Students

Graduate Student Affairs has announced the winners of the 2012-2013 Innovation Grant, which provides funds for projects created by students "that encourage graduate students’ academic progress, professional development, or personal growth." The winning projects below were proposed by graduate students in the Division of the Humanities.

• Chicago Art Journal Website: Proposed by Solveig Nelson, the Chicago Art Journal Website project aims to use the Innovation Grant to create a website for The Chicago Art Journal, a student-run, peer-reviewed journal located in the Department of Art History, in order to expand the journal's content and expose it to a wider audience.
• Essential Graphic Design for NELC Students Workshop: Proposed by Tytus Mikolajczak, the goal of the Essential Graphic Design for NELC Students Workshop is to expose graduate students in the Department of Near Eastern Languages and Civilizations to graphic design software necessary for the preparation of digital images, a requirement for scholarly careers in the field.
• Open Source Tools for Writing Dissertations and Professional Documents in the Humanities: This two-hour session, proposed by Sarah Iker and Peter Shultz, aims to introduce graduate students to open-source tools that will allow them to create properly formatted and professional academic documents across a variety of operating systems.
• University of Chicago Move and Shake Women Retreat: Proposed by Alisha Jones, this two-day retreat offers a reflection on work-life balance for graduate student women, particularly women of color. Through the guidance of mentors, the retreat will allow women of color a safe space to discuss their experiences in the academy, while also providing an exchange among women on many different academic career paths.

Read all of the awarded proposals here.

Arriving on campus before classes begin might seem like an activity limited to first-years. However, the 300 graduate students that headed to the Center for Teaching and Learning this past fall were in for their own kind of orientation--an intensive two-day instruction workshop to prepare them for teaching College courses. Students took part in large-scale discussions about classroom ethics and attended smaller group sessions devoted to topics ranging from teaching in the American classroom to the role of the teaching assistant.