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X-ORIGINAL-URL:https://ealac.columbia.edu
X-WR-CALDESC:Events for 
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DTSTART;TZID=UTC:20200226T101000
DTEND;TZID=UTC:20200226T114000
DTSTAMP:20261109T160356
CREATED:20200106T151432Z
LAST-MODIFIED:20200106T151432Z
UID:23986-1582711800-1582717200@ealac.columbia.edu
SUMMARY:Essentials of Teaching and Learning: Assessment and Feedback (for Graduate Students)
DESCRIPTION:Learn how to engage students in their learning beyond the classroom by giving more effective feedback. Join the CTL for a workshop for graduate students focused on giving you tools to assess students accurately\, efficiently\, and encouragingly. In this workshop\, you will learn approaches for assessing student learning and providing feedback that encourages students to focus more on their improvement and less on bottom line scores. We will introduce tools to help streamline and standardize assessment and feedback\, while helping students better understand what is valuable in the topic and discipline. Breakout groups during this session will allow you to focus your discussion on written assignments or problem sets. \nBy the end of this session\, participants should be able to: \n– Describe the difference between formative and summative assessments.\n– Develop the values and concepts that underlay meaningful\, relevant\, and accessible feedback.\n– Plan activities you can use with your students to measure students’ learning and get feedback on your teaching. \nThe Essentials of Teaching and Learning workshop series for graduate students is focused on giving you tools as a new or developing instructor to better facilitate student learning and improve your teaching practice. These workshops are best experienced sequentially. \nAttending this workshop and posting reflections satisfies a Foundational Track requirement for participants in the Teaching Development Program (TDP). See bit.ly/ctl-tdp for details. \nColumbia University makes every effort to accommodate individuals with disabilities. Contact ColumbiaCTL@columbia.edu or 212.854.1692 for accommodations. \nThis event may be photographed. For concerns\, contact ColumbiaCTL@columbia.edu. \nRESERVE YOUR SEAT. \n
URL:https://ealac.columbia.edu/event/essentials-of-teaching-and-learning-assessment-and-feedback-for-graduate-students/
LOCATION:203 Butler Library
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DTSTART;TZID=UTC:20200226T121000
DTEND;TZID=UTC:20200226T135500
DTSTAMP:20261109T160356
CREATED:20200106T151636Z
LAST-MODIFIED:20200106T151636Z
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SUMMARY:CTLgrads Learning Community: The Stories We Tell: Storytelling as Pedagogical Strategy\, Session 2 (for Graduate Students)
DESCRIPTION:Lecturing has a bad reputation. Pedagogical research in recent years has proven the benefits of active learning\, encouraging instructors to increase student engagement in the classroom through classroom assessment techniques (CATs) and discussion-based learning environments. This research has created an awareness of the importance of including students’ voices in the classrooms and has enabled instructors across disciplines to vary their teaching styles in order to meet a wider variety of learners. \nIn the recently-solidified dichotomy between lecturing and\, well\, not lecturing\, the latter has come out on top. Nevertheless\, lecturing remains\, for many instructors\, an important classroom strategy. Indeed\, it is one that\, if harnessed properly\, need not be seen in opposition to active learning\, but as its complement. In this Learning Community\, we explore the technique of storytelling as a tool to enliven lectures—whether you are lecturing for 10 minutes before a class discussion or providing your students with a larger narrative for a discussion on another day. We will delve into the tricky mechanics of delivering an engaging lecture\, connecting this idea to the principles of learning objectives\, inclusive teaching\, and Universal Design for Learning. How do we present information in multiple modes to reach different learners while keeping the information fresh and interesting (think blending lecturing and supporting materials\, like slides and handouts)? How can lectures create connections between learners and ideas? In this two-part workshop\, we will explore how to blend storytelling techniques with pedagogical best practices. \nThis learning community is facilitated by Senior Lead Teaching Fellows at the CTL and is limited to graduate students at Columbia. Please register for and attend both sessions of this Learning Community. \nColumbia University makes every effort to accommodate individuals with disabilities. Contact ColumbiaCTL@columbia.edu or 212.854.1692 for accommodations.\n\nRESERVE YOUR SEAT. \n
URL:https://ealac.columbia.edu/event/ctlgrads-learning-community-the-stories-we-tell-storytelling-as-pedagogical-strategy-session-2-for-graduate-students/
LOCATION:212 Butler Library\, 535 W 114th St\, New York\, NY\, 10027
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DTSTART;TZID=UTC:20200226T160000
DTEND;TZID=UTC:20200226T173000
DTSTAMP:20261109T160356
CREATED:20200128T172226Z
LAST-MODIFIED:20200128T172226Z
UID:24256-1582732800-1582738200@ealac.columbia.edu
SUMMARY:Narrating East Asian International Relations from the Margins
DESCRIPTION:Please join for a lecture with: \nChing-Chang Chen\, Associate Professor\, Department of Global Studies\, Ryukoku University\, Kyoto; Visiting Fellow in the Studley Graduate Programs in International Affairs\, New School\, New York \nModerated by: Andrew Nathan\, Class of 1919 Professor of Political Science\, Department of Political Science\, Columbia University \nThis talk invites the audience to reflect on how we usually look at the world around us\, East Asian international relations in this case\, and consider what if we stop using the familiar state-centric\, great-power-centered lens to do so. Specifically\, it will excavate the discursive practices employed by relevant state and substate actors in framing\, contesting and (dis)assembling totalizing claims over Ryukyu/Okinawa and Taiwan\, as Japan’s and China’s margins\, since the late nineteenth century. Drawing on Michel Foucault’s conceptions of power as productive and discursive and Giorgio Agamben’s analysis of the logic of sovereign power\, Dr. Chen argues that the aforementioned “margins” as spaces of exception are sites central to the constitution\, production and maintenance of Chinese and Japanese state identities\, which have been repeatedly performed through violent material and discursive practices concealing these two states’ lack of ontological foundation. His talk will look at how the state-centric narratives employed by the Chinese and Japanese authorities have worked to limit\, curtail and suppress their locally generated counter-narratives in such cases as the Mudanshe Incident/Taiwan Expedition (1874)\, the Diaoyutai/Senkaku Islands dispute and boundary-making between Okinawa and Taiwan. At the same time\, these cases also show that measures to contain resistance to the state’s production of “exceptions” cannot fully succeed\, not least because the state would fade away should its identity formation be successful in the terms in which it is articulated. \nAbout the Speaker: \nChing-Chang Chen is an associate professor in the Department of Global Studies at Ryukoku University\, Kyoto and a visiting fellow in the Studley Graduate Programs in International Affairs at the New School\, New York. Having served in Taiwan’s military as a low-ranking army officer stationed on an offshore island near the People’s Republic\, he was attracted to the field of critical security studies and published on the relationship between threat perceptions and national identity construction in Issues & Studies and Journal of Chinese Political Science. His interest in such perceptions\, in turn\, led him to study knowledge production about the “international” in different geocultural sites. In International Relations of the Asia Pacific\, Asian Perspective\, Cambridge Review of International Affairs and the Oxford Bibliographies\, he takes issue with a common tendency in the study of International Relations that treats various states and non-/substate actors in Asia as mere research objects\, as if they had no own ideas about world politics or no history that can inform IR theorizing. Dr. Chen is a co-editor of The North Korea Crisis and Regional Responses (East-West Center\, 2015) and has contributed to such volumes as Critical Imaginations in International Relations (Routledge\, 2016)\, Palgrave Handbook of Disciplinary and Regional Approaches to Peace (Palgrave\, 2016)\, Asia in International Relations: Unlearning Imperial Power Relations (Routledge\, 2017)\, and China and International Theory: The Balance of Relationships (Routledge\, 2019). \n \nNo registration required. \nThis event is organized by the Weatherhead East Asian Institute at Columbia University.\n
URL:https://ealac.columbia.edu/event/narrating-east-asian-international-relations-from-the-margins/
LOCATION:918 International Affairs Building
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