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Instructor Class Description

Time Schedule:

Jenee A Myers Twitchell
EDUC 360
Seattle Campus

The Dream Project: Mentoring and Education Policy

Discusses policy approaches to social mobility and educational access and supports development of communication and mentoring skills gained in EDUC 260. Supports students' mentorship of high school students on college readiness and access to higher education. Corequisite: EDUC 369. Credit/no-credit only. Offered: AWSp.

Class description

Introduction to mentoring strategies and topics related to social mobility and educational access. Supports students’ mentorship of high school students on college readiness and access to higher education.

Student learning goals

The goal of this course that by the end of the quarter, mentors will have engaged with and begun to answer the following questions relating to policies and research around educational access and social mobility.

• How do changes in education policy affect the relationships we form with students on the ground?

• What aspects of the Dream Project mentoring model make it unique and effective when compared to other approaches?

• What makes a great mentor? What does research say about mentorship strategies?

• What kind of relationships does a mentor need to develop to be truly effective?

• What are the most effective strategies for delivering resources to our students related to the college admissions process?

General method of instruction

Lecture and small group discussion.

Recommended preparation

None.

Class assignments and grading

Credit/No Credit. Students will receive credit by completing 80% or more of the following: - 8 to 10 in-class participation exit assignments (also referred to as reflection question responses), depending on the number of contact days during the quarter; - Participation at one or two outside events (depending on the quarter, A, W, Sp); - Completion of 8 to 10 participation assignments during quiz sections, which are related to in-class participation exit assignments; - Completion of midterm essay (2-3 pages in length, answering 2-3 questions about reflective mentorship experiences during first half of the quarter, as it relates to academic course content) - Completion of final essay (2-3 pages in length, answering 2-3 questions about reflective mentorship experiences during first half of the quarter, as it relates to academic course content)

Credit/No Credit. Students will receive credit by completing 80% or more of the following: - 8 to 10 in-class participation exit assignments (also referred to as reflection question responses), depending on the number of contact days during the quarter; - Participation at one or two outside events (depending on the quarter, A, W, Sp); - Completion of 8 to 10 participation assignments during quiz sections, which are related to in-class participation exit assignments; - Completion of midterm essay (2-3 pages in length, answering 2-3 questions about reflective mentorship experiences during first half of the quarter, as it relates to academic course content) - Completion of final essay (2-3 pages in length, answering 2-3 questions about reflective mentorship experiences during first half of the quarter, as it relates to academic course content)


The information above is intended to be helpful in choosing courses. Because the instructor may further develop his/her plans for this course, its characteristics are subject to change without notice. In most cases, the official course syllabus will be distributed on the first day of class.
Additional Information
Last Update by Jenee A Myers Twitchell
Date: 12/11/2012