Click here to join this Webex event!
Interested in becoming involved? Contact Dena Aufseeser(UMBC GES).
Trouble joining online? Contact Dillon Mahmoudi (UMBC GES).
The UMBC Teaching English to Speakers of Other Languages Program Presents
a Virtual Session in Celebration of International Education Week
Decolonizing Teaching English to Speakers of Other Languages (TESOL)
Dr. Angel M. Y. Lin
Professor & Canada Research Chair in Plurilingual and Intercultural Education
Simon Fraser University
Tuesday, November 16, 2021
4:30-5:30pm EST
Free registration by e-mail to TESOL@umbc.edu
Reference
Lin, A. M. Y., & Motha, S. (2021). “Curses in TESOL”: Postcolonial desires for colonial English. In R. Arber, M. Weinmann, & J. Blackmore (Eds.), Rethinking languages education: Directions, challenges and innovations (pp. 15-35). Routledge.
Angel M. Y. Lin received her doctoral degree from the Ontario Institute for Studies in Education (OISE), University of Toronto, in 1996. Her research and teaching have focused on classroom discourse analysis, bilingual plurilingual education, academic literacies, language across the curriculum, Content and Language Integrated Learning (CLIL), translanguaging and trans-semiotizing. She has published six research books and over 100 research articles and book chapters. She serves on the editorial boards of international research journals including Applied Linguistics, International Journal of Bilingual Education and Bilingualism, Critical Inquiry in Language Studies, and Language and Education. In 2018, Angel Lin moved from the University of Hong Kong to Simon Fraser University to take up the position of Tier 1 Canada Research Chair in Plurilingual and Intercultural Education.
About the UMBC TESOL Program
The University of Maryland, Baltimore County (UMBC) offers a master of arts (MA TESOL) and a four-course postbaccalaureate certificate (TESOL PBC) in Teaching English to Speakers of Other Languages. Options are available for those seeking to teach any age group from children to adults in the United States or abroad, including Maryland P-12 teacher certification in ESOL. Both the MA TESOL and the TESOL certificate can be completed on campus, online, or through a combination of online and campus courses. Find out more at
Apply using the form linked below
Applications are due by Friday 10/29 at 2pm
If you cannot make this deadline, please contact Dr. Antkowiak hussey@umbc.edu about potential flexibility
Maryland’s state legislature, the General Assembly (MGA), matches students to internships with state senators, delegates, committees, and caucuses during its annual January-April session. This popular program engages interns in very substantive legislative work and has helped many recent UMBC graduates who have participated in it gain their first jobs. It also pays a modest stipend.
The MGA requires that prospective interns be sponsored by a professor who provides academic credit for the experience. Interns must be at least 18 years old and have GPAs of at least 3.0. Students with somewhat lower GPAs may be considered if recommended by the sponsoring professor.
Dr. Laura Antkowiak (formerly Hussey) sponsors UMBC students from any major for this experience and offers academic credit through POLI 448 (4 credits). Depending on hours interned, students may be eligible for additional credit. Students seeking this sponsorship should email their completed MGA internship application (2022 Student Intern Application), including all required attachments, to Dr. Antkowiak (formerly Hussey) at lhussey@umbc.edu by October 29th at 2pm. An application for sponsorship also requires an informal interview and two recommendations from faculty. Faculty should convey recommendations directly to Dr. Antkowiak (formerly Hussey) – in informal emails, formal letters, or this Political Science Internship Recommendation Form.
The department continues to offer academic credit for other spring semester internships in politics, public policy, public administration, and the law via POLI 448 and POLI 438, as well as internship placement assistance for qualified juniors and seniors. Please see https://politicalscience.umbc.edu/internships/ for details.
2022 Student Intern Application
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Content Note: This post is written by Sara Stewart, a sophomore and student staff member at the Women’s Center. I am a non-disabled student, who, in my reading, work with CSJ, and personal reflection, hopes to be a better ally to my disabled family members, friends, and community members. I wish to recognize where social and institutional practices reinforce ableism, and work to dismantle that. I hope what I share in this post is thought-provoking, and helps others find opportunities to work on ways to improve online accessibility.
October is in full swing, and the Women’s Center kicked off our 2021-2022 Critical Social Justice Initiative: Disability Justice and Access Matters with our first event, CSJ 101: Disability Justice at UMBC + Beyond. While participants discussed accessibility and the history and principles of the disability justice movement on and off-campus, there were also conversations on how the pandemic forced UMBC, other colleges, schools, and many workplaces to adapt to remote work and learning. Among other things, the flexible hours and ability to work and learn from home are options that disabled people have advocated for years. We must raise the question: What does it mean that it took a global emergency to push accessibility to the forefront of our minds?
With this foundational question, we need to consider the ways we can continue to practice and expand our values of accessibility and inclusivity online. In particular, as acts of oppression and anti-Black violence have been public and widely discussed in online spaces during the pandemic, much of our storytelling, learning, and growth from one another has become more prominent online, especially on social media sites like Instagram, Twitter, and TikTok. This demands that we work together to make social media spaces accessible for all.
Many disability activists and users have long been discussing disability justice on these platforms, sometimes at the risk of being shadow banned: unknowingly having their content hidden from followers and other users. A simple way to be good allies and challenge this online erasure is to reflect on the online learning we choose to engage in and our current accessibility practices, while recognizing where we can hear feedback, grow, and change. Disability justice must exist in all spaces where we are coming together to share knowledge, stories, and cultivate a sense of solidarity.
In my research to improve social media accessibility at the Women’s Center, I’ve focused on image descriptions, alt-text, video captioning, and transcriptions. One of the first pieces I read to get a sense of the issue was this article: ‘May be an image’: what it’s like browsing instagram while blind.’ However, I had trouble picturing and fully understanding the mechanics of a screen reader, so I decided to try it myself by switching on VoiceOver in my phone settings and browsing Instagram. It was nowhere near the same experience, since I’m not visually impaired, but it quickly became clear why not including alt text or image descriptions in a post would become a problem. The screen reader would offer a variety of descriptions of a post’s content, ranging from: “Photo” or “Image” without any more information, or it would guess, “May be an image of: an animal” when describing a Halloween post of a kitten sitting in a Jack-O’-Lantern. As the article discusses, the accuracy of the screen reader was a complete hit or miss without the help of image descriptions or alt text, and people who need this technology would miss out on a lot of content online.
Even though these features may be new to some people, especially to those who are non-disabled, we must do the work together to make the spaces we create online inclusive and accessible. To that end, I’ve put together an easy resource guide of some social media accessibility practices, however, this is not an exhaustive list. Compiled at the end of this blog post is a list of resources and advocates that assisted me in this research, and are also good places to consult for yourself!
[Image Description: A group snapshot of this year’s 8 Women’s Center staff members. Four of us are standing in the background, while the other four sit in front. We’re all posing by throwing up peace signs, flexing, or doing jazz hands.] Both image descriptions and alt text are used to describe an image or video being shared online, however, they can be displayed differently. These features are useful for a variety of reasons, for those with limited vision, language-learners, to transcribe difficult fonts, and so much more.
Usually, alt text is not visually displayed, as it primarily refers to the text added to the alt attribute within an image. In other words, alt text is embedded within an image for accessibility purposes and to be shown in the place of an image if it can’t load. Since screen readers can’t “read” an image, they read the alt text instead, passing on the information either through a Braille display or by reading it out in a synthetic voice. On platforms like Instagram and Twitter, alt text can be manually entered by selecting “advanced settings” and “+ALT” when sharing content online. When writing alt text, there are a few things you should keep in mind. There are usually character limits, so try to be short and concise! Consider the context, content, and function of the image and give a very brief description.
On the other hand, image descriptions can be lengthier and more detailed. They can be included in the main caption of a post or in a reply to the original content. When writing image descriptions, think about the reason for sharing an image and the information or message to be conveyed. If the image is a graphic, make sure to transcribe the text. If you’re sharing a picture of your funny dog, take some liberties in describing its goofy expression! You know your audience and their needs best, and the right tone to use when sharing information. Alex Chen, a product designer and writer in Chicago, recommends using a framework of object, action, and context in an attempt to stay concise while also communicating the full intent of the image. In this model, the object would be the main focus or subject of an image, the action would be what the object is doing or what is happening to it, while the context describes the surrounding environment and purpose. While these are only a few helpful pointers, image descriptions will naturally take a bit of practice and getting used to. Don’t be discouraged!
So what about live video? Well, video captions divide speech transcripts using caption frames that are synchronized with the audio. These identify speakers and depict all speech and sound effects, including relevant sounds and inflections. Captions or sticker captions can be added on pre-recorded videos on some platforms such as Instagram and TikTok. Where live-streaming is possible, live captioning is typically available online with some paid services like 3playmedia. Otherwise, on Instagram specifically, auto-generated captions can be included when posting the saved video.
On the other hand, video transcriptions convert all spoken audio and information, including on-screen text and key visual information, into written textual descriptions. The main difference is that transcriptions are separate texts that aren’t synced to any audio, and can be either verbatim or clean read, the latter of which uses light edits to allow for readability.
Both captions and transcriptions are great to use when sharing video content online, and when used in conjunction with image descriptions in alt text, increase the accessibility of social media.
When engaging with and sharing disability activists’ content online, give credit where it’s due! Follow, uplift, and take the time to reflect on what is being shared. When possible, support activists directly by financial means! Part of doing this learning is giving recognition to the people who have been taking the time to do the work of teaching disability justice. Giving credit and offering meaningful engagement are actions that can be so simple, and that go a long way in empowering others.
While I’m just beginning to explore the ways I can make my online spaces more accessible, there’s still so much more for me to consider. People have advocated for baseline accessibility for a long time, so we must continue to address this and adapt to the needs of those around us. I invite readers to join me on this journey! What suggestions do you have to make social media more accessible? If these are new concepts for you, what’s one takeaway you’ll consider incorporating into your own practices? Feel free to share below in the comments or message on our social media!
We invite you to learn more about this year’s Critical Social Justice Initiative! Our next event, Crip Camp: Screening and Discussion will take place online on October 27th, from 3-6pm. If you would like to be involved in our upcoming events, subscribe to this WordPress and follow us on myUMBC.
Did you know that you can take courses for credit during the Winter and Summer Sessions from the luxury of your very own room? Many students save time (and money) by enrolling in these special sessions – and now is the time to register!
Do you want to learn how to prevent another disaster like the one we’ve all lived through from happening again? How about investigating how international law can regulate conflict in ways that protect the rights of states and individuals? Or maybe delve into ways in which movies reflect and shape perceptions of political values and processes? Or explore how American foreign policy decision-making power has come to rest largely in the hands of just one individual, the President?
We’ve got the Winter courses you are looking for!
The POLI lineup for Winter 2022 includes:
International Law (POLI 482)
Citizens and Democracy (POLI 469)
Disaster Politics (POLI 468)
American Foreign Policy (POLI 390)
Politics and Film (POLI 309)
Introduction to International Relations (POLI 280)
Introduction to Political Theory (POLI 210)
]]>NSF has posted the video for the PAPPG update that was held earlier this year.
UMBC’s STRiVE retreat has inspired hundreds of undergraduate students in the past 13 years. Now it's your turn. Spend five days building community and developing skills while exploring leadership for social impact. You will emerge with greater clarity and confidence about the contributions you want to make.
This year’s STRiVE retreat will take place January 10-14, 2022. STRiVE participants will make new friends, discover their strengths and values, learn how to work more effectively in groups, envision contributions they could make at UMBC, and tackle both simulated and real leadership and social change challenges. Past STRiVE participants have gotten deeply involved in campus organizations and initiatives, and have made phenomenal contributions.
To apply for a spot in STRiVE 2022, complete this form by Monday, November 15, 2021.
The Center for Democracy and Civic Life hosts STRiVE in partnership with the Student Government Association, with support from PNC Bank.. More information on this program is available below.
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STRiVE: FREQUENTLY ASKED QUESTIONS
What is STRiVE?
STRiVE is an intensive and engaging, five day leadership for social impact retreat that helps inspire and support students in becoming more effective leaders and contributors to their communities, especially the UMBC community. STRiVE participants develop friendships; discover strengths and values; learn how to work more effectively in groups; envision contributions they could make at UMBC; engage issues relating to identity, privilege, and systemic oppression; and tackle both simulated and real leadership and social change challenges.
Do I have to be an “involved” student to attend STRiVE?
STRiVE will be helpful to any student regardless of previous involvement or leadership experience. No prior experience is necessary. For many participants, STRiVE will be their first step on the path to deep engagement at UMBC. We are looking for a diverse group of students committed to developing their skills and applying them to contribute to positive change in the campus community. The application asks about campus involvement only to give the STRiVE planning team a sense of the different perspectives participants will bring to the retreat.
When is STRiVE?
STRiVE 2022 will take place from January 10 - 14, 2022. To participate, you must be available to attend the entire retreat.
Where will STRiVE be held?
We are planning to host STRiVE 2022 in-person with appropriate COVID safety measures at Skycroft Conference Center in Middletown, MD (round trip bus transportation from the UMBC campus will be provided to participants). Participants will stay in motel-style rooms and all activities will be held on site.
How much does it cost to attend STRiVE?
UMBC covers most of the cost of each participant’s attendance. However, each participant pays a $100, non-refundable contribution toward the retreat's cost. Financial assistance is available. If you are selected to participate in STRiVE 2022, we will send you a form that includes the financial aid request. We do not want the $100 contribution to be a barrier to anyone’s participation.
When is the application due?
Monday, November 15, 2021.
When will accepted applicants be informed?
All applicants will receive emails in late November letting them know about the status of their applications.
How can I find out more information about STRiVE?
Please contact UMBC's Center for Democracy and Civic Life by sending an email to civiclife@umbc.edu
]]>The largest and oldest conference of its type, SCUSA is an important means through which we promote civil-military engagement among future leaders. In accordance with DoD and USMA COVID-19 mitigation policies, our conference this year will include both an in-person and virtual modality. The in-person event will include 34 cadet delegates and 80 undergraduate and graduate students from over 80 universities. We are still maintaining our rich history and rigor as one of America’s premier student conferences. Conference highlights include an opening senior panel discussion on the evening of November 3rd, a keynote address on November 4th, four roundtable sessions, and a closing session on November 6th at which delegates will present recommendations for U.S. foreign policy developed during their roundtable sessions. Our keynote speaker this year is General Paul M. Nakasone, Commander, U.S. Cyber Command and Director, National Security Agency/Chief, Central Security Service.
The Conference theme this year is “Disruptive Technology and American Influence in the Coming Decade.” As we enter a new decade, America faces opportunities and challenges generated by major technological innovations. Advances in disruptive technologies — such as automation, artificial intelligence, robotics, and machine learning — promise to increase our ability to connect with others while addressing important threats to well-being such as disease and poverty. However, these technologies can also have negative consequences for privacy, civil liberties, prosperity, and national security. We have already seen large-scale compromises of personal data and the displacement of millions of workers. Disruptive technologies will also influence and alter trade and security relationships among major powers in the international system, often in unforeseen ways. One of the great challenges for the United States is to find effective policy responses to this rapidly evolving environment. Policymakers face a critical question: How should the United States advance its interests and values in an era of turbulent technological change? SCUSA 72, with its focus on “Disruptive Technology and American Influence in the Coming Decade,” will evaluate these new and challenging technologies to better understand optimal paths for American domestic and foreign policy. SCUSA 72 delegates will then collaborate to develop policy proposals for the U.S. government that address a dynamic, uncertain strategic environment.