We will also talk about our efforts to adapt to the ongoing challenges of the pandemic to continue to foster community, active learning, student interaction, and well-being. () We are nearing completion of repairs Watch for our grand re-opening announcement soon All programs are approximately an hour in length.
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We will discuss our efforts to utilize anti-racist approaches through ongoing training for our Peer Mentor Tutors, professional development and reflection opportunities for both tutors and staff intentional recruitment of a diverse group of Peer Mentor Tutors and utilization of feedback from students and Peer Mentor Tutors to help guide our services.
The Physics Learning Center uses pedagogy focused on building community, encouraging active learning and collaboration, and helping students to develop self-efficacy, while assisting students in gaining deeper understanding of physics concepts and strategies for problem-solving. The Physics Learning Center (PLC) is a supportive learning community for studying physics (103, 104, 207, and 208). For questions or assistance, please email us at or call 425.352.3170 to leave a message. Typically, about half of our Peer Mentor Tutors were former Physics Learning Center participants and about a third are from commonly underserved and underrepresented racial and ethnic groups. Email: Office: Physics & Astronomy Building, room C503 Office Hours: Physics & Astronomy Building, C503, Tuesdays: 10:30am or by appointment please email Telephone: (206) 221-5856 Lead Tutorial Instructor. The UW-Madison Physics Learning Center strives to create a supportive learning community and to foster a sense of belonging for a diverse group of student participants and for a diverse group of undergraduates working as Peer Mentor Tutors. Knowledge of physics is required for many STEM majors and pre-health professional pathways as well as for the geosciences. STAT 220, 221, 311, 390, 391 QMETH 201 EDPSYCH 490 PSYCH 315, 317, 318 SOC/CS&SS 221 INDE 315 QSCI 381: Statistics Tutor & Study Center.
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