The Neurolinguistics Lab at the CUNY Graduate Center is currently seeking native English speakers for a study. Our study is interested in whether monolingual English speakers can guess what words in Norwegian mean. The expected time commitment for the study is approximately 2 hours. Participants who meet the inclusion criteria (see attached flyer) and participate will be awarded $25 as compensation for their time. For more information, or to be included in the study, please contact the K. Antolovic or I. Strangmann from the Neurolinguistics Lab at firstname.lastname@example.org or email@example.com
Michael Stern, an MA student in the Linguistics Program, is looking for Turkish-English bilingual adults to participate in a number of experiments for his thesis project. Eligible participants should have been born and raised in Turkey and arrived to the US at age 17 or later. The experiments involve listening to speech sounds, selecting responses on a Microsoft tablet, and speaking simple words into a microphone in both Turkish and English. The experiments can be completed in one session in under 2 hours, and participants will be compensated for their time.
Please contact Michael at firstname.lastname@example.org if you or anyone you know might be eligible and interested.
The Neurolinguistics Lab at the CUNY Graduate Center is currently seeking native English speakers for a study. Our study is interested in whether monolingual English speakers can guess what Norwegian words mean. Participants will be asked to listen to and read Norwegian words and guess what the word means in English.
The expected time commitment for the study is approximately 2 hours. Participants who meet the inclusion criteria and complete the study will be awarded $25 as compensation for their time.
We are looking for participants that meet the following criteria:
· 18-50 years old
· Native English speaker
· Little to no exposure to other languages
For more information, or to be included in the study, please contact the K. Antolovic or I. Strangmann from the Neurolinguistics Lab at email@example.com or firstname.lastname@example.org
2019 Socially Conscious Pedagogy Focused Inquiry Group
Are you interested in pedagogies that address a variety of oppressive and marginalizing forces in the university classroom? Participants in the Teaching and Learning Center’s 2019 Developing a Socially Conscious Pedagogy Focused Inquiry Group will build on previous SCP work by researching, reading, discussing and writing about higher education pedagogies that are self-reflexive, responsive and subversive of hegemonic social and educational practices. Expanding on work around educator positionality, this group will examine academic and non-academic texts with the goal of co-creating a “self-care tool kit” for Graduate Center students teaching at CUNY. We will gather, curate and reflect on tools and strategies (intellectual, emotional, spiritual and logistical) used by college educators to empower and sustain their teaching practice as educators of color and/or for students of color.
Participants will be asked to attend a total of 6 meetings between the beginning of April and the end of June (bi-weekly) in which we will first research, read and discuss texts that center the voices and experiences of educators and students of color. We will then meet in June for two working sessions in which we will co-create a toolkit.
To submit an application for this Focused Inquiry Group, please include a CV and respond to the following prompt in approximately 3-500 words:
How does your positionality (or positionalities) in the classroom inform how you design your courses? What elements of your identity and personal history show up in your pedagogical practices?
Participants must be able to meet on a Monday or Tuesday, commit to 6 one-hour long sessions, and contribute writing to a common deliverable (the toolkit). Selected participants will receive a $500 stipend. Selections will be determined based on the clarity of the connection between positionality and teaching practice, as well as to ensure that there is a diversity of disciplines and/or lenses represented.
Deadline for submissions is Monday, March 11th by 6pm via an email to email@example.com.
If you have further questions please email firstname.lastname@example.org
The Doctoral and Graduate Students’ Council (DSC) is pleased to announce the second round of an initiative to fund student-led projects and promote budgetary transparency within the Graduate Center CUNY. Please see the information below regarding the process and eligibility for submitting a proposal for the DSC’s Participatory Budget Initiative. The deadline to submit is November 15, 11:59 PM. Continue reading DSC Participatory Budget Initiative: Proposals Due Nov. 15, 2018 (Deadline approaching!)
The Open Teaching Initiative: Class Visit Exchange
The Graduate Center’s Teaching and Learning Center’s Open Teaching Initiative (OTI) fosters cross-disciplinary dialogues about teaching among Graduate Center student instructors. In the Fall, the OTI offers the Class Visit Exchange which pairs Graduate Center student instructors for reciprocal classroom visits and conversations about teaching. In the Spring, experienced instructors will open their classrooms to other GC instructors.
Below please find the call for the Class Visit Exchange.
Class Visit Exchange
The Teaching and Learning Center invites Graduate Center students currently teaching at CUNY to participate in the Open Teaching Initiative: Class Visit Exchange. The Class Visit Exchange pairs GC student instructors who are interested in exploring and discussing instructional methods for a reciprocal classroom visit with another GC student. Observing how other instructors develop and implement lessons, manage discussions, utilize classroom space and technology, and mix instructional methods can be inspiring and help an instructor learn new pedagogical approaches, and the OTI provides a forum to build cross-disciplinary pedagogical exchange among GC instructors while offering instructors an opportunity to strengthen their teaching community as well as discuss the advantages and challenges of various methods within the CUNY Classroom.
The TLC will select and pair applicants in order to expose GC students to new teaching practices and methodologies. The pairs will participate in a reciprocal classroom visit and then attend a lunch hosted by the TLC to discuss their experience and, more broadly, teaching.
All Graduate Center students in good standing and currently teaching at CUNY during the Fall 2018 semester are eligible to apply to participate in the Class Visit Exchange.
Participants must be able to open their classroom and visit their partner’s class between Nov. 1st-Nov. 22nd.
To apply to participate in the Class Visit Exchange, please complete this form no later than October 18.
Questions about the fellowship or the application process should be directed to Luke Waltzer, Director of the Teaching and Learning Center (email@example.com) and Avra Spector, TLC Fellow (firstname.lastname@example.org).
Call for Objects!
Tue, Oct 16, 2018 – Wed, Oct 17, 2018,
12:00 PM – 06:00 PM
The James Gallery and The Object Library, The Graduate Center, CUNY
On the first floor of The Graduate Center, our newly designed Object Library offers both material objects and books as starting points for knowledge. Somewhere between a traditional library and a sculpture gallery, this new space will display selected objects alongside curated books on core research themes. The visitor will be able to sample scientific knowledge and the latest thinking in the humanities in a relaxed environment with a focus on material culture. Continue reading Call for Objects! Call for GC Student Assistants!
The CUNY Institute for State & Local Governance (ISLG) is seeking enrolled CUNY graduate students to aid in research for The Volcker Alliance’s Truth and Integrity in State Budgeting report.
The project will run from September 2018 to the end of April 2019, during which the chosen student(s) will be asked to provide deep research into the workings of various state’s budgets and the processes which craft them. Students will be asked to utilize multiple sources to obtain desired information, as well as articulate their findings in a manner that a general audience would understand. Students should be able to commit to working at ISLG’s Manhattan office for at least one hour each week, as well as completing assigned work by defined deadlines.
This is a paid position and a wonderful opportunity for anyone with an interest in and desire to learn more about the minutia and nuance of state budgets and government functions. ISLG will provide workshops to both train the student(s) for the project and provide a robust learning experience in local government.
Students will be paid a stipend of $6,000 total for the academic year, disbursed in equal payments over the course of the year. Payments are contingent on approval by ISLG project supervisors of the work produced.
Student Eligibility Criteria
- Currently enrolled, full-time CUNY graduate student (Master’s or PhD level)
- Minimum cumulative GPA of 3.0
- At least one faculty referral
- Available to come in for at least one-hour a week over the course of the Fall and Spring semesters and for additional workshops
- Possess the self-motivation to work from home, when needed, and complete work by deadlines
- Proper work authorization required by the U.S. Citizenship and Immigration Services
To apply, click here: https://cunySUD.formstack.com/forms/islggradprojectapplication
Deadline: Applications will be reviewed on a rolling basis, but preference will be given to those submitted in mid-September. In-person interviews will commence shortly after submission. Training for the accepted students will begin in late September.
For questions on the project, please reach out to Taylor Swabb at Taylor.Swabb@islg.cuny.edu.
The CUNY ISLG team
Application Deadline: Friday, September 28, 2018, 11:59pm.
The Center for the Humanities at the Graduate Center, CUNY in collaboration with The Moth College Program, is pleased to announce a storytelling workshop for CUNY students who are family or paid caregivers for the elderly, ill, or disabled and who are looking to tell their stories of juggling work, family, school, and caregiving obligations. This workshop is organized by Kathlene McDonald as part of “The Labor of Care Archive: Caregiver Narratives from CUNY and its Communities” Mellon Seminar on Public Engagement and Collaborative Research.
Over the course of two days, participants will learn principles of Moth storytelling, brainstorm stories of their own, and share those stories with one another. They will learn the secrets of great storytelling, find the story they want to tell, and connect with peers. At the end of the workshop, participants will celebrate with a StorySLAM—a chance to share the stories they have been working on with peers, friends, and The Moth fans. Continue reading Sep 28 | Call for Participants: The Moth Storytelling Workshop on Caregiving at CUNY
An all-day event on December 10th at the Segal Theatre in the Graduate Center, Performing Knowledge will feature presentations blending academic and artistic genres and forms of performance. Primarily, it asks what can knowledge feel or look like? What might the cognitive, but also emotional or aesthetic effects of knowledge be?
Political scientist Wendy Brown calls upon scholars to recover “what is ineffably moving, sublime, or meaningful in the humanities.” Performing Knowledge responds to this call – expanding it to include all disciplines – by reframing research and knowledge as happy human and intrinsically social occasions. Rather than working towards an ever-more immediate, entertaining and monetized access to knowledge-as-information, we intend to work with students and faculty to develop knowledge performances that accommodate and celebrate contradiction, that find their meaning in specific social contexts, and that may end with a question mark. Continue reading Extended deadline Sep 26 | Segal Center Call for Participants: “Performing Knowledge”