EDUC 401 Q: Exploring the Intersectionalities of Undocumented Students in K-12
- Date: Tuesday
- Time: 11:30 AM – 12:50 PM
- Location: BNS 115
- SLN: 13644
- Facilitator: Erik Saucedo, email@example.com
The purpose of this seminar is to provide an extensive knowledge about the current most vulnerable student population in the U.S.; undocumented students. Whether it is within the K-12 system or at a higher education institution, it imperative to explore the many facets that undocumented students experience. The ultimate goal of this seminar is to not only raise awareness but for students to leave the classroom with an ACTION PLAN! Through this seminar you will explore the following:
- Identify and explore societal forces and structural barriers related to education for undocumented students in K-12 and higher education.
- Explore issues of language, culture, socioeconomic status and other intersecting identities that relate to our own understanding of and work with undocumented students.
- Review and evaluate key instructional strategies and techniques for working with undocumented students, including bilingual instruction.
- Engage in self-reflection in relation to your tutoring practicum experience as well as personal identity, sociocultural and linguistic history in order to evaluate and improve your work with undocumented students and other students.
- Explore and gain knowledge about resources on UW campus to better understand undocumented student’s barriers in education and being able to apply this knowledge on site.
- Gain exposure to the “real deal” through undocumented student testimonies and an overview of the challenges encountered.
- Gain awareness and create discussion about laws, policies, and educational practices necessary to support undocumented students (DACA (Deferred Action for Childhood Arrivals) and DAPA (Deferred Action for Parents of Americans and Lawful Permanent Residents)
- Create and action plan towards advocating undocumented students and leave with a list of resources and best practices.
For this seminar, the number of credits a student receives depends on the number of tutoring hours completed in addition to seminar attendance. Credit and tutoring requirements are as follows:
- 3 credits*: 2.5 hours tutoring/week (at least 20 hours tutoring/quarter)
- 4 credits: 5 hours tutoring/week (at least 40 hours tutoring/quarter)
- 5 credits: 7.5 hours tutoring/week (at least 60 hours tutoring/quarter)
- 6 credits**: 10 hours tutoring/week (at least 80 hours tutoring/quarter
*A Student may opt to register for 1 or 2 credits if it means avoiding an additional registration fee.
** Students can only enroll for a max of 6 credits total per Quarter when tutoring for the Pipeline Project. Need more Credits still? Email firstname.lastname@example.org and we will do our best to accommodate you
If you need to make up tutoring hours for a circumstance out of your control (school closure, holiday) you can complete an online assignment. Each assignment is worth two tutoring hours.