Category Archives: Graduate students

How to play critically?


On Wednesday, May 9th, join UWaterloo English’s Dr. Aimée Morrison, UWaterloo English PhD alumnus Dr. Steve Wilcox, and Dr. Leah Zhang-Kennedy at The Museum in Kitchener, for “INTERACTION Dialogue: Learning Through Play.” The event is presented in partnership with UWaterloo Games Institute, founded and headed by English’s Dr. Neil Randall. According to the event page:

“Experts in digital media and game studies as the discussion covers the cultural, educational, social and political role of games and gameplay in our lives. Topics include digital literacy skills, creating and playing games critically, and learning through play.”

More information, including how to pre-register, is here. The event will be moderated by current UWaterloo English PhD student Betsy Brey.


Awards for faculty and grad students

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Congratulations to PhD students Rebecca Anderson and Devon Moriarty, who have both received awards from the Social Science and Humanities Research Council of Canada (SSHRC) to fund their dissertation research.  The awards are on the national level. Rebecca and Devon are also very active in the graduate student society (SAGE) serving as President and Vice-President, respectively. SSHRC.

In faculty news, Drs. Dorothy Hadfield, Linda Warley, and Aimée Morrison have won outstanding performance awards from the University of Waterloo. Congratulations to all!

Amazing News x2 from Tommy Mayberry

UWaterloo English PhD candidate Tommy Mayberry is having a bumper April. First, he accepted a position as an Educational Developer, on the Educational Development team at the University of Guelph. And he has won an Innovation in Education Award, from The University of Pittsburgh’s Advisory Council on Instructional Excellence (ACIE) for “The Science Library Project.” Tommy shares the award with Dr. Sarah Ruffell , an Assistant Professor of Biology in the Division of Biological and Health Sciences at the University of Pittsburgh – Bradford, and a Waterloo alumna (PhD in Biology, 2017) as well as graduate of our Certificate in University Teaching (CUT) program at CTE.


A description of the project:

To emphasize the importance of public outreach and science communication within STEM, and to foster in students a greater appreciative understanding of the scientific content within their courses, the Science Library Project has students creating children’s books about key course content. At the end of this project, the student writer-publishers are able to display their critical and creative work as they collaborate with local teachers in a networked conversation about science and multimodal communication. This innovative pedagogical approach to assessment is important both inside and outside of the Sciences because it participates in High Impact Practice (HIP) pedagogy to have students invest a significant amount of time and effort over an extended period of time as they participate in frequent, timely, and constructive feedback and, most importantly, have the opportunity to discover the relevance of their learning through real-world applications in the public demonstration of their book projects. The Science Library Project activates written and visual communication modes to motivate Science learners to engage with course concepts in deeper and creative ways.

Images reproduced from student work with permission. Sarah and Tommy both are sharing this work as a poster presentation at our UWTL conference on campus today–stop by to learn more!

Native Speaker Colloquium

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On Thursday, April 5, 2018, join graduate students from English and German for a colloquium on “The Native Speaker.” The colloquium emerged from Dr. Barbara Schmenk’s cross-listed graduate course “The native speaker in language education” (English 790). The location is EV3 3412.
8:45: Welcome and early morning colloquium stretching
9:00–9:20: “Mistakes and Deficiency: Redefining Language Learning as a
Meaning Making Process,” Viktoria Pekarskaya
9:20–9:40: “The Multilingual Turn. Overcoming the Native Speaker Ideal through
Fostering Symbolic Competence,” Jasmin Lissitsin
9:40–10:00: “NativeSpeaker101: A College Course Evaluation,” Marta Wilkinson
10:00–10:20: “Decentralizing the Myth of the Native Speaker in English 109,” Christin Taylor
10:20–10:40: “Do Students Really Prefer “Native-Speaker” Teachers?” Sara Marsh
10:40–11:00: “But je suis multilingual? Constructing language teacher identity,” Taylor Valnion
11:00–11:20: Coffee break
11:20–11:40: “Multilingualism in Mainland China,” Katherine Tu
11:40–12:00: “‘Maybe I will become a banana’: the Story of Ning, from China to
France,” Tessa Smits
12:00–12:20: “Conscious and ‘Dysconscious’ Native Speakerism in ELT Versus
Translanguaging as a Necessity and Reality in Nepali Context,” Chitra Kumar Karki
12:20–12:40: “‘Be a Better Citizen of the 21st century’: Hidden Ideologies of the
‘Native Speaker’ in ELT Advertisement,” Laura Kronauer
 12:40–1:00: “Why Should We Care about the Death of Snakish? Exposing Monolingual Folk Language Ideology,” Jacob Michael Sigmund Stephan
1:00–2:00: Lunch break
2:00–2:20: “Changing the Fundamental Principles of Native Speakerism through
Power Sharing in The Grass Dancer,” Bibi Ashyana Harricharran
2:20–2:40: “Nationhood, Narrative, and Nerve: Unleashing The White Tiger,” Zahra Kara
2:40–3:00: “English as the Official, Unifying National Language of Nigerian
Literature,” Richard Barnett
3:00–3:20: “Multilingual Code Switching-Creating a Cultural Immune System,” Chris Martin
3 20–3:40: “Why Learn Latin? An Analysis of the Discourse of Compulsory Latin for Language Education Students in Germany,” Lea Schmidt
3:40–4:00: Coffee break
4:00–4:20: “Arbitrary but Useful Ideals: Institutional Native-Speakerism and the
MLA Job Listings,” Rebekka Corneil
4: 20–4:40:  “Vivid and authentic”: The native-speaking language assistant and
Pädagogischer Austauschdienst,” Alexander Sullivan
4:40–5:00: “Fack ju Göhte 4: Native Speakerism within the Goethe-
Institut,” Miriam Meurer
5:00–5:20: “‘Die Sprache der Bundesrepublik Deutschland ist Deutsch’: Language
governmentality in the Verein Deutsche Sprache,” Jana Köpcke
5:20–5:40: “As easy as ABC: Lessons of governmentality within
Ontario’s Elementary Language Curriculum,” Elizabeth Milne
From 5:45: Seeking closure@ the Graduate House

Alumna Eleanor Sudak wins HeforShe

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Congratulations to English alumna Eleanor Sudak, who is among the winners of the 2018 HeForShe writing contest at University of Waterloo. Eleanor won first place in the poetry category for her poem “Today We Say Thailand.” The winning submissions have been published in a special anthology presented by the Book Store and Writing Centre in support of the HeForShe 10x10x10 IMPACT framework.

English was well represented on the judging panel and included Dr.  Sarah Tolmie (English Language and Literature, Faculty of Arts), PhD candidate Tommy Mayberry (who is also an Instructional Developer, Centre of Teaching Excellence), and MA candidate Marisa Benjamin.

Congratulating our PhD students

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It’s the time of year when our PhD students once again participate in UWaterloo Arts’s Three Minute Thesis competition. The 3MT is “a friendly but intense contest where graduate students present the complexities of their research in an engaging and accessible way before a live audience” in just three minutes. The winner will represent Arts at the University of Waterloo 3MT final competition on March 21. And this year’s winner is English’s Jason Lajoie, who presented “Queering Media Technology, Queer Media Practices 1890-2018.” Meghan Riley, also a PhD candidate in English, placed third with “Changing Bodies, Changing Minds: Reading and Watching Speculative Fiction for Teaching Social Change.” Jason is being supervised by Dr. Marcel O’Gorman and Meghan by Dr. Victoria Lamont. Congratulations to our winners!

Image source

Good news for graduate students!

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Incoming *domestic PhD funding increased to $100,000 over four years

The Faculty of Arts offers increased funding in 2018 to help prospective doctoral students overcome financial barriers with $100,000 paid over four years. This is the minimum guaranteed amount for all incoming domestic PhD students; some students may receive additional funding. Read more about PhD funding.

Incoming *domestic research-based MA funding topped-up by $5,000

The Faculty of Arts offers additional funding to exceptional domestic students entering a research masters program in 2018. Eligible students must have achieved a GPA of 85% or higher in their previous two years of study. Read more about MA funding.

*Domestic students: You are a domestic student if you are a Canadian citizen, living in or outside of Canada; or, if you are a Permanent Resident of Canada.

Image credit: Eric Jardin