Although virtually unknown to many underclassmen, undergraduate tutorials offer students the chance to share knowledge they have developed in any number of special areas in a classroom format. Taking the role of a teacher, students who run tutorials lead their peers while developing their own curriculum and assigning readings, papers, and projects. In addition, students enrolled in tutorials can earn a University credit.

This is what Lauren Smith ’07 decided to do after she spent a semester abroad, studying global health in different countries. Last spring, she and Gretchen Kishbauch ’07 began working on a curriculum based on what Smith was learning while she was still abroad.

“I was excited about using [a] forum to do something where you’re sort of teaching and representing material, but also material that’s usually just presented from teachers to students,” Smith said. “For us, we [can] present what we think is interesting to our peers, [and we’re] able to debate [those] things.”

In order to get their idea for a potential class approved, Smith and Kishbauch had to write a proposal and complete a form available through the Academic Affairs website. They then had to find a faculty advisor to sponsor them and get an approval from the chair of the relevant department. In this case, Smith and Kishbauch approached the chair of the Science in Society Program, Joseph Rouse. They then had to submit a proposal to Academic Affairs.

“I guess for us it was easier to get approved because the curriculum had already been made; they could tell we had done a bunch of work,” Smith said. “I guess it’s whether or not they think you’re capable of doing it. ”

Forums can be counted for up to one credit in the appropriate department. Students must submit their applications during the semester prior to the planned tutorial. In their case, Smith and Kishbauch had to submit this fall’s tutorial proposal by the end of the spring 2006 semester.

Preparing for their tutorial, which meets for three hours once a week, has been challenging.

“I think it’s gonna be a crapload of work [for us],” Smith said. “We try to not give as much reading. Other professors might assign hundreds of pages of readings. [Our tutorial] includes readings, short writing assignments, and one group project.”

Smith herself was enrolled in a tutorial in a previous year, which she had originally heard about through a department e-mail.

“I guess I didn’t know when I was a freshman or sophomore. It surprised me that people don’t know they exist,” she said.

The other two tutorials offered this semester are Introduction to Taiko (Japanese Drumming) and Tap Dance: Introduction to Technique Rhythm and History. Neither are readily visible on WesMaps, and in regards to advertisement for their own tutorial, Smith said she and Kishbauch were mostly on their own.

“It wasn’t maybe super advertised, but we weren’t sure what we should do about it,” Smith said. “I think they sent out an advertisement to the Science and Society list. We put up posters and they all got taken down.”

Maximum enrollment allowed for student tutorials is 15, not including the student leader(s). Despite the lack of administrative assistance for publicity, Smith pointed out that they had no problem reaching the student limit.

“We got more [interested students] than we could take,” Smith said.

According to Smith, advertising was less of a problem because, through groups like the Student Global Aids Campaign, she already knew of several interested students.

“People start forums because they know there’s interest,” she said. “They’ll know the people that share that interest.”

Ultimately, Smith said she was extremely happy that the University offered a venue for her to share what she had learned in a more formal, structured setting.

“I think it’s a really unique opportunity,” Smith said. “The kids I was on the program with were all really jealous that I could come back to my school and do something like that. Wes students should take advantage of it.”