Tuesday, May 18, 1:30pm-2:30pm PT / 4:30pm-5:30pm ET, via Zoom
Your research statement must convince a hiring committee that your research is timely, important, and fundable. Kevin DiPirro, of Writing and Rhetoric and the Hume Center for Writing and Speaking, will review examples of successful research statements and lead exercises to help you explain your projects in concise, non-specialist language.
Tuesday, May 18, 12:00pm-1:30pm PT / 3:00pm-4:30pm ET, via Zoom
Required Readings:
English, M.C., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning,7(2); pp. 128-146. DOI: 10.7771/1541-5015.1339 -- LINK
IV. Accent Reduction
Prerequisite: Oral Communication
Spring Session: Thursdays, April 29 - June 3, 1:00pm-3:00pm
This class helps non-native speakers to recognize and practice American English sounds, stress, and intonation patterns in order to improve comprehension and intelligibility. This is accomplished through identification of problem areas, focused practice and recording of exercises for instructor feedback.
Course topics:
II: Professional & Academic Writing
Prerequisite: Oral Communication
Spring Session: Mondays, April 26 - May 31, 1:00pm-3:00pm
This course on academic writing for publication focuses on learning to write coherently, clearly, and concisely. It will also include some practice in writing effective emails, letters, and short proposals. The course includes two 30-minute individual tutorials with the instructor.
I: Oral Communication
Spring Session: Monday, April 19 - Thursday, April 22, 3:00pm-5:00pm
Attendance is required ALL 4 Days
This course focuses on helping students improve their oral communication skills for academic and daily life. Emphasis is on increasing confidence and fluency through realistic activities both in and out of class covering pronunciation, idiom and slang usage, active listening skills, and conversation strategies.
Course topics:
Topic: Instructor Talk
Required Readings:
Harrison, C.D., et al. (2019). Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy. CBE - Life Sciences Education,18(3); pp. 1-23. DOI: 10.1187/cbe.18-10-0215 -- LINK
Recommended Readings:
Evidence-based teaching strategies that foster inclusion, promote active learning, and enable assessment are highly applicable beyond classrooms and are relevant in most professional settings, including every career type in the sciences. In this interactive workshop, participants will engage in a series of small group conversations with multiple scientific professionals pursuing a variety of science careers.
Evidence suggests that learning is enhanced when instructors accurately anticipate learners' misconceptions. In this interactive workshop, participants will examine the broad impacts of a common misconception in the sciences. Participants will then collaborate to construct a bank of misconceptions to assist them in anticipating alternative ideas about their fields that they might encounter during classes, scientific presentations, and job talks.
There’s no substitute for practice when it comes to developing teaching skills. The Microteaching Symposium is your chance to learn evidence-based, inclusive teaching strategies and get practice and feedback running a classroom activity. Gain insights into how people learn and how to design activities accordingly during this special event.
**This is a two part workshop, taking place on April 6th and April 8th**
Microteaching Symposium - Part I: Tuesday, April 6, 4:00pm –5:30pm PT
