THE UNIVERSITY OF NORTH CAROLINA at CHAPEL HILL

SCHOOL OF EDUCATION
THE LEARNING CENTER
EDUC 387 – Peer Tutoring (3 semester hours)
Section 002: Wednesday 6:00 – 9:00 pm
Instructor: Bud Harrelson, MSA
Instructor Email: bharrel@live.unc.edu
Graduate Assistant: Brian Matthews
Graduate Assistant Email: bdmatthe@live.unc.edu
Office Location: SASB North, The Learning Center, Suite 0118
Office Hours: By appointment
Class Meeting Location: Dey Hall, Room 208
COURSE OBJECTIVES
The course is designed to meet the following objectives:
1)
2)
3)
4)
5)
6)
7)

To build understanding of the learning process;
To orient students to major theories of learning;
To support students in identifying how they learn;
To expose students to the various strategies that promote learning;
To expose students to the various strategies to assess the learners’ understanding of material;
To expose students to various study skills; and
To develop students’ capacity to support others in the learning process through the peer tutoring model.

REQUIRED READING
A textbook is not required for this course.
COURSE AGENDA
The schedule set forth below as well as the policies and assignments for this course are subject to change in
the event of extenuating circumstances.
NOTE: Assignment 9: Post-conference Analysis will be due three days after your observation postconference has been conducted. You will submit your feedback in an email to the clinical supervisor who
conducted your observation. The assignment is described later on under the Clinical Supervision portion of
the syllabus [The link above will take you to the correct location within the syllabus].
WEEK 1: WEDNESDAY, JANUARY 7
Course Overview
Tutor Training – Session 1
_________________________________________________________________________________________
WEEK 2: WEDNESDAY, JANUARY 14
Tutor Training – Session 2
2015 Spring + EDUC 387-Peer
Page 1 of 14
January 6, 2015
Tutoring Syllabus 201501062015
Spring + EDUC 387-Peer Tutoring
Syllabus.docx

what was your level of cognitive development.docx Page 2 of 14 January 6. understanding. In your response.e. ___________________________________________________________________________________ WEEK 3: WEDNESDAY. what was the setting. DO NOT upload individual files. You should do your best to select a content area different from the one you tutor. Submitted to Forums section on Sakai In the subject line of your submission include Personal Learning History + [Content Area] (This is the subject you selected to write about). and 3.Assignment 1: Personal Learning History (20 points) The purpose of this assignment is as follows: 1. requirements. address the following: 1) Summarize what it means to learn this content area based upon what the other person said. Wednesday. Write two pages that describe your learning history in the primary subject you plan to tutor. Your response should be pasted into the “Personal Learning History” forum in Sakai. your response should be three paragraphs. January 14. 2015 . habits necessary to learn a different content area. Sunday. how old were you. To understand not only how you learn. did the teacher / professor use specific instructional strategies)? What difficulties did you encounter when learning this content area? What strategies did you use to overcome these obstacles? What are the practices in your behavior that make you a good student in this content area? How did you learn (and learn to maintain) these practices? Part B: (5 points) Due 11:59 PM. and mastery of this content area? When did these moments occur (i. January 11. JANUARY 21 FIRST NIGHT OF PEER TUTORING Assignment 2: Understanding Your Discipline (20 points) 2015 Spring + EDUC 387-Peer Tutoring Syllabus 201501062015 Spring + EDUC 387-Peer Tutoring Syllabus. 2) What are the similarities and difference between you and the other student in how you overcome difficulties? 3) What strategies does the other student utilize that might be beneficial to you? Why did you select these strategies? Two people cannot reply to the same post. 2. To begin to see how others approach learning. who was the teacher / professor. Submitted to Forums section on Sakai Read and respond someone else’s personal learning history. What are the key moments that advanced your learning. To begin to understand the skills. Part A: (15 points) Due: 11:59 PM. Minimally.

Compare and contrast these paradigms. Submitted to Forums section on Sakai In the subject line of your submission include Beginner+[Activity] (This is the activity in which you were most recently a beginner). JANUARY 28 Peer Tutoring Assignment 3: The Beginner PART A: (15 points) Due 11:59 PM. and tenets of chemistry? What do chemists care about? How does understanding the chemist’s values and paradigms impact the learning of chemistry? PART B: (5 points) Due 11:59 PM.An exemplar will be posted to Sakai. fundamentals. compare and contrast the values and paradigms of the two disciplines. Reflect upon your most recent experience as a beginner. PART A: (15 points) Due 11:59 PM. In your response. 2015 . _________________________________________________________________________________________ WEEK 4: WEDNESDAY. January 18. It could have been making a chocolate cake. What is the purpose of this discipline? How do people who work in this discipline approach their work? If more than one approach exists. snow skiing. Your response should be pasted into Sakai in the “Understanding Your Discipline” forum. include all of them. Sunday. Submitted to Forums section on Sakai In the subject line of your submission include Understanding [Content Area] (This is the subject you selected to write about). Two people cannot reply to the same post. Sunday. Wednesday. The purpose of this assignment is for the tutor to understand how the values and paradigms within each discipline / content area determine the approach used during the tutoring session. How does understanding the values and paradigms used by a discipline affect the learning of the discipline? For example.docx Page 3 of 14 January 6. what are the values. tenets of the primary subject area in which you plan to tutor. January 25. making a doctor’s appointment. traveling by yourself. How did you feel during this experience? Did you behave differently since you were a beginner? Did others treat you differently 2015 Spring + EDUC 387-Peer Tutoring Syllabus 201501062015 Spring + EDUC 387-Peer Tutoring Syllabus. DO NOT upload individual files. You MUST select a content area different from the one you tutor. or playing the ukulele. January 21. Submitted to Forums section on Sakai Read and respond someone else’s Understanding Your Discipline. Write at least a page describing the values. fundamentals.

docx Page 4 of 14 January 6. Sunday. Submitted to Forums section on Sakai Read and respond to someone else’s experience with failure. ________________________________________________________________________________________ WEEK 6: WEDNESDAY. How is the student’s experience different from yours? How might you apply the insights this student discerned to your tutoring approach? Two people cannot reply to the same post. you will determine the domains a high2015 Spring + EDUC 387-Peer Tutoring Syllabus 201501062015 Spring + EDUC 387-Peer Tutoring Syllabus. FEBRUARY 4 Peer Tutoring Assignment 4: Failure as a Learning Experience PART A: (15 points) Due 11:59 PM. Submitted to Forums section on Sakai Read and respond to someone else’s beginner experience. Submitted to Forums section on Sakai In the subject line of your submission include Failure. Reflect upon a time when you failed. You MUST select an activity different from the one you used in your initial post. Based upon your experience of peer tutoring best practices. _________________________________________________________________________________________ WEEK 5: WEDNESDAY. Wednesday. what did you do differently? Did you attempt the activity again? If yes or no. You MUST select an activity different from the one you used in your initial post. January 28. Two people cannot reply to the same post. Wednesday. FEBRUARY 11 Peer Tutoring Midterm Assessment: Tutor Observation Form (20 points) We are asking you to develop an observation tool that an administrator might use to give feedback to a peer tutor. What were the circumstances? How did you feel? Did you overcome the failure? If so. How is the student’s experience different from yours? How might you apply the insights this student discerned to your tutoring approach? This should be different from information you included in your initial posting. February 4. February 1.because you were a beginner? How does understanding the psychology of a beginner influence the strategies your might use while tutoring? PART B: (5 points) Due 11:59 PM. 2015 . why? What did you take away from the experience of failure? How does understanding the psychology of failure influence the strategies you might use while tutoring? Part B: (5 points) Due 11:59 PM.

or whichever format is appropriate for your major. 2015 . You will also determine the criteria the administrator should look for during the observation to measure the tutor’s effectiveness in each domain. write a paragraph (~50-75 words) justifying each domain’s inclusion in the observation tool. Participate in a Learning Center or Writing Center activity. You may use APA. MLA. First_Name File Nomenclature Example: EDUC 387+Midterm Part A+Harrelson. Part A is due this week.quality tutor observation tool should include. Wednesday. Once your observation tool has been scored. Bud Determine the domains your tutor observation tool will include. You will receive feedback from the instructor on the domains you selected before moving on to Part B. FEBRUARY 18 Peer Tutoring Assignment 5: Learning Center Activity (20 points) Due 11:59 PM. Submitted to Forums section on Sakai File Nomenclature: EDUC 387+Assignment 5+Last_Name. the instructor will observe you using the observation tool you developed. and Part B is due March 4 th. For Part A. PART A: Due 11:59 PM. Include a reference list. First_Name File Nomenclature Example: EDUC 387+Assignment 5+Harrelson. you will determine the criteria that measure the tutor’s effectiveness for each domain.docx Page 5 of 14 January 6. Bud The purpose of this assignment is to expose peer tutors to the resources available within The Learning Center in hopes that the peer tutor might refer other students to these services. Your options include the following: 1) 2) 3) 4) 5) 6) 7) 8) An individual academic coaching session Group coaching Study boot camp Reading skills mini-course Speed reading workshop Reading textbooks workshop Reading journal articles workshop Reading to ace the test workshop 2015 Spring + EDUC 387-Peer Tutoring Syllabus 201501062015 Spring + EDUC 387-Peer Tutoring Syllabus. Submitted to Dropbox section on Sakai File Nomenclature: EDUC 387+Midterm Part A+Last_Name. Wednesday. Be sure your file name follows the nomenclature described above. For each domain. February 25. February 11. you will submit the observation tool domains and your justification for including these domains. You will submit the midterm in two parts. _________________________________________________________________________________________ WEEK 7: WEDNESDAY. For Part B.

Remember the instructor will use the observation tool you develop to provide feedback to you after spring break. The form is available on Sakai. you may take a picture of the completed form and upload. scan the form and upload it to Forums on Sakai. If you do not have access to a scanner. but is not listed here. MARCH 4 Peer Tutoring Midterm Assessment: Tutor Observation Form (40 points) PART B Due 11:59 PM. March 4. In addition to designing the observation form. You will demonstrate your participation in a Learning Center or Writing Center activity using the Assignment 5 – Documentation Form. determine the criteria that will measure the tutor’s effectiveness for each domain. 2015 . First_Name File Nomenclature Example: EDUC 387+Midterm Part B+Harrelson. _______________________________________________________________________________________ WEEK 9: WEDNESDAY. Wednesday. Bud Using the feedback you received from your instructor on Part A. Reflect upon your experience in The Learning Center activity. Submitted to Dropbox section on Sakai File Nomenclature: EDUC 387+Midterm Part B+Last_Name. FEBRUARY 25 Peer Tutoring No assignment due this week.docx Page 6 of 14 January 6. You should design / layout the observation tool so that it is easy for the administrator to use during the observation and provides clear feedback to the tutor on areas of improvement. What did you learn about learning from the activity? What did you learn about teaching from the activity? How might you incorporate this into your tutoring sessions? _________________________________________________________________________________________ WEEK 8: WEDNESDAY. Once you have completed the form and the facilitator has signed. You should use this time to work on your midterm assignment. please discuss the possibility with the instructor.9) 10) 11) 12) 13) 14) 15) Appy-hour workshop Test prep group Time management tune-up learning lab Destination motivation learning lab Tackling text anxiety learning lab Writing Center face-to-face consultation Writing Center online tutor consultation If there is another Learning Center or Writing Center activity that you would like to attend. 2015 Spring + EDUC 387-Peer Tutoring Syllabus 201501062015 Spring + EDUC 387-Peer Tutoring Syllabus. justify your inclusion of each criterion. Be sure your file name follows the nomenclature described above.

First_Name File Nomenclature Example: EDUC 387+Assignment 6+Harrelson. . More than one student cannot use a topic. or whichever format is appropriate for your major. However. March 25. you may want review the posts on key concepts in your discipline. MLA.Include a reference list. You are not required to respond to another student’s post. _________________________________________________________________________________________ WEEK 12: WEDNESDAY. Wednesday. You may use APA. Submitted to section on Sakai In the subject line of your submission include Key Concept Representation+[Concept] (This is the concept you used for this assignment).docx Page 7 of 14 January 6. Reflect upon your experience constructing the model. APRIL 1 2015 Spring + EDUC 387-Peer Tutoring Syllabus 201501062015 Spring + EDUC 387-Peer Tutoring Syllabus. Take a picture(s) of the model. Bud Using the items in your dorm room or apartment (do not buy anything). MARCH 25 Peer Tutoring Selection of final exam topic: The final exam is described later on under the Exam: Learning Concept Presentation portion of the syllabus [The link above will take you to the correct location within the syllabus]. March 4. Your topic must be selected by 11:59 PM on Wednesday. Be sure your file name follows the nomenclature described above. March 25. File Nomenclature: EDUC 387+Assignment 6+Last_Name. construct a representation of key concept in the primary subject you tutor that is difficult for people to understand. Justify why you think your model is a good representation of the key concept. What did you think about? What challenged you? What was interesting about this exercise from a learning perspective? How might your experience constructing the model impact how you approach a tutoring session? Be sure your file name follows the nomenclature described above. Insert the picture into a Word document. MARCH 11 NO CLASS – SPRING BREAK _________________________________________________________________________________________ WEEK 11: WEDNESDAY. The observation tool and the justification should be included in one file. The link will appear in the Announcements section of Sakai on Wednesday. _________________________________________________________________________________________ WEEK 10: WEDNESDAY. Be sure to review what other students have posted before adding yourself to the list. Assignment 6: Key Concept Representation (20 points) Due 11:59 PM. 2015 . Use the link posted on Sakai to submit the topic of your final exam presentation.

_________________________________________________________________________________________ WEEK 14: WEDNESDAY. APRIL 8 Peer Tutoring Assignment 7: Diagnose Your Study Habits Due 11:59 PM. Based upon you findings. APRIL 15 Peer Tutoring No assignment due this week. Wednesday. Wednesday. Submitted to Forums on Sakai In the subject line of your submission include Study Habits. When do you study? Where do you study? How do you study? Keep a log for the two-week period. 2015 . chronicle your study habits. Use this time to work on Assignment 7 and your final exam. Be sure your file name follows the nomenclature described above. File Nomenclature: EDUC 387+Assignment 7+Last_Name. Summarize your findings. For Assignment 8. use this new skill. APRIL 22 LAST CLASS MEETING Peer Tutoring Assignment 8: Learn a New Study Skill Due 11:59 PM.docx Page 8 of 14 January 6.Peer Tutoring No assignment due this week. April 8. In Assignment 7. Bud As a successful student. what changes might you make in your study habits? Attach your log to your post. For a two-week period. Reflect 2015 Spring + EDUC 387-Peer Tutoring Syllabus 201501062015 Spring + EDUC 387-Peer Tutoring Syllabus. you will use one study tool or approach that you’ve never used before. you identified changes you might make in your study habits. Use this time to work on Assignment 8 and your final exam. you have developed study skills. First_Name File Nomenclature Example: EDUC 387+Assignment 7+Harrelson. But are you cognizant of when and how you study? Could you explicitly share with another student the routine you follow? For a two-week period. _________________________________________________________________________________________ WEEK 13: WEDNESDAY. ________________________________________________________________________________________ WEEK 15: WEDNESDAY. Submitted to Forums on Sakai In the subject line of your submission include New Study Skill+[Skill] (This is the new skill you used for this assignment). The time finder tools on The Learning Center website might be useful in this task. April 22.

The observation tool and the justification should be included in one file. Bud Presentations will take place on Thursday. The Learning Center. April 30 to the Forums section of Sakai In the subject line of your submission include Exam+[Concept] (This is the concept you used for this assignment). assessment. Thursday. problem solving. habits. File Nomenclature: EDUC 387+Exam+Last_Name. March 4. 2015 . Suite 0127 Exam: Learning Concept Presentation (80 points) Upload a clear. procrastination. March 25. or learning environments. Part of your job requires you to make presentations on topics or theories related to learning during parent meetings. 7:00 PM – 10:00 PM SASB North. high resolution photo of your poster by 1:00 PM. More than one student cannot use a topic. Each student will make poster on a topic or theory related to learning that he / she cares about. critical thinking. or owner/operator of your own tutoring business. REQUIREMENTS Assignments and Grading Policy Your final course grade will be determined on the basis of the following: Assignment 1 – Personal Learning History Assignment 2 – Understanding Your Discipline Assignment 3 – The Beginner 2015 Spring + EDUC 387-Peer Tutoring Syllabus 201501062015 Spring + EDUC 387-Peer Tutoring Syllabus. Did the tool assist you with your understanding of new material? If so. decision-making. The mechanics of the gallery walk will be explained at a later date via email. MLA.docx 20 points 20 points 15 points Page 9 of 14 January 6. Your topic must be selected by 11:59 PM on Wednesday. The program that evening will consist of a gallery walk of posters on multiple topics related to learning. or whichever format is appropriate for your major. April 30 starting at 7:00 PM. The topic selection link will be available on the Announcements section of Sakai on Wednesday. Following the format of a parent meeting. You may use APA. The Learning Center will provide pizza and drinks for our exam session. Assume you are a school principal. Our exam period will take on the format of a parent meeting. Suite 0118 & The Writing Center. Your presentation should summarize the current research/literature on this topic. APRIL 30. Be sure to review what other students have posted before adding yourself to the list. how? _________________________________________________________________________________________ EXAM: THURSDAY. Include a reference list. Presentation topics might include memory. First_Name File Nomenclature Example: EDUC 387+Exam+Harrelson. Be sure your file name follows the nomenclature described above.upon your experience with the new tool. teacher. brain science.

You may only make up absences by providing tutoring services on the alternate night.pdf 3. Please consult the following site for details: http://provost. It is the student’s obligation to give prior notification of such absences if at all possible. We do not want you to risk your well-being due to unsafe weather conditions. you should follow the guidelines above. e. we will not hold class. Work that is due on the day of any unexcused absence will be subject to the Policy on Late Assignments (above). Grade P F 2015 Spring + EDUC 387-Peer Tutoring Syllabus 201501062015 Spring + EDUC 387-Peer Tutoring Syllabus. your grade on late assignments will be reduced by 2 point for each day late. . Additional absences must be made up. .” 2. Although the University calendar does not recognize religious holidays. you will be notified.unc.. Grading Scale & Attendance Policy Consider the wisdom of Woody Allen: “Eighty percent of success is just showing up!” Please arrive to class on time and prepared to tutor. . If a class cancellation or change of venue occurs. Your attendance will also impact your grade.docx Points Accrued 240 – 300 Less than 240 Page 10 of 14 Attendance No more than 1 absence More than 1 absence January 6.g. 1. 2015 . On rare occasions.edu/policies/pdfs/Class%20Attendance%20Policy%208-18-10. 4. If UNC-Chapel Hill departments and schools are cancelled due to weather. If class is NOT cancelled BUT your personal situation makes coming to class unsafe.Assignment 4 – Failure as a Learning Experience Assignment 5 – Learning Center Activity Assignment 6 – Key Concept Representation Assignment 7 – Diagnose Your Study Habits Assignment 8 – Learn a New Study Skill Assignment 9 – Post-conference Analysis and Feedback Midterm Part A Midterm Part B Exam – Learning Concept Presentation 15 points 20 points 20 points 20 points 20 points 10 points 20 points 40 points 80 points Policy on Late Assignments Barring medical and family emergencies. tutors are permitted one absence. With that being said. death of an immediate family member or other emergencies. it may be necessary to request that an absence be excused. for illness. The Bulletin of the University describes regular class attendance as “a student obligation” and reminds us that “no right or privilege exists that permits a student to be absent from a given number of class meetings. we will make accommodations for students giving prior notification of an absence due to the observance of religious holidays. Providing tutoring services to the University is contingent upon you being present.

You may want to look at the feedback you receive from the formative evaluation forms to determine this skill. In a 2012 interview with James Moorehead. scheduled observations. 2015 Spring + EDUC 387-Peer Tutoring Syllabus 201501062015 Spring + EDUC 387-Peer Tutoring Syllabus. The second observation will be based on the tutor observation tool you develop as part of your midterm assessment.docx Page 11 of 14 January 6. They don't necessarily think everyone's the same or anyone can be Einstein. The goal of each observation is for you to improve on your tutoring practice. it is designed to collect information from the students that you can use to improve your tutoring skills. In a growth mindset students understand that their talents and abilities can be developed through effort. The data collected through the evaluation form will not be used in a punitive manner or impact your course grade. good teaching and persistence. Scheduled Observations You will receive two scheduled observations during the semester. Dweck's defines fixed and growth mindsets: "In a fixed mindset students believe their basic abilities. clinical supervision in education involves a teacher receiving information from a colleague who has observed the teacher's performance and who serves as both a mirror and a sounding board to enable the teacher to critically examine and possibly alter his or her own professional practice” (Pajak. you will ask the students to complete an evaluation form. and then their goal becomes to look smart all the time and never look dumb. you will receive feedback through multiple avenues (e." One of the missions of Peer Tutoring and The Learning center is to foster growth mindsets among the University’s student body. Formative Evaluation Forms At the end of each tutoring session.FEEDBACK. The evaluation form is formative in nature. They have a certain amount and that's that. and informal observations) to help you improve your tutoring skills throughout the semester. are just fixed traits. “Essentially. evaluation forms. but they believe everyone can get smarter if they work at it. 2015 . The first observation will utilize a clinical supervision model. We take the same approach with developing the talents of the peer tutors. Our clinical supervision process will follow the model below. 2003). Stage 1—Pre-observation Conference Tutors's Task: Determine the tutoring skill(s) they would like to improve upon. their intelligence. their talents. The data from the evaluation forms will be aggregated each week and given back to you in written format (this may be in the form of an email). You should be able to explain why you have chosen this particular skill during the pre-observation conference. therefore.g. OBSERVATIONS & EVALUATIONS Our tutoring philosophy is grounded in Carol Dweck’s (2000) work on mindset. You should notice clear links between clinical supervision and Dweck’s growth mindset.

Stage 3—Data Analysis and Strategy Tutor's Task: To help make sense of the data (if directly involved in this stage). and concerns can be addressed in the time available? How will the conference begin? How will the conference end? Stage 4—Conference Tutorr's Task: To critically examine his or her own tutoring with an open mind and to tentatively plan for the next tutoring session (What might you do differently?). Questions to Consider: What patterns and critical incidents are evident in the data? What is the relationship between these events and student learning? Were any unanticipated or unintended outcomes evident? What will the tutor do differently for the next tutoring session (e. movement patterns)? How will data be recorded (e. or during a scheduled office hour.g. tutuor questions. tutor behaviors. new methods. anecdotal notes. events.. some of the pre-conferences may need to be scheduled during office hours. 2015 Spring + EDUC 387-Peer Tutoring Syllabus 201501062015 Spring + EDUC 387-Peer Tutoring Syllabus... Stage 2—Tutor Session Observation Tutor's Task: To conduct the tutoring session as well as possible. Clinical Supervisor's Task: To help clarify and build upon the tutor's understanding of the behaviors and events that occurred in the tutoring session. student behaviors. and concerns are most important to address? Which patterns. materials. checklist)? Who will do what in the subsequent stages? The pre-observation conference typically takes place face-to-face. or assessments)? The debriefing conference will take place face-to-face. Clinical Supervisor's Task: To record events occurring during the tutoring session as accurately as possible. events. Given the large number of tutors enrolled in the course. content. video or audio recording. the following week.g.g. 2015 . Clinical Supervisor's Task: To make some sense of the raw data and to develop a plan for the conference.docx Page 12 of 14 January 6. Questions to Consider: What type of data will be recorded (e. The debrief might happen later in the class period. We will also leverage Skype and Face Time to complete the pre-observation conferences. verbatim transcript.Clinical Supervisor's Task: To learn about and understand what the tutor would like to improve upon by asking probing and clarifying questions. Questions to Consider: What patterns are evident in the data? Are any critical incidents or turning points obvious? What strengths did the tutor exhibit? Were any techniques especially successful? Are there any concerns about the lesson? Which patterns.

Informal observations might be prompted by the data collected through the formative evaluation form or at the tutor’s request. This document. the Faculty Council. You should expect the peer tutoring supervisors to observe your tutoring sessions. how well did the clinical supervision cycle go? What worked well? What did not work well? If you could do it again.edu HONOR CODE The University of North Carolina at Chapel Hill has had a student-administered honor system and judicial system for over 100 years. please contact the Department of Disability Services at 919.8300. This email is due three days after your conference date. Questions to Consider: Generally. but faculty share the responsibility. 2015 . The tutor will submit his / her responses to the questions above in an email to the clinical supervisor who conducted the observation. These addresses are provided on the first page of the syllabus.unc. what would you do differently? What will you do differently during the next clinical supervision cycle? Assignment 9: Post-conference Analysis Due three days after your conference date.edu. please visit http://honor. If you require further information on the definition of plagiarism. The system is the responsibility of students and is regulated and governed by them. or additional information on the Honor Code at UNC. Be sure to use the clinical supervisor’s UNC email address.docx Page 13 of 14 January 6.962. 2015 Spring + EDUC 387-Peer Tutoring Syllabus 201501062015 Spring + EDUC 387-Peer Tutoring Syllabus. The informal observations are not punitive. adopted by the Chancellor. include EDUC 387+Assignment 9. DISABILITY SERVICES INFORMATION If you have a medical condition/disability that may require reasonable accommodation to ensure equal access to this course.unc. unauthorized materials.edu/eligibility or via email at disabilityservices@unc. contains all policies and procedures pertaining to the student honor system. Clinical Supervisor's Task: To critically examine his or her own performance during the clinical supervision cycle. The goal is to assess how you are doing as a tutor. please bring them to your instructor or consult with the office of the Dean of Students or the Instrument of Student Judicial Governance. Your full participation and observance of the honor code is expected. consequences of violations. If you have questions about your responsibility under the honor code. authorized vs. Informal Observations Informal observations will take place as needed. and the Student Congress. unauthorized collaboration. This will constitute Assignment 9. In the subject line of your email.Stage 5—Post-conference Analysis Tutor's Task: To provide honest feedback to the clinical supervisor about how well the clinical supervision cycle went. on the internet at http://disabilityservices.

Unit 110 Campus Box 9160 Campus Box 9160 Chapel Hill. gender identity or gender expression.S. color.POLICY ON PROHIBITYED HARASSMENT AND DISCRIMINATION The University’s Policy on Prohibited Harassment and Discrimination (http://www. age. Students who want additional information regarding the University’s process for investigating allegations of discrimination or harassment should contact the Equal Opportunity /ADA Office for assistance at 919. gender. sexual orientation.966. 2015 .edu/campus/policies/harassanddiscrim.unc.pdf) prohibits discrimination or harassment on the basis of an individual’s race.docx Page 14 of 14 January 6. NC 27599 2015 Spring + EDUC 387-Peer Tutoring Syllabus 201501062015 Spring + EDUC 387-Peer Tutoring Syllabus. disability. Mail at Equal Opportunity/ADA Office The University of North Carolina at Chapel Hill 100 East Franklin Street.edu or through U. religion. veteran’s status.3576 or via email at equalopportunity@unc. national original. creed. Appendix B of this Policy provides specific information for students who believe that they have been discriminated against or harassed on the basis of one or more of these protected classifications.