Workshops

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GPLL32 - Avoiding Plagiarism at the Graduate Level

Section 1

April 2, 2020, 10:00 - 12:00, Thu

GPCB438 - Academic Networking on Twitter

Section 1

April 3, 2020, 15:00 - 17:00, Fri

GPSC483 - Editing Principles for Graduate Students

Section 1

April 7-14, 2020, 09:15 - 11:15, Tue

Do you want to improve the organization of your writing but don’t know where to start? Do your professors or colleagues tell you that your written assignments lack clarity, and you need some help to fix the problem? Editing Principles of Graduate Students will explore editing techniques that help identify and correct problems with organization and clarity in your writing projects. This workshop is divided into two sections. In the first section, the focus is on the theory behind editing principles and it includes looking at rearranging, adding, and deleting information, as well as coherence, language adjustment, redundancy, use of adverbs, and transitions. For the second section, participants will be asked to prepare and share a short written sample (1-page long) with the class, and will receive feedback from both their peers and the workshop leader. Participation in both days is mandatory. ***IMPORTANT NOTE: This workshop will take place over two classes. For the second class, participants will be asked to prepare and share a copy of their writing for peer review. If they fail to do so, students will not be allowed to attend the class, thereby resulting in a charge of non-attendance for both workshop sections.*** ~~~ By the end of this workshop, participants will be able to: 1. Correct most common errors in writing, 2. Improve the logic of their writing through the concepts of rewriting, editing, and proofreading, 3. Recognize where and how breaks in logic in writing occur, 4. Overcome these breaks in logic by adjusting language, eliminating superfluous terms, removing redundancy, and using adverbs carefully, and 5. Give and receive peer feedback on samples of writing. ~~~ This workshop is led by Antonio Crespo. Antonio is a passionate learner, a lover of the skies, and an enthusiast of human behavior studies. He holds two bachelor degrees, BSc Aeronautical Sciences and BSc Social Sciences (Sociology, Political Science), and a Master degree in Computer Science. Throughout more than 25 years working with the Armed Forces and the Aviation Industry, he was assigned to several technical, military, managerial, executive and diplomatic positions, which includes a mandate in one of the specialized United Nations organizations. As a researcher, he has been actively working with Artificial Intelligence for the last eleven years. Antonio is currently conducting two AI related research projects, the first one targeting machine learning and sustainable development, and the second one focusing on aircraft automation and autonomy. He is also a Graduate Science Teaching and Learning Fellow, within a Concordia CTL program aimed at the enhancement of STEM learning processes.

GPWL939 - Income Taxes (Financial Skills for the Real World)

Section 1

April 8, 2020, 09:15 - 11:15, Wed

GPLL52 - Virtual Peer Support Writing Group (PSWG) information session

Section 1

April 8, 2020, 13:00 - 14:30, Wed

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

Section 3

April 9, 2020, 12:00 - 13:00, Thu

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

GPWL947 - Budgeting & Expense Planning (Financial Skills for the Real World)

Section 1

April 15, 2020, 09:15 - 11:15, Wed

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

Section 1

April 15-21, 2020, 09:30 - 16:30, Mon, Tue, Wed, Thu, Fri

This seminar in university teaching will prepare graduate students for an academic teaching career. The estimated time commitment is 32 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. There will be a modest charge for materials. ***This section takes place from April 15 to April 21, 2019 from 9:30AM to 4:30PM every week day (no classes on the weekend.) 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 Rachel Harris. Dr. Rachel Harris is fascinated by the narrative potential and artistic attributes of books as well as the implications for primary source literacies. In her doctoral thesis in art history (defended in 2017), she revisited the neglected legacy of fairy tale illustration, arguing for the importance of pictures in how the stories were received. In her research, she examines a range of books and their artistic attributes, which includes picture books, sculptural books, and digitized illustrations. After pursuing a Masters of Information Studies at McGill (completed in 2018), Harris is now working in a librarianship capacity and continues to teach in the areas of course design and book history.

GPTK703 - Graduate Seminar in University Teaching (All Disciplines)

Section 2

April 22-28, 2020, 09:30 - 16:30, Mon, Tue, Wed, Thu, Fri

This seminar series in university teaching will prepare graduate students for an academic teaching career. *** Section 2 for the Fall 2019 term: December 11 – 17 (weekdays only from 9:30 a.m. – 4:30 p.m.) – All Disciplines – Intensive version - Cory Legassic Section 1 for the Winter 2020 term: Thursday, January 16, 23, 30, February 5 OR Friday, February 6 and 13 (9:00 - 13:30) – Blended version - All Disciplines - Alicia Cundell Section 2 for the Winter 2020 term: April 22 - 28 (weekdays only from 9:30 a.m. – 4:30 p.m.) – All Disciplines – Intensive version - Carol Hawthorne *** 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. They include: videos, group discussions and collaborative tasks, readings, reflections and more which can be completed at a time convenient to the student within the time frame designated by the instructor. 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. These include: the development of a Teaching Philosophy Statement, a course syllabus and developing and teaching a short practice lesson to your peers in your field. 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.) Participants receive a certificate upon successful completion of ALL requirements. For further workshop information, contact the Centre for Teaching & Learning at teaching@concordia.ca. ~~~ During this five-day seminar you will learn : • To examine various approaches to teaching and current issues in higher education. • To plan two mini lessons and practice different teaching strategies in a supportive environment, and to benefit from peer feedback and self-evaluation. • To develop a syllabus for a course that you would like to teach in the future based on a principled approach to course design. • To articulate your own teaching philosophy statement as a first step towards developing a teaching dossier (to be included in applications for academic positions). ~~~ Section 2 for the Fall 2019 term: Cory Legassic Section 1 for the Winter 2020 term: Alicia Cundell Section 2 for the Winter 2020 term: Carol Hawthorne

GPWL902 - Eight Powerful Ways Critical Thinking Can Change Your World

Section 1

June 10, 2020, 13:00 - 14:00, Wed