The Pipeline

Project
INNER PIPELINE FACILITATOR

INFORMATION
PACKET
2015-2016
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 TABLE OF CONTENTS

About the Center for Experiential Learning & Diversity

Pipeline Project Contact Information
About the Pipeline Project
Sample Inner Pipeline Seminar Descriptions
Frequently Asked Questions
Facilitator Role and Responsibilities
Designing a Syllabus
Sample First Day of Class Survey
Class Engagement
Final Project Example
Final Reflection Paper
Student Tutoring Sites
Appendix
Weekly Reflection Rubric
Final Project Rubric: Topic Case Study

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 ABOUT THE CENTER FOR EXPERIENTIAL LEARNING & DIVERSITY
The Center for Experiential Learning & Diversity (EXP&D) is a unit in the University of
Washington's Undergraduate Academic Affairs. It is home to eight programs that
connect undergraduates to compelling and invigorating opportunities that expand and
enrich their education through community-based learning, research and scholarship.
These programs include the Carlson Leadership & Public Service Center, Jumpstart,
Mary Gates Endowment for Students, Pipeline Project, Undergraduate Research
Program Office of Merit Scholarships, Fellowships and Awards, Global Opportunities
Advising, Early Identification Program, and the Ronald McNair program.

The Center for Experiential Learning & Diversity | Mary Gates Hall 171, Box 352803,
Seattle, WA 98195
http://expd.washington.edu/ | 206.543.4282 | expd@u.washington.edu

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PIPELINE PROJECT CONTACT INFORMATION

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Mailing Address
The Pipeline Project
University of Washington
The Center for Experiential Learning & Diversity
Mary Gates Hall 171
Box 352803
Seattle, WA 98195

Phone: (206) 616-2302

Fax: (206) 616-4389
Email: pipeline@uw.edu

Website: http://expd.washington.edu/pipeline

Pipeline Project staff

Christine Stickler, Director
castick@uw.edu

Sarah Bishop, Education Coordinator

srbishop@uw.edu

Qanani Kalil, Graduate Student Assistant

qanani@uw.edu

AmeriCorps Retention Project Coordinator

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 ABOUT THE PIPELINE PROJECT
The Pipeline Project connects UW undergraduates with educational, service, and
research opportunities in local and regional K-12 schools and community
organizations. Such experiences provide undergraduates with new insights into their
personal and academic lives, offer underserved K-12 students individualized tutoring
and relationships with college student role models, support public school teachers in
meeting their own instructional goals, and connect UW departments to the greater
educational community.

There are four different ways University of Washington students can participate in the
Pipeline Project:

1) Volunteer Service: The Pipeline Project recruits, trains, and places students as
volunteer tutors in Seattle Public schools and community organizations throughout the
academic school year. Orientations are held frequently throughout the quarter in Mary
Gates Hall 120. Specific times and locations are posted on our website and in the
Center for Experiential Learning in Mary Gates Hall 120. Personal placements allow
individuals to tailor their tutoring experience to accommodate their areas of interest
and availability. A minimum of one hour of tutoring per week for at least one quarter
(preferably 2 quarters) is expected.

2) Educational Credit Seminars: Pipeline also offers "Inner Pipeline" seminars each
quarter. Students tutor or work in the schools each week as well as attend weekly
seminars focusing on a wide range of current educational topics such as general public
education issues, math and science education, poetry, environmental education and
art. Seminar topics vary each quarter. For more information regarding our current
seminars, check our website. The amount of credit earned for each seminar depends
on the number of tutoring hours completed within the quarter:

2 credits: 2.5 hours tutoring/week (at least 20 hours tutoring/quarter)

3 credits: 5 hours tutoring/week (at least 40 hours tutoring/quarter)
4 credits: 7.5 hours tutoring/week (at least 60 hours tutoring/quarter)
5 credits: 10 hours tutoring/week (at least 80 hours tutoring/quarter)

3) Service Learning Placements: Working with our partner, The Carlson Leadership
and Public Service Center, school-based service learning placements are made for a
wide range of classes at the UW. Elementary, middle, and high school classrooms
become a field laboratory where UW students have the opportunity to work with
younger students, applying classroom content to the tutoring or mentoring
experience. Each professor designates the amount of tutoring hours quarter required.
Usually, the requirement is 20 hours/quarter.

4) Alternative Spring Break: The Pipeline Project offers students the opportunity to
spend their spring break in a tribal or rural community of Washington working on
literacy arts and environmental education projects with local schools. Sites range from
the Olympic Peninsula to Eastern Washington.

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 SAMPLE INNER PIPELINE SEMINAR DESCRIPTIONS
Inner General K-12
Students explore the K-12 world by attending seminars that focus on current public
education issues while tutoring in a K-12 school or community organization. The
combination of the seminar and tutoring experience allows students to delve into the
successes and challenges of our public education system both theoretically and
practically.

Inner Literacy in the Criminal Justice System

Does illiteracy lead to criminal behavior? Find out for yourself with this unique
opportunity to tutor in one of society's most under-served populations. The Education
department at the King County Correctional Facility encourages you to stretch your
boundaries and join us in a quarter of educational enrichment. With the opportunity to
tutor inmates in a GED (General Educational Development), ABE (Adult Basic
Education), and/or ESL (English as a Second Language) curriculum, you have the
freedom to challenge your own creativity and gain valuable teaching skills. Our
seminar series will focus on personal tutoring strategies and techniques, issues of
adult education in our community, and the positive outcomes of adult education. We
will hear from speakers who work in adult education, as well as adult learners, who are
the product of adult education. Be prepared for a dynamic experience as you tap into a
population that acts with emotion and can touch you with stories of their
dehumanizing reality. Must be 21 to participate.

Inner Literacy Through Photography

LTP encourages students to find their voice through photographs and written text.
Photography as a medium of communication is particularly accessible to children. The
students photograph scenes from their lives and these images become the catalyst for
subsequent written investigation of self, community, family, and dreams. Students
represent themselves with photographs and words while increasing their means of
expression.UW students will be placed in an elementary classroom starting in winter
quarter where they will begin tutoring as they explore the principles and practice of
LTP themselves during the seminar. By the end of winter quarter, students will begin
doing the LTP work with elementary students as well. There will be a culminating show
in the spring with all students coming to the UW.

Inner Math and Science

Students explore the current world of math and science in K-12 schools through
seminar discussions on current educational topics and tutoring in a K-12 math/science
classroom.

Inner Refugee Communities

Have you ever imagined what it would be like to flee your country and arrive in a new
one where you didn't understand its language, codes, norms or values? This is the
reality for millions of refugees around the world, including Seattle. Are you interested
in learning more about this situation and helping some of the most vulnerable in our
community? This is a great opportunity to learn about refugees issues, raise
awareness and explore writing as well.

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 FREQUENTLY ASKED QUESTIONS
Who facilitates Inner Pipeline seminars?
Amazing people, like yourself! Facilitators include Pipeline Project staff, UW graduate
students, UW undergraduate students, and community partners.

Do Pipeline facilitators receive any compensation?

Due to Pipelines small budget, we unfortunately cannot compensate facilitators
monetarily. We can provide you with parking passes which lets you park on campus
for free on the day you teach and will be greatly appreciative of you!

What is the purpose of Pipeline Seminars?

Pipeline seminars are designed with two main ideas in mind: to provide students with a
space for a facilitated reflection of their tutoring experiences and to introduce students
to a substantive area in the field of education. The design of your syllabus and
content of your lesson plans should, throughout the quarter as a whole, reflect both of
these objectives.

How many seminar sessions will I have?

During the first week of the quarter, students attend an orientation session put on by
the Pipeline staff. Seminars commence the following week (2 nd week of the quarter)
and run once per week for the remainder of the quarter (for a total of 9 sessions).
Pipeline staff will work with you to determine the day/time of your seminar.

How long is each seminar session?

Most of our core seminars (those that we run quarterly or annually) meet for one hour
sessions. If you are proposing a new seminar, we are happy to talk with you about the
appropriateness of increasing the length of your sessions.

Because the amount of in-class time you have is so limited, we encourage you to
consider covering fewer topics more in-depth, rather than touching on a brand new
topic each week.

How do students find out about Inner Pipeline seminars?

Pipeline Project staff and Pipeline student volunteers spend a lot of time recruiting
throughout the year through emails to advisors, tabling at student events, flyers and
word of mouth. It is very helpful to have Pipeline facilitators help recruit students for
their seminars through spreading the word via facilitators personal or professional
networks, listservs, etc.

What kind of credit do students receive by taking an Inner Pipeline seminar?

Students receive EDUC 401 (Practicum in Community Service Activity) credits through
the UW College of Education. This is a service-learning credit, which is required by
some majors/minors, but for many students it is elective credit. It does not count
toward undergraduate areas of knowledge requirements. Grades are Credit/No Credit.

What should my expectations for students be if I have students registered

for different amounts of credit?

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All students, regardless of the number of credits they are earning, are expected to do
the same amount of work in your seminar. One way to think about this is that you are
teaching a 1-credit seminar and students are earning additional credits based on the
number of hours they are tutoring (so a student who is registered for 5 credits has
more tutoring to do than a student registered for 2 credits, but both students have the
same amount of in-class work and homework).

What will students tutoring experiences be like?

Of course, every placement offers a different experience, but we can give you a
general sense of the range of tutoring experiences your students will likely have.

First, there are three main types of tutoring our placements offer: one-on-one tutoring,
tutoring small groups of students, and working as more of a classroom assistant.
Typically, the majority of students are doing one-on-one tutoring, but just be aware
that this might not be what all of your students are doing at their placements.

Second, you will likely have students in elementary, middle, and high schools. The
majority of our students tutor in elementary schools, but, again, just be aware that
some of your students will likely be in middle and high schools.

Third, most of our placements are during the school day in traditional
schools/classrooms, but there are other options students can choose. We have
partnerships with a handful of community organizations that do educational work in
and out of schools and. We also send tutors to after school programs at schools, which
are often homework-help type environments.

Finally, if youre interested we can add you as an instructor to our EXPO site so that
you can see which placements your students have selected. We also encourage you
to find out this information from your students on the first day of your seminar.
Students should have their placements confirmed by the second week of the quarter.
If a student hasnt confirmed their placement by the third week of the quarter, please
have them contact the Pipeline staff immediately.

Is there anything required of all Pipeline seminars?

The following expectations are required for all Inner Pipeline students:
Attend all seminars and contribute to the group discussion. Students will not earn
credit if they are absent more than two times in a quarter.
Complete post seminar online survey and reflection paper (URL link and instructions
will be emailed to students by Pipeline staff).
Complete tutoring hours
Keep a tutoring log to be signed by school contact and turned in to seminar facilitator
at the end of the quarter.

What are some guidelines for the amount of work I can reasonable expect
my students to do for a Pipeline seminar?

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 Here are some general guidelines for reading and homework expectations, based on
the Pipeline staffs experiences teaching Pipeline seminars. This is meant to help you
out, but ultimately you get to decide what you will require of your students.

Reading: If you are assigning weekly readings, about 30 pages is a typical amount.
This can be a mix of academic and non-academic sources. Also, consider
supplementing readings with video clips, viewing informative websites, etc. With our
limited class time and the introductory nature of these seminars, the emphasis should
be on students being exposed to and developing an understanding of important
concepts in the substantive field, not necessarily on them being able to access
complex texts or read exhaustively on a specific topic in the field.

Homework: Many seminars assign a short (1-2 pages) weekly writing assignment. This
has been done in many ways, including: a reflection paper (connecting concepts in the
course to the students tutoring experience), a response to a prompt, having the
student select a quote from the readings and respond to it, etc. Some facilitators have
asked students to create video reflections or express themselves via other mediums.
The sky is the limit. Also, know that assigning weekly homework is not a requirement
do what you think is most appropriate for aiding and enhancing student learning in
your seminar.

Final Project: Most seminars have students produce a final project. There is an
example final project description in this packet that you are welcome to use verbatim,
or you are welcome to modify it or design your own. Final projects are a great way for
students to share what they have learned during the quarter often students present
their projects during the final class session. ***If you are not planning on having a
final project, please touch base with one of the Pipeline staff so we can help ensure
there is some degree of parity in work expectations between seminars.***

What questions should I answer and what questions should Pipeline staff
handle?
In general, you should handle questions pertaining to the content and requirements of
your syllabus, homework, and class sessions. Please direct students to the Pipeline
staff for any questions about their tutoring placements, tutoring hours, tutoring logs,
etc. Also, Pipeline staff will handle all questions about the final online reflection paper
and post-seminar survey. And, of course, any time you want to touch base with us
about a question from a student we are happy to talk/brainstorm/problem solve with
you.

How can I facilitate meaningful reflection of my students tutoring

experience during my seminar?
Here are a few things that past facilitators have used with success:
Bring in a guest speaker who is a practitioner in the field and can speak with the
students about the students experiences
Create an online forum (e.g., via Canvas) for students to post and respond to each
others questions and experiences.
Design in-class role play activities so students get the experience of thinking about
different perspectives on an issue

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 Allowing students to be creative with their assignments by giving them options for
how to complete their work or for assigning a variety of types of assignments
throughout the quarter
Have reflection be central to your homework assignments
Ask/require students to keep a journal where they reflect after each tutoring session
Assign students to teams and have students meet in these teams each week to
discuss their tutoring experiences

If I still have more questions

Please come talk with the Pipeline staff drop in to the office (Mary Gates Hall 171), or
set up an appointment (pipeline@uw.edu). Wed love to meet you, talk about your
ideas, and think through your questions.

FACILITATOR ROLE AND RESPONSIBILITIES

Objective: To facilitate a meaningful and challenging community practicum seminar
focused on an educational topic for UW undergraduate students.

Responsibilities include:

Send welcome email to class prior to the start of the quarter (class roster will be
provided by Pipeline staff). Please also include a reminder for students to register for
a Pipeline orientation session for the first week of school (register on EXPO) and
remind students of the date of your first seminar session (because its not the first
week of the quarter).

Design a course syllabus that includes seminar learning objectives, course readings
and assignments, and seminar expectations. See handbook section on Designing a
Seminar Syllabus for details.

Facilitate seminar discussions that connect assigned readings with tutoring

experiences.

Respond to student concerns throughout the quarter.

Determine and submit grades (Credit/No credit) to Pipeline staff at the end of each
quarter. Facilitators are asked to ensure that their students have tutored the
appropriate number of hours for the number of credits they signed up for. Pipeline
staff will tell facilitators how many credits each student is registered for.

Communicate with and be responsive to Pipeline staff.

Attend quarterly Pipeline seminar facilitator meetings to share best practices with
other seminar facilitators, discuss relevant issues and plan for upcoming quarters.

Optional: Facilitators might be interested in using one or several online Catalyst

tools. These tools include Epost (online discussion you could have students post a
sample from their tutoring journal each week), Teaching Portfolio (this tool allows
instructors to post assignments and students to submit assignments), and Simple Site

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(this tool allows instructors to create a website for their course to post the syllabus and
course readings).

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 DESIGNING A SYLLABUS
A Pipeline seminar syllabus should include the following:
Pipeline course policies (located in the appendix)
Seminar title and course description
Seminar meeting times (8 times for one hour) and location
Seminar learning objectives (what do you want your students to walk away with)
Facilitator contact information
Seminar session content including course readings and assignments
Seminar expectations. Please include at least the following expectations in your
syllabus:
Attend all seminars and contribute to the group discussion.
Complete pre and post seminar online survey (link will be emailed to students
by Pipeline staff) due Wednesday of finals week.
Complete contracted tutoring hours:
2 credits: 2.5 hours tutoring/week (at least 20 hours tutoring/quarter)
3 credits: 5 hours tutoring/week (at least 40 hours tutoring/quarter)
4 credits: 7.5 hours tutoring/week (at least 60 hours tutoring/quarter)
5 credits: 10 hours tutoring/week (at least 80 hours tutoring/quarter)
Keep a tutoring log online through EXPO that will be the Wednesday of week
10 (Pipelines database)
Turn in final Reflection paper (see Reflection Paper guidelines below) by end of
quarter via post-seminar online survey (link will be emailed to students by
Pipeline staff)
Turn in written final project and deliver oral presentation during last seminar
session.
Final Project description (see section on Final Project)
Reflection paper guidelines (see section on Reflection Paper)

Example Syllabi can be found in the Curriculum Compiled Resource Packet.

DEVELOPING CURRICULUM

Pipeline facilitators are encouraged to use their experience and connections to develop
the curriculum for their course. Every Pipeline seminar will look different, adding to
the richness of the program.

To honor the mission of Pipeline Project, facilitators are asked to incorporate the Race
and Equity concepts in the way that best fits their course. The following resources
are provided to aid facilitators in curriculum development:
Race and Equity Compiled Resource Packet
Curriculum Compiled Resource Packet

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 SAMPLE FIRST DAY OF CLASS SURVEY
Personal Info
Name: __________________________________________
Major: _______________________ I am a: Freshman Sophomore Junior
Senior Other
Email address: ___________________________________________________
Get to Know You
1. What is your favorite snack? Do you have any food allergies?
2. Where are you from? How long have you been in Seattle/Washington/the US?
3. What is your favorite thing to do on weekends?
4. How would you describe your experience as a student before coming to college?
Educational Interests
5. Have you participated in the Pipeline Project previously? If so, what seminars have
you taken and where have you tutored
6. What other experiences do you have tutoring or working with children?
7. Why do you want to participate in the Pipeline Project? Why did you pick this seminar?
8. What topics/issues are you most interested in learning about this quarter?
9. Do you have future aspirations in the field of education? If so, what are they? If not,
how do you think this experience will relate to your professional or academic
aspirations?

10. What else would you like me to know about you? Do you have any questions for me?

Recommended for the 2nd or 3rd week of class:

Placement School
Name:_______________________________________________________
Circle one: Elementary Middle School
High School
Subject Area/Focus: ____________________________________________
I will mainly be tutoring: One-on-one Small group Classroom
assistant

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 CLASS ENGAGEMENT AND TEACHING FOR DIVERSE POPULATIONS
Inner Pipeline seminars are intended to be participatory, reflective experiences that
allow students to explore new ideas and build on their service learning experience. It
is important to remember that our students come from a variety of backgrounds,
experiences, and abilities. To allow every student to fully engage, it is important to 1)
avoid assumptions about the familiarity students have with how the class should work
and 2) provide multiple pathways for accessing the material.

Facilitators are encouraged to structure class sessions in a way that fits their style and
enables students to engage with the class material and use peers as a learning
resource. Below are suggestions to help facilitate class participation and engagement.

Get to Know Your Students Offer multiple ways of engaging

From the beginning, make space to
get to know your students, their
strengths, and their needs.
Provide clear and confidential
opportunities for students to share
concerns or challenges.
Be clear about your expectations
Avoid assuming all students
understand what you expect of them
in areas such as participating in
discussions, critical/reflective
thinking or even the definition of
plagiarism.
Provide a clear explanation of your
expectations for students to
reference.
o Outline what it means to be
prepared for class (completed
readings, have questions
prepared, etc).
o Provide guidelines and/or rubrics
for assignments.
o Give an overview of topics and
goals in your syllabus and for
each class.
Offer Feedback- Early and Often
Provide specific feedback to
students on successes and ways
that they can improve. This will
allow them to adjust or find support
early to meet class expectations.
Class Discussions
o Think pair share to answer a
question or explore a thought
o Small group discussions based on
a topic/reading
o Full class discussion in response
to a prompt
Activities
o Practice tutoring strategies
o Role play
o Design an activity/student
service
o Gallery Walk
o Create visual/media
representations
Interactive Media
o Videos
o Online Quiz (like a personality
quiz or implicit bias quiz)
o Game or virtual tour
Provide models of assignments,
dialogue, etc.
Depending on academic background,
students may be used to different styles
of class dialogue or none at all. Many
students are uncomfortable or unsure of
how to engage in dialogue directly with
classmates in a full class discussion.
Providing types of questions/input can
help clarify the type of discussion you
are looking for.

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 FINAL PROJECT EXAMPLE
All Inner Pipeline students will be asked to complete a final project that allows them to
more deeply engage with a topic of their interest. Students will be given several
options including a topic case study, student case study and a lesson plan. Below is a
description of the assignment. If facilitators would like to add or change any of these
final project ideas, please talk with the Pipeline Project staff.

Final Project- Please take this opportunity to engage with a topic of your interest in
depth. Each of the following options must incorporate:
Outside research
At least two interviews (teachers, administrators, principal, staff)
Be presented in a 5 minute Power Point to the class

A one-paragraph proposal describing your final project plan is due _(date)___.

Students select ONE project to complete from the following options:

1. Topic Case Study: Choose one of the topics covered in our seminar (or propose your
own) and develop a research question that you would like to explore in relation to your
site.
Describe your site
Present your research question and why you chose it
Describe how you researched the topic and what resources you used
Share your findings
Analyze your findings in the context of your school and also in a large-scale
context (statewide, nationally, internationally, etc.)

2. Student Case Study: Analyze a particular student in a similar format to the topic
case study option (describe them, why you chose them, include outside research,
analyze). Be sure to also include what youve learned from this student and
suggestions for others working with similar students. This option requires conferencing
with your teacher to discuss your questions, experiences with the student, and your
observations. Please be sure to change the students name in your presentation.

3. Lesson Plan: Ask your teacher about lesson plan ideas and create one that fills an
unmet need in the classroom (perhaps a topic the teacher wishes they had
resources/time to teach). With guidance from the teacher, create this lesson plan and
teach it to you class. In your Power Point presentation, describe the lesson, why you
chose it, your planning process, how the actual lesson went over, and feedback from
your teacher.

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 FINAL REFLECTION PAPER
All Inner Pipeline students will be required to submit a reflection paper via a post-
seminar online survey. The reflection paper asks students to critically reflect on their
seminar and tutoring experience. Several guiding questions are offered as a writing
prompt. Facilitators are welcome to adjust the questions to be more relevant to each
seminar. Below is a description of the assignment:

We believe we do not learn from doing; we learn from thinking about what we do.
After all, reading (or serving) without reflecting is like eating without digesting
(Edmund Burke).

Please take this time at the end of your Inner Pipeline seminar experience to consider
the following questions. Please be thoughtful and reflective in your answers.
Guidelines: approximately 800-1000 words, 1-2 paragraphs per question.

Here are some guiding questions to include in your paper.

Describe your service-learning site and your tutor/volunteer position. How/why did
you select this site? What are your impressions of the school/community organization?

What were some significant differences and similarities between your K-12 experience
and the school/community organization where you volunteered and why were they
significant? How do you think your K-12 experience influenced how you approached
your volunteer work and what you learned from it?

Describe a (positively or negatively) memorable moment from your volunteer

experience. What did you learn from this moment?

What kind of impact do you think you had on the school/teacher/students/community

organization, and why? How did this compare to your expectations going into the
quarter?

How did this experience impact you and your views on our community, your school, or
public education in general?

How does your experience with Pipeline relate to or influence your academic,
professional, and/or personal goals for the future?

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 GRADING
Course Grading
Students receive EDUC 401 (Practicum in Community Service Activity) credits through
the UW College of Education. Grades given are Credit or No Credit.

The amount of credit earned for each seminar depends on the number of tutoring
hours completed within the quarter:

2 credits: 2.5 hours tutoring/week (at least 20 hours tutoring/quarter)

3 credits: 5 hours tutoring/week (at least 40 hours tutoring/quarter)
4 credits: 7.5 hours tutoring/week (at least 60 hours tutoring/quarter)
5 credits: 10 hours tutoring/week (at least 80 hours tutoring/quarter)

Facilitators are asked to determine and submit grades (Credit/No credit) to Pipeline
staff at the end of each quarter. Pipeline staff need to receive grades by 12 noon on
the Friday during the finals week. Facilitators are asked to ensure that their students
have tutored the appropriate number of hours for the number of credits they signed up
for. Pipeline staff will tell facilitators how many credits each student is registered for.

If a student has not completed all the required tutoring hours or all the required
assignments in time, facilitators may give the student an Incomplete or No Grade Now
and make arrangements with the students to finish their hours or assignments.

Grading Assignments
Facilitators are encouraged to provide grading rubrics or grading guidelines to
students to provide clarity about expectations. Facilitators may create rubrics or
grading guidelines for assignments as they see fit.

Here are links to example rubrics:

Weekly Reflection Rubric
Final Project: Topic Case Study Rubric

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 STUDENT TUTORING SITES
Tutoring sites for each seminar should complement the seminar topic. For example,
students taking the Inner Math and Science seminar will tutor in a K-12 math or
science classroom while students taking the Inner Refugee Communities seminar will
tutor in a community organization that works with refugee communities or K-12
schools with a large refugee population. Pipeline Project staff will work with facilitators
to come up with a list of potential tutoring sites for each seminar.

UW students will be required to attend a 1.5 hour orientation prior to the start of the
seminar. During this orientation students will learn about tutoring strategies and
safety/liability issues, and they will also choose their tutoring site. Students will be
given a list of sites to choose from (students from different seminars will be given
different lists to choose from). Students will then contact the volunteer coordinator at
the school/organization to set up a regular tutoring schedule.

For some seminars, it may make more sense for the facilitator to conduct a specialized
orientation. Pipeline staff will work with facilitators if this is the case.

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 APPENDIX
Pipeline Course Policies
Diversity Statement
It is the intention of Pipeline Project staff and seminar facilitators to acknowledge and
respect the diversity of students and community members, especially with regards to
race, ethnicity, national origin, gender, sexuality, disability, age, socioeconomic status,
and immigration status. Inner Pipeline Seminars are a place for students to learn from
each other and their service with diverse community organizations. We embrace
individuals from all backgrounds and value perspectives of all individuals. Students
are encouraged to share their personal experiences and respectfully engage with other
students to discover new perspectives. Harassment, targeting or disrespectful
behavior toward individuals based on background or personal characteristics will not
be tolerated.
Academic Integrity Policy
The College of Education holds very high standards regarding academic integrity. Work
submitted in this course must be the product of your own original effort. When you
incorporate the works, words, or ideas of another, you must provide proper citations. If
you are concerned about plagiarism, have questions about legitimate forms of
collaboration, or are unclear about appropriate methods of citation, consult a style
manual or the instructor. Along with plagiarism and unauthorized collaboration, other
forms of academic misconduct include (but are not limited to) falsifying attendance
records and submitting the work of others as if it were your own. Violations of the
Academic Integrity Policy will result in sanctions that can range from disciplinary
warning, to probation or suspension, to in the event of severe or repeated violations
dismissal from the University. For more information please refer to the College of
Educations Academic Integrity Policy and related procedures:
http://education.uw.edu/my-coe/current-students/academic-policies.
Notice VeriCite
The University has a license agreement with VeriCite, an educational tool that helps
prevent or identify plagiarism from Internet resources. Your instructor may use the
service in this class by requiring that assignments are submitted electronically to be
checked by VeriCite. The VeriCite Report will indicate the amount of original text in
your work and whether all material that you quoted, paraphrased, summarized, or
used from another source is appropriately referenced.
College of Education Writing Support
The College of Education partners with the Odegaard Writing & Research Center to
provide writing support for CoE students. Conveniently located in Miller Hall 407C, this
satellite site provides one-to-one tutoring, and our tutors work with writers at any
stage of writing, including outlining, drafting, research, and revision. The CoE branch is
staffed with undergraduate and graduate peer tutors who are familiar with the College
of Education and who can support writers ideas and projects throughout their writing
process. For more information or to schedule an appointment, please visit our website
at https://depts.washington.edu/owrc (Links to an external site.)Links to an external
site.
Academic Accommodations
If you would like to request academic accommodations due to a disability, please
contact Disabled Student Services, 448 Schmitz, (206) 543-8924 (V/TTY). If you have a

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letter from DSS indicating that you have a disability that requires academic
accommodations, please present the letter to us so we can discuss any
accommodations you might need.

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Weekly Reflection Rubric
Ratings
Expectation
Incomplete
The author does not
reference the assigned
Integrates
materials, or fails to do so
assigned
in a way that shows
materials
understanding or
reflection for growth.
The author does not
reference
tutoring/personal
Integrates
experience, or fails to do
tutoring/person
so in a way that shows
al experience
connection to assigned
materials or reflection for
growth.
The author does not
critically examine the
assigned materials.
Critically
examines
materials.
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Earne
Complete d
The author references
assigned material(s). The
material(s) referenced are
built upon to show
understanding or
reflection for growth.
The author references
tutoring/personal
experience(s). The
experience(s) referenced
are built upon to show
connection to assigned
materials or reflection for
growth.
The author critically
examines the assigned
material in at least one of
the following ways:
1. Applying concepts to
real world challenges
2. Discussing relationship
to alternative
perspectives
3. Discussing how this
supports, challenges or
inspires you
Final Project: Topic Case Study Rubric
Ratings
Expectation Earned
Incomplete Complete
Topic The topic, purpose, or the The topic and purpose are
relevance of the topic is clearly defined. The
unclear. importance of the topic is
explained.
Content- Topic The content does not The content relates back
Relevance clearly connect to the to the topic. The topic is
stated topic. Or the topic explored with enough
is not adequately depth to fulfill the study
explored to fulfill the purpose.
purpose of the study.
Content- The content does not The content connects
Connection to clearly connect back to back to at least two race
Race and Equity race and equity concepts. and equity concepts
Concepts explored during the
quarter:
Institution racism
Implicit bias
Microaggressions
Power, privilege and
positionality
Outside Evidence Sources are not Information is properly
appropriately cited or less cited. At least 3 outside
than three outside sources are used (not
sources are cited (not including interviews
including interviews conducted).
conducted).
Interviews Two interviews were not Two interviews were
complete or the conducted. Findings from
interviews are not the interviews-relevant to
referenced. Or interviews the topic- are shared.
were conducted but
relevant findings are not
shared.
Critical Analysis The topic is not examined A critical analysis of the
in a critical way, or shows topic is explored in at
evidence of minimal least two of the following
critical analysis. ways:
Offers solutions to real
world challenges
Calls for further
action/research into
specific areas
Examines aspects of
multiple viewpoints
Describe impact on
specific groups of

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 people

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