Sample Syllabus for Peer Mentors

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Common Syllabus Elements

Sample Detailed Syllabus

Common Syllabus

Critical Inquiry:  Peer Mentors

IND 3013

University of the Ozarks, Fall 2004

MWF, 11:00-11:50 AM

Room: xxx.

For an example of a detailed syllabus, fleshed out to address the needs of a particular section, see

http://departments.ozarks.edu/mentors/syllabus_for_peer_mentors.htm#detailed

Faculty Mentor:                                     Peer Mentors:

Dr. Help-Me-Please                                 Sandy Summa

youcantgethelphere@ozarks.edu             Edwin Extrovert

Telephone:  out-of-service             

Office Hours:  t.b.a

Weekly consultation time:  t.b.a

Course Description

The peer mentor's place in the Critical Inquiry course is to assist the faculty mentor in helping new students develop and strengthen the foundation skills needed for academic success at the college level.   Peer mentors are used in a variety of ways in the course according to the needs and expectations of the individual faculty mentor, but most peer mentors are asked to monitor and facilitate small group discussions, serve as resource/contact people for students needing assistance, participate enthusiastically in academic and social activities of the group, and serve as good role models.

Intended Student Outcomes

1) Students will communicate effectively, learning to clearly and effectively express ideas and actively listen to the ideas of others in discussions

2) Students will think critically, learning to

·        read with comprehension

·        transfer and apply knowledge and skills to new situations

·        solve multi-step and non-routine problems involving a range of reasoning skills

·        evaluate and analyze arguments from more than one perspective

3) Students will have knowledge of human culture, learning to use available technologies to gather and process information effectively.

4) Students will be aware of their responsibilities to themselves, to humanity, to their planet and to their creator, learning to

·        examine personal lifestyle, ethics, integrity, values and priorities

·        respect individuals with beliefs, backgrounds or abilities different from their own

·        contribute to the welfare of their community and ecosystem

This last ISO is the particular focus of the Peer Mentor course.  Peer mentors will achieve all of these outcomes primarily during their contributions in assisting new students to learn these same skills.  Often the best learning takes place when the learner is placed in the position of being a mentor or teacher.  The course will strengthen their leadership skills and make them more tolerant of others.

Peer Mentors’ Responsibilities*

The specific duties of a peer mentor in any given section of Critical Inquiry are determined by the faculty member in consultation with his/her peer mentors.   Some or all of the following may be expected.

They may be expected to:

·        participate in training and selected orientation activities  (this will require being back on campus by the evening of August 19, to begin training on the morning of August 20)

·        participate actively in the Critical Inquiry course by:

o       coming to class regularly

o       doing the assigned readings along with the students, in order to be prepared to give them guidance

o       helping to monitor student discussions and assisting students with formal projects, papers and presentations

o       preparing the short written assignments for class

o       taking an active part in class discussion and activities

o       serving as a group monitor for problem-based learning activities and group discussions

o       evaluating and offering feedback on student work, in conjunction with the instructor

o       assisting with portfolio instruction

o       sharing insights on course planning and pre-registration

o       assisting students in passing their computer literacy exams, tutoring individual students and/or running study sessions as needed.

o       modeling appropriate behavior in class (i.e., coming to class on time, prepared, etc.)

·        participate in out-of-class activities by:

o       going to activities, and encouraging students to participate

o       suggesting and helping plan activities

o       helping to "round up" students for group activities

o       arranging carpooling for local trips

o       serving as group leader on local trips when the faculty mentor is not present

·        be available to freshman on an informal basis, inside and outside of class, for advice, guidance, nagging, etc.

·        check up on students who miss class to determine if assistance (or nagging) is needed

·        maintain attendance sheets

·        keep open communications with the instructor, including meeting outside of class when necessary

·        keep a weekly journal that includes observations on the students in the class and their progress

Code of Ethics for Peer Mentors

·        Because the relationship between peer mentors and new students should be regarded as having some of the same limitations as that of the teacher-student relationships and in the interests of giving equal attention to all members of the group, the peer mentor is expected to avoid romantic entanglements with the new students under his/her care.

·        All new students in the group should be treated with the same attention and care while engaged in class-related activities.  Peer mentors should not, e.g., "pal around" with only the athletes in the group while on an outing.

·        The peer mentor should be cognizant of his/her function as a role model in and out of the class room.  This means displaying

o       promptness and polish in the completion of assignments

o       reliable attendance at scheduled events, arriving on time and prepared for duties

o       demonstrating good judgment in social situations (including, e.g., parties where alcohol may be available)

o       modeling good concert/theatre/lecture etiquette at cultural events

o       courtesy and tolerance in all communications, formal or informal--this may necessitate intervening in discussions where bigotry or insensitivity are apparent in the comments of others

o       academic integrity

o       respect for faculty members in the dissemination of advice about dealing with certain courses

·        The peer mentor must report promptly to an authority at the college any incident with new students that make him/her believe the students to be a danger to themselves or others.

·        In cases where there is no imminent danger, the peer mentor should maintain standards of confidentiality in the communications shared in private with new students and not participate in gossip.  On the other hand, it is the peer mentor's duty to share with the faculty mentor any information he/she may obtain about student difficulties or situations in which some intervention may be required to assist the student.  New students are more likely to share these problems with peers than with faculty members.

ADA Statement

If any member of the class has a documented disability and needs special accommodations, the instructor will work with the student and the office of Student Support Services or the Jones Learning Center to provide reasonable accommodation to ensure the student a fair opportunity to perform in this class.  In order to plan for optimum success, please advise the instructor of the disability and the desired accommodations as soon as possible. Students are strongly encouraged to notify the instructor during the first week of classes. Without ample planning / preparation time, we cannot assure the availability of needed accommodations in a timely manner.

Academic Honesty

All student work must be done in accordance with the University’s Academic Integrity policy as stated in the Student Handbook.  There will be severe grade penalties for acts of plagiarism, cheating, copying of another student’s work, counterfeit work, theft of tests and unauthorized reuse of work. At the very least, a first offense will entail a reprimand, report of the incident to the Academic Dean and a failing grade for the assignment/test; a second offense will result in a failing grade for the course.   However, if the incident is sufficiently serious—e.g., an entire paper borrowed almost word-for-word from an Internet site and turned in as one’s own work—the instructor reserves the right to issue a failing grade for the course, even if it is a first offense.

Disruptive Behavior

There has been a lot of press lately in the educational circles about rude and disruptive behavior from students.  It seems that many new students come to college with little idea of what constitutes courtesy and respect in the classroom.  Critical Inquiry is the perfect place to address these issues and peer mentors are encouraged to help students understand what is expected, both in the classroom and at public events, both by being a good model and by not allowing disruptive behavior by students to pass without comment.  Encourage them to embrace the following behaviors:

Deportment in Classroom Settings

·        Students are expected to exhibit good manners in class and to treat everyone in the classroom—fellow students as well as the instructor and peer mentors—with courtesy and respect.  To that end, please refrain from the following behaviors:

·        Eating and drinking during presentations, whether by the instructor or fellow students.  For informal discussions, the instructor may allow food and drink in the classroom, but you should not assume this is the case without asking.  For someone who may be shy or nervous about a presentation, it is difficult to concentrate while others are engaged in eating.  It is also considered rude to eat in the presence of others who do not have food. 

·        Carrying on social conversations—particularly noisy ones—with another student that are unrelated to the classroom topic under discussion.  This is a distraction to the students who are trying to listen to the instruction.

·        Chatting on cell phones.  All cell phones and beepers must be turned off or left in your room/home.  The classroom is not a place for conducting your personal social activities.

·        Monopolizing discussions while not allowing others to be heard

·        Attacking another person’s beliefs or making disparaging remarks in such a way as to demean that person

Etiquette at Cultural Events

Many new students will be unfamiliar with what is expected in terms of dress and behavior at public concerts, lectures, plays and other cultural events.  Peer mentors should serve as role models for behavior at such activities, observing the following general rules:

·        It is not necessarily expected that you dress in formal clothes for a concert or play.  People these days often dress casually for such events.  However, many of the audience members will come from the community and it is incumbent on all of us associated with the University to make a good impression on our neighbors from town, so dress neatly and cleanly.  Avoid cut-off, frayed jeans/shorts and tee-shirts; women should eschew unduly revealing clothes.

·        Be courteous to those around you.  Many of you may be accustomed to talking, laughing and making jokes during private entertainment like home movie-watching, but such behavior is not acceptable at a public event.  You are certainly free to laugh when the entertainment is meant to be humorous; some performers are more casual than others and welcome audience interaction.  Unless this is clearly the case, however, do not talk excessively or crack jokes during performances—it is distracting to the performer(s) and other audience members.  Be sure also to turn off cell phones before entering the performance hall—your fellow concertgoers are interested in hearing the performance, not your social conversations.

·        It is considered rude to do homework, balance your checkbook, or conduct other types of personal business during a public performance.   This is not the venue in which to dazzle people with your multi-tasking skills; you are expected to give your full attention to the performance or lecture.   It is, however, acceptable to take notes about the lecture or performance if you can do so discreetly.

·        It is illegal in most cases to film or record a concert, play or lecture without direct, written permission from the performer(s) and those who hold the copyright to its contents.

·        The above guidelines also apply to attendance at chapel convocations.

Peer mentors are expected to encourage students in following these rules.  Students who do not exhibit good public etiquette at cultural events may be asked by the faculty mentor or peer mentors to leave and, if so, will not receive course credit for the event.

Grading

Although the regular students in the course receive letter grades for their performance, peer mentors are evaluated on a Pass/D/Fail basis.

To earn a Pass in this course, you must:

·         complete weekly journals

·         participate faithfully in class work and out-of-class activities, faithfully completing required reading/assignments and executing your assigned duties to the best of your ability

·         assist the faculty mentor in preparing activities, evaluating student progress and doing the "grunt" work needed (e.g., photocopying, contacting students, trip arrangements, etc.)

·         be helpful to the new students in any way possible in their transition to University of the Ozarks

·         bring your faculty member chocolate every week. . . oops--only kidding--:)

It is rare--actually unheard of-- for a peer mentor to earn less than a Pass in this course.  Peer mentors volunteer their time for this course with the best of motives and are willing to work hard to help the new students.  However, the following transgressions will result in a D or F:

Behavior that could result in a D:

·         Excessive absences from class

·         Insufficient participation in out-of-class activities

·         Spotty completion of assignments

·         Inappropriate behavior for a peer mentor (see Code of Ethics above)

Behavior that will result in an F:

·         Plagiarism in any written assignment, however small.

·         Excessive non-completion of assignments

·         Regular pattern of abusive, discourteous or intolerant behavior

·         Excessive absences and/or lack of participation in out-of-class activities

Final Note

If you have any questions about your responsibilities or are certain about how to resolve a concern/problem with a student in your section, talk to your faculty member. 

Detailed Syllabus

CRITICAL INQUIRY: Peer Mentors

IND 3013

University of the Ozarks, Fall 2004

MWF, 11:00-11:50 AM

Room: Walton 222

Course Website:

http://departments.ozarks.edu/hfa/slgorman/freshsem.htm

Faculty Mentor:                                 Peer Mentors:

Sharon Gorman                                     Lucia Gomez

slgorman@ozarks.edu                          

x1343 (office); 754-7286 (home)                    

Office Hours:  t.b.a

Weekly consultation time:  t.b.a

Course Description

The peer mentor's place in the Critical Inquiry course is to assist the faculty mentor in helping new students develop and strengthen the foundation skills needed for academic success at the college level.  Peer mentors are used in a variety of ways in the course according to the needs and expectations of the individual faculty mentor, but most peer mentors are asked to monitor and facilitate small group discussions, serve as resource/contact people for students needing assistance, participate enthusiastically in academic and social activities of the group, and serve as good role models.

Intended Student Outcomes

1) Students will communicate effectively, learning to clearly and effectively express ideas and actively listen to the ideas of others in discussions

2) Students will think critically, learning to

·         read with comprehension

·         transfer and apply knowledge and skills to new situations

·         evaluate and analyze arguments from more than one perspective

3) Students will have knowledge of human culture, learning to use available technologies to gather and process information effectively.

4) Students will be aware of their responsibilities to themselves, to humanity, to their planet and to their creator, learning to

·         examine personal lifestyle, ethics, integrity, values and priorities

·         respect individuals with beliefs, backgrounds or abilities different from their own

·         contribute to the welfare of their community and ecosystem

This last ISO is the particular focus of the Peer Mentor course.  Peer mentors will achieve all of these outcomes primarily during their contributions in assisting new students to learn these same skills.  Often the best learning takes place when the learner is placed in the position of being a mentor or teacher.  The course will strengthen their leadership skills and make them more tolerant of others.

Peer Mentors’ Responsibilities

The specific duties of a peer mentor in any given section of Critical Inquiry are determined by the faculty member in consultation with his/her peer mentors.   Below is a list of the duties expected for this section:

Peer mentors will:

·         participate in training and selected orientation activities 

·         participate actively in the Critical Inquiry course by:

o       coming to class regularly

o       doing the assigned readings along with the students, in order to be prepared to give them guidance

o       helping to monitor student discussions and assisting students with formal projects, papers and presentations

o       preparing some of the short written assignments for class (index card assignments)

o       taking an active part in class discussion and activities

o       evaluating and offering feedback on student work, in conjunction with the instructor

o       assisting with portfolio instruction

o       sharing insights on course planning and pre-registration

o       assisting students in passing their computer literacy exams, tutoring individual students and/or running study sessions as needed.

o       modeling appropriate behavior in class (i.e., coming to class on time, prepared, etc.)

·         participate in out-of-class activities by:

o        attending group activities, and encouraging students to participate

o        suggesting and helping plan activities

o        helping to "round up" students for group activities

o        arranging carpooling for local trips

o        serving as group leader on local trips when the faculty mentor is not present

·        be available to freshman on an informal basis, inside and outside of class, for advice, guidance, hand-holding, etc.

·        check up on students who miss class to determine if assistance (or nagging) is needed

·        maintain attendance sheets

·        keep open communications with the instructor, including meeting outside of class when necessary

·        keep a weekly journal that includes observations on the students in the class and their progress

Code of Ethics for Peer Mentors

• Because the relationship between peer mentors and new students should be regarded as having some of the same limitations as that of the teacher-student relationships and in the interests of giving equal attention to all members of the group, the peer mentor is expected to avoid romantic entanglements with the new students under his/her care.

• All new students in the group should be treated with the same attention and care while engaged in class-related activities.  Peer mentors should not, e.g., "pal around" with only the athletes in the group while on an outing.

• The peer mentor should be cognizant of his/her function as a role model in and out of the class room.  This means displaying

  • promptness and polish in the completion of assignments

  • reliable attendance at scheduled events, arriving on time and prepared for duties

  • demonstrating good judgment in social situations (including, e.g., parties where alcohol may be available)

  • modeling good concert/theatre/lecture etiquette at cultural events

  • modeling appropriate classroom behavior

  • courtesy and tolerance in all communications, formal or informal--this may necessitate intervening in discussions where bigotry or insensitivity are apparent in the comments of others

  • academic integrity

  • respect for faculty members in the dissemination of advice about dealing with certain courses

• The peer mentor must report promptly to an authority at the college any incident with new students that make him/her believe the students to be a danger to themselves or others.

• In cases where there is no imminent danger, the peer mentor should maintain standards of confidentiality in the communications shared in private with new students and not participate in gossip.  On the other hand, it is the peer mentor's duty to share with the faculty mentor any information he/she may obtain about student difficulties or situations in which some intervention may be required to assist the student.  New students are more likely to share these problems with peers than with faculty members.

Required Textbook
Rachels, James. The Elements of Moral Philosophy

Dominik, William J.  Words and Ideas
The Week (weekly newsmagazine)

ADA Statement

If any member of the class has a documented disability and needs special accommodations, the instructor will work with the student and the office of Student Support Services or the Jones Learning Center to provide reasonable accommodation to ensure the student a fair opportunity to perform in this class.  In order to plan for optimum success, please advise the instructor of the disability and the desired accommodations as soon as possible. Students are strongly encouraged to notify the instructor during the first week of classes. Without ample planning / preparation time, we cannot assure the availability of needed accommodations in a timely manner.

Academic Honesty

All student work must be done in accordance with the University’s Academic Integrity policy as stated in the Student Handbook.  There will be severe grade penalties for acts of plagiarism, cheating, copying of another student’s work, counterfeit work, theft of tests and unauthorized reuse of work. At the very least, a first offense will entail a reprimand, report of the incident to the Academic Dean and a failing grade for the assignment/test; a second offense will result in a failing grade for the course.   However, if the incident is sufficiently serious—e.g., an entire paper borrowed almost word-for-word from an Internet site and turned in as one’s own work—the instructor reserves the right to issue a failing grade for the course, even if it is a first offense.

Course Requirements

Attendance and Participation

Regular attendance and participation is expected.  You will not be able to help the new students with their tasks if you are not present, actively engaged and prepared for class.  You are, of course, excused for absences involving attendance at University-sponsored events, illnesses or documented family or personal emergences.  Excessive absences beyond this, however, could result in a D or F grade in the course.  Please inform your faculty member in advance when you will be missing from class.

Like the new students in the class, if you miss a class, you are responsible for making up all missed work—even if you were excused for a University-sponsored event. 

Assignments

You will be expected to do all of the reading assigned to the class and any small writing assignments; these are necessary preparation for class discussions, many of which you will be responsible for monitoring.  These assignments will not actually be graded like those of the new students but note will be made of whether or not you did the assignment and undue negligence in completion of assignments will result in a D or F grade in the course.  You will not be expected to complete the larger projects but instead will assist, monitor and facilitate the small groups in completing these projects. 

It is expected that all assignments be done in conformity with good standards of English grammar, spelling, punctuation, style and syntax, and that the work demonstrate academic integrity.  Any academic dishonesty on the part of a peer mentor is uncontested grounds for a failing grade in the course and possible disciplinary action by the Academic Office.

Facilitating Small Groups

Many of the assignments in the class will consist of small group projects that will begin as group discussions and culminate in an oral presentation, often one employing PowerPoint.   Peer mentors are a vital element in the group process.  It is your job, not to run the groups, but to insure that:

·         groups remain on task and take the project seriously (no idle chit-chat, procrastinating, planning social calendars or taking the easiest way out)

·         all members participate fully and that no students dominate the discussion

·         work is distributed equitably within the group.

·         misunderstandings and errors are corrected.

·         assistance is provided where students have difficulties.

The students should look to the peer mentor as a resource, but not as the leader of the group nor the one to which they look first for ideas.  Before undertaking these projects, the class as a whole will set ground rules for group behavior and develop grading criteria for each assignment; you will help students formulate and enforce these rules.

Journals

Peer mentors, along with the students in the class will keep a weekly journal.  The new students will be using the entries to reflect on important events, issues, and concerns that arise that week in their lives.   I would encourage you to use a journal in this same way because it is a useful exercise in self-awareness.  However, for the purposes of this course, I am going to ask that you use the entries to record your observations on the new students--their concerns, attitudes, difficulties, needs, and morale--giving me then a kind of weekly progress report.   The journals should be typed and be approximately 1-2 pages in length—although you are, of course, welcome to write more should you need or desire the space.  It is not necessary to write about every student every week; focus on the students with whom you have had interaction or those who have problems or concerns of which you are aware.  You are also welcome to comment on what has gone on in class:  How the groups are functioning, how useful an assignment or activity has proven, suggestions of ways in which the activity could be improved, how students are responding to the work, etc.

I am imposing only one restriction:  Please do not use real names when discussing an instructor or a student not in this mentor section; it would not be appropriate for me to read about other students I may have in class or colleagues with whom I work.
 

These journal entries will greatly help the faculty mentor understand student needs, promote dialogue between faculty and students and assist in program evaluation.  Although it is the general practice to keep the contents of specific journals private, with the peer mentors' permission, it would be helpful to share the contents of  these journals with other mentors in order to assist in program evaluation.   If the peer mentor objects to this, he/she should inform the instructor of the objection and in this case the journals will be kept confidential, except in cases as noted in the disclaimer below.

Tests

Peer mentors are not required to take any tests during this course, although it is strongly suggested that they take the weekly vocabulary quizzes along with the new students (so as to be a good role model and forestall any grumbling among the students) and complete course evaluations.

Activities

Peer mentors are expected to participate as much as possible in all out-of-class group activities.  There are 7-8 activities planned; five activities are required for each new student. 

·        at least one social activity (e.g., movie nights, hiking trips, pizza parties, field trips)

·        at least one University-sponsored cultural event:  concerts, lectures, theater productions and art exhibits (most of these will also earn convocation credit)

·        at least one community service activity.

Each peer mentor must participate in at least three of these events to earn a passing grade, but attendance at all or most activities is strongly encouraged.  At least one peer mentor must be present at each sponsored activity and occasionally for a local trip for which the faculty member cannot be present, a peer mentor will be asked to serve as group leader for the event.

Being a Good Role Model

Many new students will be unfamiliar with what is expected in the classroom in terms of proper behavior and may be unaware of what constitutes proper dress and behavior at public concerts, lectures, plays and other cultural events.  Peer mentors should serve as role models for behavior at such activities, observing and encouraging new student observance of the following general rules:

Deportment in the Classroom

Students are expected to exhibit good manners in class and to treat everyone in the classroom—fellow students as well as the instructor and peer mentors—with courtesy and respect.  To that end, please refrain from the following behaviors:

·        Eating and drinking during presentations, whether by the instructor or fellow students.  For informal discussions, the instructor may allow food and drink in the classroom, but you should not assume this is the case without asking.  For someone who may be shy or nervous about a presentation, it is difficult to concentrate while others are engaged in eating.  It is also considered rude to eat in the presence of others who do not have food. 

·        Carrying on social conversations—particularly noisy ones—with another student that are unrelated to the classroom topic under discussion.  This is a distraction to the students who are trying to listen to the instruction.

·        Chatting on cell phones.  All cell phones and beepers must be turned off or left in your room/home.  The classroom is not a place for conducting your personal social activities.

·        Monopolizing discussions while not allowing others to be heard

·        Attacking another person’s beliefs or making disparaging remarks in such a way as to demean that person

Etiquette at Cultural Events

·        It is not necessarily expected that you dress in formal clothes for a concert or play.  People these days often dress casually for such events.  However, many of the audience members will come from the community and it is incumbent on all of us associated with the University to make a good impression on our neighbors from town, so dress neatly and cleanly.  Avoid cut-off, frayed jeans/shorts and tee-shirts; women should eschew unduly revealing clothes.

·        Be courteous to those around you.  Many of you may be accustomed to talking, laughing and making jokes during private entertainment like home movie-watching, but such behavior is not acceptable at a public event.  You are certainly free to laugh when the entertainment is meant to be humorous; some performers are more casual than others and welcome audience interaction.  Unless this is clearly the case, however, do not talk excessively or crack jokes during performances—it is distracting to the performer(s) and other audience members.  Be sure also to turn off cell phones before entering the performance hall—your fellow concertgoers are interested in hearing the performance, not your social conversations.

·        It is considered rude to do homework, balance your checkbook, or conduct other types of personal business during a public performance.   This is not the venue in which to dazzle people with your multi-tasking skills; you are expected to give your full attention to the performance or lecture.   It is, however, acceptable to take notes about the lecture or performance if you can do so discreetly.

·        It is illegal in most cases to film or record a concert, play or lecture without direct, written permission from the performer(s) and those who hold the copyright to its contents.

·        The above guidelines also apply to attendance at chapel convocations.

Students who do not exhibit good public etiquette at cultural events may be asked by the faculty mentor or peer mentors to leave and, if so, will not receive course credit for the event.

Other Duties

·         Help students in and out of class with computer literacy questions and problems

·         Assist with portfolio instruction, bringing in your own portfolio as an example

·         Assist students in putting together presentations using PowerPoint

·         Assist students in putting together the class web site

·         Visit briefly each week with students assigned to you Meet weekly with faculty member for planning and evaluation

·         Keep attendance sheets

·         "Round up" students for group activities

·         Plan and execute community service activities in consultation with the instructor.

Grading

Although the regular students in the course receive letter grades for their performance, peer mentors are evaluated on a Pass/D/Fail basis.

To earn a Pass in this course, you must:

·         complete weekly journals

·         participate faithfully in class work and out-of-class activities, faithfully completing required reading/assignments and executing your assigned duties to the best of your ability

·         assist the faculty mentor in preparing activities, evaluating student progress and doing the "grunt" work needed (e.g., photocopying, contacting students, trip arrangements, etc.)

·         be helpful to the new students in any way possible in their transition to University of the Ozarks

·         bring your faculty member chocolate every week. . . oops--only kidding--:)

It is rare--actually unheard of-- for a peer mentor to earn less than a Pass in this course.  Peer mentors have a history of volunteering their time for this course with the best of motives and are willing to work hard to help the new students.  However, the following transgressions will result in a D or F:

Behavior that could result in a D:

·         Excessive absences from class

·         Insufficient participation in out-of-class activities

·         Spotty completion of assignments

·         Inappropriate behavior for a peer mentor (see Code of Ethics above)

Behavior that will result in an F:

·         Plagiarism in any written assignment, however small.

·         Excessive non-completion of assignments

·         Regular pattern of abusive, discourteous or intolerant behavior

·         Excessive absences and/or lack of participation in out-of-class activities

Organization of Course Activities

In a normal week, activities will be divided into three areas; these areas will often overlap.  For example, on Monday we might do a critical analysis of a topic, on Wednesday explore more deeply vocabulary associated with the topic and on Friday, learn how to present material of this type in a spreadsheet or PowerPoint presentation or research it using library or online resources.

Tentative Schedule of Topics/Activities*

A more detailed schedule of topics and activities will be distributed as soon as final dates are determined for out-of-class activities.  In general, however, the main topics to be covered are given below:

*This schedule will be fleshed with specific details with the help and input of the peer mentors*

Weekly Schedule

In a normal week, activities will be divided into three areas: