peer tutoring

2015 Spring + EDUC 387-Peer

Tutoring Syllabus 201501062015

Spring + EDUC 387-Peer Tutoring

Syllabus.docx

of 14 January 6, 2015

THE UNIVERSITY OF NORTH CAROLINA at CHAPEL HILL

SCHOOL OF EDUCATION THE LEARNING CENTER

EDUC 387 – Peer Tutoring (3 semester hours) Section 002: Wednesday 6:00 – 9:00 pm

Instructor: Bud Harrelson, MSA Instructor Email: [email protected] Graduate Assistant: Brian Matthews Graduate Assistant Email: [email protected] Office Location: SASB North, The Learning Center, Suite 0118 Office Hours: By appointment Class Meeting Location: Dey Hall, Room 208

COURSE OBJECTIVES

The course is designed to meet the following objectives:

1) To build understanding of the learning process;

2) To orient students to major theories of learning;

3) To support students in identifying how they learn;

4) To expose students to the various strategies that promote learning;

5) To expose students to the various strategies to assess the learners’ understanding of material;

6) To expose students to various study skills; and

7) To develop students’ capacity to support others in the learning process through the peer tutoring model.

REQUIRED READING

A textbook is not required for this course.

COURSE AGENDA The schedule set forth below as well as the policies and assignments for this course are subject to change in the event of extenuating circumstances.

NOTE: Assignment 9: Post-conference Analysis will be due three days after your observation post-conference has been conducted. You will submit your feedback in an email to the clinical supervisor who conducted your observation. The assignment is described later on under the Clinical Supervision portion of the syllabus [The link above will take you to the correct location within the syllabus]. WEEK 1: WEDNESDAY, JANUARY 7 Course Overview Tutor Training – Session 1 _________________________________________________________________________________________ WEEK 2: WEDNESDAY, JANUARY 14 Tutor Training – Session 2

mailto:[email protected]





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Assignment 1: Personal Learning History (20 points) The purpose of this assignment is as follows:

1. To understand not only how you learn;

2. To begin to see how others approach learning; and

3. To begin to understand the skills, requirements, habits necessary to learn a different content area.

Part A: (15 points) Due: 11:59 PM, Sunday, January 11, Submitted to Forums section on Sakai In the subject line of your submission include Personal Learning History + [Content Area] (This is the subject you selected to write about). Your response should be pasted into the “Personal Learning History” forum in Sakai. DO NOT upload individual files. Write two pages that describe your learning history in the primary subject you plan to tutor. What are the key moments that advanced your learning, understanding, and mastery of this content area? When did these moments occur (i.e. how old were you, what was your level of cognitive development, what was the setting, who was the teacher / professor, did the teacher / professor use specific instructional strategies)? What difficulties did you encounter when learning this content area? What strategies did you use to overcome these obstacles? What are the practices in your behavior that make you a good student in this content area? How did you learn (and learn to maintain) these practices? Part B: (5 points) Due 11:59 PM, Wednesday, January 14, Submitted to Forums section on Sakai Read and respond someone else’s personal learning history. Minimally, your response should be three paragraphs. In your response, address the following:

1) Summarize what it means to learn this content area based upon what the other person said.

2) What are the similarities and difference between you and the other student in how you overcome difficulties?

3) What strategies does the other student utilize that might be beneficial to you? Why did you select these

strategies?

Two people cannot reply to the same post. You should do your best to select a content area different from the one you tutor. ___________________________________________________________________________________ WEEK 3: WEDNESDAY, JANUARY 21 FIRST NIGHT OF PEER TUTORING Assignment 2: Understanding Your Discipline (20 points)




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An exemplar will be posted to Sakai. The purpose of this assignment is for the tutor to understand how the values and paradigms within each discipline / content area determine the approach used during the tutoring session. PART A: (15 points) Due 11:59 PM, Sunday, January 18, Submitted to Forums section on Sakai In the subject line of your submission include Understanding [Content Area] (This is the subject you selected to write about). Your response should be pasted into Sakai in the “Understanding Your Discipline” forum. DO NOT upload individual files. Write at least a page describing the values, fundamentals, tenets of the primary subject area in which you plan to tutor. What is the purpose of this discipline? How do people who work in this discipline approach their work? If more than one approach exists, include all of them. Compare and contrast these paradigms. How does understanding the values and paradigms used by a discipline affect the learning of the discipline? For example, what are the values, fundamentals, and tenets of chemistry? What do chemists care about? How does understanding the chemist’s values and paradigms impact the learning of chemistry? PART B: (5 points) Due 11:59 PM, Wednesday, January 21, Submitted to Forums section on Sakai Read and respond someone else’s Understanding Your Discipline. In your response, compare and contrast the values and paradigms of the two disciplines. Two people cannot reply to the same post. You MUST select a content area different from the one you tutor. _________________________________________________________________________________________ WEEK 4: WEDNESDAY, JANUARY 28 Peer Tutoring Assignment 3: The Beginner PART A: (15 points) Due 11:59 PM, Sunday, January 25, Submitted to Forums section on Sakai In the subject line of your submission include Beginner+[Activity] (This is the activity in which you were most recently a beginner). Reflect upon your most recent experience as a beginner. It could have been making a chocolate cake, snow skiing, traveling by yourself, making a doctor’s appointment, or playing the ukulele. How did you feel during this experience? Did you behave differently since you were a beginner? Did others treat you differently




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because you were a beginner? How does understanding the psychology of a beginner influence the strategies your might use while tutoring? PART B: (5 points) Due 11:59 PM, Wednesday, January 28, Submitted to Forums section on Sakai Read and respond to someone else’s beginner experience. How is the student’s experience different from yours? How might you apply the insights this student discerned to your tutoring approach? This should be different from information you included in your initial posting. Two people cannot reply to the same post. You MUST select an activity different from the one you used in your initial post. _________________________________________________________________________________________ WEEK 5: WEDNESDAY, FEBRUARY 4

Peer Tutoring Assignment 4: Failure as a Learning Experience PART A: (15 points) Due 11:59 PM, Sunday, February 1, Submitted to Forums section on Sakai In the subject line of your submission include Failure. Reflect upon a time when you failed. What were the circumstances? How did you feel? Did you overcome the failure? If so, what did you do differently? Did you attempt the activity again? If yes or no, why? What did you take away from the experience of failure? How does understanding the psychology of failure influence the strategies you might use while tutoring? Part B: (5 points) Due 11:59 PM, Wednesday, February 4, Submitted to Forums section on Sakai Read and respond to someone else’s experience with failure. How is the student’s experience different from yours? How might you apply the insights this student discerned to your tutoring approach? Two people cannot reply to the same post. You MUST select an activity different from the one you used in your initial post. ________________________________________________________________________________________ WEEK 6: WEDNESDAY, FEBRUARY 11 Peer Tutoring Midterm Assessment: Tutor Observation Form (20 points) We are asking you to develop an observation tool that an administrator might use to give feedback to a peer tutor. Based upon your experience of peer tutoring best practices, you will determine the domains a high-




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quality tutor observation tool should include. You will also determine the criteria the administrator should look for during the observation to measure the tutor’s effectiveness in each domain. You will submit the midterm in two parts. Part A is due this week, and Part B is due March 4th. For Part A, you will submit the observation tool domains and your justification for including these domains. You will receive feedback from the instructor on the domains you selected before moving on to Part B. For Part B, you will determine the criteria that measure the tutor’s effectiveness for each domain. Once your observation tool has been scored, the instructor will observe you using the observation tool you developed. PART A: Due 11:59 PM, Wednesday, February 11, Submitted to Dropbox section on Sakai File Nomenclature: EDUC 387+Midterm Part A+Last_Name, First_Name File Nomenclature Example: EDUC 387+Midterm Part A+Harrelson, Bud Determine the domains your tutor observation tool will include. For each domain, write a paragraph (~50-75 words) justifying each domain’s inclusion in the observation tool. Include a reference list. You may use APA, MLA, or whichever format is appropriate for your major. Be sure your file name follows the nomenclature described above. _________________________________________________________________________________________ WEEK 7: WEDNESDAY, FEBRUARY 18

Peer Tutoring Assignment 5: Learning Center Activity (20 points) Due 11:59 PM, Wednesday, February 25, Submitted to Forums section on Sakai File Nomenclature: EDUC 387+Assignment 5+Last_Name, First_Name File Nomenclature Example: EDUC 387+Assignment 5+Harrelson, Bud The purpose of this assignment is to expose peer tutors to the resources available within The Learning Center in hopes that the peer tutor might refer other students to these services. Participate in a Learning Center or Writing Center activity. Your options include the following:

1) An individual academic coaching session

2) Group coaching

3) Study boot camp

4) Reading skills mini-course

5) Speed reading workshop

6) Reading textbooks workshop

7) Reading journal articles workshop

8) Reading to ace the test workshop

http://learningcenter.unc.edu/




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9) Appy-hour workshop

10) Test prep group

11) Time management tune-up learning lab

12) Destination motivation learning lab

13) Tackling text anxiety learning lab

14) Writing Center face-to-face consultation

15) Writing Center online tutor consultation

If there is another Learning Center or Writing Center activity that you would like to attend, but is not listed here, please discuss the possibility with the instructor.

You will demonstrate your participation in a Learning Center or Writing Center activity using the Assignment 5 – Documentation Form. The form is available on Sakai. Once you have completed the form and the facilitator has signed, scan the form and upload it to Forums on Sakai. If you do not have access to a scanner, you may take a picture of the completed form and upload. Be sure your file name follows the nomenclature described above. Reflect upon your experience in The Learning Center activity. What did you learn about learning from the activity? What did you learn about teaching from the activity? How might you incorporate this into your tutoring sessions? _________________________________________________________________________________________ WEEK 8: WEDNESDAY, FEBRUARY 25 Peer Tutoring No assignment due this week. You should use this time to work on your midterm assignment. _______________________________________________________________________________________ WEEK 9: WEDNESDAY, MARCH 4 Peer Tutoring Midterm Assessment: Tutor Observation Form (40 points) PART B Due 11:59 PM, Wednesday, March 4, Submitted to Dropbox section on Sakai File Nomenclature: EDUC 387+Midterm Part B+Last_Name, First_Name File Nomenclature Example: EDUC 387+Midterm Part B+Harrelson, Bud Using the feedback you received from your instructor on Part A, determine the criteria that will measure the tutor’s effectiveness for each domain. You should design / layout the observation tool so that it is easy for the administrator to use during the observation and provides clear feedback to the tutor on areas of improvement. Remember the instructor will use the observation tool you develop to provide feedback to you after spring break. In addition to designing the observation form, justify your inclusion of each criterion.




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Include a reference list. You may use APA, MLA, or whichever format is appropriate for your major. The observation tool and the justification should be included in one file. . Be sure your file name follows the nomenclature described above. _________________________________________________________________________________________ WEEK 10: WEDNESDAY, MARCH 11 NO CLASS – SPRING BREAK _________________________________________________________________________________________ WEEK 11: WEDNESDAY, MARCH 25 Peer Tutoring Selection of final exam topic: The final exam is described later on under the Exam: Learning Concept Presentation portion of the syllabus [The link above will take you to the correct location within the syllabus]. Use the link posted on Sakai to submit the topic of your final exam presentation. More than one student cannot use a topic. Be sure to review what other students have posted before adding yourself to the list. The link will appear in the Announcements section of Sakai on Wednesday, March 4. Your topic must be selected by 11:59 PM on Wednesday, March 25. Assignment 6: Key Concept Representation (20 points) Due 11:59 PM, Wednesday, March 25, Submitted to section on Sakai In the subject line of your submission include Key Concept Representation+[Concept] (This is the concept you used for this assignment). File Nomenclature: EDUC 387+Assignment 6+Last_Name, First_Name File Nomenclature Example: EDUC 387+Assignment 6+Harrelson, Bud Using the items in your dorm room or apartment (do not buy anything), construct a representation of key concept in the primary subject you tutor that is difficult for people to understand. Take a picture(s) of the model. Insert the picture into a Word document. Justify why you think your model is a good representation of the key concept. Reflect upon your experience constructing the model. What did you think about? What challenged you? What was interesting about this exercise from a learning perspective? How might your experience constructing the model impact how you approach a tutoring session? Be sure your file name follows the nomenclature described above. You are not required to respond to another student’s post. However, you may want review the posts on key concepts in your discipline. _________________________________________________________________________________________ WEEK 12: WEDNESDAY, APRIL 1




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Peer Tutoring No assignment due this week. Use this time to work on Assignment 7 and your final exam. _________________________________________________________________________________________WEEK 13: WEDNESDAY, APRIL 8 Peer Tutoring Assignment 7: Diagnose Your Study Habits Due 11:59 PM, Wednesday, April 8, Submitted to Forums on Sakai In the subject line of your submission include Study Habits. File Nomenclature: EDUC 387+Assignment 7+Last_Name, First_Name File Nomenclature Example: EDUC 387+Assignment 7+Harrelson, Bud As a successful student, you have developed study skills. But are you cognizant of when and how you study? Could you explicitly share with another student the routine you follow? For a two-week period, chronicle your study habits. When do you study? Where do you study? How do you study? Keep a log for the two-week period. The time finder tools on The Learning Center website might be useful in this task. Summarize your findings. Based upon you findings, what changes might you make in your study habits? Attach your log to your post. Be sure your file name follows the nomenclature described above. _________________________________________________________________________________________ WEEK 14: WEDNESDAY, APRIL 15 Peer Tutoring No assignment due this week. Use this time to work on Assignment 8 and your final exam. ________________________________________________________________________________________ WEEK 15: WEDNESDAY, APRIL 22 LAST CLASS MEETING Peer Tutoring Assignment 8: Learn a New Study Skill Due 11:59 PM, Wednesday, April 22, Submitted to Forums on Sakai In the subject line of your submission include New Study Skill+[Skill] (This is the new skill you used for this assignment). In Assignment 7, you identified changes you might make in your study habits. For Assignment 8, you will use one study tool or approach that you’ve never used before. For a two-week period, use this new skill. Reflect

https://learningcenter.unc.edu/files/2013/08/Weekly-Planner-_60-minute-intervals.docx




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upon your experience with the new tool. Did the tool assist you with your understanding of new material? If so, how? _________________________________________________________________________________________ EXAM: THURSDAY, APRIL 30, 7:00 PM – 10:00 PM SASB North, The Learning Center, Suite 0118 & The Writing Center, Suite 0127 Exam: Learning Concept Presentation (80 points) Upload a clear, high resolution photo of your poster by 1:00 PM, Thursday, April 30 to the Forums section of Sakai In the subject line of your submission include Exam+[Concept] (This is the concept you used for this assignment). File Nomenclature: EDUC 387+Exam+Last_Name, First_Name File Nomenclature Example: EDUC 387+Exam+Harrelson, Bud Presentations will take place on Thursday, April 30 starting at 7:00 PM. Assume you are a school principal, teacher, or owner/operator of your own tutoring business. Part of your job requires you to make presentations on topics or theories related to learning during parent meetings. Our exam period will take on the format of a parent meeting. The program that evening will consist of a gallery walk of posters on multiple topics related to learning. Each student will make poster on a topic or theory related to learning that he / she cares about. Presentation topics might include memory, problem solving, critical thinking, assessment, habits, procrastination, decision-making, brain science, or learning environments. Your presentation should summarize the current research/literature on this topic. The mechanics of the gallery walk will be explained at a later date via email. Include a reference list. You may use APA, MLA, or whichever format is appropriate for your major. The observation tool and the justification should be included in one file. Be sure your file name follows the nomenclature described above. More than one student cannot use a topic. The topic selection link will be available on the Announcements section of Sakai on Wednesday, March 4. Be sure to review what other students have posted before adding yourself to the list. Your topic must be selected by 11:59 PM on Wednesday, March 25. Following the format of a parent meeting, The Learning Center will provide pizza and drinks for our exam session.

REQUIREMENTS

Assignments and Grading Policy Your final course grade will be determined on the basis of the following: Assignment 1 – Personal Learning History 20 points Assignment 2 – Understanding Your Discipline 20 points Assignment 3 – The Beginner 15 points




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Assignment 4 – Failure as a Learning Experience 15 points Assignment 5 – Learning Center Activity 20 points Assignment 6 – Key Concept Representation 20 points Assignment 7 – Diagnose Your Study Habits 20 points Assignment 8 – Learn a New Study Skill 20 points Assignment 9 – Post-conference Analysis and Feedback 10 points Midterm Part A 20 points Midterm Part B 40 points Exam – Learning Concept Presentation 80 points Policy on Late Assignments Barring medical and family emergencies, your grade on late assignments will be reduced by 2 point for each day late. Grading Scale & Attendance Policy Consider the wisdom of Woody Allen: “Eighty percent of success is just showing up!” Please arrive to class on time and prepared to tutor.

1. The Bulletin of the University describes regular class attendance as “a student obligation” and reminds us that “no right or privilege exists that permits a student to be absent from a given number of class meetings.”

2. On rare occasions, it may be necessary to request that an absence be excused, e.g., for illness, death of an immediate family member or other emergencies. It is the student’s obligation to give prior notification of such absences if at all possible. Although the University calendar does not recognize religious holidays, we will make accommodations for students giving prior notification of an absence due to the observance of religious holidays. Please consult the following site for details: http://provost.unc.edu/policies/pdfs/Class%20Attendance%20Policy%208-18-10.pdf

3. Work that is due on the day of any unexcused absence will be subject to the Policy on Late Assignments (above).

4. We do not want you to risk your well-being due to unsafe weather conditions. . If UNC-Chapel Hill departments and schools are cancelled due to weather, we will not hold class. . If a class cancellation or change of venue occurs, you will be notified. . If class is NOT cancelled BUT your personal situation makes coming to class unsafe, you should follow the guidelines above. With that being said, tutors are permitted one absence. Additional absences must be made up. You may only make up absences by providing tutoring services on the alternate night. Providing tutoring services to the University is contingent upon you being present. Your attendance will also impact your grade.

Grade Points Accrued Attendance

P 240 – 300 No more than 1 absence

F Less than 240 More than 1 absence

http://provost.unc.edu/policies/pdfs/Class%20Attendance%20Policy%208-18-10.pdf




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FEEDBACK, OBSERVATIONS & EVALUATIONS

Our tutoring philosophy is grounded in Carol Dweck’s (2000) work on mindset. In a 2012 interview with

James Moorehead, Dweck's defines fixed and growth mindsets:

"In a fixed mindset students believe their basic abilities, their intelligence,

their talents, are just fixed traits. They have a certain amount and that's that,

and then their goal becomes to look smart all the time and never look dumb.

In a growth mindset students understand that their talents and abilities can

be developed through effort, good teaching and persistence. They don't

necessarily think everyone's the same or anyone can be Einstein, but they

believe everyone can get smarter if they work at it."

One of the missions of Peer Tutoring and The Learning center is to foster growth mindsets among the University’s student body. We take the same approach with developing the talents of the peer tutors; therefore, you will receive feedback through multiple avenues (e.g. evaluation forms, scheduled observations, and informal observations) to help you improve your tutoring skills throughout the semester. Formative Evaluation Forms At the end of each tutoring session, you will ask the students to complete an evaluation form. The evaluation form is formative in nature; it is designed to collect information from the students that you can use to improve your tutoring skills. The data collected through the evaluation form will not be used in a punitive manner or impact your course grade. The data from the evaluation forms will be aggregated each week and given back to you in written format (this may be in the form of an email). Scheduled Observations You will receive two scheduled observations during the semester. The first observation will utilize a clinical supervision model. The second observation will be based on the tutor observation tool you develop as part of your midterm assessment. “Essentially, clinical supervision in education involves a teacher receiving information from a colleague who has observed the teacher's performance and who serves as both a mirror and a sounding board to enable the teacher to critically examine and possibly alter his or her own professional practice” (Pajak, 2003). You should notice clear links between clinical supervision and Dweck’s growth mindset. The goal of each observation is for you to improve on your tutoring practice. Our clinical supervision process will follow the model below.

Stage 1—Pre-observation Conference

Tutors's Task: Determine the tutoring skill(s) they would like to improve upon. You may want to look at the feedback you receive from the formative evaluation forms to determine this skill. You should be able to explain why you have chosen this particular skill during the pre-observation conference.

http://onedublin.org/2012/06/19/stanford-universitys-carol-dweck-on-the-growth-mindset-and-education/




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Clinical Supervisor's Task: To learn about and understand what the tutor would like to improve upon by asking probing and clarifying questions. Questions to Consider: What type of data will be recorded (e.g., tutuor questions, student behaviors, movement patterns)? How will data be recorded (e.g., video or audio recording, verbatim transcript, anecdotal notes, checklist)? Who will do what in the subsequent stages? The pre-observation conference typically takes place face-to-face. Given the large number of tutors enrolled in the course, some of the pre-conferences may need to be scheduled during office hours. We will also leverage Skype and Face Time to complete the pre-observation conferences.

Stage 2—Tutor Session Observation

Tutor's Task: To conduct the tutoring session as well as possible. Clinical Supervisor's Task: To record events occurring during the tutoring session as accurately as possible.

Stage 3—Data Analysis and Strategy

Tutor's Task: To help make sense of the data (if directly involved in this stage). Clinical Supervisor's Task: To make some sense of the raw data and to develop a plan for the conference. Questions to Consider: What patterns are evident in the data? Are any critical incidents or turning points obvious? What strengths did the tutor exhibit? Were any techniques especially successful? Are there any concerns about the lesson? Which patterns, events, and concerns are most important to address? Which patterns, events, and concerns can be addressed in the time available? How will the conference begin? How will the conference end?

Stage 4—Conference

Tutorr's Task: To critically examine his or her own tutoring with an open mind and to tentatively plan for the next tutoring session (What might you do differently?). Clinical Supervisor's Task: To help clarify and build upon the tutor's understanding of the behaviors and events that occurred in the tutoring session. Questions to Consider: What patterns and critical incidents are evident in the data? What is the relationship between these events and student learning? Were any unanticipated or unintended outcomes evident? What will the tutor do differently for the next tutoring session (e.g., new methods, content, materials, tutor behaviors, or assessments)? The debriefing conference will take place face-to-face. The debrief might happen later in the class period, the following week, or during a scheduled office hour.




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Stage 5—Post-conference Analysis

Tutor's Task: To provide honest feedback to the clinical supervisor about how well the clinical supervision cycle went. Clinical Supervisor's Task: To critically examine his or her own performance during the clinical supervision cycle. Questions to Consider: Generally, how well did the clinical supervision cycle go? What worked well? What did not work well? If you could do it again, what would you do differently? What will you do differently during the next clinical supervision cycle? Assignment 9: Post-conference Analysis Due three days after your conference date. The tutor will submit his / her responses to the questions above in an email to the clinical supervisor who conducted the observation. This will constitute Assignment 9. This email is due three days after your conference date. In the subject line of your email, include EDUC 387+Assignment 9. Be sure to use the clinical supervisor’s UNC email address. These addresses are provided on the first page of the syllabus. Informal Observations Informal observations will take place as needed. You should expect the peer tutoring supervisors to observe your tutoring sessions. The goal is to assess how you are doing as a tutor. The informal observations are not punitive. Informal observations might be prompted by the data collected through the formative evaluation form or at the tutor’s request.

DISABILITY SERVICES INFORMATION If you have a medical condition/disability that may require reasonable accommodation to ensure equal access to this course, please contact the Department of Disability Services at 919.962.8300, on the internet at http://disabilityservices.unc.edu/eligibility or via email at [email protected]

HONOR CODE The University of North Carolina at Chapel Hill has had a student-administered honor system and judicial system for over 100 years. The system is the responsibility of students and is regulated and governed by them, but faculty share the responsibility. If you have questions about your responsibility under the honor code, please bring them to your instructor or consult with the office of the Dean of Students or the Instrument of Student Judicial Governance. This document, adopted by the Chancellor, the Faculty Council, and the Student Congress, contains all policies and procedures pertaining to the student honor system. Your full participation and observance of the honor code is expected. If you require further information on the definition of plagiarism, authorized vs. unauthorized collaboration, unauthorized materials, consequences of violations, or additional information on the Honor Code at UNC, please visit http://honor.unc.edu.

http://disabilityservices.unc.edu/eligibility


http://honor.unc.edu/




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POLICY ON PROHIBITYED HARASSMENT AND DISCRIMINATION The University’s Policy on Prohibited Harassment and Discrimination (http://www.unc.edu/campus/policies/harassanddiscrim.pdf) prohibits discrimination or harassment on the basis of an individual’s race, color, gender, national original, age, religion, creed, disability, veteran’s status, sexual orientation, gender identity or gender expression. Appendix B of this Policy provides specific information for students who believe that they have been discriminated against or harassed on the basis of one or more of these protected classifications. Students who want additional information regarding the University’s process for investigating allegations of discrimination or harassment should contact the Equal Opportunity /ADA Office for assistance at 919.966.3576 or via email at [email protected] or through U.S. Mail at

Equal Opportunity/ADA Office The University of North Carolina at Chapel Hill

100 East Franklin Street, Unit 110 Campus Box 9160

Campus Box 9160 Chapel Hill, NC 27599

http://www.unc.edu/campus/policies/harassanddiscrim.pdf


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