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CTLgrads Learning Community (for graduate students): Citational Practice as Critical Feminist Pedagogy, Session 2
Whom do we cite, and why? What kinds of ‘stories’ do we tell our students through our syllabi, footnotes, and bibliographies? In this Learning Community, we will explore how to teach and model citational practice in ways that empower our students to question and challenge dominant structures of knowledge, intellectual genealogies, and academic narratives. In doing so, we will also think collectively about citation as an ethical and political practice: how can we mobilize citational practice to interrogate and dismantle racist, misogynist, or otherwise harmful scholarship? How can we use it meaningfully to legitimize overlooked or non-traditional sources and empower the most vulnerable or excluded voices in our fields?

In the first session of this Learning Community, participants will be introduced to critical feminist pedagogy as a framework for grappling with the political and ethical implications of academic citation, both generally speaking and in participants’ home departments and disciplines. In the second session, participants will develop and workshop practical strategies for enacting a critical-feminist approach to citational practice in their own classrooms and learning materials. This Learning Community is designed and facilitated by Cat Lambert and Diana Newby, Senior Lead Teaching Fellows at the Center for Teaching and Learning.

This is the second session of a two-part Learning Community; Session 1 will convene Thursday, February 18th, 1:10-2:25pm. Attendance at both sessions is strongly encouraged. As a complement to these sessions, participants will be asked to complete self-guided, asynchronous materials online prior to each session. Additional information will be shared with registrants at least 2 weeks in advance of the session.

This session counts as a pedagogy workshop for the Teaching Development Program (TDP).

Columbia University makes every effort to accommodate individuals with disabilities. Contact CTLgrads@columbia.edu for accommodations. During this online event, CTL staff may take screenshots. For concerns, contact CTLgrads@columbia.edu.

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For Graduate Students: This is Session 3 of our six-part series exploring the principles and frameworks that define an inclusive teaching practice through guided debrief discussions based on the CTL’s Massive Open Online Course (MOOC) “Inclusive Teaching: Supporting All Students in the College Classroom.” Attendance at prior or later sessions of CTL’s Inclusive Teaching discussion series is not required to attend this session, but is highly recommended. Graduate students who can attend at least five sessions are encouraged to apply to participate in this program on the seminar level. Learn more here.

Prior to this session, participants are expected to have completed the Module 2 of Columbia University CTL’s MOOC (approximately 45 minutes). If you have not had a chance to complete the Overview of Inclusive Teaching Module, we highly recommend reviewing its content as well.

During this session we will reflect on the considerations for setting up clear expectations and cycles of feedback for motivation offered in the online module and debrief our own experiences or plans for enacting such ideas in the classroom.

By the end of the session, participants should be able to:
– Describe or explain why setting clear and equitable expectations is necessary for all students to succeed in a course
– Recognize how your cultural frame of reference shapes expectations of student behavior and performance in the classroom

***Registration will close the night before the live session.***

Columbia University makes every effort to accommodate individuals with disabilities. Contact ColumbiaCTL@columbia.edu or 212.854.1692 for accommodations.

This event may be recorded and CTL staff may take screenshots. If you have any concerns, contact ColumbiaCTL@columbia.edu.

Register here.

Have you enacted anti-racist practices in your teaching? Are you looking for resources and support for engaging in anti-racist pedgagogical theory and practice? Join the CTL and peer instructors committed to learning more about and incorporating anti-racist pedagogy and practice. Each month, participants will engage in a discussion around a shared text, as well as use the time and space to reflect on their own practice and classrooms.

Spring 2021 Semester Meeting Dates:

Wednesday, January 27 10:30-11:45am
Wednesday, February 24 10:30-11:45am
Wednesday, March 31 10:30-11:45am
Wednesday, April 21 10:30-11:45am
Please feel welcome to participate in as many gathering dates as your schedule allows; separate registration is required for each event.

By the end of each session, participants should be able to:

Reflect on their teaching practices
Translate the community dialogue and shared texts into action
Enact anti-racist pedagogical practices in their classrooms
Columbia University makes every effort to accommodate individuals with disabilities. Contact ColumbiaCTL@columbia.edu or 212.854.1692 for accommodations.

This event may be photographed. Note, if this is an online event, CTL staff may take screenshots. For concerns, contact ColumbiaCTL@columbia.edu.