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Education 457 Syllabus

Page history last edited by sharon edwards 5 days, 2 hours ago

 

EDUC 457: Tutoring in Schools (4 credits) 

 

 

COURSE WIKI HOME PAGE: Education 457 Tutoring in Schools  and Education 557 Leadership in Multicultural Tutoring

 

There is no textbook to purchase. We do not use Canvas for course information.

Our free online public wiki has all course information and resources for weekly assignments 

 http://teamstutoringinschools.pbworks.com/w/page/125897387/FrontPage

 

EDUC 557 Syllabus for Graduate Students and Site Coordinators (3 credits) 

 

 

Course Description

 Education 457 (TEAMS Tutoring) is a service learning and community engagement course whose goal is to promote improved learning for students in K-12 schools, alternative education programs, college classrooms, and self-learning settings. The course is designed to include opportunities for students to understand and support how culturally and linguistically diverse students can learn and succeed in school and other educational settings.

 

 

 

Drs. Robert Maloy and Sharon Edwards are Faculty Directors of TEAMS Tutoring in Schools and Instructors of Education 457 & Education 557.

 

Robert W. Maloy rwm@umass.edu

 

Sharon A. Edwards sae@umass.edu

 

The TEAMS Tutoring office is Room W229, Furcolo Building, College of Education.

 

 

 

Course Learning Objectives

 

  • Providing academic tutoring and mentoring to elementary, middle, high school and college-age students, friends and family members so they can realize their fullest potentials as learners.

 

  • Thinking critically and reflectively about one's own educational experiences while exploring issues of class, race, gender, language, identity, and curriculum and how these impact students' learning in schools.

 

  • Envisioning and supporting educational equity and success for culturally and linguistically diverse students, students of low income, students living in poverty, homeless students, and students who have spent part of their lives in foster care situations.

 

 

 

Course Learning Activities

 

1) Weekly In-Person Tuesday Classes: Students Attend Fully, Participate and Pursue Knowledge Actively

 

Tutors meet every Tuesday afternoon 4 to 6:30 pm in a 2.5 hour workshop to discuss issues in education, participate in learning experiences that explore topics including identity formation, gender in the classroom, race and racism in schooling, testing and tracking, multicultural schools, effective tutoring strategies and scenarios, and utilizing technology in interesting ways for learning. 

 

2) Weekly Online Assignments: Students Complete before Tuesdays' Classes

 

:Discussions about topics of class, race, gender, language, abilities, identity, teaching, and learning are integral parts of TEAMS experiences. Tutors access online readings, doings and viewings posted on the course wiki and respond in writing weekly to questions about the learning. 

 

3) 40 hours Tutoring for the Semester: Tutoring Others for 20 hours/ Tutoring Self for 20 hours

 

Students tutor a total of 40 hours throughout the semester in two formats on a regular schedule. Weekly tutoring requires 3.5 -4 hrs.

Students establish their individual self-tutoring schedules. Tutoring others, schedules are arranged w/schools, after school programs, preschool programs, community organizations or other settings. Tutoring may occur in person or in online sessions.  

 

  • Tutoring other(s) (tutoring older or younger learners or your peers)
    • Work/Study hours completed as part of America Reads/America Counts can be counted as TEAMS tutoring hours.

 

    • Community service in Big Brother, Big Sister can be counted toward tutoring hours.

 

    • Working in settings w/students - after school programs, daycare programs, tutoring programs in person or online -IF you are not receiving credit in another class for this work, hours could count for the TEAMS tutoring others hours.

 

    • Students in TEAMS tutor one, two, or three times weekly. consistent tutoring schedule is essential to building relationships with children or adolescents or whoever you are tutoring and enables you to become a mentor of learning each week. 

 

Work/Study Students

TEAMS partners with the Five College America Reads/Counts program which utilizes work study funds to connect tutors with elementary and middle school students for reading and math instruction. 

 

  • Self-tutoring is something a student wishes to learn or to become more proficient in doing. Multiple modes of learning and multiple resources are used.

 

 

 

COURSE SCHEDULE

Tuesday classes meet 4 - 6:30 pm in Integrated Learning Center N111.


Access weekly assignments at the wiki homepage.

 

Spring 2025 Seminar Topic and Date

February 4

Class 1

Tutoring and Learning
February 11
Class 2
Multiple Modes of Learning, Mindsets, and Mistakes 
February 18
Class 3
Digital Connections to Montessori Principles for Learning 
February 25
Class 4
Tutoring Reading

March 4

Class 5

Tutoring Writing 
Marc 11
Class 6

Tutoring Math

 

March 25
Class 7

Universal Design for Learning 

 

April 1
Class 8

Whose History/Whose Science 

April 8

Class 9

English Language Learners 

 

April 15

Class 10

Impacts of Poverty on Learning 

     
April 22
Class 11
LGBTQIA+ Histories, Inclusive Language
April 29
Class 12
Diversity and Culturally Relevant Teaching

May 6

Class 13  Envisioning Multicultural Schools                                           

 

 

 

Course Requirements for Student Performance and Grading

 


 

Education 457 is a four credit course with the following requirements for student performance and earning a final grade. 

 

  • Attend all in-person class meetings from beginning to the end
    • In-class meetings, activities, and conversations connect ideas from each class with tutoring experiences and plans for next tutoring sessions.
    • Participate by asking questions, stating ideas and opinions, and readily joining discussions without the distraction of checking a smartphone or texting during the meeting.

 

Cell Phone Policy (adapted from guidelines set by Dr. Torrey Trust)

 

You are expected to put your cell phones away (e.g., in your bag/backpack) or turn your cell phones off during class, unless: 1) You need to use them as part of a class activity; 2) You need your phone for a family or other type of emergency; 3) You have a disability accommodation for using your phone for learning. 


Why do we have this policy about phones in our class? Harvard Bok Center for Teaching and Learning research on devices in the classroom has showed that: 


  • Students use their devices for non-classroom purposes 11.7 times per day in class (accounting for 21% of class time).

  • Using devices for non-classroom purposes impedes academic performance

  • Students who text during class take lower quality notes, retain less information, and do worse on tests about the material. 

  • Multitasking impedes learning and decreases ability to pay attention (attention is CRITICAL to learning). 


If Sharon Edwards or Robert Maloy notices that you are using your cell phone for non-classroom purposes (e.g., texting, email, gaming, social media), you will be asked to stay after class to explain your use of your cell phone. If this happens multiple times, you may lose points on the weekly assignment. 

 

  • Submit 12 written weekly assignments in a Google Learning Log every Tuesday by 4 pm.
    • Submitting weekly assignments to the Google Learning Log initiates the process of receiving assignment grades and comments and revising assignments

 

  • Tutor other learners for 20 hours throughout the semester on a consistent weekly schedule. Tutoring others can include online tutoring, in-person tutoring, or a combination of both. Write a synopsis of each tutoring experience including resources used, content or topics practiced, and course topics included in the tutoring. 

 

  • Self-Tutor for 20 hours on a regularly scheduled weekly practice of a self-chosen personal or professional learning goal.  Write a synopsis of each self-tutoring experience including resources used, content or topics practiced, and course topics influencing the self-tutoring outcomes.  

 

  • Complete an end of the semester reflection about what you did, what you learned and HOW you learned from tutoring others and from self-tutoring and assess how these tutoring experiences have affected your ideas and beliefs about how you will teach, tutor and support the learning of others. 

 

  • Utilize smart phones, iPads, and computers in class weekly to demonstrate and practice teaching, learning and creating with new and older online tools.  

         Phones, iPads and devices used during class not for learning in workshops distracts from focused participation so results in less learning. Massachusetts and other states are examining the idea of banning phones from use in schools, grades K - 12, during the instructional day. In weekly classes, TEAMS students will focus on learning with these tools. 

 

Course instructors assess student performance in the class using assessment criteria measured by the TEAMS Tutor Performance Rubrics.

Robert W. Maloy and Sharon A. Edwards are responsible for assessing students' final grades.


Grading in TEAMS is based on individual performance, not a rank-ordered curve. As part of the grading process, Tutor Performance Rubrics are used to evaluate individual work on course assignments and participation and tutoring responsibilities.

 

  • Rubrics are alternative assessment tools that establish known-in-advance criteria to assess student performance, describe the differing degrees of accomplishment needed to meet those criteria, and allow students and teachers to discuss areas where complete reflection has been done or possible revision is needed.
  • Rubrics give tutors a framework for how progress in tutoring and participation in seminars will be evaluated in the course grading process.

 

 

Class Attendance & Absences (adapted from guidelines set by Dr. Torrey Trust)

 

Students will attend all in-person Tuesday classes, arrive on time, attend class from beginning to end, participate w/focus in all class learning activities and refrain from interacting with phones or computers unless these are implemented as tools for in class learning activities.

 

 

  • Active participation means students follow directions, DO NOT USE their phones or computers for non-learning activities, and engage fully in all learning activities. 

 

  • Requests to leave class early must be approved in advance by course instructors. Not arriving on time or leaving class early without prior explanation w/instructors are reflected in the final grade.

 

  • Unless excused by a course instructor, a missed class lowers a grade. If a student wishes to make up the class, and the instructor is willing to do so, plans are made for that in a conversation.  

 

If you will be absent from class, you are expected to email Dr. Sharon Edwards and Dr. Robert Maloy before the class start time to explain the absence or the reason for arriving after class begins. The expectation is that you will have fully completed the weekly online assignment by class time.

 

For Unexcused Absences:

Missing a Tuesday class without notifying Sharon Edwards and Robert Maloy will count as an unexcused absence. If you have 2 unexcused absences (or excused absences in which you do not make up the class activity), you will receive a 25% deduction in your overall grade. Three unexcused absences will result in automatic failure of the course. 

  •  Unexcused or missed classes without notifying the instructor and completing an instructor-approved make-up will result in a reduction of one grade level (e.g, A to A-; B+ to B, etc.).

 

 For Excused Absences:

  • Excused absences are ones in which you miss a Tuesday in-person class due to health reasons, supporting your family in a challenging time, for pre-approved sporting events (like being on a UMass team), for a religious event, or for other reasons with approval from Sharon Edwards and Robert Maloy.

  • You have 2 weeks to make up a missed Tuesday class if you receive approval from Sharon Edwards and Robert Maloy. 

  • Please send an email to notify Sharon Edwards and Robert Maloy of your absence as early as you can before a Tuesday in-person class starts.   

  • If you have an excused absence but do not make up the class work, that will count as an unexcused absence.

  • You are expected to make up any classes missed prior to enrollment during the add/drop period.

 

To be clear – an excused absence provides you with the opportunity to make up any in-class learning workshops, but if you don’t do the make up, it becomes an unexcused absence.

 

 

TUTOR PERFORMANCE RUBRICS


Weekly Assignments/Class Attendance and Participation

  • Students earning below 5 on assignments with requests for revisions not completed and accepted, are not achieving a level of learning consistent with the expectations of TEAMS participants to achieve an A or A- as a final grade

 

  • When revisions are requested, if submitted within 2 weeks with further reflection and learning demonstrated, the original grade of the assignment will change.

 

  • Weekly assignment responses reflect connecting workshop topics with tutoring experiences.
  • All questions are fully answered; all parts of the assignment are complete. 
  • Weekly assignments all completed either on time or by arrangement w/instructor for extended time;
  • Revision requests completed within 2 weeks showing analysis, reflection and further learning.

 

Attendance and Participation 

  • Attends every class beginning to end;
  • Participates in all class activities with focus and evidence of a disposition for learning shown by curiosity and open mindedness;
  • Participates in all group discussions and experiences asking questions, stating comments and ideas, taking initiative to do so;
  • Engages in class without consulting a smartphone for texting or checking emails during class. 
  • Weekly assignment responses reflect connecting some of the workshop topics with tutoring experiences. 
  • All questions are not fully answered; all parts of the assignment are not complete.
  • Assignments submitted later than expected 
  • Revision requests not done within 2 weeks due date.

 

 

 

Attendance and Participation  

  • Attends classes beginning to end with one excused absence;
  • Participates in all class activities with focus and evidence of a disposition for learning shown by curiosity and open mindedness;
  • Participates in all group discussions and experiences asking questions, stating comments and ideas and taking initiative to do so; 
  • Engages in class without consulting a smartphone for texting or checking emails during class;
  • Does not make up missed class in plans made with the course instructors.

 

 

  • Weekly assignment responses reflect and connect a few but not all workshop topics with tutoring experiences. 
  • All questions are not answered; all parts of the assignment are not complete.
  • Assignments are not submitted on time weekly.
  • Revision requests are not completed and submitted within two weeks of due date or by alternately planned dates.

 

Attendance and Participation  

  • Attends 10 or fewer classes or attends classes not from beginning to end;
  • Participates in self-selected but not all class activities with minimal focus or no disposition for learning shown by lack of curiosity and open mindedness;
  • Participates minimally in group discussions and experiences, asking questions, stating comments and ideas only when called upon to do so;
  • Engages in class while consulting a smartphone for texting or checking emails during class; 
  • Does not make up missed classes in plans made with the course instructors.

 

 

 

  • Weekly assignment responses do not reflect connecting workshop topics with tutoring experiences. 
  • All questions are not answered; all parts of the assignment are not complete.
  • Assignments are not submitted on time weekly.
  • Revision requests are not completed and submitted within two weeks of due date or by alternately planned dates.

 

Attendance and Participation  

  • Attends 9 or fewer classes or attends classes not from beginning to end; 
  • Participates in class activities without focus or without evidence of a disposition for learning shown by lack of curiosity and open mindedness;
  • Participates in group discussions only when called upon;
  • Engages in class while consulting a smartphone for texting or checking emails during class  
  • Does not make up missed classes in plans made with the course instructors.

5

4

3 - 2

1

 


Tutoring Others and Self-Tutoring 

  • Once a weekly schedule is established, tutors arrive at tutoring appointments on time and tutor for the entire time.

 

  • Tutors notify those they are tutoring when an absence occurs whether it is planned or unavoidable before tutoring hours begin. In educational settings, tutors call the person in charge to send the message to the teacher/after school director to explain the absence.

 

  • In school settings, CORI process completed within two weeks of first class attended; tutoring begun immediately;
  • Tutors 40 hours on a regular and consistent tutoring schedule; notifies teachers ahead of time re: absences or changes to schedule;
  • Attends to the students by talking, utilizing multiple intelligence strategies for learning, supporting success by pointing out effort and mistakes as teaching tools to create a growth mindset;
  • Tutoring hours recorded weekly in logs with descriptions of what was tutored and resources used.
  • In school settings, CORI process not completed within two weeks of first class attended; does not begin tutoring right away;
  • Tutors less than 40 hours on a regular and consistent tutoring schedule; notifies teachers ahead of time re: absences or changes to schedule;
  • Attends to the students by talking, utilizing multiple intelligence strategies for learning, supporting success by pointing out effort and mistakes as teaching tools to create a growth mindset;
  • Tutoring hours recorded weekly in logs  with descriptions of what was tutored and resources used.
  • In school settings, CORI process completed as assigned or not; tutoring begun right away or not;
  • Tutoring hours not done on a regular and consistent tutoring schedule; teachers not notified ahead of time re: absences or changes to schedule;
  • Inconsistently attends to the students by talking, utilizing multiple intelligence strategies for learning, supporting success by pointing out effort and mistakes as teaching tools to create a growth mindset to the students;
  • Tutoring hours recorded weekly logs without descriptions of what was tutored and resources used or with scant descriptions of the tutoring.
  • In school settings, CORI process not completed within two weeks of first class attended; tutoring not begun immediately;
  • Tutoring hours not done on a regular and consistent tutoring schedule; teachers not notified about absences or changes to schedule;
  • Inconsistently attends to students through talking, utilizing multiple intelligence strategies for learning, supporting success by pointing out effort and mistakes as teaching tools to create a growth mindset;
  • Tutoring hours unrecorded or sporadically recorded on weekly logs without descriptions of what was tutored and resources used or with scant descriptions of the tutoring.

5

4

3 -2

1

 

 

 


 

Education 457 Grading Scale

 

This grading scale, with modifications to fit the design of Education 457, uses recommendations from the University of Massachusetts Amherst Faculty Senate.

A               95-100

A-             90-94

B+             87-89

B               83-86

B-              80-82

C+             77-79

C               73-76

C-              70-72

D+             67-69

D               63-66

F                0-62

Please note that a grade of D- is not valid. 

 

SITE COORDINATORS 

The combination of in-class learning, personal reflections about online readings and viewings, tutoring children/adolescents/adults, and self tutoring makes TEAMS a unique experience. Some students continue to tutor beyond the semester, and/or return to TEAMS as project leaders--site coordinators--in other semesters.

We invite former students to become site coordinators assisting the teaching of weekly TEAMS classes.

 

 

Generative Artificial Intelligence (GenAI) Use in Education 457

(We gratefully acknowledge the work of Dr. Torrey Trust in developing an open source AI Syllabus Policy document that was used to create these guidelines for our course).

 

Unless otherwise noted during class activities, you may only use ChatGPT or any other GenAI technologies to aid or nuance your thinking, communication, and learning; but not to replace or subvert it.  GenAI can serve as an information gathering aide, an idea generating catalyst, a learning coach and explainer of terms and concepts, and an digital accessibility provider of transcripts of recorded audio, closed captions for videos, and alt text to describe images for blind/visually impaired individuals as well as interpretations of complex visual data.

 

See the table below for some examples of allowable and non-allowable uses of GenAI technologies in this class (NOTE: This is not an exhaustive list of examples):

 

Example of a Non-Allowable Use

Why is this NOT Allowed?

Prompting a GenAI technology to respond to a discussion forum prompt for you. 

Discussion prompts are meant to incorporate your voice and your thoughts. Participating in discussions is about building community and relationships as well as actively engaging in your own thinking and learning to communicate with others. Using GenAI technologies for this activity subverts both the social and learning goals of the activity. 

Using a GenAI technology (e.g., Slidesgo) to design a class presentation for you. 

Designing a presentation requires you to actively engage in thinking and learning about the material and consider how best to communicate that information to an audience. Prompting GenAI technologies to do this work for you subverts your learning and the opportunity to develop your creative communication skills. 

Modifying AI-generated work slightly to make it appear as if you created it.

Making minor adjustments to AI-generated work only supports surface-level learning, rather than deep learning (learn more), because the focus is on minor adjustments rather than truly understanding the material. 


Prompting a GenAI technology to automatically summarize a complex academic article instead of reading and summarizing it yourself.

Used in this way, you are basically asking a GenAI technology to “read for you.” This offloads your thinking, learning, and the productive struggle of understanding and critically examining the author’s ideas (read: No One is Talking About AI's Impact on Reading). 


You are also relying on the GenAI technology to do the work of analyzing and making sense of a text; even though these tools are predictability machines that do not have any real understanding of the text (read “The Fundamental Limitations of LLMs”).


Also, consider that uploading a copyrighted academic article to a GenAI technology might be considered copyright infringement since you are giving away copyrighted data to a GenAI technology without permission from the author. 


 

Further Examples of a Non-Allowable Use

 

Prompting GenAI technologies to analyze data for you and submitting the data analysis as your own. 

Research has shown that using GenAI technologies to provide solutions for you (or in this case, provide data analysis output for you) prevents you from actively engaging with, and learning, the material (read: Generative AI Can Harm Learning). Using GenAI technologies in this way subverts your learning. 


Additionally, GenAI tools are not calculators or math machines, they are predictability machines (they guess which words go together to make the most plausible human-sounding response).

Copying AI-generated text word for word into your written work, but citing it as written by AI

Please read “The Case For Not Citing Chatbots As Information Sources” and “Generative AI Has an Intellectual Property Problem“ and, instead, find an original source to cite. When you put in the effort to find an original source to cite, you are deepening your thinking and learning about that topic and you are giving credit to human authors/artists. 

However, if you prompt a GenAI technology to create an original source of text or media – something that cannot be traced back to an original source (e.g., a Taylor Swift rendition of the Declaration of Independence) – you can write “This text was generated by ChatGPT [or insert another GenAI technology] in a footnote.” 

Using a GenAI technology to create media (e.g., images, audio, video) for a class project if a similar media exists already (e.g., Creative Commons images, Public Domain audio). 

Considering that GenAI technologies that produce images, audio, video, and other forms of media are built on media stolen from artists without their permission AND that generating media with AI is an energy intensive process, which negatively impacts the environment, you are strongly encouraged to look for media that already exists (e.g., Pixabay images/video; YouTube audio library songs and sound effects; OpenVerse for a variety of media) as Creative Commons or in the Public Domain to include in your class projects.

  

 

If you find yourself turning to GenAI technologies to do your work for you, consider setting up a meeting with Sharon Edwards and Robert Maloy  to discuss how class activities and assignments can be adapted to support your learning (e.g., if you do not have enough time to complete the class activities and are turning to AI to do the work for you, you could meet with Dr. Sharon Edwards and Dr. Robert Maloy to discuss flexible deadlines or alternative activities). Additionally, when using ChatGPT and other AI writing technologies, which are notorious for producing misinformation and fabricating information, it is your responsibility to verify the credibility, accuracy, and trustworthiness of any information you use from these technologies. 


If Dr. Sharon Edwards and Dr. Robert Maloy suspect that you have submitted AI-generated work, she will ask you to meet in-person or on Zoom, to discuss the work in question. Dr. Sharon Edwards and Dr. Robert Maloy will not be using an AI text detector to identify AI-generated work because these tools are notoriously unreliable and especially problematic for non-native English speakers. Instead, they will be using the UMass Amherst’s Center for Teaching and Learning list of indicators to identify the potential for AI-generated content. If you are asked to meet with Dr. Sharon Edwards and Dr. Robert Maloy to discuss your work, and the potential use of AI, you are welcome to provide evidence that your work is your own, but you will also be expected to demonstrate your thinking and learning related to the work through a conversation.

 

 

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK: Education 497I/597R incorporate the five elements of the School of Education’s Conceptual Framework:

  • Collaboration -- Educators recognize the imperative of collaboration - that we cannot achieve our vision for student learning as independent actors working in isolation. Educators exhibit attitudes, dispositions, and behaviors consistent with a collaborative approach to professional practice, as opposed to an individualistic or competitive approach to professional practice. 

 

  • Reflective Practice -- Educators recognize the imperative of reflective practice – that to transform the status quo we must be willing to consistently examine and transform assumptions about professional practice. Educators exhibit attitudes, dispositions, and behaviors consistent with a reflective approach to professional practice that allows them to adapt practices based on considered reflection.

 

  • Multiple Ways of Knowing -- Educators recognize the imperative of multiple ways of knowing – that to create communities of practice, we must respect the perspectives of different stakeholders. In a spirit of inquiry, educators reflect on and challenge their own perspectives and beliefs and maintain a professional awareness of the influences that their perspectives may have in educational settings.

 

  • Social Justice -- Educators recognize the imperative of social justice – that we cannot achieve our vision of excellence and equity in education for all students without knowledge of and attention to the student’s social, cultural, developmental, and personal context. Educators exhibit attitudes, dispositions, and behaviors consistent with promoting social justice that allow them to adopt practices that create and advance equitable conditions in which all students can learn.

 

  • Evidence-Based Practice -- Educators recognize the imperative of evidence-based practices that promote student engagement, achievement and performance. In so doing the candidate will be able to: 1) gather and/or examine multiple sources of evidence, 2) determine the credibility, reliability and validity of the evidence, 3) synthesize and draw conclusions from evidence, and 4) use the evidence to modify professional practices that result in increased PK12 student learning outcomes.



DISABILITY ACCOMMODATIONS. The University of Massachusetts Amherst is committed to providing an equal educational opportunity for all students. If you have a documented physical, psychological, or learning disability on file with Disability Services (DS), Learning Disabilities Support Services (LDSS), or Psychological Disabilities Services (PDS), you may be eligible for reasonable academic accommodations to help you succeed in this course. If you have a documented disability that requires an accommodation, please notify Robert and Sharon within the first two weeks of the semester so that we may make appropriate arrangements.


ACADEMIC DISHONESTY STATEMENT. Academic dishonesty is prohibited in all programs of the University. Academic dishonesty includes but is not limited to: cheating, fabrication, plagiarism, and facilitating dishonesty. Appropriate sanctions may be imposed on any student who has committed an act of academic dishonesty. Since students are expected to be familiar with this policy and the commonly accepted standards of academic integrity, ignorance of such standards is not normally sufficient evidence of lack of intent. For more information log on to: http://www.umass.edu/dean_students/code_conduct/acad_honest.htm

 

Title IX Statement

In accordance with Title IX of the Education Amendments of 1972 that prohibits gender-based discrimination in educational settings that receive federal funds, the University of Massachusetts Amherst is committed to providing a safe learning environment for all students, free from all forms of discrimination, including sexual assault, sexual harassment, domestic violence, dating violence, stalking, and retaliation. This includes interactions in person or online through digital platforms and social media. Title IX also protects against discrimination on the basis of pregnancy, childbirth, false pregnancy, miscarriage, abortion, or related conditions, including recovery. There are resources here on campus to support you. A summary of the available Title IX resources (confidential and non-confidential) can be found at the following link: https://www.umass.edu/titleix/resources. You do not need to make a formal report to access them. If you need immediate support, you are not alone. Free and confidential support is available 24 hours a day / 7 days a week / 365 days a year at the SASA Hotline 413-545-0800.  

 

Academic Alerts

The UMass Amherst Academic Alert system will be used when a student: 

  • Misses 2 or more classes.

  • Misses 2 or more weeks of workbook activities. 

  • Has 3 or more late assignments. 


The Academic Alert system is meant to support students who are experiencing academic difficulties. Each week, Academic Deans and Advisors receive a list of students who have received an academic alert to identify students who are struggling. If an academic alert is sent to you, you will be included in that list. Learn more about the program at the UMass Amherst Student Success website.

 

 

Optional Reading List for Tutors and Student Leaders

 

  • Dr. Montessori's Own Handbook: A Short Guide to Her Ideas and Materials. Maria Montessori. Schocken Books, 1968. 

 

  • The Book of Learning and Forgetting. Frank Smith. Teachers College Press, 1998.

 

  • Mindset: The New Psychology of Success. Carol Dweck. Ballantine Books, 2007.

 

  • Creative Schools: The Grassroots Revolution That's Transforming Education. Sir Ken Robinson. Penguin, 2016

 

  • The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them. Zlata Filipovic. Broadway, 1999.

 

  • Stupidity and Tears: Teaching and Learning in Troubled Times. Herbert Kohl. The New Press, 2005.

 

  • Whatever It Takes: Geoffrey Canada’s Quest to Change Harlem and America. Paul Tough. Mariner Books, 2009.

 

  • What Video Games Have To Teach Us about Learning and Literacy. James Paul Gee. Palgrave, 2003.

 

  • Radical Equations: Math Literacy and Civil Rights. Robert P. Moses & Charles E. Cobb, Jr. Beacon Press, 2001.

 

  • “Why Are All the Black Kids Sitting Together in the Cafeteria?” and Other Conversations about Race. Beverly Daniel Tatum. Basic Books, 1997.

 

  • Why Don’t Students Like School: A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for the Classroom. Daniel T. Willingham, Jossey-Bass, 2010.  

 

  • How to Talk So Kids Will Learn In School and At Home. Adele Faber & Elaine Mazlish, Harper, 1995.

 

  •  How to Talk So Little Kids Will Listen and Listen So Little Kids Will Talk. Joanna Faber & Julie King, Scribner, 2017. 

 

  • Schools Without Failure. William Glasser, M.D., Harper & Row, 1969. 

 

  • Between Parent and Child. Dr. Haim Ginott (revised edition), Three Rivers Press, 2003 or Teacher and Child: A Book for Parents and Teachers, Scribner, 1975.

 

  • Race in the Schoolyard: Negotiating the Color Line in Classrooms and Communities. Amanda E. Lewis, Rutgers University Press, 2003.

 

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