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James Shee, PhD Candidate in Chemical Physics

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James Shee, PhD Candidate in Chemical Physicsja3093Mon, 08/13/2018 - 20:04

Where did you grow up?
El Dorado Hills, CA.

What drew you to your field? 
My previous career as a ballet dancer (with the San Francisco Ballet and the National Ballet of Canada) revealed the importance—the necessity, even—of creating and appreciating beauty and aesthetic phenomena. As an undergraduate, I noticed that many professors in fields such as mathematics and theoretical science possessed an aesthetic sensibility that guided their teaching and research in a rather marvelous way. I aspired to see the beauty in the equations and physical insights that made their eyes twinkle with such excitement and awe! 

Frequently, in my classes on quantum mechanics, lengthy (yet often elegant) mathematical derivations led to weird and counterintuitive claims about the physical nature of things. For example, a particle can tunnel through walls and exist in a superposition of states. An observer, upon measurement, can collapse these possibilities onto an outcome that can be predicted with only some probability. Weirder still is the dependence of a quantum state on all possible paths that lead to it. What astounds me, even now, is that this theoretical framework—which in the eyes of the imagination can produce a worldview that involves, well, many worlds—also has the capacity to yield accurate and useful predictions about the real world as we know it.

How would you explain your current research to someone outside of your field?
My research aims to make accurate predictions about the electronic properties of molecules and materials using quantum theory, random walks, and supercomputers. In my graduate studies, I have developed a strategy to sample efficiently the “paths” mentioned above, and to use graphical processing units to dramatically accelerate these calculations.

What is your favorite thing about being a student at Columbia GSAS?
I dislike crowded subway cars, but a campus crowded with ideas is definitely one of the greatest things about Columbia. I appreciate the freedom and opportunities that I have had to learn here—through classes, classmates, faculty, and research—but Columbia is also unique because it is in the heart of one of the world’s foremost cultural centers, where the mind is continuously stimulated to blossom and discover (e.g., at Lincoln Center, the Metropolitan Museum of Art, Riverside Park, or Yankee Stadium).

What resources or opportunities that Columbia provides have been most valuable to you?
The proximity and interdisciplinary nature of the academic community. The libraries, subsidized housing, and extracurriculars also have been nice!

What do you consider your greatest achievement?
I am glad to have contributed in my own way, through both dancing and research, to beauty, humanity, and understanding in the world. I hope beyond all else, to enrich the lives of others.

Who are your favorite writers?
Friedrich Nietzsche, William Shakespeare, and Roald Hoffmann.

Who is your hero of fiction?
Rocky Balboa and Forrest Gump.

Who are your heroes in real life?
Beethoven, Maurizio Pollini, Franco Corelli, Albert Einstein, Richard Feynman, Mikhail Baryshnikov, Fernando Bujones, and my parents.

Who in your field do you consider to be a role model?
My advisors: Richard Friesner and David Reichman.

If you were to die and come back as a person or a thing, what would it be?
Perhaps a wild horse or a bird.

What music have you been listening to lately?
Verdi and Mozart operas, Beethoven quartets and violin sonatas. Also: Drake, Nas, Guns N’ Roses, Creedence Clearwater Revival, Chris Stapleton, and the Rolling Stones.

James Shee
Student Spotlight

GSAS Office of Academic Diversity and Inclusion Welcome and Orientation: Connecting for Success

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GSAS Office of Academic Diversity and Inclusion Welcome and Orientation: Connecting for Success
Thursday, September 6, 2018
adminThu, 08/23/2018 - 18:33

Learn about the GSAS Office of Academic Diversity and Inclusion (OADI) and the programming that we have planned for this year. We will provide lunch, followed by a short program to encourage you to connect with peers across academic disciplines. By the end of the event, you will have honed your networking skills and confidence so that you can make the most of the Students of Color Alliance’s Welcome Back BBQ later in the evening.

Program:
- Welcome and overview of the GSAS Office of Academic Diversity and Inclusion
- Graduate student of color panel discussion
- “Creating Your Scholarly Elevator Speech” workshop
- Speed networking session

Graduate Students
12:00 PM
2:00 PM

Low Library, 535 W. 116 St., New York, NY 10027 207, https://goo.gl/maps/SWLWc

GSAS Office of Academic Diversity, gsas-diversity [at] columbia.edu

RSVP

Essential Advice for New Doctoral Students

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Essential Advice for New Doctoral Studentsrw2673Thu, 08/23/2018 - 20:10

The transition to doctoral study can be daunting. To help you navigate your first year at GSAS, we asked ten Columbia faculty members to share their words of wisdom for incoming PhD and DMA students.

“First, your professors are actually interested in you and your development. Take the time to talk with them outside of class. Most office hours are sadly underpopulated. Second, learn from your colleagues. You and your fellow graduate students are not only a community, you are great resources for each other. Finally, do take courses outside your areas of interest. You never know what connections you will be able to make and what new projects will develop.”
—Elaine Sisman, former Chair, Department of Music

“Figure out what kind of work life you want. If it includes writing, sitting alone in a room, not being able to choose where you live, then being an R1 academic might be right for you. Some employers will be academic institutions, but some of them will not. Remember that there are lots of different kinds of academics.”
—Shamus Khan, Chair, Department of Sociology

“Talk to the faculty! Talk to your chair, your DGS, your advisor, other faculty members. The information you get from other graduate students is filtered through their experience and often incomplete. Information from faculty members can also be incomplete, so talk to lots of them. Understand what is expected and how to succeed. Knowledge is power.”
—David J. Helfand, former Chair, Department of Astronomy

“Here are the symptoms of stage fright: you become afraid that you have lost the highly developed skills that brought you here in the first place; you become afraid of exposure, that everyone else can see you, that you are a fraud, that there is something visible about you that clearly denotes your incapacity; and, last, that this sign is visible to others but invisible, only intuited but not seen by you (the toilet paper on your shoe). But what actors call stage fright is what everyone now knows as performance anxiety: it is situational. And it comes with the territory: my guess is you will feel it, and knowing that it is irrational only helps so much. The good news: you can and will overcome it, so hang in there. The slightly less good news: it really does come with the territory, so learn not just to get over it, but to let it motivate you a bit, too.”
—W.B. Worthen, Co-Chair, PhD program in Theatre

“Treat yourself to at least one great New York thing a month: a long walk in Central Park, shopping in the East Village, poetry slams, a trip to the Met or MoMA or across the Staten Island Ferry.”
—Sarah Cole, Dean of Humanities and former Chair, Department of English and Comparative Literature

“Check your own privilege and embrace diversity at all levels. We share a small campus where privilege and diversity coexist at a personal level as much as at an academic level. Students need to get outside their comfort zone and engage in truly interdisciplinary and intersectional work, and do it not only individually, but also while fostering research groups that also embrace diversity and accessibility.”
—Jesús R. Velasco, former Chair, Department of Latin American and Iberian Cultures

“When you feel discouraged, remember that graduate school is one of the few ways you can turn a passion into a profession.”
—Pierre Force, Director of Graduate Studies, Department of French and Romance Philology

“Set aside time in your first years of study to learn languages. It will give you access to other fields of research, allow you to participate in a more international community, and expose you to other ways of thinking.”
—Michael Cole, Chair, Department of Art History and Archaeology

“The members of your committee are not the audience you need to impress with perfectly formulated ideas and polished pieces of writing. Instead, understand that they are your teachers. Do not hesitate to present them with first drafts of your writing, asking them to help you develop your concepts further.”
—Branka Arsić, former Director of Graduate Studies, Department of English and Comparative Literature

“My advice is threefold: (1) Do not accumulate Incompletes; (2) Do not accumulate Incompletes; (3) Do not accumulate Incompletes. On a loftier level, you should always fully enjoy what you do and stay intellectually enthusiastic. Even in the darkest moments, you should remember that you are in the unique position of being required to devote your time and attention to something you are passionate about—a rare privilege, to be cherished and taken advantage of.”
—Francesco de Angelis, Chair, PhD program in Classical Studies

Orientation
Advice

Essential Advice for New Master’s Students

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Essential Advice for New Master’s Studentsrw2673Thu, 08/23/2018 - 20:16

The transition to graduate school can be daunting. To help you navigate your first several months at GSAS, we asked ten current and former Columbia MA program directors and coordinators to share their words of wisdom for incoming master’s students.

“Prioritize. When you arrive at Columbia, there will be a plethora of choices. The desire will be to take advantage of all the offerings and opportunities during your year(s) here. Make sure to keep your schedule manageable—aim for quality rather than quantity.”
—Line Lillevik, Executive Director, MA/MSc program in International and World History

“Lead with what you want out of the degree intellectually. Within the first few weeks, go to all of your professors, introduce yourself, and talk about the set of interests and/or project you would like to make the centerpiece of your experience at Columbia. Say how you see that professor's class fitting into your plans, and which parts of the syllabus you especially hope will help. Representing yourself as a student in this way—not just motivated, but capable of specialization—really affects the quality of dialogue you have with the faculty.”
—Matthew Sandler, Director, MA program in American Studies

“Make sure to check your Columbia email regularly. This includes reading official emails from GSAS and your department. Each may offer somewhat different and at times similar, yet important, key messages for your success. Hitting delete or skipping reading the email may save you time in the moment, but in the end may take up more time than needed if you miss important information and deadlines.”
—Alysa Turkowitz, Executive Director, MA program in Statistics

“Get ready for lifelong learning. Prepare to learn after you graduate. Do not go for a prestigious/highly paid/powerful job where you use only the skills and knowledge that you already have. Soon those skills and that knowledge will be outdated, and then you will be toast.”
—Lars Tyge Nielsen, Director, MA program in Mathematics of Finance

“Keep in mind that your peers are an important resource and that your time at Columbia is an opportunity to start building a network of friends and colleagues with whom you may collaborate later in your career. I graduated from Columbia’s MA in Art History program fourteen years ago, and still occasionally work on projects with curators and academics who were in my MA cohort.”
—Frédérique Baumgartner, Director, MA program in Art History

“You normally do not need an appointment for posted faculty office hours… but you do need to knock loudly. Most faculty do not have X-ray vision, and will not know that you have been sitting there patiently waiting for twenty minutes.”
—Adam Kosto, Director, MA program in Medieval and Renaissance Studies

“If you are planning to apply quickly to PhD programs, take particular care to cultivate good relationships with faculty in the fall, as you will need to ask for reference letters that will speak to your achievements at Columbia in just a few months!”
—T. Austin Graham, former Director, MA program in English and Comparative Literature

“Live in the moment. Process is more important than outcome in the early stages of an academic career. Commit to learning from the trial and error involved in research rather than seek an all-encompassing answer to your question. And stay light on your feet. Bike around the city, climb, swim, dance, because you need to step away from the books so that you can bounce back with renewed energy and openness to the unexpected.”
—Denise Milstein, Director, MA program in Sociology

“Find reasons to check in with your program faculty and staff from time to time, even if you feel like you are on top of everything. If you are on their radar, they will be more able to connect you with opportunities and resources as they become available.”
—Meghan D. McCarter, Program Coordinator, MA program in Quantitative Methods in the Social Sciences

“Point your MA studies—your courses, but especially your research and thesis—toward your ultimate goal and true passion, so that your time and effort expended in the program become a firm stepping stone on the path to achieving your desired goal.”
—Lili Yamasaki, Director, MA program in Biotechnology

Orientation
Advice

Essentials of Teaching and Learning - Entering the Classroom: Creating Inclusive Learning Environments

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Essentials of Teaching and Learning - Entering the Classroom: Creating Inclusive Learning Environments
Monday, September 17, 2018
adminThu, 08/30/2018 - 05:34

Learn about the key terms, frameworks, and principles of inclusive teaching. Join the CTL for a two-hour workshop for graduate students focused on strategies and tools for including all of your students in the learning process. We will ask how instructors can create inclusive classroom environments that set up all students for success, as well as how they can help students learn through the diversity of experiences and perspectives they bring to the classroom. The Essentials of Teaching and Learning workshops for graduate students are focused on giving you tools as a new or developing instructor to better facilitate student learning and improve your teaching practice. To learn more about more opportunities for graduate students beginning to teach, visit our website at http://ctl.columbia.edu/graduate-instructors/.

By the end of the session, participants should be able to:
- Identify and reflect on teacher and learner identities and their relationship to inclusive teaching.
- Describe key terms in inclusive teaching scholarship.
- Develop strategies for creating an inclusive course climate.
- Apply inclusive teaching principles to their own teaching practice.

Graduate Students
Postdocs
12:00 PM
1:45 PM

Butler Library, 535 W. 114 St., New York, NY 10027 Room 212, https://goo.gl/maps/oYLXkTQqJKS2

Center for Teaching and Learning, 212 854-1692, ColumbiaCTL [at] columbia.edu

RSVP

ISSO Post-Completion OPT Presentation

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ISSO Post-Completion OPT Presentation
Tuesday, September 18, 2018
adminThu, 08/30/2018 - 05:34

An ISSO advisor will discuss eligibility requirements and application procedures for F-1 Optional Practical Training (OPT) employment authorization after your graduation.

OPT is a benefit and extension of F-1 student status that allows you to work in your field of study for up to 12 months and is authorized by the immigration agency, USCIS.

This workshop is only open to students in CC, SEAS, GS, SOA, and GSAS

Student
12:30 PM
1:30 PM

East Campus, 70 Morningside Dr., New York, NY 10027 CCE Conference Room - Lower Level, https://goo.gl/n0pChV

CCE Events, 212-851-0276, cce-events [at] columbia.edu

RSVP

Essentials of Teaching and Learning - Organizing Your Teaching: Learning Objectives and Backward Design

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Essentials of Teaching and Learning - Organizing Your Teaching: Learning Objectives and Backward Design
Monday, September 24, 2018
adminThu, 08/30/2018 - 05:34

Learn about and engage with the backward design approach to lesson planning to better organize your teaching and your students' learning. Join the CTL for a two-hour workshop for graduate students focused on giving you a scalable conceptual framework to help you plan an activity, a class session, or an entire course. In this workshop, you will learn about backward design: an end-in-mind approach to instruction to facilitate your students' learning. We will engage with strategies to determine and describe learning objectives for your students, and discuss the use of these learning objectives to help drive assignments, feedback, and in-class activities. The Essentials of Teaching and Learning workshops for graduate students are focused on giving you tools as a new or developing instructor to better facilitate student learning and improve your teaching practice. To learn more about more opportunities for graduate students beginning to teach, visit our website at http://ctl.columbia.edu/graduate-instructors/. Led by CTL Graduate Student Programs and Services Staff.

By the end of this session, participants should be able to:
- Describe the Backward Design process and how to use this approach to their won teaching -practice.
- Develop learning objectives for their students.
- Explain the connection between learning objectives, assessments, and assignments.

Graduate Students
Postdocs
12:00 PM
1:45 PM

Butler Library, 535 W. 114 St., New York, NY 10027 Room 212, https://goo.gl/maps/oYLXkTQqJKS2

Center for Teaching and Learning, 212 854-1692, ColumbiaCTL [at] columbia.edu

RSVP

Essentials of Teaching and Learning - Facilitating Learning Inside Your Classroom: Active Learning

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Essentials of Teaching and Learning - Facilitating Learning Inside Your Classroom: Active Learning
Monday, October 1, 2018
adminThu, 08/30/2018 - 05:34

Practice developing class activities aligned with learning objectives that incentivize all students to participate. Join the CTL for a two-hour workshop for graduate students focused on giving you strategies to better engage students with their own learning. In this workshop, we will discuss the evidence and efficacy of a variety of active learning strategies, and consider how these approaches can make our classrooms more inclusive. The Essentials of Teaching and Learning workshops for graduate students are focused on giving you tools as a new or developing instructor to better facilitate student learning and improve your teaching practice. To learn more about more opportunities for graduate students beginning to teach, visit our website at http://ctl.columbia.edu/graduate-instructors/.

By the end of this session, participants should be able to:
- Apply reflections of learning experiences to help determine how participants want to facilitate student learning in their classrooms.
- Practice and apply frameworks with which participants can plan effective learning experiences based on defined learning objectives.
- Describe the benefits of active learning and address challenges that may arise when facilitating active learning in the classroom.

Graduate Students
Postdocs
12:00 PM
1:45 PM

Butler Library, 535 W. 114 St., New York, NY 10027 Room 212, https://goo.gl/maps/oYLXkTQqJKS2

Center for Teaching and Learning, 212 854-1692, ColumbiaCTL [at] columbia.edu

RSVP

Essentials of Teaching and Learning - Facilitating Learning Beyond Your Classroom: Grading & Feedback

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Essentials of Teaching and Learning - Facilitating Learning Beyond Your Classroom: Grading & Feedback
Monday, October 8, 2018
adminThu, 08/30/2018 - 05:34

Learn how to engage students in their learning beyond the classroom by giving more effective feedback. Join the CTL for a two-hour workshop for graduate students focused on giving you tools to grade accurately, efficiently, and encouragingly. In this workshop, you will learn approaches to grading that encourage students to focus more on their improvement and less on bottom line scores. We will discuss the use of rubrics to help streamline and standardize grading, while helping students better understand what is valuable in the topic and discipline. Breakout groups during this session will allow you to choose to focus on your discussion on writing assignments or problem sets. The Essentials of Teaching and Learning workshops for graduate students are focused on giving you tools as a new or developing instructor to better facilitate student learning and improve your teaching practice. To learn more about more opportunities for graduate students beginning to teach, visit our website at http://ctl.columbia.edu/graduate-instructors/.

By the end of this session, participants should be able to:
- Describe the difference between formative and summative assessments.
- Develop the values and concepts that underlay a rubric.
- Practice marking papers with and without a rubric to understand value of developing one.

Graduate Students
Postdocs
12:00 PM
1:45 PM

Butler Library, 535 W. 114 St., New York, NY 10027 Room 212, https://goo.gl/maps/oYLXkTQqJKS2

Center for Teaching and Learning, 212 854-1692, ColumbiaCTL [at] columbia.edu

RSVP

Language Lounge: Knowing What You Know

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Language Lounge: Knowing What You Know
Wednesday, October 10, 2018
adminThu, 08/30/2018 - 05:34

This is the first of four sessions in a yearlong conversation around Metacognition: Becoming Expert Language Learners. We encourage you to attend any or all of these sessions!

This session will focus on you, the instructor, in two ways. First, we’ll explore what opportunities you give your students to check in on their own progress and explore how helping your students recognize what they know (and what they don’t know) can help you as an instructor. Second, we’ll reflect on the strategies you use to identify gaps in your knowledge and think about how we might share those strategies with students.

In the next session, we’ll explore how we bring these metacognitive strategies to our students to help them monitor and build agency around their own learning and success.

This session is facilitated by Ian Althouse, Center for Teaching and Learning. Lunch provided.

Graduate Students
Postdocs
12:00 PM
1:30 PM

Butler Library, 535 W. 114 St., New York, NY 10027 Room 212, https://goo.gl/maps/oYLXkTQqJKS2

Center for Teaching and Learning, 212 854-1692, ColumbiaCTL [at] columbia.edu

RSVP

Advanced Topics in Teaching - Illuminating Learning Processes

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Advanced Topics in Teaching - Illuminating Learning Processes
Tuesday, October 23, 2018
adminFri, 08/31/2018 - 06:33

Helping your students consider and adapt their learning processes is an essential part of helping them build expertise. However, many of these metacognitive skills can be difficult for instructors, as experts, to illuminate for novices. In this workshop, we define some key terms and strategies in metacognition that you may want to develop with your students. We will then discuss specific approaches - such as process worksheets and assignment wrappers - that you can use to help scaffold these learning processes for your students and help develop important metacognitive abilities while learning discipline-specific skills. Moderate level session; comfort with learning objectives and active learning approaches recommended. Facilitated by Chris Chen, Center for Teaching and Learning.

By the end of this session, participants should be able to:
- Explain metacognition and its importance to learning to their students.
- Identify how they use metacognition in their disciplinary practice.
- Apply techniques to help scaffold student metacognition to their teaching practice.

Graduate Students
Postdocs
2:00 PM
3:30 PM

Butler Library, 535 W. 114 St., New York, NY 10027 Room 212, https://goo.gl/maps/oYLXkTQqJKS2

Center for Teaching and Learning, 212 854-1692, ColumbiaCTL [at] columbia.edu

RSVP

Departmental Placement Officers

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Departmental Placement Officersrw2673Fri, 08/31/2018 - 19:49

Each department should designate someone for the role of departmental placement officer: seasoned faculty whose responsibility is to provide doctoral students with the knowledge, expertise, and materials that they will need in preparation for the academic job market.

Placement officers may:

  1. distribute templates appropriate to the discipline of curriculum vitae, cover letter, research statement, statement on teaching, dissertation abstract, etc., to all students preparing to send applications
  2. edit and proofread drafts of documents listed above before they are mailed by candidates
  3. ensure that letters of recommendation are produced and submitted by colleagues in a timely fashion
  4. review syllabi and other course materials to be submitted by candidates with application
  5. prepare candidates for mock interviews
  6. arrange for mock interviews of candidates with department faculty and peers
  7. prepare candidates for any on-campus interviews
  8. serve as a resource to interpret and negotiate offers received

James Martin, PhD Candidate in Biological Sciences

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James Martin, PhD Candidate in Biological Sciencesja3093Tue, 09/04/2018 - 19:16

Where did you grow up? 
East New York, Brooklyn.

What drew you to your field? 
Science fairs, Animal Planet, and Bill Nye the Science Guy were staples of my childhood, and made pursuing a career as a scientist seem like a natural choice. My specific love for structural biology came when I took a biochemistry course in undergrad and realized that proteins are not only one of the important building blocks of life, but also the molecular machines that drive the processes of our body. The biology mantra “structure determines function” also incited my passion and curiosity for this field; I realized that to better understand these complex biological processes, I must study and characterize the structure of its main players: proteins!

How would you explain your current research to someone outside of your field? 
My technique of choice for studying proteins is Nuclear Magnetic Resonance (NMR) spectroscopy; a common application of this technique is Magnetic Resonance Imaging (MRI). However, unlike MRI, in which you image soft tissues in the body such as the brain or heart, I use NMR to examine the dynamics and structural properties of a protein called Ribonuclease HI (RNase HI). This protein plays a key role in the retroviral replication of many viruses like HIV and MLV (Murine Leukemia Virus), and studies have shown that a malfunctioning RNase HI in these viruses halts their replication. Molecular dynamic (MD) simulations have found two in silico conformation states for this protein: “open,” in which it’s able to bind to substrate (active), and “closed,” in which it’s unable to bind to protein (inactive). The normal state of the protein is predominantly in an “open” conformation, but a mutation from these simulations was found that switches it to a “closed” state. My project aims to confirm experimentally the two-state “open” and “closed” conformer model, as well as the finding that this mutation from the MD simulation is indeed “closed” in vitro.

Is there a common misconception about a topic in your field that you wish you could correct?
My research topic, like others, is very niche. Getting my PhD in biology doesn’t mean I'm an expert in climate change or animal biosciences.

What do you consider your greatest achievement?
Mentoring other students and inspiring a passion for education in them.

Who is your hero of fiction?
An actual hero from a television series that I’ve been watching called Black Lightning. The titular character spreads a passion for education within his community and protects his city from crime while balancing family life.

Who are your heroes in real life?
My mom, for the persistence and never-ending optimism that she exudes, and President Barack Obama, for being a trailblazer and keeping his poise.

What music have you been listening to lately?
A mix of old-school R&B and new-school conscious rap. In the last week, I’ve been listening to Erykah Badu, J. Cole, and Kendrick Lamar.

What is your favorite blog or website?
I’m a big sports fan, so I’m constantly checking ESPN.com daily.

James Martin
Student Spotlight

Diversity Film Series: Dolores (2017)

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Diversity Film Series: Dolores (2017)
Thursday, September 27, 2018
adminWed, 09/05/2018 - 00:45

Join the GSAS Office of Academic Diversity and Inclusion for a free screening of Peter Bratt's documentary about the life of Chicana activist Dolores Huerta, in honor of Hispanic Heritage Month. Beer and sandwiches will be served.

Graduate Students
8:00 PM
10:00 PM

Philosophy Hall, 1150 Amsterdam Ave., New York, NY 10027 301, https://goo.gl/maps/syJnyyFPxoG2

GSAS Office of Academic Diversity, gsas-diversity [at] columbia.edu

RSVP

Diversity Film Series: Kumu Hina (2014)

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Diversity Film Series: Kumu Hina (2014)
Thursday, October 25, 2018
adminFri, 09/07/2018 - 06:31

Celebrate LGBTQ History Month with the GSAS Office of Academic Diversity and Inclusion at a free screening of Dean Hamer and Joe Wilson's documentary about Hina Wong-Kalu, a native Hawaiian teacher, activist, and cultural icon who lives in between the traditional ways of the indigenous, third-gender, māhū culture, and as a modern transgender person in contemporary Hawaii. Beer and sandwiches will be served.

Graduate Students
8:00 PM
10:00 PM

Philosophy Hall, 1150 Amsterdam Ave., New York, NY 10027 301, https://goo.gl/maps/syJnyyFPxoG2

GSAS Office of Academic Diversity, gsas-diversity [at] columbia.edu

RSVP

GSAS Student News: September 2018

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GSAS Student News: September 2018rw2673Fri, 09/07/2018 - 17:49

Read about the recent achievements of GSAS students:

Do you have news to share? Write to us at gsas-communications [at] columbia.edu.

Student News
News

CTLgrads Learning Community: Peer-to-Peer Interaction (Part 1) -- Putting Peer-to-Peer In Practice

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CTLgrads Learning Community: Peer-to-Peer Interaction (Part 1) -- Putting Peer-to-Peer In Practice
Tuesday, September 18, 2018
adminMon, 09/10/2018 - 19:35

This is part one of a two-part CTLgrads Learning Community.

This session introduces the science of learning behind peer-to-peer interaction. We will cover a variety of activities that will allow you to expand your teaching repertoire, and how you can modify them for use in and out of the classroom.

Research has shown that student attention spans are limited: after 10 or 15 minutes of lecture even the most engaged students’ attention will drift off. While the internet offers opportunities to circumvent this via pre-recorded mini-lectures and flipped classrooms, most TAs are limited in their ability to modify a course’s structure. We can, however, incorporate peer-to-peer interaction into our teaching and optimize learning. Small group activities like think-pair-share and jigsaw not only break up the flow of lecture, they transform the classroom from a passive to an active space.

Peer-to-peer interaction encourages students to learn from and teach each other and provides a platform for more voices to speak. It can also serve as a safe space for students to pre-vet their ideas before speaking up in front of the entire class. When employed intentionally, these tools are not limited to the classroom, but can be implemented in stages that may occur outside of class.

Conversations will be led by Zachary Domach (Senior Fellow, Religion Department) and Scot McFarlane (Senior Lead Teaching Fellow, History Department).

Lunch will be provided.

Session 2: Making Peer Review Work For You (October 2)
The second session takes a deep dive into peer review. Examining various implementation and assessment strategies, we will focus on how to curate a peer review process that is constructive, effective, and forges a stronger community.

Register for Session 2: https://events.columbia.edu/go/peertopeer2

Graduate Students
Postdocs
11:30 AM
1:00 PM

Butler Library, 535 W. 114 St., New York, NY 10027 Room 212, https://goo.gl/maps/oYLXkTQqJKS2

Center for Teaching and Learning, 212 854-1692, ColumbiaCTL [at] columbia.edu

RSVP

Teaching Development Program Launch (For Graduate Students)

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Teaching Development Program Launch (For Graduate Students)
Thursday, September 20, 2018
adminMon, 09/10/2018 - 19:35

Looking for ways to strategically pursue and demonstrate the development of your teaching? Join us for the launch of CTL’s new Teaching Development Program (TDP) for doctoral students. The TDP offers a way to build a portfolio of teaching development while at Columbia, culminating in certified completion of Foundational and Advanced tracks. For details about this comprehensive new program, see https://ctl.columbia.edu/graduate-instructors/ctl-teaching-development-…

This gathering will provide an overview of the TDP, with guidance for making individual plans for completion. CTL staff and graduate students who have participated in a TDP pilot will be on hand to assist and answer questions. In addition, information about other teaching development opportunities at the CTL will be available, such as how to qualify for CTL fellowships and other paid opportunities, and how to receive support for showcasing your teaching experience on the academic job market.

Doctoral students early in their programs as well as those preparing for the academic job market are welcome to attend. Light lunch will be available to registered participants.

Graduate Students
12:00 PM
1:15 PM

Butler Library, 535 W. 114 St., New York, NY 10027 Room 203, https://goo.gl/maps/oYLXkTQqJKS2

Center for Teaching and Learning, 212 854-1692, ColumbiaCTL [at] columbia.edu

RSVP

Microteaching Practice for Graduate Students

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Microteaching Practice for Graduate Students
Friday, September 21, 2018
adminMon, 09/10/2018 - 19:35

Want to practice a new in-class activity or just get some more practice before teaching in a classroom? Join peers in a Microteaching Practice session where you will divide into groups of 3-4 with a facilitator and take turns delivering short samples of instruction to each other. After each teaching sample, your facilitator and your peers will offer structured feedback to support your teaching. Whether you are currently teaching at Columbia or not, all graduate students looking to practice teaching are welcome to attend this Microteaching Practice session.

Graduate Students
1:00 PM
3:00 PM

Butler Library, 535 W. 114 St., New York, NY 10027 204, https://goo.gl/maps/oYLXkTQqJKS2

Center for Teaching and Learning, 212 854-1692, ColumbiaCTL [at] columbia.edu

RSVP

CTLgrads Learning Community: Peer-to-Peer Interaction (Part 2) -- Making Peer Review Work for You

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CTLgrads Learning Community: Peer-to-Peer Interaction (Part 2) -- Making Peer Review Work for You
Tuesday, October 2, 2018
adminMon, 09/10/2018 - 19:35

This is part two of a two-part CTLgrads Learning Community. To get the most out of this program, be sure to register for Session 1: https://events.columbia.edu/go/peertopeer1.

This session takes a deep dive into peer review. Examining various implementation and assessment strategies, we will focus on how to curate a peer review process that is constructive, effective, and forges a stronger community.

Research has shown that student attention spans are limited: after 10 or 15 minutes of lecture even the most engaged students’ attention will drift off. While the internet offers opportunities to circumvent this via pre-recorded mini-lectures and flipped classrooms, most TAs are limited in their ability to modify a course’s structure. We can, however, incorporate peer-to-peer interaction into our teaching and optimize learning. Small group activities like think-pair-share and jigsaw not only break up the flow of lecture, they transform the classroom from a passive to an active space.

Peer-to-peer interaction encourages students to learn from and teach each other and provides a platform for more voices to speak. It can also serve as a safe space for students to pre-vet their ideas before speaking up in front of the entire class. When employed intentionally, these tools are not limited to the classroom, but can be implemented in stages that may occur outside of class.

Conversations will be led by Zachary Domach (Senior Fellow, Religion Department) and Scot McFarlane (Senior Lead Teaching Fellow, History Department).

Lunch will be provided.

Session 1: Putting Peer-to-Peer in Practice (September 18)
This first session introduces the science of learning behind peer-to-peer interaction. We will cover a variety of activities that will allow you to expand your teaching repertoire, and how you can modify them for use in and out of the classroom.

Register for Session 1: https://events.columbia.edu/go/peertopeer1

Graduate Students
Postdocs
11:30 AM
1:00 PM

Butler Library, 535 W. 114 St., New York, NY 10027 Room 212, https://goo.gl/maps/oYLXkTQqJKS2

Center for Teaching and Learning, 212 854-1692, ColumbiaCTL [at] columbia.edu

RSVP
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