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uwhackweek · May 29, 2024 · 966661d · 966661d
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diff --git a/CODE_OF_CONDUCT.md b/CODE_OF_CONDUCT.md
@@ -5,7 +5,7 @@
 We as members, contributors, and leaders pledge to make participation in our
 community a harassment-free experience for everyone, regardless of age, body
 size, visible or invisible disability, ethnicity, sex characteristics, gender
-identity and expression, level of experience, education, socio-economic status,
+identity and expression, level of experience, education, socioeconomic status,
 nationality, personal appearance, race, religion, or sexual identity
 and orientation.
 

diff --git a/docs/tutorials/tutorial-design.md b/docs/tutorials/tutorial-design.md
@@ -66,7 +66,7 @@ Continuing this example, here are some examples of how we might assess each goal
 
 
 ```{warning}
-Note that wile it's important to be able to _describe_ each learning goal in terms of an assessment activity to test it, it's not important we actually _do_ that activity during the synchronous tutorial session. Time is limited, and it's likely we'll be able to _teach_ each of our goals without being able to _test_ them. Not having time for a goal's associated activity doesn't mean the whole topic should be cut from the lesson plan! The main intent behind this assessment guideline is to keep our goals concrete. 
+Note that while it's important to be able to _describe_ each learning goal in terms of an assessment activity to test it, it's not important we actually _do_ that activity during the synchronous tutorial session. Time is limited, and it's likely we'll be able to _teach_ each of our goals without being able to _test_ them. Not having time for a goal's associated activity doesn't mean the whole topic should be cut from the lesson plan! The main intent behind this assessment guideline is to keep our goals concrete. 
 ```
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     ```{warning}
-    Note that wile it's important to be able to _describe_ each learning goal in terms of an assessment activity to test it, it's not important we actually _do_ that activity during the synchronous tutorial session. Time is limited, and it's likely we'll be able to _teach_ each of our goals without being able to _test_ them. Not having time for a goal's associated activity doesn't mean the whole topic should be cut from the lesson plan! The main intent behind this assessment guideline is to keep our goals concrete.
+    Note that while it's important to be able to _describe_ each learning goal in terms of an assessment activity to test it, it's not important we actually _do_ that activity during the synchronous tutorial session. Time is limited, and it's likely we'll be able to _teach_ each of our goals without being able to _test_ them. Not having time for a goal's associated activity doesn't mean the whole topic should be cut from the lesson plan! The main intent behind this assessment guideline is to keep our goals concrete.
     ```
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