TC Professor Paolo Blikstein from Communications, Media and Learning Technologies Design will host an intro-level workshop on Unity, a popular video-game development platform, in conjunction with the award-winning TC Lamboozled (Masclab) Media Literacy Research Team.
Wed, Feb 17, 10:30 am
Zoom link: http://bit.ly/grlzoom
“Your background and skill set don’t matter: what counts is your drive to create!”
We are currently hiring part-time teachers. Most of the teaching is done remotely, however every teacher must be fingerprinted in person by the DOE, so this will not work for people who cannot come to NYC to get fingerprinted.
Description. Part-Time Multimedia & Teaching Artist.
Want to get paid to learn Lego robotics? Vision Education & Media dba Robofun provides exciting, hands-on after school programs using emerging technologies for PK-12th grade youth. We ignite kids’ passion to explore and solve problems as they learn to invent, build, code, and troubleshoot. We believe learning should be fun!
Robofun seeks people with an interest in tech to guide our students as they grow into innovative critical thinkers. As a Robofun teacher, you will support kids as they design, code, create, and troubleshoot Lego robots, video games, and animations. We encourage you to supplement our comprehensive project-based curriculum with creative activities of your own. You will lead small after-school clubs of 12 students or fewer on adventures they will never forget! We also have opportunities to teach on weekends and during the academic day for our strongest instructors.
Key Responsibilities:
Teach 2+ after school classes a week in Manhattan, Brooklyn, the Bronx, Queens, or Staten Island in-person or remotely. Help students develop and code cool projects including robots and video games. Master our curriculum and technologies through paid trainings and independent study. Maintain regular communication with managers.
Supplement our curriculum with your own creative ideas.
Requirements:
Teaching experience either in a traditional school environment or within non-traditional learning in environments like coaching or camp counseling.
Committing to teaching a minimum of 2 after-school clubs a week for the semester
Proficiency with computer software, a love of tinkering, and a desire to learn new technology.
Enthusiasm about working with diverse groups of NYC students. Able to fulfil compliance requirements including a background check by the NYC Department of Education.
Qualified candidates should email a resume and cover letter to careers@vemny.org with Part
Time Teacher in the subject line. Applications without cover letters will not be considered.
Benefits:
For online classes, we pay $25/hour plus a 15-minute paid prep period.
For in-person classes, pay is commensurate with experience.
Our clubs are limited to 12 students or less so you can foster real learning and success
You will receive paid training on how to teach emerging technologies.
Our enthusiastic, knowledgeable staff are here to support you.
We do our best to match you with age levels, locations, and clubs that best suit you.
You will become part of a collaborative culture of creative master teachers.
You will laugh and learn a lot while instilling a love of problem solving in your students.
South Bronx Rising Together (SBRT) is a collective impact partnership of cross-sector community stakeholders focused on changing the odds for each and every child and young person in the heart of the South Bronx, the poorest congressional district in the nation. By building pathways to success from cradle through college and careers, we are working to realize the community’s shared vision of a South Bronx that is once again a vibrant community of infinite opportunity where people aspire to live, work, and raise families.
Children’s Aid provides capacity to this effort by serving as the “backbone” to convene partners and build necessary infrastructure around communications, engagement, measurement, and sustainability. SBRT is guided by a Leadership Council that comprises executives from education, government, health care, nonprofit, and philanthropy that meets bimonthly to provide strategic direction and support.
Overview
In November 2021, NYC will see major changes across the elected positions of government. Two thirds of citywide elected officials—the mayor and the comptroller—will be term-limited out of office, as will four of the five borough presidents, and most of the 51-seat City Council will also be on the ballot. This includes the City Council members for all districts in the Bronx (11-18), and the Bronx Borough President. Bronx residents have the opportunity to help shape the future of city politics and policies by electing officials that truly represent their needs and interests.
There will also be a significant shift in how New Yorkers vote. In 2019, NYC adopted
ranked-choice voting for all city-level political primaries, beginning in 2021.8 There will need to be a broad community education campaign to ensure that voters understand ranked-choice voting and the importance of their participation in primary and general elections.
Through a civic education and engagement program, South Bronx Rising Together (SBRT) will build on the power of youth advocacy that has grown over the last year to equip young Bronxites with political knowledge and community power in the upcoming 2021 election cycle.
Needs Overview
SBRT seeks an experienced consultant to develop and execute an anti-oppressive civic engagement curriculum for 25 students in 11th and 12th grade. This consultant will lead a series of workshops and trainings for students, liaise with SBRT staff to align curriculum with other civic engagement activities, and develop a set of recommendations for continued youth engagement post-program. Additionally, the consultant will work with SBRT staff to ensure curriculum reflects a healing-centered and trauma-informed approach in its design.
Duration
Eight month engagement, March to November 2021.
Responsibilities
● In collaboration with SBRT and a student leader, develop an anti-oppressive civic engagement curriculum for high school students, which supports the NYC Civics for All curriculum.
● Check-in with SBRT staff weekly throughout the process of curriculum development and workshop facilitation.
● Lead eight student workshops between April and July focused on city level legislative bodies and processes, the history of civic engagement and major city policies (particularly those that affect Bronx residents), the role of community organizing and advocacy in the political process, and equitable practices in policy creation.
● Lead four four-hour civic engagement workshops on community education, leadership development, storytelling, and advocacy in preparation for student Get Out the Vote and community education efforts. These workshops may take place on weekends.
● Liaise with non-profits, students, public schools, elected officials, and other stakeholders as needed.
● Create a final report/evaluation that outlines a transition plan for youth engagement
at the conclusion of the program.
● Design and administer an entrance and exit survey for students to assess civic knowledge and responsibility before and after the program.
Deliverables
● Anti-oppressive civic engagement curriculum
● Final report outlining youth engagement transition plan
● Entrance and exit surveys
Qualifications
Minimum
● Commitment to anti-racist and anti-oppressive framework
● 3-5 years training experience, working with young adults
● Understanding of local political environment and community needs in the Bronx
● Experience working with and creating a range of civics curricula for local and state settings and fostering youth civic engagement
Preferred
● Experience designing curriculum that incorporates art, video making, and other creative tools
● Background in community organizing in the Bronx Competitive compensation, based on experience. Contact: christina@risingtogether.org
Workshop Description:
Video games are so cool! But how do you actually make a video game? Where do you even start? The answer is right here! Using PICO-8, you will make a pixel art game like Undertale in less than an hour, that you can share with your friends and family and enemies and exes and former bosses that you've developed strangely paternal relationships with. This workshop is meant for people who want to make a game and have never made one before. But all are welcome! Taught by Babycastles Academy, the central hub for video game making and education based in New York City. For more information: https://withfriends.co/event/9520270/babycastles_academy_make_your_first_videogame_with_pico_8.
We will provide free copies of PICO-8 to all registered participants that register by Saturday February 27. Thanks to Lexaloffle Games, maker of Pico-8, for the support.**
Instructor: Fran Rojo
iCAMP is looking to hire and train passionate and engaging individuals to teach our STE(A)M classes in NYC and Eastern Long Island. The ideal candidate has teaching or tutoring experience in STEM fields (e.g. coding or robotics). However, the most important trait in a candidate is their personality. Therefore, if you feel like you could be a great STEAM instructor, please apply and we can figure out how much training you need. This position is for a "mobile instructor", as it is possible the candidate may end up teaching from multiple locations.
Preferred Experience:
Teaching, camp, or tutoring experience
Technical Skills
Candidates w/ both go to the front of the line
Responsibilities:
Staying up-to-date with the technology and tools we use
Ensuring you are always prepared for classes
Procuring necessary materials and equipment
Teaching classes at our locations or in our partners' spaces
This is an in-person and mobile position
If you are interested please send your cv to brendan@icamp.com
ABOUT THE MUSEUM:
The Rubin Museum of Art is a dynamic environment that stimulates learning, promotes
understanding, and inspires personal connections to the ideas, cultures, and art of the
Himalayas.
Now in its second decade, the Rubin has welcomed over 200,000 visitors in the past year and has
a growing membership of more than 4,000 households.
Within its five floors of galleries are several long-term rotating installations drawn from the
permanent collection as well as frequent short-term exhibitions that are more broadly
conceived. The Rubin’s collection includes over 3,500 objects spanning more than 1,500 years up
to the present day. Renowned for its quality and depth, the collection focuses on art from the
Tibetan Plateau and is broadened by a significant number of important examples from
surrounding regions.
The Rubin presents films, performances, and on-stage conversations as well as a robust roster of
other educational initiatives. The ground floor anchored by its magnificent staircase is free and
open to all visitors and provides a lively nexus for conversation, shopping, refreshment and
dining.
SUMMARY DESCRIPTION:
The Rubin Museum offers schools new and inspiring ways to make curricular connections,
inspire learning, and expand opportunities for students and teachers.
Virtual Worlds: Teens Code was designed to build on the mathematical principles observed
in mandalas by teaching valuable coding skills. It is a free summer program for teens that
teaches art-making, mathematical design principles, and computer coding through the lens
of the Rubin’s collection of mandala paintings and special exhibitions.
The Rubin Museum seeks a Teaching Artist to:
Design a series of nine session that incorporate the mathematical and artistic principles
behind mandalas into real-time coding projects using programs such as Pure Data
Combine coding instruction with museum tours, art-making projects, and group discussions
and activities.
Drive the central project is to code a personal mandala using P5.JS or Pure Data (Pd) – a
flexible software sketchbook and visual programming language that is widely used by visual
artists, musicians, performers, and developers. (Other coding programs also accepted).
Culminate the program with an exhibition of student work on Friday evening when the
Rubin is free and open to the public. Teen work can be displayed in the café or galleries to
allow relatives, friends, and the general public to interact with their designs.
RESPONSIBLITIES:
Works collaboratively with Assistant Manager to develop curriculum based on
program outline
Outline and lesson plans to be submitted before the August program
commences
Three onsite-meetings required in July
Manages students in a classroom-like setting.
Conducts assessment of programs' effectiveness.
Documents and reports on work of students in the form of photographs, written quotations, videos, and/or audio to be digitally delivered to The Rubin for grant and/or promotional purposes.
Attends trainings, professional developments, and planning meetings.
Prepares on a timely basis all materials for each classroom, workshop, and museum visit including laying out art supplies, setting up PowerPoints, having lesson plan on hand, etc.
Attends and leads all 9 sessions throughout August.
Submits a reflection of each workshop or lesson that you taught that details the
successes of the experience, areas for improvement, and more.
End of program evaluation done in conjunction with the Assistant Manager.
QUALIFICATIONS:
Proficiency using web-based visual programming language, such as P5.JS or Pure Data
Some knowledge of Himalayan Art, or interest and willingness to learn.
Comfort with a range of art making techniques
Experience working with high school students required
Ability to work with ESL and ELL students a plus
COMPENSATION:
Stipend of $1,650
Please provide the following as part of your application:
Resume and Cover Letter
Artist Website and/or examples of your work
APPLICATIONS:
Indicate “Virtual Worlds Teaching Artist”in the subject line of your email.
Resumes and Cover Letters should be emailed to: rhouran@rubinmuseum.org
ESI Design is one of the world’s foremost experience design firms. As an interdisciplinary team of problem solvers, designers, and doers we work at the intersection of physical, digital and social design. Whether we are inspiring customer-centric innovation for international corporations or inventing new ways to activate public institutions, our mission is the same — to inspire conversation, collaboration, and action.
ESI Design offers paid summer internship positions for students. The Creative Technology intern will be responsible for assisting creative technology designers in their daily tasks, especially relating to research, idea generation and articulating how ideas can be brought to life. The candidate should be available to work full time for an engagement of 10 weeks at minimum.
The intern will participate in the design of software and media for architectural, interpretive, and corporate brand installations. Their core responsibilities will be the development and creation ofdesign documentation such as wireframes and diagrams; hands-on creation of software and installation prototypes including VR previsualizations; and the development of creative explorations for data-driven, generative, and interactive media.
Responsibilities
Work on projects with a fair degree of independence, contributing to ideation, design, and implementation
Take creative direction and expand on concept ideas for tactics and executions
Participate in and contribute to broad brainstorms
Research and develop prototypes coming out of ideation, ranging from VR to interactive data visualization.
Create wireframes, diagrams, flow charts and other software design documentation
Create decks and presentation slides with both visual and written clarity
Explain and present ideas to the broader team
Qualifications
Experience with interdisciplinary and experiential projects
Proficiency in XD, Sketch or other wireframe design software
Proficiency in the Adobe Creative Suite
Familiarity with the creation of data-driven, generative, and interactive media
Familiarity with G Suite and other standard office productivity softwares
Preferred Qualifications
Currently enrolled in or recently graduated from studies in UX, Interaction Design, Experience Design, Computer Science, or a related field.
Knowledge of the field of architecture and architectural design considerations
Proficiency in an experiential programming platform, such as TouchDesigner, Unity3D, UnrealEnging or openFrameworks
Proficiency in a motion graphics tool such as Cinema4D or AfterEffects
Proficiency in presentation design software such as Keynote or InDesign
Familiarity with sensors and physical computing
Prior internship experience at design studio or advertising agency
http://www.gamesforchange.org/
We convene our community through the Annual Games for Change Festival, the largest industry-facing event in New York City. We inspire youth to explore civic issues and learn 21st-century and STEM skills through our Student Challenge and we train educators to run game design classes on impact games. We incubate and executive produce game projects through our game design challenges, workshops and consulting projects. We curate and evangelize games to the public through our public arcades and award shows.
Marissa Harts
Volunteer Coordinator
Games for Change
I would like to pass along a volunteer opportunity to Columbia University Teachers College students on behalf of Games for Change (G4C), a non-profit that empowers game creators and innovators.
G4C is looking for volunteers for the 16th annual Games for Change Festival, taking place June 17th – June 19th at the Parsons School of Design at The New School in New York City.
Every year, the G4C Festival unites more than 1,000 people from the games, tech, education, and non-profit sector to collaborate and drive real world change. Notable speakers from previous years include Rajesh Anandan (UNICEF), Maxime Durand (Ubisoft Montréal), Kamal Sinclair (Sundance Institute), Gabriel Stricker (Niantic), Lauren Burmaster (Oculus), and many more!
G4C relies on the support of volunteers to help bring the Festival to life. In exchange for their assistance, volunteers are invited to attend part of the Festival, where they will hear from experts, share and explore groundbreaking ideas, and experience new impact games.
We are excited to invite your students to participate in the event. Would you be able to pass this opportunity along to the Columbia University Teachers College community?
For more information about the Festival, feel free to visit our website.
Volunteer registration is open at the following link: bit.ly/2019G4CVolunteer.
Thank you very much for your time and consideration,
Summary/Intent
Glitch Manifest is a site-specific environmental piece that comprised of audio-visual components. At its core, it is an exploration of how glitch art, or visual glitches, can be manifested in other forms outside of a computer screen. Thus far this project is manifesting these glitches as shadows, sound, and strobing lights whose patterns have been affixed to the frequencies produced by said sound.
Its site-specificness is derived from the fact that the glitches used in the piece are derived from an image of a specific location. The purpose here is to also have the audience be immersed into what can be considered a real-world digital error of the space by bombarding and overwhelming their senses. By no means is it meant to be pleasant as glitches are, in essence, a mistake, and mistakes can be frustrating. At the same time, within Artistic Statement from Mr. Carlos: mistakes, one can find inspiration and aesthetic pleasure.
Inspiration/Research
The inspiration for this project came from exploring the process of creating glitch art, a genre of art I had previously only seen and heard of before. Thus, by exploring the various means in which glitch art can be generated, the different methods and programs associated with them helped inform me, not only how to make my own glitch artwork, but also inspire me to think about different avenues I could take the same data to produce other manifestations of glitches.
This said, many of the processes that I learned in order to create glitch art and produce this project were through informal, yet in-depth tutorials (links which can be found throughout this blog). This research was originally meant for another (yet very undefined) project utilizing textiles, which through experimentation, organically became what it is today: an immersive experience.
Software Resource Links
https://troikatronix.com/#setImmediate%240.06603053400562608%241
https://www.audacityteam.org/
Summary: In this passion project, I made a dreamy solar system, including a black background and eight planets. I first made a cosmic background board. I put a piece of shiny black foam paper on a piece of wood to make a background board. Then I paste a circular piece of wood made by laser cutting on the lower left corner of the black foam paper as the "sun". I draw the orbits of the stars on the foam paper by a silver highlighter. Then I stick a laser-cut small piece of wood between the two orbits, making an "asteroid belt." After that, I paste a rainbow I made with craft sticks in the middle of the background board. Then the background board is finished.
Then I am going to make eight "planets." The prototype of my project is the solar system, so I plan to make the planets as the eight planets of the solar system. While keeping the color of the planet as the real ones, I want to make these planets a little more abstract to preserve a "dream" feeling instead of being too real. I mainly used laser-cut wood chips to form these planets, and then glued different colors of shiny sand to the surface of the chips to color the planets. This process took a long time because I needed to make some details to make the combination of small pieces look more like planets. But I really enjoy this process. After making the "eight planets", I tried to put them on the track I painted. I wanted to find a proper position and stick them on the background board, but during the time of finding the proper positions, I found this process of freely placing planets very interesting. If I keep this feature, it will allow each viewer to participate in my project to find the location they think fits to place the planet. So, in the end, I decided to put them on the side rather than fix them on the background board.
Inspiration: I used to make some small pieces by laser cutting. I also made some handicrafts with craft sticks, such as pencil case, candy box, xylophone, rainbow and so on. In the process of exploring in Thingspace, I found myself more and more like laser cutting. Once I did laser cut on black acrylic to make a star with star map pattern on it. This small object was my initial source of inspiration. I like the theme of the universe, night sky, and stars. So I decided to combine the small objects I made and create the universe in my mind.
Research: I searched for some astronomical knowledge and celestial images. When making planets, I try to restore the relative size and color of the stars.
Process: I have already completed the work of Dream Orbit. I also made a craft stick pen holder. In addition, a laser-cut wooden box decorated with small art pieces is being made. When I put the crafts I made on my desk, I feel better every time I see them, which encourages me to make more crafts.
In this course of this semester, my passion for artistic creation has been inspired. I have discovered a lot of interesting art manufacturing techniques and found that their combination with traditional art is very interesting and often brings me surprises. Next, I will use more laser cutting chips, craft sticks, and glitter sand to explore and make some handicrafts.
Visual Documentation (see photo album)
I’ve become more confident in believing my creative process as an epitome of my philosophical inquiries into life.
My passion project is my creative endeavor to explore my artistic voice in the realm of creative technologies. Coming from the field of contemporary craft, I have strong emotional response to the conflict between handicraft vs. technology as a means for self-expression and meaning-making. My training in visual studies and art criticism made me highly cautious of the philosophical implication of using technology to create artwork. I don’t think I’ve reconciled the conflicts yet, but I’ve had a great start in asking myself this important question — What does it mean to integrate technology into my art practice?
I used P5 javascript in my project. You are welcome to interact with the artwork itself. The movement of elements in this work are interdependent on each other. What you see in the abstract representation of this work is the story you co-create with the work.
Visual Documentation of My Final Work
Project Title: Fashionable Tech
Summary: This project is ALMOST the perfect combination of my love for fashion and creative technology. I have always wanted to do light up clothing because it reminds me of my LA Gear light up sneakers as a child but better. So instead of getting too complicated and going into eveningwear, I decided to create a coat using LED lights as well as other machinery I really enjoy and am curious about. Like the laser cutter and the vinyl cutter. I am excited about the final product.
Inspiration: This project idea pretty much came from myself, but I do recall seeing LED fashions on YouTube and in articles over the past few years. For me my idea is practical and the next step in fashion. It also shows how technology can be used to help create fashion and not only used in conjunction with fashion.
Research: For this project, the only thing I really needed to research was what type of LED LIGHTS to use. My major is creative technology, so I had experience using the laser cutter for cutting and etching but not on leather only on wood and acrylic. In my original design I also wanted to etch on denim because I saw videos with the laser cutter doing this but ultimately this type of use wasn’t approved by the managers of Thing Space. At 1stI thought, I’d work with the mini LED’s we have in Thingspace but after talking to Erin and doing some internet research I learned about the rope LEDs that come with a battery pack. In the end, I came to the conclusion that these would be the easiest to use in sewing as well as when it comes to powering them because it has a standard battery pack.
Process: I have extensive sewing experience and did all the sewing at home. The process of making the stencils and etching was done in Adobe Illustrator. The details of how things progressed with my project can be seen in my blog postings.
Visual Documentation: See images of my final project below.
CTC student Yufu Huang recently completed an interesting 3D puzzle piece design under professor Erin Riley’s guidance in advanced CTC studio course.
Please see below for her documentation:
CTC student Nina Bellisio recently completed a wonderful dataviz research project on THE GENDER EQUITY OF COLLEGE MAJORS as her final project for professor Erin Riley’s digital fabrication classes. Please see below for her process.
CTC professor Richard Jochum and students Catherine Lan, Monica Chan were recently invited to give a presentation at FabLearn 2019, regarding their involvement with Zankel Fellowship. This fellowship supports students who develop and teach creative technology-infused after school programs to underserved inner-city youth in New York City. For Academic Year 2018-2019, the Zankel Fellowship has funded a partnership between CTC and the Teachers College Community School.
Please visit their presentation slides below:
Of Imagination and Self-Expression: Fusing Creative Technologies with Project-Based Learning Monica Chan (monica.chan@tc.columbia.edu) Ed.D. Instructional Technology & Media Catherine Lan (ccl2164@tc.columbia.edu) Ed.D.C.T. Art & Art Education Special thanks to Teachers College Arthur Zankel Urba...
The WeeklyWeekly is a co-working, co-making and co-learning space that meet weekly at the fabrication lab of Brooklyn Research, in Bushwick, Brooklyn. It uses weekly meeting as a format to encourage people from different background to keep experimenting with passion projects using the language of new media and creative technology.
For more info: please visit https://www.patreon.com/TheWeeklyWeekly/
In early 2018, The Weekly Weekly launched as an experiment to see if simply keeping pace with work, week-by-week, and sharing your progress was enough to keep you going.
We learned that at monthly meetups, people could connect in person, get feedback towards their goals, and gather support where they needed, and got great support from Brooklyn Research and The Bosco for spaces.
We learned that by having a final goal of showing that work by years end, motivation changed from the experimenting weekly, to producing a final product that is ready for the world.
We produced a podcast to share your stories with the world, and learned how important great narrative serves to reach an audience beyond our community walls.
Through this process, our work transformed from idea to reality, and our community grew.
The lightbulb went off...bing!
This needs to be an INCUBATOR!!!
But... incubators have tons of money and resources, and we just have each other.
Starting in 2019, The Weekly Weekly will focus our process as the “incuBETA”; a community driven beta project motivated to develop the processes and the resources to be a true, community driven art and tech incubator.
Over the next year we’ll continue to produce the newsletter featuring your work and continue to host meetups where you can get the community support you need, but we’re setting a few extra goals.
More events. We’re looking to give you more opportunities to show your work, and different kinds of work.
More resources for your work. We’re going to be looking for grants and financial resources to make this process happen.
We’re going to be more public. What good is this process if you can’t share it with the world? We’re going to push for more press around our events to get your work seen by the world.
And we need you. We need you to believe that we can build a community driven incubator, that you can go from concept to reality with our help, and that you can help make it happen.
If you believe in our community driven "incuBETA" please support us.
2019 is going to be an exciting year, and the The Weekly Weekly “incuBETA” will be revolutionary.
Please share this message with anyone you think would like to be part of the community, or who you think could contribute towards meeting our goals in 2019.
For more info: please visit http://datatata.info/
Conference Datatata aims to discuss the wide range of questions about how the artistic practise is affected by contemporary phenomena of massive data collecting and data interpretation.
Conference will take place in Brno at the Faculty of Fine Arts at Brno University of Technology in April 12, 2019.
You are invited to submit mainly theoretical, but also practical works, artworks and/or interdisciplinary projects corresponding (but not limited to) the following conference topics:
Datatata – data from the perspective of the machine
In this conference section focused on machine and non-human perspective, we can discuss, for example, who is the former of final decision while the decision is based on data collected and processed by the (digital) machine? Who are we while the data describe us as the discrete collections of parameters, history, and features?
Data + 2ta – data from the perspective of humans
This conference section aims to discuss data issue from the human perspective and our ability to interpret data pre-processed and collected by the machine. Can humans be still able to understand and divide their interaction with machines while the first is a master of abstraction, simplification and modeling, and the latter is a master of description, complexity and exploration?
Data.art – data in art
This conference section aims to discuss such authentic art production which is based on data. What issues are brought in the visual arts by data, and what forms and genres do they influence? What questions on understanding the relationship of big data and living reality are brought out by such art?
More informations about the topics and the conference are on the website: datatata.info
Submit Your Conference paper to registration@datatata.info. The selected papers will be published in the proceedings.
Submission deadline: March 1, 2019
Announcement of the conference program: March 15, 2019
Conference: April 12, 2019
Theme: Data in Art
Conference paper: max. 8 pages, the template can be downloaded here (MS Word)
Language: English
Contact: registration@datatata.info
Upperline Summer Instructional Fellow:
This summer, learn coding for free, teach middle or highschoolers, and earn stipend!
Who are we?
Upperline Code is looking for Summer Instructional Fellows as it pursues its mission of empowering high school students and teachers to change the world with code. You’d be joining a small but quickly-growing organization that already has partnerships with Google, ScriptEd, Prep for Prep, and some of New York’s top high schools. We believe that technology has the ability to transform students’ lives and careers, and we are driven by the pressing need for high quality, rigorous and engaging computer science education. As demand for computer science and programming skills surges in the United States, the supply of candidates with these skills have not kept pace. Upperline Code aims to narrow the gap by training new and veteran computer science teachers this year, as part of its Summer Instructional Fellowship.
What is a Summer Instructional Fellow?
This summer, fellows will receive paid in-depth computer science training and support as they gain the technical and pedagogical skills to teach an introductory high school computer science course. We believe that the best way to learn a subject is to teach it - that’s why we’ve structured the fellowship into three steps:
Learn to Code: You’ll receive online work and mentorship in preparation for your summer bootcamp. Topics will include HTML, CSS, Python, Javascript, React.js, data science, and more. (If you already know how to code, this online work will be adapted to your needs)
Learn to Teach Code: You’ll spend one week with other teachers learning the pedagogy of computer science education, and be paired with a Lead Instructor for ongoing mentorship throughout the summer.
Teach Code: Finally, you’ll work for 3 to 8 weeks teaching Upperline’s Summer Classes in New York City, while getting support and feedback from your Lead Instructor and the Upperline leadership team.
Fellows will earn a stipend of up to $800/week.
Who Are We Looking for?
Upperline fellows are passionate about learning to code, and about empowering students. They come from a diverse range of experiences and backgrounds, but generally they: :
Hold a bachelor’s degree in computer science or related field OR have graduated from a coding bootcamp OR have at least two years of full-time experience teaching any subject with high school or middle school students.
Are passionate about learning Upperline’s curriculum in Ruby, HTML/CSS/Javascript, and Swift.
Are excited to develop their teaching craft and pedagogy.
Have a mindset that is highly reflective, and are extremely receptive to feedback.
Hold a strong belief in the capabilities of all students.
Are able to collaborate productively with a diverse team of individuals to produce incredible results.
Apply at upperlinecode.campbrainstaff.com. We look forward to reading your application.
https://owg.xtensio.com/k782hdcq
Black Girls CODE is looking for a Vice President, Program (VP)! The VP will design, implement and scale the program that positions the organization to coach 141,000 students by 2021 and 1 million by 2025.
You can live: in Oakland or New York
Salary range: $140k-160K
Your boss + partner: Kimberly Bryant, Founder + CEO
Review the FAQs & Apply HERE (https://lnkd.in/e2wsa_Q)
Deadline: February 4th at 2pm PT
When I was first introduced to computer programming, as a freshman in Electrical Engineering, Fortran and Pascal were the popular languages for newbies in computing and the Apple Macintosh was the new kid on the block. I remember being excited by the prospects, and looked forward to embarking on a rich and rewarding career after college.
But I also recall, as I pursued my studies, feeling culturally isolated: few of my classmates looked like me. While we shared similar aspirations and many good times, there’s much to be said for making any challenging journey with people of the same cultural background.
Much has changed since my college days, but there’s still a dearth of African-American women in science, technology, engineering and math professions, an absence that cannot be explained by, say, a lack of interest in these fields. Lack of access and lack of exposure to STEM topics are the likelier culprits.
By launching Black Girls Code, I hope to provide young and pre-teen girls of color opportunities to learn in-demand skills in technology and computer programming at a time when they are naturally thinking about what they want to be when they grow up.
That, really, is the Black Girls Code mission: to introduce programming and technology to a new generation of coders, coders who will become builders of technological innovation and of their own futures.
Imagine the impact that these curious, creative minds could have on the world with the guidance and encouragement others take for granted.
I have, and I can’t wait!
Beam Camp, a collaborative making camp for kids in Strafford, NH, is seeking project proposals for its Summer 2019 session.
If you have a large and crazy idea you'd like to see realized, please submit a proposal! Past projects involve multi-story kaleidoscopes, ruins of sci-fi salvage stations, and giant apparatuses to bake bread. They've selected at least one project by an ITP alumni in the past, so they're open to our particular brand of weird. Proposals are due by January 6, 2019. They do not require a breakdown of how the project can be built - the camp staff figures that out.
More info can be found here: https://beamcamp.org/projectproposal/
Beam Camp was founded in 2004 by Brian Cohen and Danny Kahn to provide children with exciting experiences in creative problem-solving through working with their hands and actively collaborating with others.
Since then, Beam Camp has guided 1000+ campers to cultivate hands-on skills while exploring innovative thinking, design and the creative process. Each session campers and staff build a spectacular large-scale collaborative project chosen through an annual worldwide design competition. Beam Projects have received international media exposure and won major architecture prizes.
In late 2011, Danny and Brian founded the nonprofit Beam Center as the New York home for Beam's philosophy and practice. Beam Center now collaborates with ten NYC public middle and high schools and its Brooklyn home hosts full schedule of workshop and apprenticeship programs for students from 2nd through 12th grades.
Since its start Beam Camp has funded scholarships and tuition assistance for 40% of all campers. In 2015, Brian donated the Beam Camp operation to Beam Center and became its Executive Director.
Beam Camp is now an integral part of Beam Center's mission. In 2016 Beam Camp refined its summer program to sharpen the focus on skill-building, collaborative challenge, responsibility and mentorship, and deepen its commitment to serve youth from Beam Center's partner public schools and Community Based Organizations.
More Info: https://beamcamp.org
