Events

Oct 29
Addressing Challenges: Hidden Curriculum and Stereotype Threat5:00 p.m.

Students, who are underrepresented and minoritized by their identity attributes, tend to face visible and invisible challenges in graduate education. This workshop aims to raise...
October 29 5:00 p.m.–6:00 p.m.

Students, who are underrepresented and minoritized by their identity attributes, tend to face visible and invisible challenges in graduate education. This workshop aims to raise student awareness of unspoken norms and stereotype threat and will provide strategies for successfully navigating the barriers to success and well-being.

RSVP required.

Please RSVP here

Oct 30
Graduate Student Consultation Office Hours9:00 a.m.

Drop into our Zoom Office Hours for Graduate Student Advising and Consultation.  We can address student success topics such as time management, resilience, and well-being...
September 28–December 11

Drop into our Zoom Office Hours for Graduate Student Advising and Consultation.  We can address student success topics such as time management, resilience, and well-being topics such as juggling work, family and learning, and more.  

Please join us on Zoom at https://uoregon.zoom.us/j/6741611800 Individual appointments may also be made in advance. Please email Padma Akaraju for an appointment.

Oct 30
Graduate Student Consultation Office Hours2:00 p.m.

Drop into our Zoom Office Hours for Graduate Student Advising and Consultation.  We can address student success topics such as time management, resilience, and well-being...
September 28–December 11

Drop into our Zoom Office Hours for Graduate Student Advising and Consultation.  We can address student success topics such as time management, resilience, and well-being topics such as juggling work, family and learning, and more.  

Please join us on Zoom at https://uoregon.zoom.us/j/6741611800 Individual appointments may also be made in advance. Please email Padma Akaraju for an appointment.

Nov 5
Overcoming Impostor Syndrome5:00 p.m.

Transition such as being new to the Graduate School, being a new parent, switchin to online or hybrid teaching and learning, can trigger various types of impostor syndrome,...
November 5 5:00 p.m.–6:00 p.m.

Transition such as being new to the Graduate School, being a new

parent, switchin to online or hybrid teaching and learning, can

trigger various types of impostor syndrome, such as becoming the

super person and perfectionism. This workshop will help students to

assess the types of impostor syndrome they are facing and develop

self-affirmation and goal-setting plans.

RSVP required Please RSVP here

Nov 12
Addressing Microaggressions5:00 p.m.

This workshop is designed for students who encounter issues such as negative stereotyping and racial microaggressions that impinge on the professional lives of underrepresented...
November 12 5:00 p.m.–6:00 p.m.

This workshop is designed for students who encounter issues such as negative stereotyping and racial microaggressions that impinge on the professional lives of underrepresented and minoritized students, and international students. The workshop aims to equip participants with the resilience-building tools to practice self-affirmation and utilize self-empowerment strategies to address racial microaggressions.

RSVP required.

Please RSVP here

Nov 15
Applying to Graduate School Information Session1:00 p.m.

Are you curious about graduate school, but don't know where to start? Join the Graduate School for an information session covering the graduate application...
November 15 1:00 p.m.–2:00 p.m.

Are you curious about graduate school, but don't know where to start?

Join the Graduate School for an information session covering the graduate application process.

Participants will come away with a broad understanding of the graduate application process in the U.S., standard components of a graduate application and the basics about applying for graduate school at the University of Oregon. 

RSVP Here

Dec 4
“Amplifying Voices: Auditory Texts in Colonial Korea, 1910-1945”noon

"Amplifying Voices: Auditory Texts in Colonial Korea (1910-45)" attends to the junction between sound and literature in focusing on works written for radio broadcast...
December 4 noon

"Amplifying Voices: Auditory Texts in Colonial Korea (1910-45)" attends to the junction between sound and literature in focusing on works written for radio broadcast from the Japanese Colonial Period. Yadam is a compound word consisting of Chinese characters “unofficial” and “talk” which can be translated into English as “anecdotes,” “miscellany” or even “historical romance.” Although yadam as an oral and written literary genre has longer origins and history that goes back to the Chosŏn dynasty (1392-1905), what interests me in this study is its remanifestation through new media, such as newspapers, magazines, and radio broadcasting, in the early twentieth century. I will demonstrate the relationship between yadam as a traditional literary narrative that has oral origins and its remediazation through the advent of the microphone and radio which ironically facilitated oral storytelling contests making Korean language and tradition more audible therefore often serving a kind of learning purpose for the Korean listeners, who at this time were Japanese colonial subjects living under Japanese language soundscape.

Jina Kim, East Asian Languages and Literatures, University of Oregon

Dec 4
“Gender Socialization in Chinese preschool children: the role of teachers”2:00 p.m.

The CAS School of Languages and Global Studies Seminar presents: Heidi Shi (EALL), “Gender Socialization in Chinese preschool children: the role of...
December 4 2:00 p.m.–3:00 p.m.

The CAS School of Languages and Global Studies Seminar presents:

Heidi Shi (EALL), “Gender Socialization in Chinese preschool children: the role of teachers”

Gender socialization in the Chinese context is under-researched and poorly understood. This study is a part of a work-in-progress dissertation project that investigates gender socialization of Mandarin-speaking children (age 4-5) in a preschool setting. Gender reinforcement and sex-role stereotyping were rare in their speeches, interpretations of stories, and visual displays. Second, teachers paid significantly more attention to boys, mainly through direct criticisms and commands. By contrast, to get teachers’ attention, girls had to initiate interactions more frequently and generated longer speeches. Traditional feminine traits, such as obedience, compliance, and orderliness were highly advocated, while conventional masculine values, such as adventurousness and competition were discouraged in favor of classroom discipline.

For Zoom link please email David Wacks wacks at uoregon.edu