Graduate

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Considering ways to make your assessments more equitable and streamline the grading process? This session will introduce rubrics as a tool for equitable and efficient assessment. Participants will learn to apply an inclusive teaching lens to assessment design and feedback delivery through the development of rubrics. Participants will explore three types of rubrics and try their hand at developing an inclusive rubric for assessing student participation—an area often assessed, but at risk of being inconsistent or following opaque criteria. This workshop is facilitated by Caitlin DeClercq, Center for Teaching and Learning.

By the end of this workshop, participants will be able to:
– Apply an inclusive teaching lens to assessment design and feedback delivery
– Define characteristics and qualities of inclusive and effective rubrics
– Distinguish the uses of three types of rubrics
– Develop an inclusive rubric and consider how to mobilize it effectively

Attending this workshop and posting a reflection satisfies the a Pedagogy Workshop requirement for participants in the Teaching Development Program (TDP). See bit.ly/ctl-tdp for details.

Columbia University makes every effort to accommodate individuals with disabilities. Contact CTLgrads@columbia.edu for accommodations. This event may be recorded and/or CTL staff may take screenshots. Contact CTLgrads@columbia.edu with any concerns.

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CTLgrads Learning Community (for graduate students): Citational Practice as Critical Feminist Pedagogy, Session 1
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 Diana Newby and Cat Lambert, Senior Lead Teaching Fellows at the Center for Teaching and Learning.

This is the first session of a two-part Learning Community; Session 2 will convene Thursday, February 25th, 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.