Workshop catalogue

GPCB410 - Funding, Internships and Networking Strategies

Are you seeking to expand your professional network, develop a research partnership or land an internship? Join us to learn more about Mitacs graduate research funding programs and how they can help you carve out your career path. This workshop will present an overview of the industrial research landscape in Montreal, Quebec and Canada. Participants will learn how to identify a potential employer or research partner, and develop strategies to approach a company for an internship or partnership. Mitacs builds partnerships between academia, industry and the world to create a more innovative Canada. Through unique research funding and training programs, Mitacs aims to support the development of the next generation of innovators with vital scientific and business skills. This workshop provides an overview of the Mitacs Accelerate, Elevate, Globalink, Step and Converge programs. It also outlines basic techniques for identifying and reaching out to industry partners. ~~~ In this workshops, participants will: 1 - Get hands on techniques to identify and reach out to an industry partner. 2 - Gain insight on Canada’s innovation and productivity challenges. 3 - Learn which Mitacs resources are best suited to support your research and career objectives. ~~~ This workshop is led by Anna-Maria Moubayed, PhD, Mitacs Business Development Specialist for Concordia University. Anna-Maria joined Mitacs in 2019, while teaching Art History at Concordia University, following a doctoral degree in Art History at Queen’s University, Kingston. Previously completing her undergraduate and graduate studies at Concordia University, Anna-Maria is an art historian with an interdisciplinary passion for research and innovation. Her role at Mitacs is to connect university-based researchers with industry and community partners to drive economic development in Canada through collaborative innovation projects, which engage graduate students in work-integrated learning experiences. Her full profile is available at: https://www.linkedin.com/in/annamariam/.

GPCB438 - Academic Networking on Twitter

GPCB593 - Intro to Design Thinking

GPCB594 - Intro to Start-Up Customer Discovery

GPCB595 - Prototyping and Usability Testing

GPCB596 - Pitching

GPCB597 - Quebec Scientific Entrepreneurship Program: From Academic Research to Industry

GPCB598 - Practicing Agility: Lean Start-Up and SCRUM Basics

GPCB600 - New To Québec: Learn How to Build Your Career in Québec

GPCB602 - Optimizing LinkedIn

GPCB606 - Résumé Writing for Graduate Students

GPCB609 - Interview 101: The Art of Communicating Your Skills to an Employer

GPCB610 - Career Planning 101: Graduate Students

GPCB613 - How to succeed in a non-academic career with your PhD/Master

GPCB619 - Job Search Strategies

GPCB621 - Developing a Graduate CV for Academic Positions

GPCB622 - Essential Soft Skills for Career Success

GPCB627 - Preparing Your Application to Teach in CEGEP

GPCB628 - Find an Internship and Make the Most of it

GPCB630 - Interviewing Skills

GPCB631 - Negotiating Your Job Offers

GPCB632 - Resume and Cover Letter Writing

GPCB633 - Interview Essentials

GPCB634 - Job Search Skills

GPCB635 - Networking Strategies

GPCB639 - Skills for Success

GPCB663 - Entrepreneurship 101

GPCB683 - Boost your Career Readiness in this time of change for graduate students

GPCB684 - LinkedIn 101

GPCB699 - Networking through Informational Interviews

GPCB811 - Launch your Career, Volunteer!

GPDI513 - Get Started Coding with Python

Are you curious about coding? Would like to know how to start coding and how it can be useful? In this workshop, we will use Python, a very popular, powerful, yet simple programming language to discuss and demonstrate foundational coding concepts. ***IMPORTANT NOTES: 1. Students do not need any prior knowledge of coding or Python to participate in this workshop. If you are already familiar with coding or Python, then this workshop will be too basic for you and you should not attend. 2. You will receive an email prior to the workshop with instructions for installing Python on your personal computer. 3. Learning to code must be hands-on. Through a series of in-class and online exercises, we will learn to create and troubleshoot (debug) computer programs. Your commitment and participation during class (6 hours) and outside of class (approximately 6 hours) are mandatory. To better manage this process, you will be enrolled in a Moodle course where you will have access to resources and activities. Failure to meet the attendance requirement and complete the activities assigned outside of class, will result in a grade of Did Not Attend (DNA).*** ~~~ After this workshop, you will be able to: - Describe the process of creation of computer programs - Create and execute Python scripts on your computer - Apply basic elements of the Python programming language (control, selection and repetition statements, variables of simple data types, input/output, and functions) to solve problems or automate tasks - Apply at least two strategies to troubleshoot (or debug) Python scripts ~~~ This workshop is led by Ivan Ruby, Ph.D. Candidate in Educational Technology, Department of Education. Ivan has an academic background in Computer Science. He migrated to Education to conduct research related to the role education and technology play for an empowering, accessible, and sustainable future. His current research interest is in teaching and learning of computer programming for beginners, to adapt to and address the challenges of the 21st-Century.

GPDI515 - Beginner’s Guide to the R Programming Language

Is it time for you to learn how to code? If the answer is “Yes!”, we propose an unconventional way to start: coding with R, which is a free, powerful and simple programming language for data analysis. In this workshop, you will learn the basics of the R syntax and how it can support your research. Our aim is to put you on a path to start using R for basic data work and to guide you through becoming a self-learner. We will provide you with a list of resources that can help you get better at coding with R in a self-paced manner. Throughout the workshop, you will be given short exercises mostly focused on data analysis. These exercises aim to teach you: - how to write an R script for a small task; - how to write data into a text file; - how to read data from a text file; - how to create and subset a data set; - how to install and use an R library; - how to plot a graph. ***IMPORTANT NOTE Participants must bring their own laptops. Before the workshop, they are strongly encouraged to install R (version 3.2.2 or higher) and RStudio on their laptops. Otherwise, a laptop with internet access is enough to follow the exercises in the first session of the workshop. To learn how to install R and RStudio: Linux: https://youtu.be/YBOpy1WK-bg Apple OS: https://youtu.be/GFImMj1lMRI Windows: https://youtu.be/GAGUDL-4aVw *** ~~~ In this workshop, participants will: 1. Discover the terminology of basic coding, such as working directory, compiling a code, script, library, function, csv, concatenation, data frame, etc; 2. Learn about coding and the types of resources they will need while coding; 3. Install different R libraries; 4. Use a minimum of 10 basic built-in functions in R; 5. Use vectors and data frames to store and manipulate data; 6. Write and execute a simple R script. ~~~ This workshop is led by Alexander Albury. Alex is a PhD student in Psychology working in the Penhune Lab for Motor Learning and Neural Plasticity. He studies how musical complexity and predictability affect how we learn and experience music. Alex is passionate about data science and programming and enjoys learning and sharing new techniques to make science easier and more accessible.

GPDI517 - Reproducible Scientific Analysis with R

This is a 5-hour workshop designed for graduate students from Natural and Social Sciences who want to improve their R coding ability. Participants need a working knowledge of R (see Requirements). The purpose of the workshop is to teach the basic skills needed for importing, preparing data for analysis and visualizing scientific data in R in a reproducible manner. A key focus of the workshop is to generate different visualizations, such as violin plots, bar and line plots. In this workshop, the following topics will be covered: - Reproducibility: Why is it important? Best practices for writing and sharing code - Importing data from different file types using the readr package - Manipulating data using the dplyr package - Writing code in an Rmarkdown document - Plotting graphs using ggplot2 and plotly packages ***Participants need to be familiar with functions in R, data types, dataframes and basic tasks using dataframes (accessing specific rows or columns, renaming columns, etc.). Participants will need to bring their own laptop, with R (one of the latest versions: 3.4.3 or above) and RStudio installed*** If you have attended GPDI515 (Beginners Guide to R) or GPDI544 (R Bootcamp), you have all necessary requirements, however many online classes will also get to you to this level (e.g., Lessons 1 and 13 here: https://swcarpentry.github.io/r-novice-inflammation/ ). To learn how to install R and RStudio, please use the following resources: Linux: https://youtu.be/YBOpy1WK-bg Mac OS: https://youtu.be/GFImMj1lMRI Windows: https://youtu.be/GAGUDL-4aVw We will also be using several R packages through the workshop including readr, dplyr, ggplot2 and plotly. Here is a quick guide on how to install an R package: https://youtu.be/u1r5XTqrCTQ ~~~ At the end of this workshop, participants will be able to: 1. Identify core principles of reproducibility 2. Import data into R; 3. Write data to files; 4. Manipulate data more efficiently using dplyr; 5. Write and execute a Rmarkdown script; 6. Generate publication-quality graphs using ggplot. ~~~ This workshop is led by Alexander Albury. Alex is a PhD student in Psychology working in the Penhune Lab for Motor Learning and Neural Plasticity. He studies how musical complexity and predictability affect how we learn and experience music. Alex is passionate about data science and programming and enjoys learning and sharing new techniques to make science easier and more accessible.

GPDI529 - Build your own gadgets with Arduino

GPDI542 - Introduction to LaTeX: a document preparation system

GPDI552 - Build Your ePortfolio with Beginner Wordpress

This course combines the learning of two professional skills into one: you will learn how to build your ePortfolio while also learning how to use Wordpress.com. This project-based course will be taught over 4 weeks using multiple channels, including video tutorials on Udemy (up to 6 hours), Zoom lectures (4 hours), and weekly assignments. Components of your ePortfolio will be due incrementally so that, by the end of course, you will have a version of an ePortfolio that you can share with potential collaborators and/or employers. No previous Wordpress knowledge is required. Your ePortfolio is a personal website that encapsulates your work as a graduate student and early career professional. Think of it as an expanded CV. Whereas a CV ‘tells’ the reader of your achievements, the ePortfolio ‘shows’ the reader what you’ve done in detail. ePortfolio’s are increasingly requested in job applications since they summarize your skills and accomplishments in a way that is aesthetically pleasing. It is an opportunity to show your professional identity and maybe even be discovered! The ePortfolio for this course will contain the following pages: 1. About: a brief biographical statement 2. Contact: a way to encourage correspondence 3. Projects: publications, multimedia/audiovisual works, media appearances, etc. 4. Optional pages for your education, research interests, extracurricular activities, etc. This hybrid course spans 4 weeks with four 1-hour synchronous lectures over Zoom on Friday mornings. Between the weekly lectures, participants MUST consult recommended videos available through the Udemy workshop, “Wordpress for Beginners - Master Wordpress Quickly” taught by Andrew Williams. These videos will cover essential information that will not be covered in the lectures but is key to building your ePortfolio. A Moodle site will also exist. Udemy course link: https://concordia.udemy.com/course/wordpress-for-beginners-course/ ~~~ In this workshop you will learn to: - Acquire a domain, design a site map, and build a basic Wordpress website - Explore themes and tools to customize a website using best practices - Create an ePortfolio featuring your projects, biographical statement, and contact information ~~~ This workshop is led by Maya Hey. Maya Hey is a Vanier scholar (Social Sciences and Humanities Research Council) and PhD candidate (ABD) in Communication Studies at Concordia University. She was also a Concordia Public Scholar (2018-2019), aiming to bridge the gap between academic research, industry professionals, and media makers.

GPLD131 - GradProSkills Ambassador Program - Record of Participation

GPLD141 - Navigating Emotional Intelligence

GPLD143 - Negotiating with Confidence

GPLD144 - Solving Problems and Seeing the Big Picture

GPLD147 - Embracing Your Potential: Graduate Leadership Development Program

What does it mean to be a leader? This seminar introduces you to the process of leadership and the vast array of skills needed to be a leader in a variety of contexts. We will cover the fundamental skills that will shape your leadership style, including emotional intelligence, team dynamics, negotiating, solving problems, motivating others, giving feedback and intercultural communication. You will also evaluate your leadership potential by taking the CliftonStrengths assessment, which helps you reflect on how your talents can build your leadership reflexes. The seminar covers seven different modules that span over seven weeks where you must commit approximately 3.5 hours per week. Activities include working through case studies, role-plays, group discussions and self-reflection. Upon completion of this series, you will receive a certificate, have your personal CliftonStrengths Top 5 report, and a personal plan for your leadership development. To learn more about CliftonStrengths visit: gallup.com/cliftonstrengths. ***Your commitment and participation during class (14 hours) and outside of class (approximately 10 hours) are mandatory. You will be enrolled in a Moodle course where you will have access to the seminar’s resources and activities. Failure to meet the attendance requirement and complete the activities assigned outside of class, will result in a grade of Did Not Attend (DNA). *** ~~~ By the end of this seminar, you will be able to: • Explain common leadership terms and theories • Articulate your strengths and weaknesses as a leader • Apply leadership skills across different contexts, including the workplace and grad school • Recognize the diversity of perspectives on what defines leadership • Plan your further leadership development ~~~ This workshop is led by Azfar Adib, Christiane Meyer and Benoît Eclache. Azfar is a PhD student in the Department of Electrical and Computer Engineering at Concordia University. He holds a BSc in Electrical Engineering and an MBA, followed by his current perusal of doctoral studies in biomedical arena. Having professional experience of over 8 years in different functional- managerial roles along with a wide range of volunteering activities; Azfar is passionate about empowering people towards excellence, which he regularly promotes through public speaking-writing and other endeavors. Christiane is a researcher, pharmacist, and runner. She is currently pursuing a doctorate in the Individualized Program at Concordia University. In her Ph.D. project, Christiane follows the question of how chronic circadian desynchronization makes the female organism more susceptible to mood disorders. Benoît Eclache is completing a Master of Arts (MA) in Human Systems Intervention at Concordia University. He is a leadership coach, a facilitator and an IT consultant who believes that meaningful connections generate greater empathy and more effective collaboration. He is passionate about helping individuals and groups work smarter not harder. A forerunner in the Reinventing Work movement, Benoît is an active advocate for more human-centered, purposeful workplaces. Benoît has a business administration degree from HEC Montréal.

GPLD157 - Virtual Teams and Tools

Working remotely requires new approaches to managing communication and coordinating daily activities, thus unlocking the potential to consider such transition as a process, not a fixed point in time. Grounded in the practical knowledge gained while working with geographically dispersed teams, this virtual seminar introduces graduate students to the lessons learnt from the open source communities and office-less start-ups and help apply them in the context of their own research projects. ~~~ By the end of this introductory-level seminar, students will: • Understand the significance of project management methods, platforms and other work collaboration tools to support virtual teams. • Explore best practices on managing their research and project data remotely as well as how to provision the right infrastructure. • Become familiar with types of virtual teams and techniques on leading such teams, navigating obstacles and building trust. • Learn about setting up a system for communicating with team members, including opportunities for spontaneous communication and ways to communicate tone and personality when working remotely. ~~~ Yuliya Kondratenko, PMP, PMI-ACP is a seasoned professional with eleven years of experience in the field of post-secondary education. She currently works as Manager, Operations Support at Ryerson University, Toronto, Ontario. Prior to that role, Yuliya Kondratenko has worked at Concordia University, Montreal, Quebec on a number of critical projects that have laid a framework for enhancing services for Concordia students. For the last two years, she has been responsible for implementing the inter-institutional research program SpokenWeb with the goal of remediating (analogue-to-digital), aggregating, and making discoverable a digital library of literary audio collections. Yuliya obtained her Project Management Professional (PMP) certification in March 2017 and became PMI Agile Certified Practitioner (PMI-ACP) in May 2020. She is an MBTI® (The Myers-Briggs Type Indicator) certified practitioner.

GPLD653 - Project Management Fundamentals For Immediate Application

As employers’ demand for students proficient in project management continues to grow, Project Management Fundamentals For Immediate Application is designed for graduate students from any faculty interested in project management career. This virtual seminar blends theory and practice allowing students to 1) become familiar with industry-wide project management concepts and tools and 2) apply their knowledge by participating in problem-solving conversations in the context of their academic experience as a graduate student. ~~~ By the end of this virtual seminar students will: • Learn about project management core skill set, competencies and professional designations. • Understand basic project management terminology and techniques allowing them to position their school and professional projects in line with the current business environment. • Learn about organizational agility and how it is applied in the context of research. • Develop solution-orientated strategies for self-guided professional development as a project manager. During this seminar students will have access to project management practice accounts to facilitate their project planning activities. ~~~ Yuliya Kondratenko, PMP, PMI-ACP is a seasoned professional with eleven years of experience in the field of post-secondary education. She currently works as Manager, Operations Support at Ryerson University, Toronto, Ontario. Prior to that role, Yuliya Kondratenko has worked at Concordia University, Montreal, Quebec on a number of critical projects that have laid a framework for enhancing services for Concordia students. For the last two years, she has been responsible for implementing the inter-institutional research program SpokenWeb with the goal of remediating (analogue-to-digital), aggregating, and making discoverable a digital library of literary audio collections. Yuliya obtained her Project Management Professional (PMP) certification in March 2017 and became PMI Agile Certified Practitioner (PMI-ACP) in May 2020. She is an MBTI® (The Myers-Briggs Type Indicator) certified practitioner.

GPLL7 - Strategies for Grad School Success: Designing your MAP to Success

New graduate students often encounter a variety of challenges as they discover an educational reality that can be very different from their undergraduate experience. Studying remotely in the midst of a pandemic adds its own set of challenges too. In this 3-part interactive workshop series, you will learn what it takes to be a successful graduate student and gain strategies to achieve your academic and career goals in a healthy and balanced way during the unusual circumstances brought on by COVID-19. While the combination of all three workshops provides the most complete overview of how to maximize success in grad school, students can choose to register for only one or two workshops or attend all three. A unique registration is required for each session. This is part 1 (Designing your MAP to Success) of the workshop series. The other two workshops in the series are: GPLL8 - Strategies for Grad School Success: Maintaining a Healthy Balance GPLL9 - Strategies for Grad School Success: Developing your Academic and Career Potential *** This session is the same as the MAP to Success session that was offered as part of orientation programming for new graduate students. If you already attended the MAP to Success, you do not need to attend this session.*** ~~~ PART 1: Designing your MAP to Success 1- Understand how graduate-level learning is different from undergrad studies 2- Identify the main factors associated with academic success and common challenges faced by graduate students 3- Gain awareness of resources available to support grad students’ success 4- Create a personal action plan for success based on your own unique strengths and weaknesses ~~~ This workshop will be led by Monica Boulos, M.A., c.o. Monica Boulos is the First-Year Support Counsellor at Concordia’s Student Success Centre. She completed her M.A. in Counselling Psychology in 2011 and has been working with the team of Services for New Students since 2012. She offers one-on-one supportive counselling to all first-year students, first-year check-ins in a group format, as well as a variety of orientation sessions and workshops like this one, tailored to first-year students.

GPLL8 - Strategies for Grad School Success: Maintaining a Healthy Balance

GPLL9 - Strategies for Grad School Success: Developing your Academic and Career Potential

New graduate students often encounter a variety of challenges as they discover an educational reality that can be very different from their undergraduate experience. Studying remotely in the midst of a pandemic adds its own set of challenges too. In this 3-part interactive workshop series, you will learn what it takes to be a successful graduate student and gain strategies to achieve your academic and career goals in a healthy and balanced way during the unusual circumstances brought on by COVID-19. While the combination of all three workshops provides the most complete overview of how to maximize success in grad school, students can choose to register for only one or two workshops or attend all three. A unique registration is required for each session. This is part 3 (Developing your academic and career potential) of the workshop series. The other two workshops in the series are: GPLL7 -Strategies for Grad School Success: Designing your MAP to Success GPLL8 - Strategies for Grad School Success: Maintaining a Healthy Balance ~~~ PART 3: Developing your academic and career potential 1- Understand the importance and process of effective career planning 2- Learn how to seek and create opportunities to expand your network and skill sets 3- Learn how to stand out and get ahead in your field of study 4- Identify best practices for fostering positive working relationships with class or lab mates, professors and research supervisors ~~~ This workshop will be led by Monica Boulos, M.A., c.o. and Laura Mitchell, Ph.D. Monica Boulos is the First-Year Support Counsellor at Concordia’s Student Success Centre. She completed her M.A. in Counselling Psychology in 2011 and has been working with the team of Services for New Students since 2012. She offers one-on-one supportive counselling to all first-year students, first-year check-ins in a group format, as well as a variety of orientation sessions and workshops like this one, tailored to first-year students. Laura Mitchell is the Director of Concordia’s Student Success Centre and Executive Director of Student Services. She completed her Ph.D. in 2004 in the area of psychological management of physical pain and was a Psychology Professor for 12 years in both Scotland and Canada. In 2015, she became the Director of the new Student Success Centre at Concordia, and continues to teach in the Centre's University Skills for Success courses.

GPLL12 - From Scholarly Research to Crafting an Op-Ed

Although academic journals and other scholarly outlets are valuable, their impact outside of academia is questionable as scholarly publications often sit in digital repositories where they are rarely read by non-academics. Given that graduate students investigate some of the most pressing issues in society, we must find ways to ensure that our work reaches the broader public. One way of doing this is to engage in op-ed writing. Op-eds are opinion pieces written on a newsworthy topic by someone that is unaffiliated with the newspaper. They enable you to bring your voice, expertise and authority on important issues to the greater public, in real-time. In this 2-hour workshop we outline the key elements and strategies that contribute to writing powerful op-eds that journal editors will want to publish. First, we present the theory behind writing op-eds, including: what is an op-ed, what are news cycles, and how do the two fit together; the benefits of writing an op-ed; and analyze the components, structure, and style of an op-ed. During the second half of the session, participants will practice writing a news ‘lede’ and ‘hook’ (e.g., the key introductory components of an op-ed) that is relevant to their research field. ~~~ After attending this workshop, participants will be able to: 1. Understand the importance of writing op-eds as a grad student; 2. Identify when and how to join a news conversation; 3. Identify the key components of an op-ed and understand their functions; 4. Understand and evaluate journalistic writing styles; 5. Write an impactful news ‘lede’ and ‘hook’; 6. Apply appropriate strategies to effectively pitch an editor. ~~~ This workshop is led by Nura Jabagi and Younes Medkour, Doctoral Candidates and Public Scholars for the 2018-2019 cohort. Nura Jabagi is a doctoral candidate in Business Technology Management at the John Molson School of Business. She holds a BA (Hon.) in Economics from Queen’s University, a Graduate Diploma in Marketing from McGill University, and an MBA from JMSB. As a practitioner-turned-academic, Nura believes strongly in the importance of engaged scholarship and bridging connections between academia and ‘the real world’. She has been published in and interviewed by local and national news outlets including: The Globe and Mail’s Report on Business, the Montreal Gazette, Montreal's La Presse, the CBC, and Global News. Younes Medkour received his Bachelor's degree in Biology from Concordia University. He is now a doctoral candidate studying aging in Dr. Vladimir Titorenko’s laboratory. He co-leads a research project that resulted in the discovery of the most potent anti-aging pharmacological intervention. He is currently working on unveiling the mechanisms by which this extract extends longevity and delays the onset of diseases related to old age, such as cardiovascular disease, Alzheimer’s disease and cancer.

GPLL15 - Writing an Engineering Academic Paper

GPLL18 - Building an Effective Graduate Student - Supervisor Relationship

GPLL24 - Effective Reading Strategies

GPLL32 - Avoiding Plagiarism at the Graduate Level

GPLL34 - Adapting to Online Learning

GPLL35 - Getting published: The peer review journal process

GPLL37 - Writing a Literature Review

This workshop will define the various elements that comprise a literature review and provide practical strategies for students in the process of completing a literature review for coursework. Specific topics that are covered include identifying scholarly literature, creating and following a research plan, and assessing the usefulness of texts for your literature reviews. Students will also have the opportunity to read and examine samples of literature reviews from completed dissertations and critique them with their peers. ~~~ After attending this workshop, participants will be able to: 1. Describe the contents and purpose of a literature review 2. Set a strategy for writing and structuring a literature review 3. Identify the benefits of note-taking and reference management tools when writing literature reviews 4. Identify acceptable sources for inclusion in literature reviews 5. Identify criteria for the inclusion of sources in a literature review ~~~ This workshop is led by Joseph E. Brito or Jad Sadek. Joseph E. Brito is a doctorate candidate at the Department of Religions and Cultures, at Concordia University. His doctoral dissertation uses a post-colonial lens to demonstrate ways in which early Christian discourse and narratives used metaphors from the roman institution of slavery as rhetorical and theological device. Prior to joining the doctoral program, he completed his bachelor and master degree at Université de Montréal. As a researcher, he is passionate about post-colonial studies, migration and minority studies, and is currently involved with the Association for the Rights of Household Workers, focusing on migrant workers’ right. Jad is a PhD student in Mechanical engineering, his research consists of experimental, numerical and analytical analysis tackling needle-free technology with an emphasis on the combustion driven mechanisms. In parallel to his research Jad is always active as a teacher assitant and as a tutor to further his teaching experience.

GPLL38 - Data Analysis Starter: Critically thinking and statistics

Critical analysis of statistics is a crucial part of every graduate student’s professional toolkit. Statistics are used in many fields to quantify results but how they are communicated can be a source of confusion. Knowing how to interpret numbers will allow you to evaluate academic articles and reports that you encounter in your own work. This workshop will seek to provide a review of basic concepts in statistics (such as mean, mode, median, variance and standard deviation) that are useful to understand, critique and communicate data. Additionally, you will learn how to carry out a simple statistical analysis to compare two groups of numerical data. The workshop will conclude with a discussion of what software or tool is most appropriate given the format or structure of your data. The first session of the workshop will focus on estimating different measures, and basic statistical tests. The second part of the workshop will focus on sampling techniques, reporting statistical analysis, and how to critically interpret statistics. ~~~ After attending this workshop, you will be able to: 1. Understand and distinguish between some basic statistical measures 2. Learn how to carry out a simple statistical test (a T-test) 3. Learn how to report statistical measures formally 4. Understand the influence of sampling techniques and sample size on statistical measures 5. Be able to read and interpret reported statistics 6. Assess what statistical platform to use depending on you data format ~~~ This workshop is led by Tanya Singh. Tanya is currently pursuing her PhD at the John Molson School of Business and studies consumer decision making under resource scarcity. She is a self-described foodie and amateur artist. Tanya enjoys teaching and communicating her work with peers and students alike. In her research, Tanya employs various sources of data to understand how consumers make decisions when faced with resource scarcity, during events like hurricane Katrina. Tanya obtained a Bachelor of Engineering degree (from India) and PhD in Evolutionary Genetics (from the University of Pennsylvania).

GPLL42 - Planning Your Thesis Submission

GPLL50 - Being Productive in Grad School from Anywhere

It is no secret that grad school is a lot of work: books to read, papers to write, presentations to prepare, team meetings, a lot of Zoom calls etc. Add on a job, a hobby, a family or friends, and you can quickly feel overwhelmed and wondering how you will meet your academic goals. Many grad students lack time. After all, it is our most valuable, finite resource. If you want to take control of your time, we highly recommend you take a little time for this workshop. The efficient use of your time will directly impact the quality of your work, your experience in graduate school and your job prospects after graduation. This year many of us will be working in home environments and online. We will discuss unique approaches to staying productive and managing projects from informal workspaces. In this workshop, participants will learn about tips and tools to prioritize your tasks, plan your time, minimize procrastination and distractions, and ultimately be more productive. We will explore tools such as the time management matrix, SMART framework, Pomodoro and Trello. The activities in this workshop provide space for you to plan your upcoming tasks while getting feedback from and learning from the experiences of other students. ~~~ After attending this workshop, participants will be able to: 1. Identify goals, objectives and tasks for effective time planning 2. Use tools to prioritize tasks, minimize distractions and avoid procrastination 3. Describe how personal engagement with goals interacts with time planning ~~~ This workshop is led by Christiane Meyer or Pamela Tudge. Christiane is a researcher, pharmacist, and runner. She is currently pursuing a doctorate in the Individualized Program at Concordia University. In her Ph.D. project, Christiane follows the question of how chronic circadian desynchronization makes the female organism more susceptible to mood disorders. Pamela Tudge thinks of herself as part food nerd, part academic, and part environmentalist who really loves design and art that makes her think deeper about the world. As a PhD candidate in the Individualized Program, Pamela is exploring critical design as a methodology to investigate historic and contemporary domestic practices around food and waste. Pamela, has worked for over 15 years in the fields of climate science, education and the arts. She also holds a MA in Geography from UBC and a BA-Honors in Geography and Environmental Studies from the UVic..

GPLL51 - Perfecting the Academic Paragraph

Before you can write a successful paper, literature review, thesis, or any other academic work, you have to learn how to perfect the paragraph. Adopting the strategies for creating cohesive ideas, impactful statements, and a logical flow is crucial to any academic writing career. Applicable to graduate-level writers of all backgrounds, the Perfecting the Paragraph workshop aims to provide participants with an understanding of the most common mistakes that lead to unconvincing, unclear writing. Taking the paragraph as an “idea” unit, the workshop looks at the formulation and purpose of the topic sentence. It then focuses on paragraph structure, development of the main idea, transition to the next paragraph, punctuation, style, and vocabulary. ***This workshop is particularly useful for non-native English speakers.*** This workshop takes place in two classes and will be accompanied by a moodle site. The first class will present theory. After the first class, participants will submit a writing sample via moodle for peer review. In a supportive environment, the instructor and students will provide feedback on the writing samples. In the second class we will discuss the learning of the peer review exercise. Participation in both days and the peer review activity is mandatory, and if unmet will result in the non-attendance penalty being applied. ~~~ By the end of this workshop, participants will be able to: 1) Identify the elements of the English academic paragraph 2) Examine the most common mistakes in paragraph composition 3) Create a logical and easy-to-follow flow in their writing 4) Give and receive peer feedback on paragraph structure ~~~ This workshop is led by Jad Sadek. Jad is a PhD student in Mechanical engineering, his research consists of experimental, numerical and analytical analysis tackling needle-free technology with an emphasis on the combustion driven mechanisms. In parallel to his research Jad is always active as a teacher assitant and as a tutor to further his teaching experience.

GPLL229 - Exploring Research in the Visual Arts

GPLL231 - Library Skills & Resources: Maximize Your Graduate Research Potential

GPLL233 - Business Research Essentials

GPLL238 - Engineering & Computer Science Graduate Research Essentials

GPLL240 - Mapping Montreal open data with ArcGIS Online

GPLL241 - Copyright and your thesis

GPLL243 - Using Zotero for Grads

GPLL245 - Researching Indigenous topics at the library and beyond

GPLL246 - Using and sharing open access content: Creative Commons licences

GPLL249 - Thesis Boost Writing Retreat

Does your thesis or research paper need a boost? Then join us for this hybrid five –days writing event, hosted in a supportive and motivating setting, and take a leap towards finishing your writing project. Thesis Boost is for graduate students in the middle to later stages of writing their thesis or research paper. In partnership with the Library and the Student Success Centre, we will offer you dedicated writing time, optional workshops and activities, and consultations with librarians and writing advisors to advance your writing project and adopt productive writing habits. You will have the option to join the retreat virtually on Zoom or in person at the Webster Library. ***IMPORTANT NOTES - All activities, including workshops and consultations with the librarians and writing advisors, are optional and offered only on Zoom. Students who will be at the library will have a dedicate space to join the online activities virtually. - You can join the writing sessions on Zoom or in person at the library. - Students who will join the event in person have to take the Mandatory COVID training and follow Concordia’s guidelines to access campus. - Participants should have begun writing their thesis or paper before participating in this event. - NO equipment (laptop) or printing will be available at the library. - NO food or drinks are allowed at the library, and students have to wear surgical masks during their stay at the library.*** More information will be available in May on campus access and how to sign up for the various sessions. For further workshop information, contact GradProSkills Events at GradProSkills-Events@concordia.ca ~~~ In this workshop, students will: - Dedicate time to writing their thesis or research paper in a supportive and motivating environment. - Have access to online one-on-one consultations with librarians and writing advisors. - Learn how to write a literature review, plan their thesis submission, visualize their research data, know their thesis copyrights and how to get published. - Break their isolation by joining a writing community and develop productive writing habits. ~~~ Workshop leaders include: - GradProSkills success in graduate school workshop leaders - Subject librarians There will also be librarians and writing advisors available for research and writing consultations.

GPLL256 - Data mining with an eye on algorithmic bias

GPLL257 - Accessing Open Data

GPLL258 - Open Educational Resources: Making Course Materials Affordable and Accessible

GPLL259 - Proposal to publication: What authors should know about scholarly book publishing

GPLL260 - How to Publish Your Scholarship: What Scholarly Book Publishers Look for in New Authors

GPLL261 - Publishing your Electrical Engineering Research with IEEE

GPLL262 - How to Prepare your Data for Publication

GPLL263 - Peer Review Roundtable

Concerned about the publication process and what it might look like for you and your research? Join members of the Concordia University research and publishing community with peer review experience in various disciplines, to get the inside scoop on what’s expected and what to expect. ~~~ ~~~ This Roundtable includes the following panelists: Zeynep Arsel is an Associate Professor of Marketing at John Molson School of Business. Her research focuses on consumption with a sociological, anthropological, and historical focus and covered contexts such as hipsters, coffee, people’s attachment to businesses, crowdsourcing, social media influencers, and COVID-19. She serves as Associate Editor for two journals: Journal of Consumer Research and Consumption Markets & Culture. She is also the co-editor of the book Taste, Consumption, and Markets (Routledge). Zeynep has served as a reviewer or editor for more than 200 manuscripts and hopes she has never acted like the infamous Reviewer B. Matthew Barker is Philosophy Department Chair, August 2018 - July 2021. Much of his research is aimed at uncovering and answering philosophical questions about scientific categories. Some of these questions are quite general, e.g., investigating ways in which categories can vary in their objectivity, and how norms of scientific reasoning influence conclusions drawn about categories. Other questions zoom in on specific categories, such as species and individual in biology, and well-being and humility in psychology. He has published in The Journal of Philosophy, Mind, The Stanford Encyclopedia of Philosophy, Philosophy of Science, The British Journal for the Philosophy of Science, Philosophical Topics, Cognitive Systems Research, The Journal of Applied Philosophy, The Journal of Agricultural and Environmental Ethics, Philosophy Theory and Practice in Biology, and other scholarly venues. Dr. Mihaela Iordanova is an Associate Professor at Concordia University, a Canada Research Chair (Tier 2) in Behavioural Neuroscience, and a 2016 NARSAD Young Investigator. Dr. Iordanova focuses on studying the role of dopamine in appetitive and aversive prediction error, as well as cortico-amygdala regulation of memory updating in fear and reward. Dr. Iordanova is on the editorial board for eLife and Scientific Reports and is an associate editor for the Journal of Neuroscience, Behavioral Neuroscience, Learning & Behavior, Frontier in Behavioral Neuroscience and the Journal of Experimental Psychology: Animal Learning and Cognition. In 2020, Dr. Iordanova was the recipient of the Canadian Association for Neuroscience Young Investigator Award. Ryan Van Huijstee has worked in scholarly book publishing for over a decade and is currently an acquisitions editor at Concordia University Press. He previously worked at McGill-Queen’s University Press and University of Toronto Press. Dr. Dajana Vuckovic is an Associate Professor and Concordia University Research Chair in Clinical Metabolomics, Biomarkers and Preventative Health in the Department of Chemistry and Biochemistry at Concordia University. She joined Concordia University in December 2012, where her group develops new analytical approaches and devices for metabolomics and lipidomics to support biomarker discovery and validation in personalized health. She is the recipient of the 2020 Eastern Analytical Symposium Young Investigator Award and 2019 Young Investigator Award by the Canadian Society of Mass Spectrometry. She has published 44 peer-reviewed papers, 11 book chapters and has delivered 35 invited talks to date. She also serves on the editorial boards of Bioanalysis and Analytical and Bioanalytical Chemistry. She peer reviews 10-20 manuscripts per year for various journals spanning the fields of metabolomics, analytical chemistry, toxicology, biomedicine and biomarker research.

GPLL265 - Make it open: Simple steps to make your work accessible, equitable, and discoverable

GPLL430 - Funding-related research proposals: natural sciences, engineering & health (NSERC/FRQNT & CIHR/FRQS)

***This workshop is intended for current or future students in research-based graduate programs, who are preparing a Fall scholarship application to a federal or provincial government research agency.*** Research proposals vary tremendously between departments, research areas, and individuals, but there are also standard ways to present this material for each agency and scholarship program. Most fundamentally, this requires that all applicants read the program instructions carefully for the drafts they are creating. For example, several programs require clear 1) background/introduction, 2) hypothesis/aims/objectives, 3) method/description, 4) Implications/Impact. This can often mean creating sub-headings within your proposal to explicitly identify and address each of these elements. Note: Students are still ultimately responsible for ensuring their own applications conform to the instructions and standards laid out by each agency for the specific funding program(s) they ultimately select. ~~~ After attending this workshop, participants will be able to: • Identify the key elements that are required within a research proposal, for a certain funding program under NSERC/FRQNT or CIHR/FRQS. • Format your proposal in such a way to highlight each of these essential items. • Draft a preliminary research proposal and send it out for appropriate peer-review and feedback. ~~~ This workshop is led by Michael Verwey, the Fellowship Development Advisor in the School of Graduate Studies at Concordia University. After completing his doctorate in the Department of Psychology at Concordia University, Michael was a postdoctoral researcher at the Douglas Mental Health University Institute and the Montreal Clinical Research Institute. In support of these research experiences, Michael has held several competitive scholarships and fellowships, from the FRQS, CIHR, NSERC, and Concordia University. More recently, Michael has continued to contribute to the development of research proposals and the management of funding competitions through his roles in the Office of the Vice-Principal (Research and Innovation) at McGill University, as the Manager of Programs at Brain Canada Foundation, and as an independent consultant for Canadian researchers.

GPLL431 - Natural sciences, engineering, and health: Developing your Master’s or Doctoral funding application

***This workshop is intended for current or future students in research-based graduate programs, who are preparing a Fall scholarship application to a federal or provincial government research agency.*** There are many elements that need to be compiled before a complete scholarship application can be submitted. While many statements are written by the applicant, time is also required for 1) peer-review of those statements, 2) ordering official transcripts, 3) letters of support, and so on. The aim of this workshop is to present possible timelines that will help to anticipate the needs of most tri-agency and FRQ applications - due in the coming weeks and months. Note: Students are ultimately still responsible for ensuring their own applications conform to the instructions and standards laid out on by each agency for the specific funding program(s) they select. ~~~ After attending this workshop, participants will be able to: • Plan and anticipate the timeline(s) for applications for the tri-agency and FRQ scholarship opportunities. • Ensure that all elements (e.g. drafting and revision of statements, ordering transcripts, letters of support) are complete before the relevant deadline(s). • Start developing their own scholarship application(s) for NSERC/FRQNT/CIHR/FRQS. ~~~ This workshop is led by Michael Verwey, the Fellowship Development Advisor in the School of Graduate Studies at Concordia University. After completing his doctorate in the Department of Psychology at Concordia University, Michael was a postdoctoral researcher at the Douglas Mental Health University Institute and the Montreal Clinical Research Institute. In support of these research experiences, Michael has held several competitive scholarships and fellowships, from the FRQS, CIHR, NSERC, and Concordia University. More recently, Michael has continued to contribute to the development of research proposals and the management of funding competitions through his roles in the Office of the Vice-Principal (Research and Innovation) at McGill University, as the Manager of Programs at Brain Canada Foundation, and as an independent consultant for Canadian researchers.

GPLL432 - Funding-related research proposals in the social sciences and humanities (SSHRC/FRQSC)

***This workshop is intended for current or future students in research-based graduate programs, who are preparing a Fall scholarship application to a federal or provincial goernment research agency.*** Research proposals vary tremendously between departments, research areas, and individuals, but there are also standard ways to present this material for each agency and scholarship program. Most fundamentally, this requires that all applicants read the program instructions carefully for the drafts they are creating. For example, several programs require clear 1) background/introduction, 2) hypothesis/aims/objectives, 3) method/description, 4) Implications/Impact. This can often mean creating sub-headings within your proposal to explicitly identify and address each of these elements. Note: Students are still ultimately responsible for ensuring their own applications conform to the instructions and standards laid out by each agency for the specific funding program(s) they ultimately select. ~~~ After attending this workshop, participants will be able to: • Identify the key elements that are required within a research proposal, for a certain funding program under SSHRC/FRQSC. • Format your proposal in such a way to highlight each of these essential items. • Draft a preliminary research proposal and send it out for appropriate peer-review and feedback. ~~~ This workshop is led by Michael Verwey, the Fellowship Development Advisor in the School of Graduate Studies at Concordia University. After completing his doctorate in the Department of Psychology at Concordia University, Michael was a postdoctoral researcher at the Douglas Mental Health University Institute and the Montreal Clinical Research Institute. In support of these research experiences, Michael has held several competitive scholarships and fellowships, from the FRQS, CIHR, NSERC, and Concordia University. More recently, Michael has continued to contribute to the development of research proposals and the management of funding competitions through his roles in the Office of the Vice-Principal (Research and Innovation) at McGill University, as the Manager of Programs at Brain Canada Foundation, and as an independent consultant for Canadian researchers.

GPLL433 - Social sciences & humanities (SSHRC/FRQSC): Developing your Master’s/Doctoral funding application

***This workshop is intended for current or future students in research-based graduate programs, who are preparing a Fall scholarship application to a federal or provincial government research agency.*** There are many elements that need to be compiled before a complete scholarship application can be submitted. While many statements are written by the applicant, time is also required for 1) peer-review of those statements, 2) ordering official transcripts, 3) letters of support, and so on. The aim of this workshop is to present possible timelines that will help to anticipate the needs of most tri-agency and FRQ applications - due in the coming weeks and months. Note: Students are ultimately still responsible for ensuring their own applications conform to the instructions and standards laid out on by each agency for the specific funding program(s) they select. ~~~ After attending this workshop, participants will be able to: • Plan and anticipate the timeline(s) for applications for the tri-agency and FRQ scholarship opportunities. • Ensure that all elements (e.g. drafting and revision of statements, ordering transcripts, letters of support) are complete before the relevant deadline(s). • Start developing their own scholarship application(s) for SSHRC/FRQSC. ~~~ This workshop is led by Michael Verwey, the Fellowship Development Advisor in the School of Graduate Studies at Concordia University. After completing his doctorate in the Department of Psychology at Concordia University, Michael was a postdoctoral researcher at the Douglas Mental Health University Institute and the Montreal Clinical Research Institute. In support of these research experiences, Michael has held several competitive scholarships and fellowships, from the FRQS, CIHR, NSERC, and Concordia University. More recently, Michael has continued to contribute to the development of research proposals and the management of funding competitions through his roles in the Office of the Vice-Principal (Research and Innovation) at McGill University, as the Manager of Programs at Brain Canada Foundation, and as an independent consultant for Canadian researchers.

GPLL434 - Developing a competitive Doctoral scholarship application: NSERC, CIHR, FRQNT, FRQS

GPLL435 - Improving your research proposal for scholarship applications to NSERC, CIHR, FRQNT, FRQS

This workshop will help students to improve their draft research proposals for scholarship applications, many of which are due in the coming weeks. In this class, we will focus on applications to the major federal and provincial agencies providing scholarships in research sectors related to natural sciences and engineering (NSERC, FRQNT), as well as health (CIHR, FRQS). A brief overview of general strategies and tips regarding the research proposals, will be followed by breakout groups where students will discuss and brainstorm their emerging proposals. In addition to having an outline of their own proposed research prepared before class, students will also be entrusted with the chance to discuss the work of others. Some of this will be done within the workshop setting, while some amount of “homework” will need to be exchanged by email in the days following this meeting. This exchange of feedback (peer-review) between students is expected to unfold in a respectful, confidential, and constructive way. ***Notes: Students are ultimately responsible for ensuring their own applications conform to the instructions and standards laid out on by each agency for the specific funding program(s) they select. Peer-review can be an excellent source of constructive criticism, but it is the responsibility of the individual author to decide which feedback to use.*** ~~~ After attending this workshop, participants will be have gained: 1. Common strategies when drafting a competitive research proposal; 2. How to provide and receive courteous and constructive peer-review; 3. A small group of least 2-3 other students, with whom peer-review can be exchanged. a. It is important to realize that you will not only receive feedback on your own draft, but also be expected to provide feedback on the work of others. ~~~ This workshop is led by Michael Verwey, the Fellowship Development Advisor in the School of Graduate Studies at Concordia University. After completing his doctorate in the Department of Psychology at Concordia University, Michael was a postdoctoral researcher at the Douglas Mental Health University Institute and the Montreal Clinical Research Institute. In support of these research experiences, Michael has held several competitive scholarships and fellowships, from the FRQS, CIHR, NSERC, and Concordia University. More recently, Michael has continued to contribute to the development of research proposals and the management of funding competitions through his roles in the Office of the Vice-Principal (Research and Innovation) at McGill University, as the Manager of Programs at Brain Canada Foundation, and as an independent consultant for Canadian researchers.

GPLL436 - Developing a competitive Doctoral scholarship application: SSHRC, FRQSC

GPLL437 - Improving your research proposal for scholarships applications to SSHRC & FRQSC

This workshop will help students to improve their draft research proposals for scholarship applications, many of which are due in the coming weeks. In this class, we will focus on applications to the major federal and provincial agencies providing scholarships in research sectors related to the social sciences, humanities, and arts (SSHRC & FRQSC). A brief overview of general strategies and tips regarding the research proposals, will be followed by breakout groups where students will discuss and brainstorm their emerging proposals. In addition to having an outline of their own proposed research prepared before class, students will also be entrusted with the chance to discuss the work of others. Some of this will be done within the workshop setting, while some amount of “homework” will likely be exchanged by email in the days following this meeting. This exchange of feedback (peer-review) between students is expected to unfold in a respectful, confidential, and constructive way. ***Notes: Students are ultimately responsible for ensuring their own applications conform to the instructions and standards laid out on by each agency for the specific funding program(s) they select. Peer-review can be an excellent source of constructive criticism, but it is the responsibility of the individual author to decide which feedback to use.*** ~~~ After attending this workshop, participants will be have gained: 1. Common strategies when drafting a competitive research proposal; 2. How to provide and receive courteous and constructive peer-review; 3. A small group of least 2-3 other students, with whom peer-review can be exchanged. It is important to realize that you will not only receive feedback on your own draft, but also be expected to provide feedback on the work of others. ~~~ This workshop is led by Michael Verwey, the Fellowship Development Advisor in the School of Graduate Studies at Concordia University. After completing his doctorate in the Department of Psychology at Concordia University, Michael was a postdoctoral researcher at the Douglas Mental Health University Institute and the Montreal Clinical Research Institute. In support of these research experiences, Michael has held several competitive scholarships and fellowships, from the FRQS, CIHR, NSERC, and Concordia University. More recently, Michael has continued to contribute to the development of research proposals and the management of funding competitions through his roles in the Office of the Vice-Principal (Research and Innovation) at McGill University, as the Manager of Programs at Brain Canada Foundation, and as an independent consultant for Canadian researchers.

GPLL438 - Crafting a competitive Canada Graduate Scholarship Master’s application (Tri-agency)

This workshop will help to guide students considering Thesis- or Research-based Master’s programs, in the planning and development of Canada Graduate Scholarship – Master’s award applications, which are due on December 1, 2021. Even though this is still several weeks away, these applications normally take several weeks to develop and finalize, and requesting transcripts or asking for reference letters should also be done at least a month ahead of any hard deadline. Eligibility criteria, essential application components, as well as application development tips will also be covered. The Canada Graduate Scholarship application process is harmonized across the Tri-Agency, so applications can come from students carrying out research (e.g. thesis-programs) in the natural sciences and engineering (NSERC), health (CIHR), or the social sciences and humanities (SSHRC). ***Note: Students are ultimately responsible for ensuring their own applications conform to the instructions and standards laid out on by the funding program.*** ~~~ After attending this workshop, participants will be able to: 1. Identify and ensure “fit” between research proposal, stage of training, and funding programs/agencies. 2. Plan for transcripts, letters of reference, and other application materials to be developed and collected to meet relevant deadlines. 3. Draft, develop, and compile a complete scholarship application, and understand that successful applications will typically involve peer-review feedback from peers and mentors (e.g. proposed research supervisor, other student scholars, lay people). ~~~ This workshop is led by Michael Verwey, the Fellowship Development Advisor in the School of Graduate Studies at Concordia University. After completing his doctorate in the Department of Psychology at Concordia University, Michael was a postdoctoral researcher at the Douglas Mental Health University Institute and the Montreal Clinical Research Institute. In support of these research experiences, Michael has held several competitive scholarships and fellowships, from the FRQS, CIHR, NSERC, and Concordia University. More recently, Michael has continued to contribute to the development of research proposals and the management of funding competitions through his roles in the Office of the Vice-Principal (Research and Innovation) at McGill University, as the Manager of Programs at Brain Canada Foundation, and as an independent consultant for Canadian researchers.

GPLL439 - Improving your research proposal to the Canada Graduate Scholarship - Master’s award (Tri-agency)

Peer-review is the cornerstone of academic assessment and provides a useful exercise to improve projects, proposals, and papers. In this workshop, we strive to improve research proposals for potential and current Master’s students at Concordia University – applying for the Canada Graduate Scholarship Master’s program on Dec 1, 2021. This workshop will help students to improve their draft research proposals for scholarship applications. In this class, we will focus on applications to the Canada Graduate Scholarship Master’s program due on Dec 1, 2021. A brief overview of general strategies and tips regarding the research proposals, will be followed by breakout groups where students will discuss and brainstorm their draft proposals. In addition to having an outline of their own proposed research prepared before class, students will also be entrusted with the chance to discuss the work of others. Some of this will be done within the workshop setting, while some amount of “homework” will likely be exchanged by email in the days following this meeting. This exchange between students is expected to provide both written and/or verbal feedback (peer-review) on statements from other students in the class, in a respectful and constructive way. ***Notes: Students are ultimately responsible for ensuring their own applications conform to the instructions and standards laid out on by the Canada Graduate Scholarship – Master’s award. Peer-review can be an excellent source of constructive criticism, but it is also the responsibility of the individual author to decide which feedback to use.*** ~~~ After attending this workshop, participants will be have gained: 1. Common strategies when drafting a competitive research proposal; 2. How to provide and receive courteous and constructive peer-review; 3. A small group of least 2-3 other students, with whom peer-review can be exchanged. a. It is important to realize that you will not only receive feedback on your own draft, but also be expected to provide feedback on the work of others. ~~~ This workshop is led by Michael Verwey, the Fellowship Development Advisor in the School of Graduate Studies at Concordia University. After completing his doctorate in the Department of Psychology at Concordia University, Michael was a postdoctoral researcher at the Douglas Mental Health University Institute and the Montreal Clinical Research Institute. In support of these research experiences, Michael has held several competitive scholarships and fellowships, from the FRQS, CIHR, NSERC, and Concordia University. More recently, Michael has continued to contribute to the development of research proposals and the management of funding competitions through his roles in the Office of the Vice-Principal (Research and Innovation) at McGill University, as the Manager of Programs at Brain Canada Foundation, and as an independent consultant for Canadian researchers.

GPLL440 - Developing a competitive scholarship application: Strategies and tips for all disciplines

***This workshop is intended for current or future students in research-based graduate programs, who are preparing a Fall scholarship application to a federal or provincial government research agency.*** Writing strategies and tips can often be applied globally, so this workshop aims to offer ways that graduate students can develop and improve their scholarship applications. For example, this workshop will offer writing tips to aid in the development of many standard and essential sections of the application (e.g. outline of proposed research, and other applicant statements). Funding agencies typically expect students to be the author of their own applications, but this does not mean writing in isolation – and does not exclude the important contributions and feedback of peers, research supervisors and other mentors. Note: Students are ultimately responsible for ensuring their own applications conform to the instructions and standards laid out on by each agency for the specific funding program(s) they select. ~~~ After attending this workshop, participants will be able to: • Identify peers to provide essential feedback on sections of the application, as well as the application as a whole. • Consider ways to benchmark against materials from previous scholarship winners. • Adapt their writing and presentation styles to present achievements in succinct and effective ways. ~~~ This workshop is led by Michael Verwey, the Fellowship Development Advisor in the School of Graduate Studies at Concordia University. After completing his doctorate in the Department of Psychology at Concordia University, Michael was a postdoctoral researcher at the Douglas Mental Health University Institute and the Montreal Clinical Research Institute. In support of these research experiences, Michael has held several competitive scholarships and fellowships, from the FRQS, CIHR, NSERC, and Concordia University. More recently, Michael has continued to contribute to the development of research proposals and the management of funding competitions through his roles in the Office of the Vice-Principal (Research and Innovation) at McGill University, as the Manager of Programs at Brain Canada Foundation, and as an independent consultant for Canadian researchers.

GPLL441 - Developing a competitive Master’s scholarship application: SSHRC, FRQSC

GPLL442 - Developing a competitive Master’s scholarship application: NSERC, CIHR, FRQNT, FRQS

GPLL463 - NSERC Funding Info Session for Masters (Thesis), PhD students and Postdocs

GPLL464 - NSERC Funding Info Session for Postdoctoral Fellows

GPLL466 - Funding Opportunities for Graduate Students in a Research Program

There are numerous funding programs available to graduate students who are undertaking academic research and working towards a thesis. This workshop will introduce the scholarship programs and funding agencies available to Concordia graduate students. There will be an overview of the major federal and provincial funding agencies that provide research scholarships in the social sciences and humanities (SSHRC, FRQSC), Natural Sciences and Engineering (NSERC, FRQNT), and health (CIHR, FRQS). Students will be oriented to the 1) research areas and programs that each of these agencies support, 2) eligibility criteria, 3) funding cycles, and 4) basic elements of an application. In addition, the session will explain specific funding programs that require institutional pre-selection/nomination such as the PBEEE (under the FRQ), and the prestigious Vanier scholarship program (tri-agency). The workshop leaders will also speak to the conference, research travel funds and mobility awards accessible though Concordia International and the School of Graduate Studies. Complementary information sessions about studying abroad on exchange are offered regularly by Concordia International. Note: Students are ultimately responsible for ensuring their own applications conform to the instructions and standards laid out on by each agency for the specific funding program(s) they select. ~~~ After attending this workshop, participants will be able to: • Identify funding opportunities that are available to them to support their graduate research and training. • Ensure alignment between their own proposed research, stage of graduate training, and funding programs/agencies. • Plan for the timely development of a complete scholarship application. ~~~ This workshop is led by Michael Verwey, Fellowship Development Advisor, School of Graduate Studies. Michael Verwey is the Fellowship Development Advisor in the School of Graduate Studies at Concordia University. After completing his doctorate in the Department of Psychology at Concordia University, Michael was a postdoctoral researcher at the Douglas Mental Health University Institute and the Montreal Clinical Research Institute. In support of these research experiences, Michael has held several competitive scholarships and fellowships, from the FRQS, CIHR, NSERC, and Concordia University. More recently, Michael has continued to contribute to the development of research proposals and the management of funding competitions through his roles in the Office of the Vice-Principal (Research and Innovation) at McGill University, as the Manager of Programs at Brain Canada Foundation, and as an independent consultant for Canadian researchers.

GPLL478 - Scholarships for International Doctoral Students

GPLT319 - Speaking with Skill: English pronunciation and conversation

GPLT372 - Atelier de conversation en français niveau 2

Vous étudiez le français depuis au moins un an et vous souhaitez développer vos compétences en expression et en compréhension orale? Cet atelier de conversation en français animé par un locuteur natif vous permettra d’enrichir votre vocabulaire, d’acquérir un répertoire de structures de phrase et de pratiquer votre prononciation grâce à des activités et des conversations dirigées portant sur divers sujets. À titre informatif, cet atelier s’adresse aux étudiantes et aux étudiants ayant suivi soit un an de français à l’université ou au niveau collégial, soit deux ans de français à l’école secondaire ou l’équivalent. Les participants sont encouragés à procéder à une auto-évaluation de leur niveau et à être objectifs en ce qui concerne leurs capacités. Les participants seront encouragés à parler uniquement en français tout au long des ateliers de conversation afin d’être immergés dans la langue. Les ateliers permettront également aux participants d’en apprendre davantage sur la culture francophone. --------------- You have been studying French for at least a year and would like to develop your speaking and listening skills? This French conversation workshop led by a native speaker will allow you to enrich your vocabulary, expand your repertoire of sentence structures, and practice your pronunciation through activities and guided conversations on various topics. For information purposes, this workshop is intended for students who have taken either one year of French at a university or college level or two years of French in high school or the equivalent. Participants are encouraged to conduct a self-assessment of their level and to be objective about their abilities. Participants will be encouraged to speak only in French throughout the conversation workshops in order to be immersed in the language. The workshops will also allow participants to learn more about Francophone culture. ~~~ À la fin de cet atelier, les participants pourront : 1. Utiliser le présent, le passé, l’imparfait et le futur 2. Se présenter et décrire d’autres personnes 3. Aborder quelqu’un et lui poser des questions 4. Comprendre et tenir une conversation simple en français --------------- At the end of this workshop, participants will be able to: 1. Use the present, past, imperfect and future tenses 2. Introduce themselves and others 3. Initiate conversations with others and ask them questions 4. Understand and hold a simple conversation in French ~~~ Cet atelier est offert par le Département d’études françaises --------------- This workshops is lead by the Deartment of French Studies.

GPLT373 - Atelier de conversation en français niveau 3

Vous étudiez le français depuis au moins un an et vous souhaitez développer vos compétences en expression et en compréhension orale? Cet atelier de conversation en français animé par un locuteur natif vous permettra d’enrichir votre vocabulaire, d’acquérir un répertoire de structures de phrase et de pratiquer votre prononciation grâce à des activités et des conversations dirigées portant sur divers sujets. À titre informatif, cet atelier s’adresse aux étudiantes et aux étudiants ayant suivi soit un an de français à l’université ou au niveau collégial, soit deux ans de français à l’école secondaire ou l’équivalent. Les participants sont encouragés à procéder à une auto-évaluation de leur niveau et à être objectifs en ce qui concerne leurs capacités. Les participants seront encouragés à parler uniquement en français tout au long des ateliers de conversation afin d’être immergés dans la langue. Les ateliers permettront également aux participants d’en apprendre davantage sur la culture francophone. --------------- You have been studying French for at least a year and would like to develop your speaking and listening skills? This French conversation workshop led by a native speaker will allow you to enrich your vocabulary, expand your repertoire of sentence structures, and practice your pronunciation through activities and guided conversations on various topics. For information purposes, this workshop is intended for students who have taken either one year of French at a university or college level or two years of French in high school or the equivalent. Participants are encouraged to conduct a self-assessment of their level and to be objective about their abilities. Participants will be encouraged to speak only in French throughout the conversation workshops in order to be immersed in the language. The workshops will also allow participants to learn more about Francophone culture. ~~~ À la fin de cet atelier, les participants pourront : 1. Utiliser le présent, le passé, l’imparfait et le futur 2. Se présenter et décrire d’autres personnes 3. Aborder quelqu’un et lui poser des questions 4. Comprendre et tenir une conversation simple en français --------------- Learning objectives: At the end of this workshop, participants will be able to: 1. Use the present, past, imperfect and future tenses 2. Introduce themselves and others 3. Initiate conversations with others and ask them questions 4. Understand and hold a simple conversation in French ~~~ Cet atelier est offert par le Département d’études françaises. -------------- This workshop is offered by the Department of French Studies.

GPLT374 - Atelier de conversation en français niveau 4

Vous possédez une bonne compréhension du français et vous souhaitez améliorer vos compétences en expression orale? Cet atelier de conversation animé par un locuteur natif vous permettra d’atteindre une meilleure maîtrise du français oral, d’enrichir votre vocabulaire et d’acquérir l’aisance nécessaire à une communication orale spontanée grâce à des activités et des conversations dirigées portant sur divers sujets. À titre informatif, cet atelier s’adresse aux étudiantes et aux étudiants qui ont un niveau intermédiaire en français. Les participants sont encouragés à procéder à une auto-évaluation de leur niveau et à être objectifs en ce qui concerne leurs capacités. Les participants seront encouragés à parler uniquement en français tout au long des ateliers de conversation afin d’être immergés dans la langue. Les ateliers permettront également aux participants d’en apprendre davantage sur la culture francophone. --------------- You have a good understanding of French and would like to improve your speaking skills? This conversation workshop led by a native speaker will allow you to develop your mastery of oral French, enrich your vocabulary and acquire the fluency necessary for spontaneous oral expression through activities and guided conversations on various topics. For information purposes, this workshop is intended for students who have an intermediate level in French. Participants are encouraged to conduct a self-assessment of their level and to be objective about their abilities. Participants will be encouraged to speak only in French throughout the conversation workshops in order to be immersed in the language. The workshops will also allow participants to learn more about Francophone culture. ~~~ À la fin de cet atelier, les participants pourront : 1. Utiliser le présent, le passé, l’imparfait, le futur, le conditionnel et le subjonctif 2. Parler de leurs ambitions personnelles et professionnelles 3. Exprimer leur opinion et participer à un débat 4. Comprendre et tenir une conversation en français --------------- At the end of this workshop, participants will be able to: 1. Use the present, past, imperfect, future, conditional and subjunctive tenses 2. Talk about their personal and professional ambitions 3. Express their opinion and participate in a debate 4. Understand and hold a conversation in French ~~~ Cet atelier est offert par le Département d’études françaises. --------------- This workshop is offered by the Department of French Studies.

GPSC26 - Writing Compelling Abstracts

GPSC28 - Graduate Presentation Skills Essentials

Oral presentation skills are essential for every graduate student in order to successfully convey key aspects of their work in class, at academic conferences, and to potential employers. This workshop series will outline elements that contribute to effective presentations, including preparation, structure, and delivery. We will discuss how to construct a presentation, as well as select appropriate visual aids and strategies to deliver your presentation in an engaging manner. In addition, we have updated this workshop to include strategies for presenting in virtual environments including tips for a professional presentation in a home office setting and effective virtual engagement tools. This workshop takes place in two sections. The first section will present theory on the essentials of graduate presentation skills. For the second section, participants will be asked to prepare and deliver a short (3-5 minutes) presentation to the virtual class and will receive feedback from both their peers and the workshop leader. Participation in both days is mandatory. Students must be ready to present their work to their peers during the second session. They will not be allowed to attend the workshop if they do not deliver their presentations, thereby resulting in the non-attendance penalty. ~~~ After attending this workshop, participants will be able to: 1) Describe the structure of an effective presentation, 2) Identify the elements of an effective presentation, in terms of visual support, presenter approach and the virtual environment, 3) Present their own work in 3-5 minutes, 4) Use strategies for receiving feedback from their audience. ~~~ This workshop is led by Pamela Tudge and Christiane Meyer. Pamela Tudge thinks of herself as part food nerd, part academic, and part environmentalist who really loves design and art that makes her think deeper about the world. As a PhD candidate in the Individualized Program, Pamela is exploring critical design as a methodology to investigate historic and contemporary domestic practices around food and waste. Pamela, has worked for over 15 years in the fields of climate science, education and the arts. She also holds a MA in Geography from UBC and a BA-Honors in Geography and Environmental Studies from the UVic. Christiane is a researcher, pharmacist, and runner. She is currently pursuing a doctorate in the Individualized Program at Concordia University. In her Ph.D. project, Christiane follows the question of how chronic circadian desynchronization makes the female organism more susceptible to mood disorders.

GPSC36 - Crafting Strong Thesis Statements and Introductions

GPSC409 - Concordia Three Minute Thesis & Project Competition

GPSC415 - Professional and Effective Email Writing

GPSC464 - Spark! Articulate and communicate your skills

GPSC482 - English Grammar 1: Subject-verb agreement, dangling modifiers, articles, and voice

Do you want to perfect your writing in English, but have doubts about your grammar? Do you want to move your writing from functional closer to the level and style of a native speaker? Grammar for Graduate Students 1 is the first in the set of two grammar workshops targeted toward non-native English-speaking graduate students at Concordia University. This workshop gives you the solid foundation you need to move toward producing polished papers, reports, and theses at an advanced level. Grammar for Graduate Students 1 remedies some of the most persistent grammar problems that advanced learners of English face – namely, those related to subject-verb agreement, misplaced and dangling modifiers, articles, and passive voice – and it supports students who want to become better writers. ~~~ By the end of this workshop, participants will be able to: 1. Overcome some of the most common grammar problems non-native English-speaking graduate students face such as incorrect use of subject-verb agreement, articles, passive voice, as well as misplaced and dangling modifiers in English; 2. Use strategies for recognizing and correcting these grammar problems when they appear in texts; 3. Recognize the grammar-related specificities of English academic writing style; and 4. Apply these specificities in own writing. ~~~ This workshop is led by Joseph E. Brito. Joseph E. Brito is a doctorate candidate at the Department of Religions and Cultures, at Concordia University. His doctoral dissertation uses a post-colonial lens to demonstrate ways in which early Christian discourse and narratives used metaphors from the roman institution of slavery as rhetorical and theological device. Prior to joining the doctoral program, he completed his bachelor and master degree at Université de Montréal. As a researcher, he is passionate about post-colonial studies, migration and minority studies, and is currently involved with the Association for the Rights of Household Workers, focusing on migrant workers’ right.

GPSC483 - Editing Principles for Graduate Students

GPSC484 - English Grammar 2: Prepositions, relative clauses, expletives, and verb tenses

GPTK701 - Peer Instruction: Engaging Students in Small and Large Classrooms

Peer instruction is a research-based pedagogy that actively engages students in the classroom and has been shown to dramatically improve conceptual understanding, even in large classes. The basic goals of peer instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer instruction is now used in a wide range of courses. In this workshop, participants will learn about peer instruction, serve as the "class" in which peer instruction is demonstrated, discuss several models for implementing the technique into the classroom, and learn about available teaching resources. While successfully implementing peer instruction doesn't require any technology, using the right technology can improve student engagement, increase learning, and make it easier to implement peer instruction in your classroom. ~~~ By the end of the workshop, participants will be able to 1. Articulate challenges in engaging students in lecture-based classes 2. Explain how Peer Instruction can be used to address identified challenges with student engagement 3. Reflect on the relationship between technology and pedagogy in the service of student learning 4. Think differently and holistically about what makes good teaching and learning ~~~ This workshop is led by Ying Li. Ying Li is a curriculum developer at Concordia's Centre for Teaching and Learning Services, helping faculty develop new academic programs or revising existing programs to be aligned with the university's strategic directions and digital strategies. She has taught undergraduate students in China and graduate students in the Educational Technology program at Concordia. Ying has 12 years of combined teaching, training, research, instructional design and educational development experience.

GPTK703 - Graduate Seminar in University Teaching (All Disciplines)

This seminar series in university teaching will prepare graduate students for an academic teaching career. This intensive seminar will be offered remotely. It involves participation in synchronous instructional sessions via Zoom, asynchronous work, and completion of assignments. The estimated time commitment includes (excluding breaks): • 12 hours of live instructional activities on Zoom • 6-9 hours of mini-lesson participation on Zoom (mini lessons and engage in giving feedback to peers) • 10-15 hours for asynchronous online instructional activities • 10-15 hours of assignment and reading time (i.e. homework) ***Schedule (August 16-26, 2021) • Live session via Zoom: Monday, August 16 - 9:30 – 13:00 (Asynchronous work and homework to be completed before Wednesday’s live session) • Live session via Zoom: Wednesday, August 18 - 9:30 – 13:00 (Asynchronous work and homework to be completed before Friday’s live session) • Live session via Zoom: Friday, August 20 - 9:30 – 13:00 (Asynchronous work and homework to be completed before Monday’s live session) • Live sessions (mini lessons) via Zoom - it is required to attend at least two of the following time slots: Monday (August 23) - 9:30 – 13:00 Tuesday (August 24) - 9:30- 13:00 Wednesday (August 25) – 9:30-13:00 (Asynchronous work and homework to be completed before Thursday morning) • Live session via Zoom: Thursday, August 26 - 9:30 – 13:00 Participants receive a certificate upon successful completion of ALL requirements.*** For further workshop information, contact the Centre for Teaching & Learning at teaching@concordia.ca. ~~~ Having successfully completed this seminar, you will be able to: o demonstrate knowledge regarding the theory and practice of university teaching; o design and deliver lessons with greater confidence; o develop a course syllabus based on a principled approach to course design; o articulate your own teaching philosophy in a written statement identifying your approach and perspectives on teaching and learning. ~~~ This workshop is being led by Dr. Marleah Blom. With an interdisciplinary background and research interests centering on teaching and learning in higher education, Marleah has facilitated numerous sections of the seminar. Having recently completed four years teaching as an Assistant Professor within the Department of Education, she is a recipient of the President's Excellence in Teaching Award for Innovative Excellence in Teaching at Concordia.

GPTK704 - Graduate Seminar in University Teaching (FOR FINE ARTS STUDENTS)

This seminar in university teaching will prepare graduate students for an academic teaching career. The estimated time commitment is 37 hours, including in-class time as well as hours for preparation of readings and assignments. Participants receive a certificate on successful completion of all of the requirements. ***This section takes place from August 26th – Sept 4th, 2021: • 12 hours synchronous teaching/activities • 3 hours live mini-lesson presentations and peer feedback • 10-12 hours for asynchronous online instructional activities • 10-12 hours for assignments, reading, homework Schedule (August 26th – Sept 4th, 2021) • Live session via Zoom: Thursday, August 26th - 9:30 – 12:30 (Asynchronous work and homework to be completed before Saturday’s live session) • Live session via Zoom: Saturday, August 28th - 9:30 – 12:30 (Asynchronous work and homework to be completed before Monday’s live session) • Live session via Zoom: Monday, August 30th - 9:30 – 12:30 (Asynchronous work and homework to be completed before Wednesday’s live session) • Live sessions (mini lessons) via Zoom - it is required to attend at least one of the following time slots in its entirety Wednesday (Sept. 1) - 9:30 – 12:30 Thursday (Sept 2) - 9:30- 12:30 Friday (Sept 3) - 9:30-12:30 (Asynchronous work and homework to be completed before Saturday morning) • Live session via Zoom: Saturday, Sept 4th - 9:30 – 12:30 GPTK704 IS SPECIFICALLY FOR FINE ARTS STUDENTS. Students of other disciplines should sign-up for GPTK703. *** For further workshop information, contact The Centre for Teaching & Learning at 514-848-2424 x: 2495 or teaching@concordia.ca. ~~~ Int his workshop, student will: • Examine various approaches to teaching and current issues in higher education. • Plan two mini lessons and practice different teaching strategies in a supportive environment, and to benefit from peer feedback and self-evaluation. • Develop a syllabus for a course that you would like to teach in the future based on a principled approach to course design. • Articulate your own teaching philosophy statement as a first step towards developing a teaching dossier (to be included in applications for academic positions). ~~~ This workshop is led by Nancy Long, PhD student, Art Education.

GPTK705 - Best Practices for Grading and Providing Feedback

GPTK711 - Graduate Seminar in University Teaching for Engineering and Computer Science Students

GPTK714 - Lesson Planning

GPTK715 - Gina Cody School's Health and Safety Workshop for TAs

GPTK722 - Teaching Assistant Orientation

GPTK726 - What Does Blended Learning Look Like?

GPTK732 - Designing your Course: Aligning Learning Outcomes, Assessment, and Learning Activities

GPTK739 - Strategies for Classroom Management

GPTK756 - UDL 101: Universal Design for Learning for Inclusive Teaching

GPTK757 - Planning your First Day of Class

GPTK758 - What Can Moodle Do?

GPTK765 - Decolonizing the Academy: Implications for Concordia’s Community

This workshop will provide graduate students and faculty with an overview and context to Concordia’s responsiveness to the Truth and Reconciliation ‘s (2015) Final Report by examining key mandate areas outlined in the Indigenous Directions Leadership Council’s Action Plan that assists the Concordia University wide community in decolonizing and Indigenizing the academy. Questions to be examined include: What does decolonizing the academy mean for faculty, staff and students at Concordia? ~~~ At the end of this workshop, students will: 1) Familiarize and increase their knowledge and understanding about what decolonizing the academy means from Indigenous frameworks and its implications to Concordia’s learning communities, curriculum, teaching and learning. 2) Develop a critical analysis and discourse on terminology such as: colonization, decolonization, Indigenization, resurgence of Indigenous Humanities. ~~~ This workshop is led by Donna Kahérakwas Goodleaf. Donna Kahérakwas Goodleaf is Turtle Clan and is a citizen from the Kanien’kehaka (Mohawk) Nation, Kahnawake Territory, which is part of the Rotinonhsión:ni Six Nations Iroquois Confederacy. She is a Kanien’kehá:ka educator and scholar who joined Concordia university in January of 2018 and is the Director Decolonizing Curriculum and Pedagogy . Her primary role is to develop university-wide training for Concordia faculty on decolonizing and Indigenizing their curriculum programs of study in ways that re-center the advancement and integration of Indigenous peoples’ diverse humanities - intellectual, scientific and cultural knowledge systems, worldviews, epistemologies, histories, research and pedagogies across all academic units. She also serves on the Indigenous Directions Leadership Group. Her faculty teaching and Indigenous-centered curriculum design experiences in various academic programs in the Humanities span across Canada and the United States. In addition, Donna has vast experiences working in Indigenous communities on a local, national and international level in the areas of Indigenous-centered education, language and cultural revitalization programs. Her current research interests are in decolonization and advancing Indigenous Humanities, Indigenous –centered-education, protection and promotion of Indigenous language and cultural rights, Indigenous land rights and rights to self-determination and Human Rights.

GPTK766 - Territorial Land Acknowledgements: What does it mean?

The intent of this workshop is to introduce participants with an overview of the local oral history and worldview of the Rotinonhsión:ni Confederacy; examine what are Territorial land acknowledgments and its linkages to current discourse around land, community, and western based academic institutions and relationships to Indigenous Peoples. Questions to be explored include: what are territorial land acknowledgments? Why is it important? What is your relationship to the land Concordia is built on? ~~~ At the end of this workshop, students will:  Develop a deeper understanding of what is a Territorial Land Acknowledgment within the context of Concordia university’s teaching and learning across the curriculum.  Increase their awareness and general knowledge about the local history and lived experiences of who the Kanien’kehá:ka people are.  Develop critical analysis examining Territorial land acknowledgements as it relates to the Kanien’kehá:ka lands Concordia’s university is built on and its implications on teaching and learning and the lived experiences of local Indigenous communities. ~~~ This workshop is led by Donna Kahérakwas Goodleaf. Donna Kahérakwas Goodleaf is Turtle Clan and is a citizen from the Kanien’kehaka (Mohawk) Nation, Kahnawake Territory, which is part of the Rotinonhsión:ni Six Nations Iroquois Confederacy. She is a Kanien’kehá:ka educator and scholar who joined Concordia university in January of 2018 and is the Director Decolonizing Curriculum and Pedagogy . Her primary role is to develop university-wide training for Concordia faculty on decolonizing and Indigenizing their curriculum programs of study in ways that re-center the advancement and integration of Indigenous peoples’ diverse humanities - intellectual, scientific and cultural knowledge systems, worldviews, epistemologies, histories, research and pedagogies across all academic units. She also serves on the Indigenous Directions Leadership Group. Her faculty teaching and Indigenous-centered curriculum design experiences in various academic programs in the Humanities span across Canada and the United States. In addition, Donna has vast experiences working in Indigenous communities on a local, national and international level in the areas of Indigenous-centered education, language and cultural revitalization programs. Her current research interests are in decolonization and advancing Indigenous Humanities, Indigenous –centered-education, protection and promotion of Indigenous language and cultural rights, Indigenous land rights and rights to self-determination and Human Rights.

GPTK767 - Practical Strategies on Decolonizing Your Curriculum and Pedagogical Practices

The aim of this workshop is to deepen faculty’s knowledge and understanding about what decolonizing the curriculum means and provide concrete strategies on ways to decolonize your curriculum and pedagogical practices in meaningful and respectful ways. The Presenters will discuss and share their processes and application of decolonizing a course syllabus. ~~~ Participants will deepen their knowledge and understanding about practical ways to decolonize their curriculum and pedagogical practices by examining a concrete example of a course syllabus in the engineering field that integrated Indigenous content and perspectives throughout the course. ~~~ This workshop is led by Donna Kahérakwas Goodleaf. Donna Kahérakwas Goodleaf is Turtle Clan and is a citizen from the Kanien’kehaka (Mohawk) Nation, Kahnawake Territory, which is part of the Rotinonhsión:ni Six Nations Iroquois Confederacy. She is a Kanien’kehá:ka educator and scholar who joined Concordia university in January of 2018 and is the Director Decolonizing Curriculum and Pedagogy . Her primary role is to develop university-wide training for Concordia faculty on decolonizing and Indigenizing their curriculum programs of study in ways that re-center the advancement and integration of Indigenous peoples’ diverse humanities - intellectual, scientific and cultural knowledge systems, worldviews, epistemologies, histories, research and pedagogies across all academic units. She also serves on the Indigenous Directions Leadership Group. Her faculty teaching and Indigenous-centered curriculum design experiences in various academic programs in the Humanities span across Canada and the United States. In addition, Donna has vast experiences working in Indigenous communities on a local, national and international level in the areas of Indigenous-centered education, language and cultural revitalization programs. Her current research interests are in decolonization and advancing Indigenous Humanities, Indigenous –centered-education, protection and promotion of Indigenous language and cultural rights, Indigenous land rights and rights to self-determination and Human Rights.

GPTK768 - History of Canada’s Residential Schools and Its Impacts on Indigenous Peoples’s Education

The intent of this workshop is to increase participants’ critical analysis and understanding about the history and role of Canada’s Residential Schools and its impacts on Indigenous Peoples, key findings from the Truth and Reconciliation Commission Report and its implications on decolonizing teaching and learning. ~~~ Participants will gain a critical understanding about the history and role of Canada’s Residential schools and its impacts on Indigenous peoples and education from a historical and contemporary context. ~~~ This workshop is led by Donna Kahérakwas Goodleaf. Donna Kahérakwas Goodleaf is Turtle Clan and is a citizen from the Kanien’kehaka (Mohawk) Nation, Kahnawake Territory, which is part of the Rotinonhsión:ni Six Nations Iroquois Confederacy. She is a Kanien’kehá:ka educator and scholar who joined Concordia university in January of 2018 and is the Director Decolonizing Curriculum and Pedagogy . Her primary role is to develop university-wide training for Concordia faculty on decolonizing and Indigenizing their curriculum programs of study in ways that re-center the advancement and integration of Indigenous peoples’ diverse humanities - intellectual, scientific and cultural knowledge systems, worldviews, epistemologies, histories, research and pedagogies across all academic units. She also serves on the Indigenous Directions Leadership Group. Her faculty teaching and Indigenous-centered curriculum design experiences in various academic programs in the Humanities span across Canada and the United States. In addition, Donna has vast experiences working in Indigenous communities on a local, national and international level in the areas of Indigenous-centered education, language and cultural revitalization programs. Her current research interests are in decolonization and advancing Indigenous Humanities, Indigenous –centered-education, protection and promotion of Indigenous language and cultural rights, Indigenous land rights and rights to self-determination and Human Rights.

GPTK770 - Indigenous Research, Issues and Challenges vis-à-vis the Academy and Indigenous Communities

GPTK774 - Best Practices for Promoting Interaction & Participation on Zoom

GPTK780 - Learning to Teach Day at McGill

GPTK803 - Supercharge your Zoom Classes

GPWL901 - Stress Management: A Practical Guide

GPWL902 - Eight Powerful Ways Critical Thinking Can Change Your World

GPWL905 - The Healthy Mind: Taking Care of your Mental Health in Grad School

GPWL907 - Everything You Need to Know about Healthy Nutrition

GPWL909 - How to Stay Healthy in Grad School

GPWL913 - Eating Well with Little Time or Money

GPWL919 - Everything you need to know about Women’s Health

GPWL939 - Income Taxes