Category Archives: Seminars/Workshops

Dec 19 | TLC Grading Social

It’s the time of the semester where students’ final work is piling up and we’re rushing to finish our own projects too. For Graduate Center student instructors, grading student work at the end of the term can be overwhelming, lonely, and—even in successful courses—frustrating.

The Teaching and Learning Center is here to offer support. Join us on Wednesday, December 19th from 1-5pm in room 3317 for our “Grading Social.” We will provide coffee, sweets, and camaraderie as instructors work through stacks of papers, blue books, blog posts, etc. Need a second or third eye on a assignment? We can provide those too.

Check out this past post “Grading Tips from the TLC” on Visible Pedagogy and watch @GCTLC #amgrading on Twitter for more grading tips (and share your own!) starting Monday, December 17th.


Your Colleagues at the TLC

Dec 11 | Fake Journals & Conferences: What to Know about the Faux – Jill Cirasella

Title: Fake Journals and Conferences: What to Know about the Faux

Date: Tuesday, December 11, 2018

Time: 12:30pm – 2:00pm

Speaker: Jill Cirasella, Associate Librarian for Public Services & Scholarly Communication (Graduate Center)

Abstract: As a researcher, you are eager to publish your work in journals and present at conferences. But don’t let your eagerness allow you to be fooled by fake (often called “predatory”) journals or conferences. These low-quality outlets exist for the sole purpose of profit, not for the dissemination of peer-reviewed research. Indeed, they frequently lie about their peer review practices and engage in other forms of deceit. Come learn how to spot these bad actors, and how to critically evaluate any journal or conference before submitting a paper or proposal.

Background of Speaker: Jill Cirasella is the Graduate Center’s Associate Librarian for Public Services & Scholarly Communication. In this position, she oversees reference, instruction, outreach, circulation, interlibrary loan, and scholarly communication services. Her research focus is scholarly communication, broadly construed: her projects include anxieties surrounding open access, attitudes about practice-based library literature, and the professional experiences of hard-of-hearing librarians. She serves on the boards of three open access journals, including the Journal of Librarianship and Scholarly Communication, and is driven by a commitment to open scholarship.

Dec 5 | TLC Workshop: Troubleshooting Failure

Wednesday, December 5th
4 PM-6 PM, Room 9207

The end of semester brings a new urgency to the classroom, and the weight of worrying that we’ve not met expectations — fearing we’ve “failed” — can be burdensome for faculty and for students alike. But feelings of failure also invite us to reflect upon our pedagogy and our courses, and to extract valuable lessons that can enhance subsequent experiences in the classroom.

Do you want to develop methods to help students mitigate anxiety about succeeding? Are you looking for strategies to assess lessons or assignments that haven’t gone as planned?

Please join the Teaching and Learning Center on Wednesday 12/5 for a workshop on “troubleshooting failure.” Together we’ll consider ways to incorporate and/or recast “failure” as a generative process of experimentation and learning for both teachers and students. We will explore practices of mindful pedagogy that invite self-reflection and community connectedness, help us work through frustration, and address the impact of stress on our bodies. We’ll  discuss how to create a culture of inquiry and constructive engagement in our classrooms that can mitigate feelings of failure. And, we’ll talk through how to incorporate failure as a pedagogical tool that can reveal new avenues of discovery and self-reflection for teachers and students.

Please RSVP here:

Nov 28 | QRCC Geospatial statistics working group (mini-workshop)

Day: Wednesday 28 November 2018
Time: 2:00PM – 4:00PM
Location: C197

The geospatial statistics working group (mini-workshop) session explores different tools and plugins in QGIS. We begin with an introduction to software including how to import files in, vector and raster data, attribute tables and spatial statistics. This session would cover how to identify spatial correlation, identifying clusters, generating distance matrices and using customized tessellations or grids to generate counts. The first half of the session would consist of working with sample datasets, after which each participant would work on their own individual dataset.

The questions this workshop would help answer are:

  • Using a dataset mapping the outbreak of a disease, are there any outbreak clusters?
  • With each point representing a tree, how can I aggregate my data to represent tree cover per unit area?

No prior knowledge of geospatial software is assumed, but prior knowledge of basic descriptive statistics is.


Register for the working group here

Due Nov 30 | Applications Open for January 2019 GC Digital Research Institute

Applications are now open for the January 2019 GC Digital Research Institute ( Please circulate the following call to your students, faculty, and staff.

Generously supported by the Provost’s Office, the GC Digital Research Institute guides an interdisciplinary cohort of graduate students, faculty, and instructional staff as they learn foundational technical skills that can aid–and even extend–their scholarship.

Faculty who have participated in past GCDRIs have told us: “The GC DRI presented hugely valuable tools that I plan to continue to use. I definitely will pass these digital skills to my students.”

We take a foundational approach–which is to say that we being the course assuming no prior technical knowledge, and the aim of the course is to help students become more comfortable with core concepts in working with technical methods and combining that with their research. One of the students from January 2018 noted: “Not only did we learn great digital research tools, but we gained access to a network of people at the GC who are interested and/or have knowledge about digital methods. I learned about the workshops available, the Digital Fellows, and got to know people in other disciplines who made me think about my work in unique ways.”

​We hope to see applications from many students, faculty, and staff.


Best wishes,

Lisa and Matt


Join the GC Digital Fellows from January 14-17, 2019 for a four-day intensive course in digital research methods. Covering a wide range of topics, the Digital Research Institute will help you develop the skills you need to analyze your data with a digital or computational approach.


GC Digital Research Institute​

when: January 14-17, 2019

what: four-day intensive workshop in digital research methods

where: The Graduate Center, CUNY

why: to equip our academic community with digital research skills

who: for GC graduate students, faculty, and instructional staff of all skill levels and disciplines (no previous digital experience required)

Applications open

GC DRI offers CUNY graduate students, faculty, and instructional staff an opportunity to develop digital research skills and to connect with others in an interdisciplinary environment. The week will begin with an introduction to the command line, git, Python, and databases for all students; participants will then have the opportunity to choose from a variety of more specific workshops on topics ranging from digital research ethics to the text analysis to machine learning.

The application will be open until 11:59pm on November 30th, 2018; however, we recommend that interested participants apply early, as space is limited.

Selection for the institute often depends upon the applicant’s availability for all sessions of the week-long institute, willingness to work and learn in groups, articulation of their research question to a lay audience, and general interest in learning new research methods.

If you have questions or comments, please contact us using the form on our website. Stay up-to-date on the GC Digital Research Institute by following us on Twitter at @Digital_Fellows and @CUNYGCDI and checking out the #GCDRI hashtag.


Nov 19 | ITP Skills Lab: Blockchain Explained

Monday, November 19 @ 6:30PM | GC Library Basement, C196.03 | with Gregory Rocco & Hadassah Damien

  • Want to know what Blockchain is and why it should matter to you as a humanist or a social scientist? Join us to find out! You learn more about where you might encounter blockchain technologies, intersections of blockchain and humanities/social sciences, and how the growth of public blockchains is governed through its participants. No prior experience necessary. Register through Eventbrite:

Nov 15 | TLC Event: Socially Conscious Pedagogy and Hashtag Syllabi

Socially Conscious Pedagogy and Hashtag Syllabi
Thursday, November 15th
Room 3207

Hashtag syllabi have become a popular and public means of organizing and educating around complex social issues as they arise and in their immediate aftermath. Most of these projects result in lists of articles, books, films, television shows, and other texts curated to help a public learn more about a topic or theme at the heart of a political or cultural event. They are often crowd-sourced by scholars, activists, educators, and artists in response to events that urgently require new knowledge to understand, facilitate better conversations and deeper thinking, or better inform political action. Model hashtag syllabi include #Fergusonsyllabus, #Standing Rock Syllabus, Charlottesville, Black Lives Matter, The 2017 Women’s March, Beyonce’s Lemonade, Solange’s A Seat at the Table.

While the work of creating these syllabi has increased the circulation of important and relevant resources, we wonder how the thinking at the heart of these projects might be even better situated and used in our teaching. How might looking at the how these syllabi are constructed help us critically engage with the difficult topics of our time? How might this work become more usable in research and teaching across CUNY?

Building upon and connecting to last year’s programming on developing a socially conscious pedagogy, which Teaching and Learning Center Fellow Sakina Laksimi-Morrow has written about here, the TLC invites guests to join us on November 15th to explore how hashtag syllabi help can educators think about the role of activism in their work. We’ll discuss how and why hashtag syllabi emerge, what they’ve done well and not so well, and how we might make the thinking that’s gone into creating them more visible and usable in our teaching during these challenging times.

Please RSVP for this event at

Nov 16 | Registration is open for the Life After F-1 & J-1 Status with Immigration Attorney Michael J. Goldstein

Dear International Students,

Are you interested in working in the United States after your F-1 or J-1 status is over?  Do you have questions about other legal status options in the United States that will allow you to work?

On Friday,  November 16th, immigration attorney Michael J. Goldstein will be at the Graduate Center to discuss H1B, O-1, TN and other employment based legal status options in the United States.  We hope you will be able to join us on November 16th at 3:00 PM in room 9206.

Space is limited.  Please RSVP for the workshop at


Interested in attending any of the other events during IEW 2018?  Information and RSVP links for all of the IEW 2018 events are available at:

Nov 14 | Communicating Through Questions

Wednesday, November 14th, 4 PM-6 PM
Room 9207

We ask our students questions on our syllabi, in classroom discussions, in brief hallway encounters, on their essay assignments and exams. Too often, though, questions we ask in class seek only to assess content comprehension and miss the full potential of questioning as a pedagogical tool. Probing, thoughtful questions can help students develop their critical thinking skills, surface connections between their own experiences and course content, and enrich our classroom environments.

This workshop will build attendees’ awareness and skill at asking strategic questions that serve a variety of purposes: setting a tone of inquiry and openness, inviting students to express their thoughts, opinions and uncertainties, and illuminating underlying assumptions. We will talk through categories of questions, types of answers, and motivations and attitudes associated with questioning in the classroom from the perspectives of both students and teacher. This workshop will encourage questions! We will use roleplay, and draw from both published literature on questioning and the experiences of participants.

Please RSVP at