The Futures Initiative is excited to build upon our success in our first two years of offering the Liberal Arts for the New Majority Peer Mentoring program in July 2015 and Fall 2016-Spring 2017.We are pleased to offer a third iteration of this program, generously funded by a grant from the Teagle Foundation: “The F.I. CUNY Leadership program.” This year, the program welcomes twenty-five Undergraduate Leadership fellows across twelve
The proposal period for 2018-2019 courses has ended. Please watch for an announcement in fall 2018 for the 2019-2020 proposal process. Call for Proposals: Futures Initiative 2018-2019 Courses Focus: Inclusion, Interdisciplinarity, and Innovative and Engaged Graduate Student Teaching Methods Structure: Team-Taught Graduate Courses with CUNY Colleagues Enhancements: Faculty Research Funds, Program and Technological Support, Pedagogy Workshops Fields: All Fields Welcome Due Date: October 16, 2017 Once again in 2018-2019, the Futures Initiative is pleased
Thursday, September 7 | 12:00pm – 2:00pm | The Graduate Center, CUNY, Room 9207 Description: This roundtable discussion, the first of a series of Thursday Dialogues organized by the Futures Initiative, looks forward to this year’s American Studies Association Conference: Pedagogies of Dissent (Nov. 9-12; Chicago, IL), by exploring the frictions, possibilities, and complex entanglements between “pedagogy” and “dissent” for Asian American studies. How might thinking through this particular field illuminate
Monday, Sept 11 The Graduate Center, CUNY, Room C204 6:00pm–8:00pm This event will be livestreamed with captioning service: bit.ly/fight4edu-live In this conversation for educators who are LGBTQ or allies, moderators María R. Scharrón-del Río (Associate Professor, Brooklyn College, CUNY), Kalle Westerling (Ph.D. Candidate and Futures Initiative Fellow, the Graduate Center, CUNY), and Stephanie Hsu (Associate Professor, Pace University), ask you: What are your pedagogical priorities now? How have they changed? What
One of my colleagues sent me this article by Te-Erika Patterson about why so many graduate students quit their studies. The various reasons include health and interactions with faculty. I have heard of students getting ulcers and other digestive ailments, throughout the semester. I also have suffered with my own ailments. From what I have gathered, attaining a Ph.D is more than just reading and completing assignments—it is also political.