly seminars that introduce students to educational theory and peer tutoring pedagogy, explore current issues in the Social Sciences 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 teaching and learning.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 12 EDUCATION 97/197 - SECTION 12
SLC – The Craft of Facilitating: Undergraduate Course Facilitator Training Seminar[2 units: students planning a class]
[3 units: students currently facilitating a class]
CONTACT/ INSTRUCTOR:
George Alonzo
Undergraduate Course Faciliatator Training & Resources @ the Student
Learning Center http://slc.berkeley.edu/ucftr
123 César E. Chávez Student Center #4260
Berkeley Campus
642-3075
georgealonzo@berkeley.edu
Faculty Sponsor: Christina Maslach, Vice Provost for Undergraduate
Education & Professor, Dept. of Psychology
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 or Thursdays, 3:00-5:00pm
Contact the instructor for CCN & room location.
Visit the course web site <http://slc.berkeley.edu/ucftr/craft_of_fac.htm > for further information about the course and links to past semesters' syllabi & course materials.
This course meets the field study requirement for the Ed Minor.
SECTION 13 EDUCATION 97/197 - SECTION 13
SLC – Other Voices Training Program 1-4 unitsCoordinator contact(s):
Alberto Ledesma
127 Chavez Student Center
aledesma@berkeley.edu
(510) 643-5737
The Other Voices Program at the Student Learning Center supports the efforts of all students who are considering or entering literary studies. In the Spring semester we sponsor the Other Voices Lecture Series and English 95 (Other Voices: Multicultural Literary Perspectives). Invited speakers present a lecture on each Monday of the Spring semester, and undergraduate Discussion Leaders facilitate discussion sections of about 15 students on each Wednesday. Discussion Leaders work in teams to plan and lead section activities, meet with students individually, and assign and respond to student writing.This section of Ed.97/197 allows students the opportunity to participate in planning the English 95 course during the Fall semester, and to serve as Discussion Leaders for the course in the Spring Semester. Discussion Leaders develop skills in curriculum development and program planning as well as group facilitation and a host of other teaching skills, while exploring issues of race, class and gender in literary studies. Weekly training seminars introduce Discussion Leaders to pedagogical tools for peer teaching, and also provide a forum for exploring the themes of the course and reflecting on their experience.
For more information and/or an application, please contact the Program Coordinator or see the SLC website. http://slc.berkeley.edu Students are encouraged to apply as early as possible.
This course meets the field study requirement for the Ed Minor.
SECTION 14 EDUCATION 97/197 - SECTION 14
SLC – Tutoring in Mathematics 1-4 units
Contact:Mike Leong
643-5744
mleong@berkeley.edu
http://slc.berkeley.eduThe Student Learning Center Math & Statistics 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 Math and/or Statistics courses, including one or more of the following: Math 32, 1A-B, 16A-B, 53, 54; Statistics 2, 20, 25. Tutors assist students with developing their problem solving skills in these quantitative courses, and encourage them to work together to reach their academic goals. 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 the Berkeley campus in the César E. Chávez Student Center under the supervision of experienced SLC Math/Statistics Program staff. Students accepted as SLC Math/Statistics Tutors all participate in weekly seminars that introduce students to educational theory and peer tutoring 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 to tutoring quantitative courses. 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 15 EDUCATION 97/197 - SECTION 15
SLC – Economics/Business Admin. TutoringCoordinator contact(s):
Elizabeth Keithley
125 César Chávez Center #4260
keithley@berkeley.edu
(510)643-6090
http://slc.berkeley.edu
THIS SECTION IS NOT AVAILABLE FOR SPRING 2006 ENROLLMENT
SECTION 16 EDUCATION 97/197 - SECTION 16
SLC – Tutoring Writing 1-4 units
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 17 EDUCATION 97/197 - SECTION 17
TEACH Academy Tutoring Program 1-4 UnitsContact:
Dr. Anthony Handy, Director
(415) 834-9882
email: register@teachacademy.orgSite(s):
Berkeley Main Library
Shattuck and Allston WyOakland Main Library
14th St. and Oakland St.
Highland Elem. School
9801 'A' Street, Oakland
Section/ Course Description: Through this course with the TEACH Learning Academy—a public non-profit educational agency that provides year-round supplementary support and assistance to children in Oakland and Berkeley—you will gain an in-depth perspective on urban public education as well as an opportunity to raise the quality of education for underperforming youth. UC students will serve as language and math tutors after-school in one-to-one and/ or small group weekly sessions at Berkeley and Oakland public schools and libraries. Students are ages 5 to 14yrs. and grades 1st to 8th. The student population served is multi-ethnic and multicultural; a percentage of students are learning English as a second language. Participants are also encouraged to apply their talents and skills to serve as positive role models that empower and motivate underperforming students to strive for academic success.
Course requirements: Regular and consistent class meetings and field site participation is expected and required. In addition to a course seminar that will meet weekly for one-and-a half hours, UC Berkeley students will tutor after school at local Oakland and Berkeley sites on a weekly basis for a total of forty-five hours per unit for each semester.
This section is NOT approved 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 19 EDUCATION 97/197 - SECTION 19
Youth Together 1-3 unitsClass meetings: Class orientation & closing scheduled after enrollment
Field Placements: Take place during one or more weekday afternoons; M-F (flexible times)
"Education for School and Community Change"
Educational Organizing/Fieldwork Experience with Youth Together at five East Bay urban high schools
Ideal # of students: 10
Education 97/197 Section 19 (for CCN # please contact instructor)
(this course meets the field studies requirement for Education Minor)Contact:
Laurene Domínguez (coordinator)
Youth Together, Associate Director
(510) 645-9209 x 310Youth Together
449 15th Street #302
Oakland, CA 94612Course description: UC students will engagein school/community transformation efforts through field placements at public high schools located in the urban communities of Richmond, Berkeley and Oakland. In partnership with Youth Together, participants will have opportunities to support youth leadership development and empowerment engaging youth in a variety of areas. UC Students can provide tutoring/mentoring to students, assist with community action research, assist in school/community organizing campaigns, and/or participate in school reform efforts. The course will link social action with theory relevant to urban education, racism, inequality and dehumanization, school-based community organizing, community building, and culturally grounded strategies for youth leadership development and liberation.
Course requirements: In addition to working weekly at the school sites (time depending on units) students will attend an initial orientation and upon completing the semester a closing gathering. Students will be required to submit an initial 1 page reflection, and a final assignment that discusses their experience working within the school site.
Organization Background: Youth Together (YT) was formed in 1996 to fight racial violence and achieve educational justice in our schools and communities. YT focuses on youth leadership development; multiracial justice, peace and unity; student-led school change; community collaboration and community building. This course developed from the third world Liberation Front 1969 and 1999 that fought to create vehicles for supporting community efforts for social justice within the university.
For additional information on Youth Together please go to our website at www.youthtogether.net If you are interested in joining our team, please contact the instructor for more information regarding the school-site placements.
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:
Teaching reading to Low Achieving Students
Section # : 21
Contact: Richard D. McCallum, Ph.D.
Email: rdmc@berkeley.edu
Units: 1-2 units
Grade: Pass/No pass
Site contact commitment: 3-6 hrs /wk
Section 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.
Site information. The fieldwork will take place at California College Preparatory Academy, a public Charter school affiliated with UC Berkeley. The school is located at 6200 San Pablo Ave., Oakland, 94603. We will be supporting 6th grade students. More information about the site, and site coordination, will be provided by the Instructor. Fieldwork will occur during the school day, and will be arranged by the instructor.
Transportation. We will work to arrange car pools. CAL Prep is also accessible by public transport (bus). Note that transport to each site will take approximately 10-20 minutes.
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 22 EDUCATION 197 ONLY - SECTION 22
Offered in conjunction with ECUC 143.Contact:
Richard Sterling
rsnwp@berkeley.edu
(510) 642-0963
SECTION 23 EDUCATION 197 ONLY - SECTION 23
Program for Democratic Education at Cal (De-Cal) 1-4 unitsCoordinator contact(s):
Eleanor Carmichael
(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.
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 is NOT approved for the Ed Minor.
SECTION 25 EDUCATION 97/197 - SECTION 25
Willard Middle School Youth Support Program
Contact: Dawn Brown
Willardyouthsupport@berkeley.k12.ca.us
(510) 644-6228
Course Description: The Youth Support Program is a mentoring program 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 support, guidance, and positive role modeling. To help promote personal growth and strengthen the relationship, the pair spends time tutoring, participating in cultural activities, sporting events and community service.Grading Procedures: The course is graded “Pass”/”No Pass” only. To pass the class you MUST complete requirements A-G.
Program Requirements:
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, the sponsoring professor will be notified and further action will be taken. We encourage all mentors to take the class for units. For those who are unable to do so, please let us know no later than the fourth week of the semester. 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) Fall Mandatory Training(separate from regular class sessions):All mentors are required to attend one Saturday training which will be held this year on Saturday, September 29 from 10:00-3:00pm.
C) Class Attendance: Mentors must attend weekly training sessions every Wednesday from 5-6pm. Arriving to the class more than 20 minutes late will be counted as an absence. More than two absences for new mentors and three for returning mentors (which includes spring admits) will result in a “No Pass” for the semester. There will be no distinctions between “excused” and “unexcused” absences.
D) Mentoring: All 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 homework sessions from 3-4pm in the cafeteria. Hours must be recorded each week in an activity log. Note: A manual will be available to mentors upon request. This manual contains material specific to the population they will be working with.
E) Community Service Projects: Mentors are required to participate in one community service event during the academic year. 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 or not the mentee is present. Personal make-up projects are not allowed for this project. Community service projects must be completed by April 30, 2008.
F) Program Events: Participate in a minimum of two program events per semester. Wednesday classes and team outings donot count as events. Please plan ahead as some events are held on a first-come first-served basis. The events are mandatory whether or not the mentee is present. Listed below are our major events (you cannot make up your own):
- Mandatory kick-off BBQ at Willard Park
- Halloween Party at Willard Middle School
- Shadow Day at UC Berkeley
G) 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 27 EDUCATION 97/197 - SECTION 27
Academic Pathways Program, Berkeley High School 1-4 unitsCoordinator contact(s):
Oscar Rojas-Soto
oscarrs@berkeley.k12.ca.us
(510) 644-4570Course Description
The role of the UC Berkeley student at Berkeley High School will be similar to that of a GSI (Graduate Student Instructor) at UC Berkeley. The UC student will be required to work in one classroom, which reflects their area of expertise and interest, attending class 2-3 times a week. The UC student then holds study sessions twice a week which reviews class content and re-enforces positive study skills for Academic Pathways students (approximately 4 students).
While in class the UCB student will take notes of class content and delivery as well as students’ class participation and attitude. UCB students are expected to follow along with the class, model positive behavior and gather information and worksheets that will inform the study sessions they will later have with their students. Time in the classroom will not typically be used to help their students.
UCB students then have the responsibility of leading discussion sections twice a week. During the sections, UCB students overview course material, provide help on class assignments, help build strong study skills, critical reading and analytical skills, create a comfortable learning environment, facilitate group discussions, and provide positive role modeling and mentoring. While UCB students will have the flexibility to design and practice their individual style of teaching there is regular training and support provided by the project coordinator. Berkeley High School is located 3 Blocks west of the UC campus. This program was designed by a diverse group of socially conscious Berkeley community members to address the opportunity gap and increase historically under-represented and low-income student performance at Berkeley High School.
Course Requirements: Attend designated BHS class 2-3 times a week, prepare for study sessions (2hrs/week) and facilitate 2 study sessions a week. Attend regular meetings with program coordinator to discuss student progress, approximately every other week. Turn in a reaction paper at the end of the semester—a thoughtful response to their experience at Berkeley High. UC students will receive 3-4 units for this course depending on how much time they will commit. Three hours per week per unit will be allocated.
This section is NOT approved for the Ed Minor.
SECTION 28 EDUCATION 97/197 - SECTION 28
Coaching Corps Units: 2-3310 Eighth St., Ste 300,
Contact Names:
Monica Santos
monicas@teamupforyouth.org
Oakland, CA 94607
510-663-9200 x118Section 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 leader (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.
Coaching Corps occurs off campus at local schools/community-base organizations that offer after school sports programs. Students will be under the supervision and guidance of teachers/site coordinators.
This course meets the field study requirement for the Education Minor.
SECTION 29 EDUCATION 97/197 - SECTION 29
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 meets the field study requirement for the Education Minor.
SECTION 32 EDUCATION 97/197 - SECTION 32
CalSO 2 units
Spring Semesters Only
Contact:
Roseanne Fong
CalSO
2610 Channing Way, 2nd Fl.
(510) 643-8656
rfong@uclink.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.
SECTION 33 EDUCATION 97/197 - SECTION 33
Berkeley Youth Alternatives
Fieldwork 1-2 Unit
Coordinator contact: Jana Hiraga, Director of Youth Development
Address: YWCA Berkeley, 2600 Bancroft Way, Berkeley, CA 94704
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 andCourse 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
SECTION 34 EDUCATION 97/197 - SECTION 34
Stiles Hall - Sports 4 Kids and Mentor/Role Model Project, Oakland 1-4 units
Contact:
George Austin
Stiles Hall
2400 Bancroft Way
Berkeley, CA 94704-1699
841-6010
info@stileshall.orgStile Hall's Tutor/Role Model program provides UC Berkeley students with the unique opportunity to make a difference in the life of a low income, inner city child. UC Berkeley students serve as mentors to the younger students. 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 1-on-1 (or in a few cases, with a small group) and must commit to a full TWO semesters of weekly (4-6 hours) contact with the child. Tutors are expected to attend monthly group meetings and/or trainings, as well as journal entries.
Tutors will meet with the child(ren) for 1 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 2nd (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:
Carol Pacheco
Stiles Hall
2400 Bancroft Way
Berkeley Campus
(510) 841-6010
c7pacheco@gmail.com
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. UC Berkeley students serve as mentors to these young students by establishing a solid 1-to-1 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.
The Mentor/Role Model project matches approx. 200 UC Berkeley students (undergraduate or graduate) with approx. 200 elementary school children. Mentors are required to make a ONE YEAR (2 semesters), 4-6 hours per week commitment which includes weekly meetings with their mentees, collaborating with teachers and other professionals who may be involved in the life of their mentee and regular meeting 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.
SECTION 36 EDUCATION 97/197 - SECTION 36
Berkeley Youth Alternatives (BYA) 1-4 unitsCoordinator contact(s):
Renda Davis
sports@byaonline.org
(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 39 EDUCATION 97/197 - SECTION 39
CEP/ Break the Cycle
Units: 1-4
Coordinator/ Contact(s):
Chase Adams Jr.
2223 Fulton St. Rm 400
Berkeley, CA 94720
(510) 643-1948
cga@berkeley.edu
Course Description:
U.C. students (interns) will tutor a group of one to three students, consisting of 3rd, 4th, or 5th graders in mathematics. A grade coordinator who has worked as an intern with the program in the past and has demonstrated an ability to supervise others will supervise six interns. The Associate Director of Break the Cycle will in turn, supervise four grade coordinators. Tutoring sessions are three hours long and are held after school, Monday, Wednesday, and Friday, for seven weeks at Malcolm X Elementary School. There will be four Saturday staff developments held at BTC’s on-campus office.
Malcolm X Elementary School is located in a formerly African American working class community. Recently, the community has become more multi-ethnic, and multi-cultural. Still, the program’s client population remains predominately African American with several Latino/Chicano and several East Indians in attendance. BTC’s mandate is to tutor the mathematical standards required by the Berkeley Unified School District, utilizing an aligned curriculum. At the same time maintaining a program structure that allows our interns to supplement the efforts of the classroom teacher by allowing BTC students the latitude to spend more time on task addressing specific math problems.
Requirements:
- Must attend a program orientation where the processes, expectations, and rules of working in the school and within the University will be explained.
- Interns must be committed to providing Malcolm X students with extended time in studying mathematics and offering direct learning support.
This section is NOT approved for the Ed Minor.
SECTION 40 EDUCATION 97/197 - SECTION 40
STARS Initiative Tutoring Program
Units: 1-3Coordinator Contact:
Krista Vendetti (Coordinator)
Phone: (415) 277-2376
Email: vendetti.krista@jobcorps.orgSection Description: The STARS Tutoring Program aims to increase students’ academic achievement by providing weekly tutoring sessions in math and reading. Tutors work with youth (ages 16-24) at Treasure Island Job Corps, which is a no-cost educational and vocational training program administered by the U.S. Department of Labor that helps young people obtain skill-based employment, earn higher wages, and achieve career success. The program has trained over two million youth since 1964 and serves over 60,000 youth annually at 122 Job Corps centers nationwide. Job Corps trains America’s youth by improving trainees’ academic and vocational competencies, assists in the planning and preparation for new careers, and aids in the development of their employability and social skills.
Site Information: The fieldwork will take place at Treasure Island Job Corps, which is approximately 20 minutes from U.C. Berkeley campus. Job Corps is located at 655 H Avenue, San Francisco, 94130. The fieldwork will occur during the center’s scheduled tutoring hours, which are Monday through Wednesday 6 p.m. – 9 p.m. Light refreshments will be provided during the tutoring sessions.
Transportation: : All tutors are provided with free roundtrip transportation via shuttle to Treasure Island Job Corps. The shuttle departs at 5:30 p.m. Monday through Wednesday from College Ave. at Bancroft Way and returns the tutors back to campus after their tutoring sessions.
Course Requirement:The course is graded “Pass”/”No Pass” only. To pass the course you must complete requirements 1-7:
1) Background Check: Due to the sensitive student population at Job Corps, tutors will be required to pass a background check prior working with Job Corps students. The STARS Tutoring Program will facilitate this process.
2) Class Attendance: Tutors are required to attend weekly tutoring sessions; the sessions must be held on a weekly basis and not crammed into a shorter period.More than two absences will result in a grade of “No Pass” for the semester. There will be no distinction between “excused” and “unexcused” absences. Tutors can make-up missed tutoring sessions by attending sessions scheduled on other days.
3) Training: : Tutors are required to email the STARS Coordinator to set up a time for training and orientation. This process will allow the tutors to become familiar with the Job Corps program and learn techniques to become effective tutors.
4) Class Participation: Tutors are required to participate in class discussions, held every Monday from 6 p.m. to 7 p.m. Discussions will be based on the information in the STARS Handbook (provided). .
5) Session Logs: After each tutoring session, tutors are required to complete a brief evaluation of their experience with the Job Corps student. These evaluations are turned in after each tutoring session to the STARS Coordinator.
6) In-Class Presentation: Tutors will be required to present an article to the class related to their experience while tutoring at Job Corps.
7) Final Reflection Paper:At the end of the semester, tutors are required to submit a thoughtfully written reflection of their experience at Job Corps.
This Section is approved for the Ed Minor.
SECTION 41 EDUCATION 97/197 - SECTION 41
Fun in Science
Units: 1-3Coordinator contact(s):
Lily Aguas
lilaguas@berkeley.edu
(510) 512-0344
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.
SECTION 48 EDUCATION 97/197 - SECTION 48
EDUC 140- UC Links 1-4 Units
CONTACT: Glynda Hull
5629 Tolman Hall
glynda@berkeley.edu
(510) 643-7452
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
642-5429
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 two hour seminar every week. 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:John Hurst
ptps.berkeley@gmail.com
(510) 642-4951Section/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:Ruth Tang
ruth.oases@gmail.com
510-891-9928 x 13
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 59 Education 97/197 - Section 59
Making Waves Education Program Units: 1-4
Coordinator contact(s):
Corina Garcia
cgarcia@making-waves.org
(510) 237-3434 x211
FAX 237-2305
Section/Course Description:In this program U.C Berkeley students tutor children from the Richmond community in a small group under the direction of an academic coordinator and/or lead tutor. Tutors must be competent in all subject areas, as well as familiarize themselves with Making Waves curriculum and policies. Tutors will be expected to attend in-services, as well as fill out evaluations forms at the end of every session. Tutoring sessions are held at three locations in Richmond. Placement depends on a determination made by the Associate Program Director. A stipend is provided by the Making Waves Education Program.
Course Requirements: Tutors must work 45 hours per unit over the semester. For Ed minor Field Studied credit, the class must be taken for one academic year (fall and spring). In addition, the tutor is expected to keep a daily journal of their tutoring experience as well as attend one monthly meeting to discuss course readings. A final reflection paper will be required at the end of the academic year.
This Course meets the field study requirements for the Education minor but must be taken for one full year.
This course meets the field study requirement for the Ed Minor.
Education 97/197 - SECTION 62
Collegebound Units: 1-4
Coordinator contact:
Kenzo Sung
email: projectcollegebound@gmail.com (preferred)
phone: 510-532-8182
Section/Course Description:
Project: Collegebound is an after school mentorship and tutorial program that pairs UC Berkeley undergraduates with low-income, Asian Pacific Islander youth from Willard Junior High and Berkeley High School. Program meets on the Berkeley campus tow days a week in the later afternoon, early evening for two hours each session. Specific location and time varies by semester, please contact coordinator for current information. College mentors are expected to attend a training session, after which mentors will be paired with one or two students for the semester. In additions, mentors are expected to develop and facilitate one workshop and help coordinate one-group activity/event during the semester.
Course Requirements:
Attendance and participation: All mentors are expected to attend both two-hour afternoon mentoring sessions weekly. In addition, attendance of weekly half-hour mentor reflection and 2 of the 3-day trips scheduled each semester outside of normal meeting times is required. Note that as a general rule only students who can attend both sessions weekly can sign up for the class unless a special circumstance exception is made at the discretion of the coordinators based on the needs of the program, not individual mentor’s schedules.
Training: All mentors must attend two training sessions that occur at the beginning of each semester, in order to participate in the program and be paired up with mentee(s).
Workshop design/facilitation: Assist in preparation and facilitation of all least one workshop and/or activity relevant to the objects of the program.
Assessment Papers: Two-page paper due in the middle and at the end of the term.
Journals: Written reflections will be collected from the mentors weekly, detailing their progress with their mentee(s).
Readings: Weekly readings will be assigned throughout the semester, which will be used to facilitate discussions among mentors.
SECTION 63 Education 97/197 - SECTION 63
East Bay Consortium of Educational Institutions Units: 1-4
Monica Montenegro
monicamr@berkeley.edu
(510) 238-9450
Boun Khamnouane
boun@berkeley.edu
(510) 238-9450
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.
|