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

GPCB599 - How to Build a Startup: the Lean Launchpad Course

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 - Looking ahead: making the most of your graduate student experience for career readiness

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

GPCB698 - Careers in Community Organizations: Panel discussion with Concordia alumni

GPCB699 - Networking through Informational Interviews

GPCB811 - Launch your Career, Volunteer!

GPDI270 - VR Bootcamp

GPDI513 - Get Started Coding with Python

Are you curious about coding, have a project in mind and don’t know where to start or think developing fundamental knowledge about programming can be helpful? 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) is 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 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 - Data Science & Communication with R

Do you have data you'd like to analyze? Would you like to gain insights from your data and communicate them with eye-catching visualizations and reports? Are you tired of being chained to Excel or expensive proprietary software? If the answer to any of these questions is "Yes!", then this workshop is for you. R is an open source and versatile programming language that's perfect for data analysis, visualization, and science communication. In this all-in-one course, you'll learn the basics of programming and be introduced to the RStudio interface. We'll then move on to how to import and clean data, how to make publication quality plots and visualizations, and how to generate scientific reports to communicate your findings; all within the R ecosystem! In this three-part interactive workshop, you'll learn to: • Import CSV and Excel files • Install and use external packages • Clean and explore data • Generate descriptive statistics • Create and customize plots • Write custom functions All of this is done with principles of reproducibility in mind, so you can write code that is clear and easily shareable with others. No previous coding experience is necessary. R is used in fields ranging from linguistics and marketing to ecology and sports analytics and many more. If you want the ability to get more out of your data, join us to get started using R. ***IMPORTANT NOTES 1. This workshop is replacing "Beginners Guide to R" and "Reproducible Scientific Analysis with R" from previous semesters as an all-in-one resource for R programming. Those who have taken one of these workshops in the past will find some of the content repetitive. 2. This is a hands-on workshop requiring R and RStudio. Participants require their own computer to complete mandatory activities. Registered participants will receive R and RStudio installation instructions by email a couple days prior to the first meeting.*** ~~~ In this workshop, participants will: 1. Discover the terminology of basic coding, such as working directory, script, library, function, csv, concatenation, data frame, etc.; 2. Learn about coding and the types of resources available while coding; 3. Install different R packages; 4. Use vectors and data frames to store and manipulate data; 5. Create projects in R; 6. Familiarize themselves with R and RStudio capabilities that they can apply to their own research ~~~ 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

What is an ePortfolio? Your ePortfolio is a personal website that holds in one place your academic and professional work. Is ePortfolio different from CV? Absolutely! A CV ‘lists’ your achievements, while ePortfolio ‘shows’ your audience details of what you’ve done in an aesthetically pleasing way. Eportfolios are more memorable than text because you add photos and multimedia to show your work. Why should I have an ePortfolio? - Eportfolios are becoming popular to complement traditional CVs and cover letters, and they allow you to: - Show off to future employers a full picture of your achievements and interests that is not possible in a CV. - Build your professional digital footprint. Future employers will search your name on the web, and finding your your eportfolio gives them a great first impression; - Make yourself “discoverable” in web searches by future employers and collaborators by adding keywords to your eportfolio. What will I learn during this workshop? - You will learn two professional skills simultaneously: - how to build your ePortfolio; - how to use Wordpress.com. This is a beginners course so no previous Wordpress knowledge is required. The components of your ePortfolio will be completed incrementally every week. By the end of this 4-week course, your basic ePortfolio will have the following pages: - About - Contact - Projects: multimedia works, etc. - Optional pages: volunteering work, etc. During this workshop we will work with multiple channels: - 4 weeks with four 1.5-hours lectures on Zoom; - Selected Udemy videos: participants MUST watch Udemy videos on a weekly basis to learn essential content that is not covered in class (6 hrs); - Moodle site: post weekly assignments, receive feedback & access additional material; - Individual consultations (optional): weekly office hours. ~~~ In this workshop you will learn to: - Acquire a domain, design a site map & build a Wordpress website; - Create an ePortfolio with: bio, contact, and projects; - Learn to customize a website to your preferences; - Build your personal branding, and understand audiences; ~~~ This workshop is led by Patricia Branco Cornish. Patricia is a social media and graphic design specialist with a wide experience selling products and services for the web. She spent the past two years as GradProSkills communications assistant taking the roles of social media coordinator, graphic designer, video editor, photographer and blog writer. Before her Phd, she owned an interior design business for five years in Sao Paulo (Brazil). Previously, she spent more than fifteen years in the banking industry working in London, Paris, Madrid, and The Netherlands. Patricia holds an MBA from IESE Business School (Spain).

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 workshop series covers 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. ***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 - Working Virtually: Tools & Strategies

GPLD653 - Project Management Fundamentals For Immediate Application

By 2030, employers will need 25 million new project management employees to meet the demand.s*. During this two-part workshop, you will become familiar with project management concepts, widely integrated in industries such as tech, health, non-profit, finance, engineering, performing and visual arts. Bring a laptop to practice creating and managing projects using digital collaborative tools in a simulated project team environment. Templates and access to the virtual accounts will be shared with you during the workshop. Through collaborative small group discussions, reflections, practice and games, you will leave feeling confident about your ability to use project management tools and concepts for your own school or work projects! * PMI (2021). Talent Gap: Ten-Year Employment Trends, Costs, and Global Implications.. ~~~ 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

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

GPLL23 - Writing your thesis proposal

GPLL24 - Effective Reading Strategies

GPLL32 - Avoiding Plagiarism at the Graduate Level

GPLL33 - Cheating and other academic offences: everything you should know!

GPLL34 - Adapting to Online Learning

GPLL35 - Getting published: The peer review journal process

GPLL37 - Writing a Literature Review

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).

GPLL39 - Note-taking for Grad Students

GPLL42 - Planning Your Thesis Submission

GPLL50 - Being Productive in Grad School

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. Please note that this workshop focuses on basic elements and tips important for academic paragraph writing.*** This workshop is divided in three segments. The first segment will present the basic elements of an academic paragraph. The second segment will overview useful tips and resources to keep in mind while writing. In the third segment, participants will review a writing sample as part of a peer-reviewing exercise. In a supportive environment, the instructor and participants will provide feedback on randomly assigned, anonymous writing samples based on the information presented in the previous two segments. Since writing samples are anonymous, participants are highly encouraged to submit their own writing samples to be peer-reviewed during this segment. ~~~ By the end of this workshop, participants will be able to: 1. Articulate the elements of the academic paragraph 2. Review tips and resources for paragraph composition 3. Evaluate example paragraphs for their composition ~~~ This workshop is led by Javier Ibarra-Isassi. Javier is a PhD candidate in Biology and his research is focused on answering the questions where organisms are in the world and why they are there. He has a soft spot for ants, so he chose these little creatures as the model system of his research. Before coming to Montreal, he completed his BSc in El Salvador and his MSc in Brazil. Javier has experience in publishing and peer-reviewing academic articles and presenting his research in international conferences. When not doing research, Javier is teaching, reading, or honing his cooking skills.

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

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 will be hosted by Scholarly Publishing Librarian Dr. Rachel Harris, and will include the following panelists: Dr. Jean-Philippe Lessard is an Associate Professor in the Department of Biology. He holds a Concordia University Research Chair in Biodiversity and Ecosystem Functioning. His research group uses a combination of field experiments and advanced statistical approaches to try and understand why biological diversity is unevenly distributed on planet Earth and how human activities are reshuffling such diversity. He is an Associate Editor for several scientific journals including the Ecology, Ecological Monographs, and the Journal of Animal Ecology. He has published 50 scientific peer-reviewed articles in a variety of outlets: from specialized entomological journals to top tier ecology and evolution journals. Dr. Caroline Roux is an Associate Professor of Marketing and holds the Concordia University Research Chair in Psychology of Resource Scarcity. Her primary area of research explores how reminders of resource scarcity affect consumers’ cognitions, judgment, and behaviour. More broadly, her research interests focus on better understanding how pro-social values and moral considerations influence consumers’ decision making. Ketra Schmitt is an Associate Professor in the Centre for Engineering in Society at Concordia University who studies policy issues with significant scientific, social and ethical uncertainty. She received her PhD in Engineering and Public Policy and Master’s in Statistics from Carnegie Mellon University and her Bachelor’s in Environmental Sciences and Policy from Duke University. Dr. Schmitt applies her expertise in engineering and public policy to problems at the intersection of technology, governance and human behavior. She has been funded by NSERC, FQRSC, Natural Resources Canada, Public Safety Canada, Global Affairs Canada and the Department of National Defence. Her work applying systems methods and agent-based models has been used to inform policy for federal agencies in Canada and the US on topics ranging from social media governance, deference, terrorism and environmental protection.

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

GPLL266 - Interdisciplinary Scholarship: Advanced Bibliographic Searching

Interdisciplinary bibliography building has the power to shed new light on research questions, corpuses, data, and objects of study. This workshop is aimed at researchers at the graduate level interested in interdisciplinarity, in exploring parallel research across fields, and in finding tools to facilitate or improve their searches. This workshop should be of specific interest to students enrolled in Interdisciplinary Programs, namely the Humanities Ph.D., Individualized Program (Phd, MA, MSc), and to graduate students considering an interdisciplinary approach. We will go beyond the basics by exploring search strategies and tools aimed at developing a comprehensive bibliography across social science, humanities, and fine arts disciplines. Tools and skills learned will be useful for preparing for various stages of the research process, namely the proposal, annotated bibliography and/or literature review, comprehensive exams, research forums and the writing of thesis chapters. ~~~ In this workshop, participants will: 1. Discover approaches to finding relevant bibliographic entries and scholarly materials beyond their primary field of study 2. Understand how citation searching via Google Scholar, Scopus and Web of Science works 3. Explore time-saving resources such as Annual Reviews, Oxford Bibliographies, Compass journals and bibliographic studies 4. Converse with other graduate students interested in interdisciplinary approaches. ~~~ Rachel Harris is Scholarly Publishing Librarian at Concordia Library and was previously Teaching and Learning Libraian for Cinema, Music, Dance, Political Science, and Government Publications. She locates her research and teaching interests in the intersection between art history and book history and has taught undergraduate seminary courses in art history as well as the GPTK 704 Graduate Seminar in University Teaching (Fine Arts). Susie Breier is the Anthropology, Sociology and Women’s Studies Librarian at Concordia Library. She has long enjoyed teaching graduate students in her subject areas about the tools and strategies described in this workshop and is looking forward to collaborating on a more interdisciplinary endeavour.

GPLL267 - Archiving websites with Conifer

GPLL268 - Introduction to Linux

GPLL269 - 3D Modelling 102: OpenSCAD

GPLL270 - Finding Primary Sources

GPLL271 - Creating Figures and Tables with Excel

GPLL272 - Introduction to OpenRefine

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

GPLT341 - Atelier de conversation en français: Explorons Montréal

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 orales? 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 en collaboration avec GradProSkills. --------------- This workshops is lead by the Deartment of French Studies in collaboration with GradProSkills.

GPLT373 - Atelier de conversation en français niveau 3

Vous étudiez le français depuis au moins un an et demi et vous souhaitez développer vos compétences en expression et en compréhension orales? 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 a half 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 - How to give an engaging presentation

Oral presentation skills are essential for every graduate student 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. The first part will present the theory on the essentials of graduate presentation skills. Optional 2nd part: participants will be asked to prepare and deliver a 3-minutes presentation to the class and will receive feedback from both their peers and the workshop leader. ~~~ 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, (optional) 4) Use strategies for receiving feedback from their audience. (optional) ~~~ This workshop is led by Christiane Meyer and Javier Ibarra. 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. Javier is a PhD candidate in Biology and his research is focused on answering the questions where organisms are in the world and why they are there. He has a soft spot for ants, so he chose these little creatures as the model system of his research. Before coming to Montreal, he completed his BSc in El Salvador and his MSc in Brazil. Javier has experience in publishing and peer-reviewing academic articles and presenting his research in international conferences. When not doing research, Javier is teaching, reading, or honing his cooking skills

GPSC36 - Crafting Strong Thesis Statements and Introductions

GPSC405 - 2022 Concordia Three Minute Thesis Competition Training

Do you want to learn how to communicate your thesis compellingly and clearly? Participating in the Concordia Three Minute Thesis and Ma thèse en 180 secondes (3MT& MT180) Competition is a perfect opportunity to receive individual coaching to improve your public speaking skills and communicate your work effectively. The 3MT competition is open to all Doctoral students and Master’s (thesis-option), while the MT180 competition is only open to Doctoral students. Interested students must sign-up for one of the training sessions, where they will learn details about the requirements of the competition and receive coaching on how to present their research in an engaging and accessible way. *PhD students interested in signing up for the MT180 competition must register in section 3* All participants must fully attend their online training sessions and participate in at least one in-person practice session with guest coaches between February and March. Competition timeline: - January 26- February 24: Online training focusing on designing the pitch and slide - February 23- March 9: In-person practice and coaching focusing on presentation delivery and body language - March 11: Dry run for the competition - March 18: Final competition - April-May: National competitions (CAGS Eastern Regional 3MT Finals; ACFAS MT180) ***Students are expected to dedicate around 20 hours to participate in the 3MT/MT180 competition: 8h for coaching sessions, 5-10 of individual work on crafting the presentation structure and slide, 2h for the competition dry run, and 2h for attending the final competition. *** The 2022 3MT/MT180 Concordia competition will take place on Friday, March 18, 2022, at 2 pm in the 4th Space. Prizes will be awarded to the top presenters, and two students will be selected to represent Concordia University at regional and national competitions. The audience can choose their favourite presentation by casting their votes online for the People’s Choice Award at the Masters and Doctoral level. ~~~ In this workshop, students will: - Learn about the 3MT &MT180 Competition rules and judging criteria - Improve their communication skills by adopting techniques to describe their research in a memorable and accessible presentation - Receive feedback on their presentation structure and delivery and give instructive feedback to their peers during their coaching practice ~~~ Workshop leaders include: - GradProSkills success in graduate school workshop leaders - Previous 3MT&MT180 winners and guest coaches

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, verb tenses, articles, and voice

GPSC483 - What’s in an edit? Strategies to polish your academic writing

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

GPTK700 - TA Orientation for Fine Arts

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. Certain sections of the seminar are offered in a blended (also known as hybrid) format. A blended format means that the in- class time is reduced and replaced with online work. This means that instead of the usual 7 hours each day, class time is reduced to about 4 hours; however, students will be required to complete online learning activities to make up the remaining 3 hours for each of the five days. These online activities replace time that would otherwise have been spent in class so that the total time of instruction is equal to 35 hours. In addition to the 35 hours of instruction time, there are readings and three major assignments in both the regular and blended formats that are done outside of class. Therefore, students can expect to spend approximately an additional 15-20 hours on course work. Regular format: 35 hours in-class + 15-20 hours course work (readings & assignments) Blended Format: 20 hours in-class + 15 hours online activities + 15-20 hours course work (readings & assignments) Online Format: 15-20 hours synchronous Zoom meeting + 15-20 hours online activities + 15-20 hours course work (readings & assignments) *** The winter 2022 Online version will be as follows: The synchronous Zoom schedule will be: Thursdays and Fridays Jan 20 – Feb. 18 at 9:30-11:00 Except for Feb. 10 & 11 as follows: One of: Thursday, Feb. 10 9 AM – 12 PM OR Thursday, Feb. 10 1 PM to 4 PM OR Friday, February 11 9AM – 12 PM 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. ~~~ December 2021 instructor: Alina Gutierrez. Winter 2022 instructor: Alicia Cundell.

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 - Grading and Giving 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

GPTK725 - So You Want to be a TA? An Information Session

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 - Decolonizing Eurocentric ‘Normative Discourse’ in Curriculum/Pedagogical Practices

The aim of this workshop is to deepen participant 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 and Monika Kin Gagnon, Chair and Professor, Dept. of Communication Studies. 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

GPTK782 - Territorial Land Acknowledgment: Curriculum Strategies to Apply in Course Design

The intent of this workshop is to introduce faculty to Concordia’s Territorial Land Acknowledgment, engage in critical discourse and analysis of Territorial land acknowledgments and provide concrete pedagogical strategies of embedding the Territorial land acknowledgment into your course syllabus in meaningful ways. Questions to be explored include: what are territorial land acknowledgments? Why is it important? What is your relationship to the Kanien’kehá:ka lands Concordia is built on? ~~~ ~~~ 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.

GPTK791 - Equitable Classrooms: Integrating Antiracist Pedagogy Videos Into Your Course

GPTK792 - Collaborative Note-Taking with OneNote

GPTK793 - Collaborating Online Using OneDrive

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

GPWL933 - Developing your Self-Care Resiliency Plan

In these uncertain times, we need to find ways to be able to remain resilient. In this workshop, we will look to Self-Care as a tool to thrive, as we adapt and navigate the hybrid learning environment. In this interactive, informative, and practical workshop, participants will be introduced to a multidimensional model of self-care. We will highlight self-care practices to develop and maintain balance. Participants will walk away with ideas and resources for a personal self-care and wellness action plan to help them thrive. ~~~ By the end of the workshop, students should be able to: • Provide a practical framework to approach self-care planning • Identify new self-care practices to help you thrive • Learn how to add new self-care practices and eliminate obstacles ~~~ This workshop is led by Jewel Perlin, PhD, Psychologist, OPQ from the Counselling and Psychological Services, Concordia University and Gaby Szabo, from Concordia's Health services. Dr. Jewel Perlin is a licenced psychologist who divides her time between her clinical practice, training and supervision, facilitating workshops, and a psychological expert on television. In her clinical practice at Concordia University Counseling and Psychological Services since 2013, she delivers cognitive behavioral therapy (CBT) and other evidence-based treatments to university students. In her consulting work, Dr. Jewel Perlin is a facilitator on self-care, stress management, and work life balance, as well as a guest on Montreal City TV Breakfast Television show. She received her PhD from McGill University, and is a member The Order of Psychologists of Quebec and The Order of Social Workers and Marriage and Family Therapists of Quebec. Gaby is a Health Promotion Specialist at Concordia University Health Services. She has an MSc in Nursing from McGill, and a postgraduate diploma in Health Promotion from University of Alberta’s School of Public Health. Gaby works with Concordia students, staff, and faculty to help them set, achieve, and maintain their health goals. She supports changes to our everyday environments here at Concordia that can make the healthy choice the easy choice.

GPWL934 - Building Your Exercise Routine From Home

GPWL939 - Income Taxes

GPWL941 - Investing and Taxation

GPWL947 - Budgeting and Expense Planning

GPWL970 - Imposter Syndrome: When will my cover be blown?

GPWL971 - Practicing Mindfulness in Grad School

GPWL975 - Thriving during challenging times

GPWL977 - Staying on Top of Your Sleep

GPWL978 - Time Management

We all want to make the most of our lives. We want to learn time management skills to work more effectively and efficiently. We want to be able to make time for what truly matters to us. But how? As a leader in time management research, Brad Aeon has developed a 4-part workshop that will help you manage your time more meaningfully. Based on over a decade of scientific research, his workshops have helped hundreds of people worldwide increase their personal productivity, health, happiness, and well-being. The four parts are: 1. Purpose. The first step in improving your time management skills is to determine what you really want out of life. You can't effectively manage time if you don't know how you want to spend it. After all, we all manage time for something. This session will help you figure out what that something is. Drawing on the latest research on purpose, meaning in life, motivation, and goal setting, this session will help you find a sense of purpose that inspires and energizes you. 2. Structure. Schedules, calendars, and to-do lists are all tools you can use to gain control of your time. But few people use these tools properly. We think we know how to use them, but in reality they are often more of a hindrance than a help. This session will teach you how to use time management tools effectively, so you can turn them into powerful allies rather than stubborn enemies. 3. Information. Social media, emails, texts, and other digital tools are the most obvious time wasters in our lives. They all compete for your attention. And whatever captures your attention also captures your time. If you want to have more time in the 21st century, you have to learn how to manage the information you receive. This session will teach you techniques to filter, organize, and sort information effectively, so that it works for you rather than against you. 4. Priorities. Most of us have more things that we want to do than time in which to do them. The only way out of this situation is to learn how to prioritize. This session will teach you how to take a step back, assess your life, and determine your most important goals, so you can focus your precious time on the things that really matter. ~~~ This workshop will help students improve their time management skills. ~~~ This workshop is led by Brad Aeon. Brad Aeon is obsessed with how people think about and use time. He did his PhD on the history, sociology, and psychology of time management. His TED Talk The Philosophy of Time Management invites people to reconsider their relationship with time from a fundamental and existential perspective. Brad’s research and ideas have been featured in top media outlets, including the Harvard Business Review, BBC News, and CBC. He has worked with numerous companies and nonprofits to help people feel more in control of their time using evidence-based, innovative strategies. Brad Aeon is also the founder and director of the Time Research Institute, a registered nonprofit dedicated to making time management accessible to vulnerable and underprivileged populations.

GPWL979 - Managing anxiety

GradProSkills

GradProSkills

Workshop catalog

Search

Refine your search

Skill domain

Location