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EALAC MA Workshop: Applying for Grants and Conferences

Please join us on Friday, April 9th from 10:00AM- 11:00AM (EDT) for our final MA workshop of the semester: Applying for Grants and Conferences.

This workshop will introduce MA students to grants and conference applications. Although COVID has largely limited the opportunities we have for grants and conferences, we hope to prepare all of you who intend for further studies in graduate programs in this regard.

Below are the featured speakers:

Tomi Suzuki, Professor of Japanese Literature and Director of Graduate Studies, and Gray Tuttle, Leila Hadley Luce Professor of Modern Tibetan Studies, will introduce common grants and conferences in Japanese and Tibetan/Chinese fields, respectively.

Ling-Wei Kung, a Ph.D. candidate whose research has been supported by the American Council of Learned Societies, the Social Science Research Council, the Library of Congress, the Japan Foundation, the Japan-Taiwan Exchange Association, Taiwan’s Ministry of Education, Taiwan’s Ministry of Science and Technology, the Weatherhead East Asian Institute, the Donald Keene Center for Japanese Studies, the Henry Luce Foundation, the Mellon Foundation, the Tang Prize Foundation, and the China Times Cultural Foundation will share with you his grant application experience.

For all questions related to the workshop, please contact Ye Yuan (yy2402@columbia.edu).

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CTLgrads Journal Club (for Graduate Students)

Are you interested in the research on teaching and learning and how to apply this research to your teaching practice? Join us for our CTLgrads Journal Club where we will introduce you to the research on teaching in various disciplines (also known as Discipline-Based Education Research, or DBER) and engage peer-reviewed articles through our group discussions and contributions to the journal club. Each session will also focus on how we can use education research–in our field and beyond–to inform our own teaching practices.

Register here.

– Sign up for our mailing list to learn about the upcoming readings: https://bit.ly/CTLgradsJC-Signup
– Readings will be distributed one week prior to the session.
– Participants are expected to have read the papers in order to contribute to and learn from the journal club’s discussions.
– If you haven’t received the readings, please contact CTLgrads@columbia.edu.

The CTLgrads Journal Club will meet online via Zoom starting on Thursday 1/28 from 2:40-3:55p. We will meet every other Thursday until the end of April (1/28, 2/11, 2/25, 3/11, 3/25, 4/8, 4/22).

Sessions are co-facilitated by Chris Chen and Ian Althouse, Center for Teaching and Learning, and attendance is open to current graduate students and postdocs.

NOTES:
– The CTLgrads Bookclub will be held ONLINE. Registered participants will be sent a meeting ID and passcode to join this session via Zoom. Same-day registrations must be handled by emailing CTLgrads@columbia.edu.

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 and CTL staff may take screenshots. For concerns, contact ColumbiaCTL@columbia.edu.

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Identifying and Engaging Students’ Prior Knowledge (Grad Students)

Register here.

One of the truths of how people learn is that all learning builds on prior knowledge. What might this mean for instructors teaching foundational courses in their discipline—or for instructors teaching in interdisciplinary settings? How might this practice support or challenge efforts to achieve learning objectives, and/or to foster an inclusive course climate? Indeed, the ways in which instructors identify and engage students’ prior knowledge can have important implications for student learning. At times, instructors may choose to deliberately design learning experiences that extend, amplify, or resonate with the experiences, values, or knowledge students bring into the classroom. Yet at other times, instructors may seek to challenge these ideas in service of course learning objectives.

In this session, participants will apply these provocations to ideas to their own teaching contexts and confront a range of questions about how and why engaging students’ prior knowledge matters:

What skills, knowledge, resources or values do your students bring to the classroom?
Which of these resources might be beneficial to student learning? Which might pose challenges?
How might you find out about a student’s prior knowledge?
What might you do with this information in service of your goals for student learning and course climate?
This session will be facilitated by Caitlin DeClercq, Assistant Director of Graduate Student Programs and Services at the Center for Teaching and Learning.

Attending this workshop and posting a reflection satisfies the 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 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.

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