Resources
Documents
Starting a DeCal: a condensed guide for future facilitators: In printable format, it encapsulates the various parts of this website, tells a brief account of DeCal's background and walks through the process of starting a DeCal, from finding a faculty sponsor to dealing with other minutiae that facilitators should know.
Schwag Packet: A heavy but helpful resource, this packet has everything you need to make your DeCal effective and successful. As a joint collaboration of the DeCal Board and the Undergraduate Course Facilitator Training and Resources, it helps facilitators understand the underpinning of classroom dynamics and suggests some techniques, affirmed by education researchers and scholars, that facilitators can use to forge a meaningful connection with their students and encourage student participation, which can pose a serious challenge for many first-time facilitators. This packet is very useful as a tool for DeCal facilitation and skills sharing.
Resources: This document contains all the relevant parties affiliated with DeCal and was the source of the information posted below.
Special Studies Course Proposal Form: Looking to start a DeCal course? This is the course proposal form that facilitators must submit in order to start a DeCal. It requires signatures from the faculty sponsor and department chair. Upon its submission to the department, a second copy must be sent to the Berkeley Division Academic Senate, Committee on Courses of Instruction, Berkeley Division of the Academic Senate, 320 Stephens Hall, Mail Code 5842. If the facilitator wants to advertise the course on www.decal.org, a third copy of the form must be received by the DeCal Office at 320 Eshleman Hall. Facilitators should keep one copy of the application for their records. Also, in addition to this form, some departments may require facilitators to fill out a departmental form to meet their administrative demands.
Student Checklist for Student-Facilitated 98 and 198 Courses: The administration outlines the requirements and procedures for initiating Special Studies courses in this checklist. Facilitators can save themselves a lot of troubles if they read this checklist thoroughly and understand the requirements of initiating a DeCal. Also, they'd definitely know that they cannot enroll in their own DeCals to receive academic credits.
Faculty Checklist for Student-Facilitated 98 and 198 Courses: This checklist identifies the roles and responsibilities of the sponsoring faculty.
Department Chair Checklist for Student-Facilitated 98 and 198 Courses: This checklist asks the department chairs to assess the soundness of the DeCal proposal and the academic value of the sponsorship to the department and University.
Organizations About or Supporting Student-Initiated Classes
De-Cal: Democratic Education at Cal
The De-Cal office offers all-purpose, general DeCal support.
Undergraduate Course Facilitator Training & Resources @ SLC
123 César E. Chávez Student Center
Tel: 510.642.3075
Web: http://slc.berkeley.edu/ucftr/
E-mail: pollyp@berkeley.eduThe UCFTR helps you catch up on teaching resources specific to DeCal here.
ASUC Academic Affairs
205 Eshleman Hall
Tel: 510.642.0256
Web: http://www.asuc.org/forstudents/index.php?s=grants
E-mail: asucgrants@gmail.comGet reimbursed for the cost of your class by filling out an Educational Enhancement Fund application. Applications are reviewed on a rolling basis so act now before the funds are depleted!
QUEERY: CAL Lesbian Gay Bisexual Transgender Queer SPEAKERíS BUREAU
Awesome group!
Tel: 510.643.0788
Web: http://geneq.berkeley.edu
E-mail (Billy Curtis): billyc@berkeley.edu> WHAT IS QUEERY? A Teaching Resource for YOU! > A panel of lesbian, gay, bisexual, transgender and queer students, faculty and/or staff sharing personal stories, answering questions, and debunking myths about our community. Also included are Allies to the LGBTIQ community. > WHAT TYPES OF PANELS ARE OFFERED? > Topics can vary depending on the subject being taught, but past panels included discussions on the intersections of race, gender, social-economic class, public health, media representation, identity development, and LGBT history. Request a panel that best fits with your topic. > WHAT ARE THE BENEFITS? > Help increase awareness among students on LGBT issues by allowing students the opportunity to ask questions and engage in dialogue with LGBTIQ persons and allies. You can use Queery to create a non-threatening space for inclusive discussions on sexuality, gender, and other identities.
UC Berkeley Academic Senate
Find info on standard University procedure governing DeCal classes.
Teaching Resources
Office of Undergraduate Education
Provide tips that perfect the art of teaching.
Cal Corps Public Service Center
505 Eshleman Hall
Tel: 510.642.3916
Web: http://students.berkeley.edu/calcorps/
E-mail: ccorps@berkeley.eduThe Cal Corps Public Service Center is dedicated to providing opportunitites for students to develop leadership skills through public services.
GSI Teaching & Resources Center
The GSI Teaching & Resources Center provides tools and resources for Graduate Student Instructors. Many of these resources are applicable to DeCal facilitators as well.
Other Campus Resources
Media Resources Library
Educational Technology Services
Risk Management
613 University Hall, MC 1100
Tel: 510.642.5141
Web: http://fbs.berkeley.edu/risk/
E-mail: risk@berkeley.eduThe Risk Management Department helps you analyze the legal liability of your DeCal, and has resources about policies for off-campus trips and activities.
Office of the Registrar
The Office of the Registrar has information on add/drop deadlines, variable units options, grades, and other scheduling-related resources.
Remember to consult your home department for class support, like room reservation.