Get Students to Focus on Learning Instead of Grades: Metacognition is the Key!
When: Thursday, February 16, 2017 from 3:00pm – 4:30pm
Where: 220 Sullivant Hall
Audience: All (open)
21st Century students come to college with widely varying academic skills, approaches to learning, and motivation levels. Faculty often lament that students are focused on achieving high grades, but are not willing to invest much time or effort in learning. This session will focus on the importance of helping students acquire simple, but effective learning strategies based on cognitive science principles.
Dr. Saundra Yancy McGuire will engage in interactive reflection activities that will allow attendees to experience strategies that significantly improve learning while transforming student attitudes about the meaning of learning.
Register Here: https://osu.az1.qualtrics.com/jfe/form/SV_aXxZATP4xoCZEpv
Metacognition: The Key to Accelerated Success for Graduate Students and Their Students
When: Friday, February 17, 2017 from 2:30pm – 4:00pm
Where: MBI Auditorium
Audience: Graduate Students
Graduate and professional school students often face challenges adjusting to a new set of demands – acing coursework, preparing for cumulative examinations, assuming teaching duties, and producing research results. This session will present metacognitive learning strategies and time management tools that graduate students can teach their students and that they themselves can use to “step up their game” so that their success in graduate school will equal or exceed their success in undergraduate school.
Register Here: https://osu.az1.qualtrics.com/SE/?SID=SV_6sp0cBaJw0RT2GV
Speaker Information: Dr. Saundra Yancy McGuire, Director Emerita of the Center for Academic Success and Retired Assistant Vice Chancellor and Professor of Chemistry at Louisiana State University in Baton Rouge, LA has presented on metacognition and student learning at over 100 events, both nationally and internationally.
Apply for the Ray Travel Award for Service and Scholarship
Funding Period 4 Deadline: February 1, 2016.
Conference dates must begin on/ between: April – June
See our webpage for information:
Apply for the Career Development Grant
The Career Development Grant awards up to $350 for professional development (non-research activities).
Funding Period 4 Deadline: February 1, 2016
Conference dates must begin on/ between: April 1, 2017 – June 30, 2017
See our webpage for information:
NOTE: Apply by the application deadline if you are hoping to present at a conference that falls within an application period’s dates, even if you have not yet received word regarding your conference submission.
The Center for Slavic and East European Studies at The Ohio State University is seeking applications for its 2017-18 Foreign Language and Area Studies (FLAS) Fellowship competition under the U.S. Department of Education’s Title VI Foreign Language and Area Studies Fellowship program. Applications are being accepted for Summer 2017 and Academic Year 2017-18 fellowships for undergraduate, graduate, and professional students who are pursuing a course of study requiring advanced foreign language and area studies training. Eligible languages taught at Ohio State include Bosnian-Croatian-Serbian, Polish, Romanian, Russian, Turkish, and Uzbek, however, subject to approval, fellowships may be used for study at other U.S. institutions or to study abroad. The fellowship deadline is February 1, 2017.
All students interested in applying should plan on attending an Information Session. Upcoming sessions on are November 29, December 2, December 6, and January 11.
Questions can be addressed to Eileen Kunkler, the Slavic Center assistant director, at email@example.com.
Geography 8400: Critical Issues in Human Geography
Spring 2017 – ‘THE SOCIAL POWER OF ALGORITHMS’
Tuesdays, 2:15-5:00, Derby 1116
Nancy Ettlinger, 1144 Derby, firstname.lastname@example.org; 292-2573
This graduate seminar takes its specific name from an apt title of a recently published article ‘The Social Power of Algorithms.’ Broadly, the point of the article and the course overall is that in the new millennium algorithms infuse social, work, political, and personal lives through firms, government, as well as the often unconscious participation of ordinary people engaged in daily practices of work, consumption, and digital sociality. Unconscious participation in the digital regime of governance reflects a particular feature of algorithmic life: the invisibility of power relations that underscore it, a post-panoptic reality. The course focuses on the socio-economic, political, and subjective dimensions of algorithmic life and engages topics ranging from how algorithms govern and shape our lives as consumers, citizens, and workers, to issues of subjectivity in relation to digital technologies and possible avenues of contestation and algorithmic resistance. The course approaches algorithms and big data more generally from a critical, not a technical vantage point, consistent with the burgeoning, interdisciplinary field of critical data studies.
Specific topics will include: (reading is tentative — there is probably too much here; I will have to cut)
– how algorithms infuse everyday life & the consequences
tentative reading: “The social power of algorithms” (Beer, Information, Communication & Society, 2017); “Engineering the Public: Big Data, Surveillance, and Computational Politics” (Tufekci, 2014); “Crowdsourced Surveillance and Networked Data” (Lally, Security Dialogue, 2016); Algorithmic Life: Calculative Devices in the Age of Big Data (Amoore & Piotukh, eds., 2016); The Black Box Society: The Secret Algorithms that Control Money and Information (Pasquale, 2015); Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy (O’Neil, 2016)
– the materiality of the cloud: how the cloud touches down in specific places & consequences
tentative reading: The Prehistory of the Cloud (Hu, 2015); “The Global Assemblage of Digital Flow’: Critical Data Studies and the Infrastructures of Computing” (Pickren, Progress in Human Geography, 2016); Cyber-Proletariat: Global Labour in the Digital Vortex (Dyer-Witheford, 2015).
– work and prosumer capitalism in the digital economy
tentative reading: “The Governance of Crowdsourcing: Rationalities of the New Exploitation” (Ettlinger, Environment & Planning A, 2016); Digital Labor: The Internet as Playground and Factory (Scholz, ed., 2013); Digital Labour and Prosumer Capitalism: The US Matrix (Frayssé & O’Neil, eds., 2015); “Prosuming (the) Self” (Charitsis, Ephemera, 2016); “A New Algorithmic Identity: Soft Biopolitics and the Modulation of Control” (Chenney-Lippold, 2011)
– algorithms & discrimination: new mechanisms of segregation
tentative reading: “Racial Formation, Inequality and the Political Economy of the Web” (Mcllwain, Information, Communication & Society, 2016); “’Health and Ancestry Starts Here’: Race and Prosumption in Direct-To-Consumer Genetic Testing Services” (Merz, Ephemera, 2016); How Social Media Undermines Transitions to Democracy (Lynch, Freelon, Aday, 2016).
– algorithims and affect
tentative reading: “Social Media, Financial Algorithms and the Hack Crash” (Karppi & Crawford, Theory, Culture & Society, 2015); “The Conservatism of Emoji: Work, Affect, and Communication” (Stark & Crawford, Social Media and Society, 2015).
– strategies of digital resistance
tentative reading: Coding Freedom: The Ethics and Aesthetics of Hacking (E.G. Coleman, 2013); a number of articles in Big Data & Society; “Intifada 3.0? Cyber-Colonialism and Palestinian Resistance;” (Tawil-Souri & Aouragh, Arab Studies Journal, 2014); “This One Does not go up to 11: The Quantified Self Movement as an Alternative Big Data Practice;” “From Social Movements to Cloud Protesting: The Evolution of Collective Identity” (Milan, Information, Communication & Society, 2015).
tentative reading: Exposed: Desire and Disobedience in the Digital Age (Harcourt, 2015); Critical Theory and the Digital (Berry, 2014); “Postscript on the Societies of Control” (Deleuze, October, 1992); “The Neoliberalisation of the Self: ‘Human Computers’ in 21st Century Capitalism” (Ettlinger, Workshop on Technology of the Self – University of Chicago, December 2016)
Students will be evaluated on the basis of discussion facilitation and a paper that connects issues engaged in the course with their research.
My company, which specializes in museum research and evaluation, is looking to hire one graduate student to administer questionnaires as part of a research study of school field trips to the Columbus Museum of Art. We believe that the desired qualities needed for data collectors aligns with the experience and interests of students in the Ohio State University Educational Studies department. The types of data we need help collecting are:
- Administering questionnaires to students in the classroom within the Columbus City School District. The pay is $20 per hour.
More details about the position are below. Training will be provided on Thursday, November 17, but experience in data collection methods similar to those described above is preferred. Interested students can contact me, Erin Wilcox, at email@example.com with the following information:
- A resume that describes their data collection experiences.
- In the email, students should describe their availability to participate in a training on Thursday, November 17. They should also describe their general availability to collect data in November and December.
Erin Milbeck Wilcox
Research Associate, RK&A
Learn with us:
2417 B Mount Vernon Avenue, Alexandria, VA 22301
I am so glad that you are considering and/or have registered for this unique mentoring opportunity. Report card conferences will be held Thursday, November 3,2016. The school address is 1160 Ann St. Columbus, OH 43206.
Here are some important details about the event:
- Parking is available along Ann Street surrounding the school or in the lot on the corner of Ann Street and Stewart Avenue.
- Please enter the building through the cafeteria(Stewart Ave. side) where the training session and conferences will take place.
- Introductions and training will begin at 8:00 a.m. The brief training (10-15 minutes) will be facilitated by myself.
- Students will be brought from their classrooms to the cafeteria for their 5-10 minute sessions with volunteers.
- You can expect to meet with 8 to10 students depending on attendance and time constraints.
Please feel free to contact me if you have any questions or concerns. Have a great day!
|William K. Ragland II
School Transformation Facilitator, Columbus OH
Talent Development Secondary
2701 N. Charles Street
Baltimore, MD 21218
Cell: (614) 348-6664