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<Title>Discourse and Interaction in Language Education</Title>
<Tagline>December 8, 10-5 on U Penn campus in Philadelphia</Tagline>
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    <p>Welcome to the 8th Language Educator Symposium, sponsored by Penn 
    Language Center (PLC) and the Educational Linguistics Division at Penn’s
     Graduate School of Education (GSE). This year’s symposium focuses on 
    two key concepts of interest to researchers and practitioners within the
     field of language education alike: discourse and interaction.</p>
    <p>Discourse analysts whose research examines language beyond the level 
    of the sentence and interaction in spoken, written, electronic format, 
    etc. have a fundamental interest in language in use. Shared by language 
    educators and within the language education field, this common interest 
    prominently crystallizes in the concept of communication. Indeed, 
    language educators have long recognized the importance of promoting and 
    enabling communication within and outside of the language classroom. For
     example, Communicative Language Teaching, with the primary goal of the 
    development of learners’ ability to interact meaningfully in the target 
    language is the dominant paradigm in language teaching. The American 
    Council on the Teaching of Foreign Languages (ACTFL) World Readiness 
    Standards for Learning Languages identify Communication as the first 
    goal area among their five goal areas. Thus, this first goal area 
    intertwines with the remaining four: Cultures, Connections, Comparisons,
     and Communities. Whether language educators design activities or 
    materials, choose or adapt textbooks, scaffold formative and summative 
    assessments, or seek out resources, they draw upon and rely in part on 
    their own intuition, experience, and understanding of how language is 
    used to inform their practice.</p>
    <p>Nevertheless, “intuition cannot be expected to encompass the rich 
    detail and patterning of natural talk” (McCarthy, 2008, p. 145). How can
     research in discourse analysis and interaction inform language 
    educators about, for example, how spoken and written texts, such as 
    invitations or complaints, are structured and patterned, or what the 
    importance of seemingly small interactional phenomenon such as “okay” or
     “y’know” might mean for instructional design, teaching techniques, and 
    teaching practices. Additionally, given the complexities of what happens
     in a language classroom, classroom discourse research can shed light on
     practice, by slowing down the activity of teaching and learning, and 
    subjecting it to micro-analysis. As our keynote speaker, Hansun Zhang 
    Waring, notes, “Becoming a language teacher is in part a process of 
    learning to “see” (social and classroom) interaction–millisecond by 
    millisecond, and frame by frame”. (Waring, 2018).</p>
    <p>The 2018 Symposium will focus on how language educators can bring to 
    bear the fundamental concepts of discourse and interaction to practical 
    and productive fruition in their classrooms. In the spirit of our theme 
    for this year, we offer six interactive workshops that will address a 
    range of issues from materials design, learning in online contexts, to 
    humor in the classroom.</p>
    </div>
]]>
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<Summary>Welcome to the 8th Language Educator Symposium, sponsored by Penn  Language Center (PLC) and the Educational Linguistics Division at Penn’s  Graduate School of Education (GSE). This year’s...</Summary>
<Website>http://web.sas.upenn.edu/languageeducators2018/</Website>
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<NewsItem contentIssues="false" id="80295" important="true" status="posted" url="https://beta.my.umbc.edu/groups/llc/posts/80295">
<Title>Legislative Concerns Cmt: State Legislative Issues Survey</Title>
<Tagline>Survey closes on December 2nd at 12:00 PM</Tagline>
<Body>
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    <div>Dear Graduate Students,</div>
    <div><br></div>
    <div>In early Spring 2019, the Legislative Concerns Committee will travel to the state capital to advocate for policies that affect UMBC graduate students. This year, we hope to concentrate on three to <u>five bills/issues</u>. By lessening the number of bills/issues that we focus on, our meetings at the state capital more efficient and effective. As such, we need your input to help us determine what issues/topics we should focus on. </div>
    <div><br></div>
    <div>Here is the<a href="https://goo.gl/forms/FtbxCTzTP8wmfXpE2" rel="nofollow external" class="bo"> <span>Legislative Issue Survey</span></a><span>.</span> Please read the instructions carefully. You will need to be logged into you my.umbc account to take the survey but all responses <span>are</span> anonymous (we are not collecting email addresses). I will close the survey on <strong><span><span>December 2nd at 12:00 PM</span></span> </strong>
    </div>
    <div><br></div>
    <div>Feel free to contact the Legislative Concerns Chair, <a href="mailto:malomof1@umbc.edu" rel="nofollow external" class="bo">Kiki Malomo-Paris</a>,  if you have any questions,</div>
    <div><br></div>
    <div>Thank you,</div>
    <div>The Legislative Concerns Committee</div>
    </div></div>
]]>
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<Summary>Dear Graduate Students,     In early Spring 2019, the Legislative Concerns Committee will travel to the state capital to advocate for policies that affect UMBC graduate students. This year, we...</Summary>
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<Sponsor>UMBC Graduate Student Association</Sponsor>
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<PostedAt>Mon, 12 Nov 2018 12:58:21 -0500</PostedAt>
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<NewsItem contentIssues="true" id="80263" important="true" status="posted" url="https://beta.my.umbc.edu/groups/llc/posts/80263">
<Title>When I Was in College, I Didn't Know ...</Title>
<Tagline>The final Co-Create UMBC post</Tagline>
<Body>
<![CDATA[
    <div class="html-content">
    <h5>by David Hoffman </h5>
    <div><br></div>
    <div>This is the very last Co-Create UMBC post, after 11 years of blogging about and sharing with the UMBC community.</div>
    <div><br></div>
    <div>The good news is that the purpose and spirit of Co-Create UMBC live on as part of the new <a href="https://news.umbc.edu/umbc-launches-center-for-democracy-and-civic-life-at-a-critical-national-moment/" rel="nofollow external" class="bo">Center for Democracy and Civic Life</a>. Please consider joining the Center's <a href="https://my3.my.umbc.edu/groups/civiclife" rel="nofollow external" class="bo">MyUMBC group</a> and following its social media accounts:</div>
    <div><br></div>
    <div>
    <a href="https://my3.my.umbc.edu/groups/civiclife" rel="nofollow external" class="bo"><img src="http://civiclife.umbc.edu/files/2018/11/paw-300x300.png" alt="" width="30" height="31" style="max-width: 100%; height: auto;"></a> <a href="https://facebook.com/civiclifeumbc" rel="nofollow external" class="bo"><img src="http://civiclife.umbc.edu/files/2018/11/facebook_small.png" alt="" width="30" height="30" style="max-width: 100%; height: auto;"></a> <a href="http://twitter.com/civiclifeumbc" rel="nofollow external" class="bo"><img src="http://civiclife.umbc.edu/files/2018/11/twitter.jpg" alt="" width="30" height="30" style="max-width: 100%; height: auto;"></a> <a href="http://instagram.com/civiclifeumbc" rel="nofollow external" class="bo"><img src="http://civiclife.umbc.edu/files/2018/11/instagram_small.png" alt="" width="30" height="30" style="max-width: 100%; height: auto;"></a>
    </div>
    <div><br></div>
    <div>This final Co-Create UMBC post echoes one of the first. I originally shared my list of life lessons from my 20s and 30s ten years ago, and have shared them again once each year. </div>
    <div><br></div>
    <div>The backstory is this: I was a sensitive young man, sometimes confused or hurt by social situations and people's behavior. In the years after college, I finally started to see patterns in circumstances that had baffled me or caused me pain. I began to write them down, so that I would not forget. </div>
    <div>
    <br>I'm glad I did. E<span>ven now, decades later, I still sometimes need the reminders.</span>
    </div>
    <div><span><br></span></div>
    <div><span>What patterns do you see? What lessons are you learning? Let's help each other make our way.</span></div>
    <div><br></div>
    <div>
    <strong>1.</strong><br><br>A very large portion of people’s behavior is driven by insecurity. And a very large portion of the behavior that stems from insecurity can look like confidence.<br><strong><br></strong><strong>2.</strong><br><br><span>In many situations, people face a choice between doing something in a way that feels right, resonates, comes from the heart, makes sense, and fits the moment; or doing the thing in the way that they think they are supposed to do it. Examples: Giving a speech; proposing marriage; dealing with somebody’s emotional crisis; disciplining a child; interviewing a job candidate; responding “heroically” to a threat. More often than not, the genuine approach produces more satisfying results. And more often than not, people  instead choose to do what they think they are supposed to do. (Part of the problem is that people’s sense of what they are supposed to do comes from many sources, including media, that present the relevant situations in misleading ways. For example, the media may capture the mechanical aspects of an effective speech but not the way the words match the emotions of the moment).</span>
    </div>
    <div><div><br></div></div>
    <div><div>
    <span><strong>3.</strong></span><br><br><span>Situations take a while to play out. There’s no need to panic, or to assume that what initially seems to be true will always be true.</span>
    </div></div>
    <div><div><br></div></div>
    <div><div>
    <span><strong>4.</strong></span><br><br>People tend to overreact.<br><span><br></span>
    </div></div>
    <div><div>
    <span><strong>5.</strong></span><br><br><span>A situation that has been imagined, read about, etc. may not be easily recognized when it becomes a real situation. This is because the feel of the imagined situation may have been very distinctive, but the real situation feels much more like every other real situation. Examples: “corruption,” “falling in love,” “heroism.”</span>
    </div></div>
    <br><div><div>
    <span><strong>6.</strong></span><br><br><span>In many situations, a variety of motivations drive people’s choice of actions. These motivations can range from deeply spiritual to simply practical. However, over time, the more abstract motivations tend to be forgotten, and the more practical motivations remembered and acted upon. It’s hard to cling to a concept; but practicalities—deadlines, costs, etc.—are hard to forget, and create their own inertia. As a result, people repeatedly find themselves going through the motions: continuing to do things that they once made the choice to do, but without retaining any sense of connection to their deepest needs and motivations. They feel lost, and their activities provide no real sustenance.</span>
    </div></div>
    <br><div><div>
    <span><strong>7.</strong></span><br><br><span>People are not their roles.</span>
    </div></div>
    <br><div><div>
    <span><strong>8.</strong></span><br><br><span>Many situations apparently resolved through formal processes, such as hiring staff, or creating legislation, are really resolved through a complex combination of formal and informal processes. Very often, the informal processes—which may be unacknowledged and hidden from view—are the more important ones.</span>
    </div></div>
    <br><div><div>
    <span><strong>9.</strong></span><br><br><span>The key to effective communication is to understand one’s audience. And a lot of people can’t or don’t bother to understand many audiences for their communications.</span>
    </div></div>
    <br><div><div>
    <span><strong>10.</strong></span><br><br><span>People may have to hear the same good idea many times before it enters their consciousness.</span>
    </div></div>
    <br><div><div>
    <span><strong>11.</strong></span><br><br><span>Ideas are not appreciated or rewarded in proportion to their truth, beauty, explanatory power, or even social value. Other factors typically matter more. Among them: The credentials of the idea’s originator (however arbitrary their connection to the idea); the prospect that somebody can turn a profit from the idea; and the degree to which the idea departs from, or even improves upon, accepted wisdom (the more it does, the less likely it will be appreciated and rewarded).</span>
    </div></div>
    <br><div><div>
    <span><strong>12.</strong></span><br><br>Often people want things for reasons they can’t quite put their finger on. It’s just something that they feel—maybe the subtle combination of a number of subjective factors (“I want Chinese food—even though we had Chinese last night;” “I want to go home now;” “I want this job despite the fact that it pays less than the other one”). Because they are personal impulses rather than the products of reasoning, these desires can be difficult to assert or defend. In forums where a collective decision is being made, logical arguments may be favored and impulsive arguments dismissed. But the impulses are real, and their connection to people’s welfare is real as well. It is perfectly legitimate to act on such impulses, and to resist the people who try to defeat them with arguments.<span> </span>
    </div></div>
    <br><div><div>
    <span><strong>13.</strong></span><br><br><span>Many actions appear to reflect clear, easily inferred motives but in fact do not. People and institutions do all sorts of things that may seem planned, polished and connected to a strategic agenda, but actually are the products of inertia, laziness, whim, jittery responses to incomplete information, or other motives more complex or confused than they seem.</span>
    </div></div>
    <br><div><div>
    <span><strong>14.</strong></span><br><br><span>Social change happens in a gestalt—not as the result of any single well-conceived, well-executed program, policy or intervention. There is no single initiative that will save the world. This is because people, institutions, relationships and cultures are extremely complex. Any single action aimed at social change, however well-conceived and widely supported, is likely to be challenged, diverted, thwarted, misunderstood and/or misapplied in a thousand different ways. But honest, thoughtful efforts can have a cumulative effect. Slowly, person-by-person, relationship-by-relationship, they shift the underlying culture and expectations. So the good that we do is not always the immediate good that we intend.</span>
    </div></div>
    <br><div><div>
    <span><strong>15.</strong></span><br><br><span>People express opinions for a lot of different reasons. That they really, deeply believe in what they are saying is only one of them.</span>
    </div></div>
    <br><div><div>
    <span><strong>16.</strong></span><br><br><span>Overly zealous advocacy of a certain perspective alienates people who might otherwise have adopted that perspective in due time.</span>
    </div></div>
    <br><div><div>
    <span><strong>17.</strong></span><br><br><span>The most insidious way to attack or undermine an idea is to call something else by its name.</span>
    </div></div>
    <br><div><div>
    <span><strong>18.</strong></span><br><br><span>There are many situations that feel rotten, even when handled perfectly. (Examples: consoling somebody on the death of a friend; apologizing for a mistake that caused a lot of harm). So it is a mistake to assume from the rotten feeling that you have said or done the wrong thing.</span>
    </div></div>
    <br><div><div>
    <span><strong>19.</strong></span><br><br><span>A picture left in the same place on the wall long enough will become invisible.</span>
    </div></div>
    <div><div><br></div></div>
    <div><div>
    <span><strong>20.</strong></span><br><br><span>Some things can be learned only through experience.</span>
    </div></div>
    <br><div><div>
    <span><strong>21.</strong></span><br><br><span>When the true relationship between cause and effect is unknown, very simple patterns can appear vastly more complicated than they really are.</span>
    </div></div>
    <br><div><div>
    <span><strong>22.</strong></span><br><br><span>Perceptions freeze more easily than situations. Once a person has formed a perception of a situation, he or she is likely to miss the fact that the situation has shifted subtly or gradually over time.</span>
    </div></div>
    <br><div><div>
    <span><strong>23.</strong></span><br><br><span>Ambiguities in the early part of an arrangement can be costly to resolve. They may be the only things making the arrangement possible. Business deals, marriages, friendships—all may depend on the parties failing to reveal and resolve conflicts in their perceptions about the facts behind their transactions. If one of the parties, at the commencement of an arrangement, sees that these unresolved conflicts may exist, it can be very tempting to keep quiet about them and hope for the best. But the cost of cleaning up the messes that can arise when these conflicts come to light later, long after all parties have begun to take actions consistent with their own perceptions, can be far, far greater. In general, it is much better to name and attempt to resolve ambiguities on the front end of an arrangement rather than risk the catastrophe of having them derail the arrangement later.</span>
    </div></div>
    <br><div><div>
    <span><strong>24.</strong></span><br><br><span>Justice is often associated with equality. “Splitting the difference” has a ring of fairness to it. Exhibiting “balance” in reporting on a situation—for example, devoting the same amount of journalistic space to each side of a controversy—seems evenhanded. But in situations in which there actually is a fundamental underlying inequality, treating people equally is fundamentally unjust. For example, if two people disagree about ten aspects of a transaction, but one of the two people is correct about all ten aspects and the other is simply lying for his or her own gain, it would be unjust to conclude that each person must be right about five of the ten sources of disagreement, or to simply “split the difference.”</span>
    </div></div>
    <br><div><div>
    <span><strong>25.</strong></span><br><br><span>The two major sources of happiness are self-expression and love. And in truth, they are the same things.</span>
    </div></div>
    </div>
]]>
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<Summary>by David Hoffman      This is the very last Co-Create UMBC post, after 11 years of blogging about and sharing with the UMBC community.     The good news is that the purpose and spirit of Co-Create...</Summary>
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<PostedAt>Sun, 11 Nov 2018 12:02:23 -0500</PostedAt>
<EditAt>Sun, 11 Nov 2018 12:03:43 -0500</EditAt>
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<NewsItem contentIssues="false" id="80257" important="false" status="posted" url="https://beta.my.umbc.edu/groups/llc/posts/80257">
<Title>New faculty diversity programs launch for PROMISE, and the Twitter site gets a new look showcasing the #ThinkBigDiversity landing page</Title>
<Body>
<![CDATA[
    <div class="html-content">
    <p>Did you know that there are new PROMISE programs that will focus on faculty diversity in engineering and the biomedical sciences? <a href="https://thepromiseacademy.wordpress.com/" rel="nofollow external" class="bo">The PROMISE Academy</a> was funded in October 2018 and bears the official title:</p>
    <p><em><strong>The AGEP Alliance State System Model to Transform the Hiring Practices and Career Success of Tenure Track Historically Underrepresented Minority Faculty in Biomedical Sciences</strong></em></p>
    <p> </p>
    <p><img src="https://promiseagep.files.wordpress.com/2018/11/promise-full-banner-of-three-programs-with-blue-frame.jpg?w=630" alt="PROMISE full banner of three programs with blue frame" style="max-width: 100%; height: auto;"></p>
    <p><a href="https://promiseengineeringinstitute.com/" rel="nofollow external" class="bo">The PROMISE Engineering Institute</a> is funded by NSF’s Engineering Division, and focuses on preparing diverse engineering graduate students and postdocs for the professoriate, and exploring ways to support the professional development of early-career engineering faculty.</p>
    <p>A new landing page has been developed to capture the University System of Maryland’s NSF-funding pipeline professional development programs, based on our <a href="https://twitter.com/hashtag/thinkbigdiversity?f=tweets&amp;vertical=default&amp;src=hash&amp;lang=en" rel="nofollow external" class="bo">#ThinkBigDiversity</a> hashtag: <a href="https://thinkbigdiversity.com/" rel="nofollow external" class="bo">https://thinkbigdiversity.com/</a></p>
    </div>
]]>
</Body>
<Summary>Did you know that there are new PROMISE programs that will focus on faculty diversity in engineering and the biomedical sciences? The PROMISE Academy was funded in October 2018 and bears the...</Summary>
<Website>https://promiseagep.com/2018/11/10/new-faculty-diversity-programs-launch-for-promise-and-the-twitter-site-gets-a-new-look-showcasing-the-thinkbigdiversity-landing-page/</Website>
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<Tag>postdoc</Tag>
<Tag>professor</Tag>
<Tag>professoriate</Tag>
<Tag>promise</Tag>
<Tag>support</Tag>
<Tag>teaching</Tag>
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<Sponsor>PROMISE @ UMBC: Graduate Student Development</Sponsor>
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<PostedAt>Sat, 10 Nov 2018 22:08:05 -0500</PostedAt>
<EditAt>Sat, 10 Nov 2018 22:08:05 -0500</EditAt>
</NewsItem>

<NewsItem contentIssues="true" id="80207" important="false" status="posted" url="https://beta.my.umbc.edu/groups/llc/posts/80207">
<Title>Call for Projects: UMBC Interdisciplinary CoLab</Title>
<Tagline>Summer Internship in Narrative-Based Research</Tagline>
<Body>
<![CDATA[
    <div class="html-content">
    <div>The UMBC Interdisciplinary CoLab supports 3-5 narrative-based research projects to provide undergraduate students with an innovative, team-based applied learning opportunity through a three-credit (4-week, 30-hours per week) paid internship.</div>
    <div><a href="https://iaac.umbc.edu/co-lab/" rel="nofollow external" class="bo"><br></a></div>
    <div><a href="https://iaac.umbc.edu/co-lab/" rel="nofollow external" class="bo"><strong>CLICK HERE FOR A DETAILED PROGRAM DESCRIPTION</strong></a></div>
    <div><br></div>
    <div>
    Ideal projects bring together 3-5 students with a UMBC faculty or staff member, who serves as the Project Leader</div>
    <div>
    <ul>
    <li>to utilize diverse research methods, modes of analysis, and tools</li>
    <li>to produce public-facing final projects. </li>
    </ul>For example, projects could engage with archived texts and images to develop websites, build podcasts from oral history or ethnographic interviews, or work with communities on documentary films and digital stories. <br>
    </div>
    <div><br></div>
    <div>The goal is to provide students with an interdisciplinary research experience while developing collaborative skills, telling effective stories, and amplifying voices to the general public. Projects can be proposed by faculty or staff members, alone or in collaboration with outside community partners.</div>
    <div><a href="https://iaac.umbc.edu/past-projects/" rel="nofollow external" class="bo"><br></a></div>
    <div><a href="https://iaac.umbc.edu/past-projects/" rel="nofollow external" class="bo"><span><strong>CLICK HERE FOR EXAMPLES OF PAST PROJECTS</strong></span></a></div>
    <div><span><br></span></div>
    <div><span>********</span></div>
    <div>
    <br><p><strong>Submission deadline</strong>: Before close of business on MONDAY, NOVEMBER 19, 2018</p>
    <p><strong>Submit application materials to</strong>: Rachel Carter, <a href="mailto:rachc1@umbc.edu" rel="nofollow external" class="bo">rachc1@umbc.edu</a></p>
    <p><strong>Decisions announced</strong>: Mid-December 2018</p>
    </div>
    </div>
]]>
</Body>
<Summary>The UMBC Interdisciplinary CoLab supports 3-5 narrative-based research projects to provide undergraduate students with an innovative, team-based applied learning opportunity through a three-credit...</Summary>
<Website>https://iaac.umbc.edu/call-for-projects/</Website>
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<Sponsor>Interdisciplinary Activities Advisory Committee</Sponsor>
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<PostedAt>Thu, 08 Nov 2018 13:19:37 -0500</PostedAt>
<EditAt>Tue, 27 Nov 2018 12:19:06 -0500</EditAt>
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<NewsItem contentIssues="true" id="80179" important="false" status="posted" url="https://beta.my.umbc.edu/groups/llc/posts/80179">
<Title>Culturally Responsive Teaching and Learning Conference</Title>
<Tagline>CCBC CRT's Call for Proposals due Jan. 15!</Tagline>
<Body>
<![CDATA[
    <div class="html-content">From the conference website:<div>
    <p>At our 5th Annual Culturally Responsive Teaching Conference we will 
    bring together educators, students, community organizations and others 
    from across the nation to share information, scholarship and best 
    practices in culturally responsive teaching.</p>
    <p>Our conference theme: <em><strong>The 82%: White Educators, Educators of Color, and Diverse Student Bodies</strong></em></p>
    <p>This year our conference spans two days: Thursday, March 21 and Friday, March 22 with a <strong>pre-conference CRT-L Institute on Wednesday, March 20, 2019</strong>.</p>
    <p>Our keynote speaker for Thursday, March 21, is Dr. Gretchen Rudham, 
    Associate Professor of English, teaching across both the Accelerated 
    Learning and Honors programs at the Community College of Baltimore 
    County. Examining race and dominance is central to her teaching and 
    research.</p>
    <p><img src="https://cdn.evbuc.com/eventlogos/96258525/capture.jpg" style="max-width: 100%; height: auto;"></p>
    <p>Our keynote speaker for Friday, March 22, is Dr. Christopher Emdin, 
    Associate Professor in the Department of Mathematics, Science and 
    Technology at Teachers College, Columbia University. Associate Director 
    of the Institute for Urban and Minority Education. The creator of the 
    #HipHopEd social media movement and Science Genius B.A.T.T.L.E.S., 
    author of the <em>Urban Science Education for the Hip-Hop Generation</em> and the New York Times Best Seller, <em>For White folks Who Teach in the Hood and the Rest of Ya'll Too</em>.</p>
    <p><img src="https://cdn.evbuc.com/eventlogos/96258525/capture3-2.jpg" style="max-width: 100%; height: auto;"></p>
    Plan on joining us now! For more conference details and schedule, visit our website at <span><a href="http://www.CRT-cc.org" rel="nofollow external" class="bo">www.CRT-cc.org</a></span>.</div>
    <div>____________________________________________________________</div>
    <div>
    <div>The conference will be held very near UMBC in Linthicum 
    Heights (close to BWI). <br>
    </div>
    <div><br></div>
    <div>LLC alums and 
    students are involved in this conference and have been organizers and 
    presenters in the past. Let's develop some excellent LLC proposals for this 
    powerful local conference! See attached CFP. <br>
    </div>
    </div>
    </div>
]]>
</Body>
<Summary>From the conference website:  At our 5th Annual Culturally Responsive Teaching Conference we will  bring together educators, students, community organizations and others  from across the nation to...</Summary>
<Website>http://www.CRT-cc.org</Website>
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<Sponsor>CCBC Culturally Responsive Teaching and Learning</Sponsor>
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<PostedAt>Wed, 07 Nov 2018 21:09:40 -0500</PostedAt>
<EditAt>Wed, 07 Nov 2018 21:14:55 -0500</EditAt>
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<NewsItem contentIssues="false" id="80174" important="false" status="posted" url="https://beta.my.umbc.edu/groups/llc/posts/80174">
<Title>Apply for the Humane Studies Fellowship</Title>
<Tagline>Applications deadline: February 10, 2019</Tagline>
<Body>
<![CDATA[
    <div class="html-content">The Humane Studies Fellowship is a renewable, non-residency award of up to $15,000 per year to support current or future students enrolled in full-time PhD programs. It is intended for students interested in developing, teaching, and applying classical liberal ideas and the principles of a free society such as individual rights, private property, open markets, and much more.<div><br></div>
    <div>See the website for more information.</div>
    </div>
]]>
</Body>
<Summary>The Humane Studies Fellowship is a renewable, non-residency award of up to $15,000 per year to support current or future students enrolled in full-time PhD programs. It is intended for students...</Summary>
<Website>https://theihs.org/funding/humane-studies-fellowship/?utm_source=profellow&amp;utm_medium=email&amp;utm_campaign=hsf&amp;mc_cid=759da68fef&amp;mc_eid=9d8cb4c8af</Website>
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<Sponsor>Institute for Humane Studies at George Mason University</Sponsor>
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<PostedAt>Wed, 07 Nov 2018 15:26:40 -0500</PostedAt>
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<NewsItem contentIssues="false" id="80130" important="true" status="posted" url="https://beta.my.umbc.edu/groups/llc/posts/80130">
<Title>Small Research Grant Fund</Title>
<Tagline>Center for Social Science Scholarship Funding Opportunity</Tagline>
<Body>
<![CDATA[
    <div class="html-content">
    <h4>
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    </h4>
    <p>Center for Social Science Scholarship Small Research Grant
    Fund</p>
    
    <p> </p>
    
    <p><span><span>The </span><span>Center for Social Science Scholarship</span><span> Small Research Grants are intended to provide</span><span> crucial research, presentation, and travel
    support to UMBC full-time tenured/tenure-track faculty, lecturers, and Ph.D.
    students in the social sciences who have already exhausted all other available
    university support—including but not limited to such sources as DRIF,
    departmental funding, and the CAHSS Travel Fund, as well as the GSA for PhD
    students. </span><span>The maximum award
    an individual may receive is $1,000 per year. Funds are limited by budget
    constraints, and awards will be made on a rolling basis.</span><span></span></span></p>
    <p><span> </span></p>
    <p><span><span>Faculty or Ph.D. students wishing to
    apply should prepare a brief (less than one page) letter of need explaining the
    purpose for the funds, the precise amount of the request, and why a Small
    Research Grant would make a difference in the scholarly goals of the applicant.
    Reference should also be made to which funds the applicant has already used and
    why no other support is available/sufficient for this need.</span><span></span></span></p>
    <p><span> </span></p>
    <p><span><span>Applicants should submit an email
    containing their application to Christine Mallinson, Director of the Center for
    Social Science Scholarship. Include the subject line, “Small Research Grant request.”
    In addition, a separate email is required from the Department Chair, or in the
    case of Ph.D. students from the Graduate Program Director, affirming that all
    relevant funds have already been tapped; this email must be received before the
    application can be considered.</span><span></span></span></p>
    <p>
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    
    </p>
    <p><span><span><br>
    </span></span></p>
    <p><span><span><span>Once completed applications are received, </span><span>materials will be reviewed as soon as possible, and the
    Director will respond with a determination on the request. All efforts will be
    made to provide a decision to the applicant within two weeks.</span></span></span></p>
    
    <p><span><span><a href="https://socialscience.umbc.edu/small-research-grant-fund/" rel="nofollow external" class="bo">https://socialscience.umbc.edu/small-research-grant-fund/</a></span></span><span> </span></p>
    
    </div>
]]>
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<Summary>Center for Social Science Scholarship Small Research Grant Fund         The Center for Social Science Scholarship Small Research Grants are intended to provide crucial research, presentation, and...</Summary>
<Website>https://socialscience.umbc.edu/small-research-grant-fund/</Website>
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<Sponsor>Center for Social Science Scholarship</Sponsor>
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<PostedAt>Tue, 06 Nov 2018 15:50:09 -0500</PostedAt>
<EditAt>Tue, 06 Nov 2018 15:50:55 -0500</EditAt>
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<NewsItem contentIssues="false" id="79996" important="false" status="posted" url="https://beta.my.umbc.edu/groups/llc/posts/79996">
<Title>Special UMCP Course on Applied Conflict Management Skills</Title>
<Tagline>during Winter Session</Tagline>
<Body>
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    <div>
    <span>The University of Maryland, College Park is offering a Winter Program on </span><strong><em>Multi-Track Diplomacy: Transforming Violent Conflict</em>.</strong><span> This 80-hour program of evening seminars and two weekend workshops provides professional development in applied conflict management skills applicable at all levels of life, from local community to international conflict, and from prevention to post-war peace building. Prof. John Davies and Prof. Edy Kaufman will be co-leading the Program, each of them drawing on over 25 years’ experience working with conflict in many countries, including in the Middle East, as Co-Directors of Partners in Conflict and Partners in Peacebuilding at the Center for International Development and Conflict Management, University of Maryland. </span>
    </div>
    <div><br></div>
    <div><blockquote><div><div><div><div><div>
    <div><span>The program is designed for professionals, as well as for graduate and senior undergrad students focusing on professional development, and can be taken for advanced training certification and/or 6 academic credits. To accommodate work schedules of professionals in the Washington DC area, the classes are held over three weeks from January 2<sup>nd </sup>–22<sup>nd</sup>, 2019 on the University of Maryland's College Park campus. </span></div>
    <p><span> </span></p>
    <div><span>Partial scholarships are available for professionals in relevant fields. More details are provided in the attached flyer. </span></div>
    <div><span><br></span></div>
    <div><span>If any LLC student is interested in this special offering, please discuss it with your Program Advisor and Dr. Bickel, LLC Acting Director.</span></div>
    </div></div></div></div></div></blockquote></div>
    </div>
]]>
</Body>
<Summary>The University of Maryland, College Park is offering a Winter Program on Multi-Track Diplomacy: Transforming Violent Conflict. This 80-hour program of evening seminars and two weekend workshops...</Summary>
<Website>https://cidcm.umd.edu/</Website>
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<Sponsor>Center for International Development &amp; Conflict Management</Sponsor>
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<PostedAt>Thu, 01 Nov 2018 14:05:09 -0400</PostedAt>
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<NewsItem contentIssues="false" id="79966" important="false" status="posted" url="https://beta.my.umbc.edu/groups/llc/posts/79966">
<Title>Writing for Publication co-hosted by Graduate Student Association and PROMISE Professional Development at UMBC</Title>
<Body>
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    <p><img src="https://promiseagep.files.wordpress.com/2018/10/publish.jpg?w=630" alt="Publish" style="max-width: 100%; height: auto;"></p>
    <p><span>You are invited to attend on November 8, from 4:00 PM to 6:00 PM a writing for publication seminar hosted by the Graduate Student Association (GSA) and PROMISE.</span></p>
    <p>Place: Meyerhoff Building, Room 120</p>
    <p> </p>
    <p><span>Agenda:</span></p>
    <p><span>4:00 – 4:30   Registration &amp; Dinner Service</span></p>
    <p><span>4:30 – 4:40   Welcome</span></p>
    <p><span>4:40 – 5:30   Panel presentation</span></p>
    <p><span>5:30 – 6:00   </span><span>Panel Q&amp;A</span></p>
    <p> </p>
    <p>The following are topics that will be covered as part of our seminar and discussion:</p>
    <div>
    <ul>
    <li><span>Assessing what publications to submit to</span></li>
    <li><span>Handling the editing process</span></li>
    <li><span>Devoting the time to write</span></li>
    <li><span>How to handle rejection</span></li>
    <li><span>Content limitations while respecting your research</span></li>
    <li><span>Writing for specific audiences</span></li>
    </ul>
    </div>
    <p> </p>
    <div>
    <div>The panel members are:</div>
    <div><strong> </strong></div>
    <div>
    <strong><a href="https://history.umbc.edu/facultystaff/full-time/michelle-scott/" rel="nofollow external" class="bo">Michelle Scott, Ph.D.</a></strong>– Associate Professor of History and Affiliate faculty member in Africana Studies, Gender and Women’s Studies and the Language, Literacy, and Culture program.</div>
    
    <div>
    <strong><a href="https://economics.umbc.edu/dennis-coates/" rel="nofollow external" class="bo">Dennis Coates, Ph.D.</a></strong> – Professor, Economics</div>
    
    <div>
    <strong><a href="https://ges.umbc.edu/ellis/" rel="nofollow external" class="bo">Erle Ellis, Ph.D.</a></strong> – Professor, Geography &amp; Environmental Systems</div>
    
    <div>
    <strong><a href="https://physics.umbc.edu/home/events/?id=49812" rel="nofollow external" class="bo">Brent McBride</a></strong> – Graduate Research Assistant, Physics</div>
    </div>
    
    
    <p>Please RSVP at the following link: <a href="https://my3.my.umbc.edu/groups/promise/events/65426" rel="nofollow external" class="bo">https://my3.my.umbc.edu/groups/promise/events/65426</a></p>
    </div>
]]>
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<Summary>You are invited to attend on November 8, from 4:00 PM to 6:00 PM a writing for publication seminar hosted by the Graduate Student Association (GSA) and PROMISE.   Place: Meyerhoff Building, Room...</Summary>
<Website>https://promiseagep.com/2018/10/31/writing-for-publication-co-hosted-by-graduate-student-association-and-promise-professional-development-at-umbc/</Website>
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<Tag>learning</Tag>
<Tag>maryland</Tag>
<Tag>nsf</Tag>
<Tag>ph-d-completion</Tag>
<Tag>postdoc</Tag>
<Tag>professor</Tag>
<Tag>professoriate</Tag>
<Tag>promise</Tag>
<Tag>support</Tag>
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<PostedAt>Wed, 31 Oct 2018 14:07:31 -0400</PostedAt>
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