Tutor at an elementary, middle or high school in Seattle during Summer or Autumn Quarter!
Participate in a weekly Pipeline seminar and tutor for at least 2.5 hours a week at a Seattle school or community organization! All of our courses are Credit/No Credit, are I & S credits, and are listed under EDUC 401. The number of credits a student receives depends on the number of tutoring hours completed in addition to seminar attendance. 2 credits: weekly seminar and tutor 2-3 hours per week. Seminars are a fantastic opportunity to learn about issues in public education and tutoring strategies, while reflecting and learning from your tutoring site.
Summer EDUC 401 Seminar: Challenges & Opportunities in K-12 Education
Thursdays | 5:00 PM – 6:20 PM
Participants in this seminar will explore the world of public education through weekly seminars and a tutoring practicum experience in local K-12 schools or community organizations. Both components will allow students to engage in critical reflection on some of the current issues in education at three different levels: local, national, and international.
EDUC 401 Autumn Seminar Spotlights:
EDUC 401 C: Tutoring Math and Science
Tuesdays | 3:30 PM – 4:50 PM
In this seminar, students explore the world of math and science in K-12 schools by attending seminars that focus on current educational topics and tutoring at one of Pipeline’s partner schools. A key feature of the course is the opportunity to reflect on and share tutoring experiences in order to gain advice, suggestions, and pointers. Several seminars are devoted to best practices for science and math tutoring. The seminar also includes readings and discussion of critical topics in K-12 science and math education. Through the lens of social justice, this course will include conversation and critique of the social, political and economic factors that affect STEM education.
EDUC 401 B: Teaching English Language Learners
Tuesdays | 10:30 AM – 11:50 AM
The number of English Language Learners (ELLs) has increased by over 50% in the last decade, with some states, like South Carolina and Indiana, experiencing extremely rapid growth of English Learner populations. Some demographers predict that in 20 years the ratio of ELL students to English-only students could be one in four (Feriazzo & Sypnieski, 2012). With a growing number of English language learners in the US, it is important for educators to be more linguistically and culturally responsive.
EDUC 401 F: Mental Health and a Place: A Path to Resistance in Education
Mondays | 10:30 AM – 11:50 AM
This course will address how communities of color experience trauma and how trauma has been moderated by systems of oppression and perpetuated across ecological systems. We will discuss how these different systems have influenced the trauma of communities of color while also addressing the various ways preventative work is taking place in and out of school. We will also address the multiple solutions to this problem by giving insight to systemic and individual approaches being taken up in this work around what we like to call mental health equity.