Curriculum Benefit Fund Application – Fillable

4 replies on “Curriculum Benefit Fund Application – Fillable”

Hello, I am co-teaching a VAST 410 course in 2022 with Osvaldo Ramirez Castillo (FEB 7). We would like to invite two guest speakers to our class: Carlos Colin and Christopher Jung (MAR 28, TBA), both of who will be of great benefit for students, from decolonized perspectives and mix-media methodologies. We are requesting funds so that we can pay both speakers CARFAC fees for one hour talks each.

Hi, I’m teaching 2 courses in INDD for January 2022 and would like to purchase a Webcam for my online teaching. I’ve found one at Best Buy for Approx. $100. I don’t know if this is the correct place to request money for this type of thing?
Thank you

Hello, I am applying to bring Patrick Cruz and Christopher Jung into my Drawing 208 class as well as into VAST 410 class to do artist talks on their work. They have both agreed to the times and dates. I plan to invite the university and other classes as well.

I’m apply for $1000 to support bringing Felicia Rose Chavez author of The Anti-Racist Writing Workshop: Decolonizing the Creative Classroom to Emily Carr for a multi-faceted talk and workshop. I have received some funding from an EDI grant but I need additional funds to support the cost of deeper engagement that this presentation and workshop would represented. The EDI description of project and outcomes follows: I’m interested in developing a multi-prong approach to a reading group around the book The Anti-Racist Writing Workshop: How to Decolonize the Creative Classroom by Felicia Rose Chavez for peer tutors in the Writing Centre, for learning mentors in Teaching and Learning, graduate student teaching assistants, and for faculty teaching in writing-related curriculum at Emily Carr, as well as extending the invitation to the larger community of faculty, staff and students. I’d like to host a series of discussions about the book, explore related material, and host the author for a virtual talk and discussion session. I’m interested in this opportunity because I see it as a practice-based way to enact the goals of equity, diversity, and inclusion in my role as Writing Specialist at ECU. The book has been transformative in my own WRTG pedagogy and I’d like to share its potential as a site for decolonial action in the classroom and beyond.

The project would feature up to nine sessions that would encompass facilitated discussion of the book The Anti-Racist Writing Workshop itself, as well as a practice-based approach to experimenting, enacting, and practicing techniques presented in the book to consolidate the move to collective action. The goal is also to build of a set of resources applicable to each area: the Writing Centre, the Teaching and Learning Centre, faculty teaching in the WRTG curriculum, and the larger community. The project would culminate in a an online working session with Felicia Rose Chavez to deepen the possibilities of how the concepts of decolonial education she developed could be applied to our local context. Participants would receive a copy of the book and an honourarium for attending. The goal is to enact the goals of Equity, Diversity and Inclusion in the vibrant writing community at Emily Carr and to support the development of decolonial writing classrooms for faculty and peer tutors specifically and the larger community more broadly.

A change in the potential for the WRTG classes at ECU to be more inclusive.
• A diversification of the materials and techniques for teaching writing at ECU to be more decolonial in structure and content.
• The development of peer tutors and learning mentors attuned to issues around decolonial pedagogy and armed with practical strategies for ways to enact those concepts.
• Attuning graduate student teaching assistants to anti-racist pedagogy
• Creating collective action within the larger ECU community linked together through the act of writing, reading and discussion of a powerful decolonial methodology.

The project would include a series of workshops and training sessions for graduate students teaching assistant, peer tutors, learning mentors, and interested faculty teaching in WRTG-related curriculum. It would also involve some more informal sessions that would be open to the larger community as well. This might be of interest to anyone who is developing their own writing practice.

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