Tuesday, February 19th, 4-6pm, Room 9206
Teaching as an international student takes much hard work and trial and error. As international graduate students, we often jungle many unknowns when we engage CUNY classrooms, classrooms that may look and feel quite different from the ones to which we have been habituated. We might know little about our students’ previous educational experiences, their cultural and academic worlds, the U.S-based university system as a whole and the CUNY system in particular. Some of us are teaching as non-native speakers of English for the first time. Figuring out what kind of instructors we can and want to be, how to communicate clearly, how to best engage our students, how to be helpful during office hours and how to give useful feedback can be overwhelming. Continue reading Feb 19 | TLC Workshop: Teaching as an International Student: The Collaborative Classroom in Theory and Practice
Degree / Dates: 26 July – 2 August 2019
The Soviet otherwise: Affects, margins, and imaginaries in the Late Soviet era.
Tallinn Summer School invites students to Estonia to study cultural-historical processes in the late Soviet Union and to study them “otherwise” – by way of less travelled paths for researching the period from the mid-1950s to the 1990s. Continue reading 2019 Tallinn Summer School – 26 July – 2 August 2019
NEW YORK STATE EXCELSIOR SERVICE FELLOWSHIP PROGRAM
The New York State Excelsior Service Fellowship Program is a funded two-year fellowship offering talented recent graduates of graduate and advanced degree programs hands on training and experience in New York State government. Excelsior Fellows work full time at host executive-branch agencies and authorities, advancing the operational aspects of large policy initiatives. Fellow placements include the Executive Chamber, Empire State Development Corporation, Justice Center for the Protection of People with Special Needs, Department of Environmental Conservation, the Port Authority of NY/NJ, and the Department of Corrections and Community Supervision. Continue reading Deadline Feb 15 | NY State Excelsior Fellowship
Good news! The Futures Initiative is now seeking THREE Graduate Center doctoral students in any field for 2019-2020 fellowships.
Applications are due February 24, 2019.
These are one-year positions, renewable for up to three years (contingent on program funding), for the following roles:
We aim to build a team that is diverse in every way. Doctoral students who have backgrounds that are underrepresented in the academy are especially encouraged to apply.
Graduate Fellows are at the heart of the Futures Initiative, and the work we do is designed to support our mission and the professional goals of every Fellow. Our past fellows have gone on to do meaningful, inspiring work, both in the academy and beyond. In the same way that we advocate peer-to-peer communities online, peer mentorship, and student-centered learning in the classroom, so are we organized around the ideal of peer administration and peer leadership as the basis of agency and activism in the development of future leaders of a more equitable society and system of higher education. Continue reading Due Feb 24 | 2019-2020 Fellowship Opportunities with the Futures Initiative
The CUNY Graduate Center’s Teaching and Learning Center invites applications for Teaching and Learning Center Fellowships for the 2019-2020 academic year. TLC Fellows support CUNY Graduate Center students who are teaching across CUNY by consulting with graduate instructors during office hours, developing workshops and Focused Inquiry Groups, producing content for the Center’s teaching Handbook, planning the Teach@CUNY Summer Institute, and contributing to a range of special projects. For more on TLC programming, visit our website at http://cuny.is/teaching.
This is a terrific opportunity to join a collaborative team of educators who are deeply committed to enhancing teaching across the nation’s largest, urban, public university.
GC TLC Fellows report to the director of the Teaching and Learning Center, and will be expected to work both independently and in collaboration with other TLC fellows and post-doctoral fellows. Ideal candidates will be deeply engaged with the City University of New York, and will be experienced college teachers familiar with current pedagogical conversations. Strong writing, digital, and presentational skills are required, as is current enrollment in a doctoral program at the Graduate Center.
Compensation and Benefits
Total compensation for this fellowship is approximately $28,000. This funding will include a graduate assistant appointment that will carry eligibility to purchase the low-cost NYSHIP health insurance, a stipend, and in-state tuition remission for fellows who are within their first 10 registered semesters of study. Teaching and Learning Center Fellows will be required to work a total of 450 non-teaching hours during the academic year (two 15-week semesters). This position comes with the possibility of reappointment and additional remuneration for summer work. Please note that students may not hold this Fellowship and a GTF concurrently.
Please email the following to firstname.lastname@example.org as a single pdf named YourLastName.TLCFellowship.pdf
- a statement of interest (no more than 1-2 pages)
- a CV
- the names and contact information (including email addresses) of three references
Please include “TLC Fellows Application” in the subject line. Applications must be received by March 1 to be considered.
Call For Papers
CUNY Graduate Center English Student Association Conference:
SUBMISSION DEADLINE EXTENDED TO FEBRUARY 28, 2019
Conference date: Friday, April 12, 2019
CUNY Graduate Center
New York, NY
Michelle Wright, Emory University
Rafael Walker, Baruch College
“Black Lives” has emerged in recent years as a conceptual touchstone following the wake of Black Lives Matter, a galvanizing social movement of public protest against the persistence of institutionalized forms of anti-black violence that besiege Black individuals and communities on a daily basis, both within the United States and across a range of geopolitical contexts. The phrase implicitly challenges nationalist and global concepts of humanity that do not include blackness as a viable sign of life and citizenship. As critics such as Paul Gilroy, Denise Ferreira da Silva, Robert Reid-Pharr and Henry Louis Gates Jr. have noted, “universal humanism” has been historically built upon a constitutive rejection of black being. To push back against such entrenched conceptual repudiations of black particularity, we take a cue from Jamaican philosopher and novelist Sylvia Wynter, who argues that black particularity paradoxically retains a utopian impulse for recognizing “our collective agency and authorship of our genres of being human” (2006). We intend for the conference to respond to the urgent need to think about the impact and meaning of “Black Lives” both as a touchstone for contemporary activism as well as a scholarly heuristic for research across a range of fields and disciplines. By doing so, we hope to make resonant the potentiality of blackness to signify as a radical node of meaning and being across a range of identitarian and relational articulations. Continue reading Deadline Feb 28 | CfP – “Black Lives,” CUNY ESA Conference
Wednesday, February 13, 2019
3-5pm, Room C204
Many college instructors struggle to engage students in complex thinking about race and racism. Such work is increasingly necessary, but the range of perspectives in many classrooms can make discussing such topics challenging for both students and instructors alike. Strong feelings and opinions, as well as divergent and disparate experience and knowledge, demand a thoughtful and creative pedagogical approach.
These challenges can make dialogues about race and racial justice uncomfortable, emotional, and difficult. But a classroom that features a range of knowledge and experiences also has the potential to fuel transformative learning. Students and faculty have opportunities to expand their vision of the world through reading and dialog alongside those with very different experiences.
Join the Teaching and Learning Center for a workshop where we will discuss some of the theories that have informed our approaches to teaching about race and racism in our respective disciplines. Together, we will consider both the challenges to and potential for engaging race in classroom spaces, ranging from how to address the unexpected, alarming comment to how to facilitate entire courses. We will conclude by documenting and sharing our collective knowledge about teaching and learning about race in the classroom.
Register to attend this workshop at http://cuny.is/tlc-spring-19.
The Journal of Interactive Technology and Pedagogy
Shelly Eversley, Baruch College, CUNY
Krystyna Michael, The Graduate Center, CUNY
The Journal of Interactive Technology and Pedagogy (JITP) seeks scholarly work that explores the intersection of technology with teaching, learning, and research. We are interested in contributions that take advantage of the affordances of digital platforms in creative ways. We invite both textual and multimedia submissions employing interdisciplinary and creative approaches in the humanities, sciences, and social sciences. Besides scholarly papers, the submissions can consist of audio or visual presentations and interviews, dialogues, or conversations; creative/artistic works; manifestos; or other scholarly materials, including work that addresses the labor and care considerations of academic technology projects. Continue reading Deadline May 15 | Call for Submissions – Journal of Interactive Technology and Pedagogy
Workshops and Talks: “NYC DHWeek 2019” February 4 – 8, 2019
DHWeek is an annual celebration of the Digital Humanities in New York City and features networking sessions, a DH community meeting, open workshops offered across the city, and social events. DHWeek offers another amazing week of workshops and talks for all skill levels.
Schedule and Registration HERE
Continue reading GCDI Events and Workshops for February