Results for VPGE::Communication

Techniques of presenting big picture ideas and detailed experiments as simple cartoons. Mixed lecture/lab course culminates with students producing figures and animations for an introduction/conclusion of a research presentation. Covers basic design principles to help produce figures useful for broad and focused audiences. Includes static illustrations, Flash style, and stop motion animation.

For first- and second-year post-master's students preparing for thesis defense. Students develop progress reports and agency-style research proposals, and present a proposal in oral form. Prerequisite: consent of thesis adviser.

Develop skills for communicating complex science to the public through writing, video, and public speaking. Learn how to work with the media to explain scientific discoveries without overselling the science. Work in small groups and one-on-one with writers and guest speaker; develop a short written piece and video explaining own research; develop skills that will translate to future scientific projects. Open to graduate students in the biosciences, chemistry, and engineering. Enrollment limited to 20.

(Graduate students register for COMM / ENVRES 277C.) Practical, collaborative, writing-intensive course in science-based environmental journalism. Science and journalism students learn how to identify and write engaging stories about environmental issues and science, how to assess the quality and relevance of environmental news, how to cover the environment and science beats effectively, and how to build bridges between the worlds of journalism and science. Limited enrollment: preference to journalism students and students in the natural and environmental sciences. Prerequisite: COMM 104, ENVRES 200 or consent of instructor. Admissions by application only, available from thayden@stanford.edu.

(Graduate students register for COMM 282.) Students will take away from this course a set of conceptual tools, a vocabulary, and an analytical framework with which to recognize, understand, and more effectively manage new social practices online, together with a familiarity with the literature regarding social media and identity, community, collective action, public sphere, social capital, networks, and social networks. Students will also develop skills at using online forums, blogs, microblogs, wikis for research, collaboration, and communication. Limited enrollment. Prerequisite: instructor consent. Please see http://comm.stanford.edu/faculty-rheingold/ for application instructions. Contact instructor at: howard@rheingold.com

Service learning through the Geokids program. Eight weeks of supervised teaching to early elementary students about Earth sciences. Hands-on teaching strategies for science standards-based instruction.

The course will introduce students to the design thinking process, the national conversations about the future of STEM careers, and provide opportunities to work with middle school students and K-12 teachers in STEM-based after-school activities and intercession camps. The course will be both theory and practice focused. The purpose is twofold; to provide reflection and mentoring opportunities for students to learn about pathways to STEM careers and to introduce mentoring opportunities with young STEM thinkers.

This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.

Students will acquire helpful writing strategies, habits, and critical faculties; increase their sense of writing as revision; and leave them with resources that will support them in their own lifelong pursuit of good writing. Students will work on revising their own papers and editing papers of other students. Class will focus on exercises in a variety of critical writing skills: framing, concision, clarity, emphasis, rhythm, action, actors, argument, data, quotations, and usage. Course enrollment limited to graduate students.

This course is co-taught by Mariatte Denman, Associate Director of the Center on Teaching and Learning. It provides POLS students with an opportunity to focus on teaching and learning along with doctoral students from many disciplines throughout the university. Students watch and interview master teachers at Stanford, prepare a syllabus module for a workshop or class they might teach, and learn a range of effective pedagogical methods. Preparing an analytic paper is an alternative for those who do not want to prepare a syllabus module. The course is open not only to POLS students who expect to work in higher education, but also to students interested in K-12 education, and they may develop a teaching module for use in those schools.

An introduction to best practices in engineering education and educational technology, with a focus on online and blended learning. In addition to gaining a broad understanding of the field, students will experiment with a variety of education technologies, pedagogical techniques, and assessment methods.

An introduction to best practices in engineering education and educational technology, with a focus on online and blended learning. In addition to gaining a broad understanding of the field, students will experiment with a variety of education technologies, pedagogical techniques, and assessment methods.

Goal is to prepare incoming international graduate students for full-time study. Academic orientation and instruction in academic writing, listening, discussion, oral presentation, and spoken usage. Enrollment limited to 14. Course may be repeated once.

For current graduate students. Includes work on listening, oral presentation, discussion, and conversational interaction. May fulfill any two of the following EFS requirements, subject to approval by the EFS Director: EFSLANG 690A, 690B, 691, 693B.

For current graduate students. Focus on academic writing, with some work in reading and vocabulary development. Engineering, science, humanities, and social science students prepare a research paper; business students write one or more case studies. Fulfills requirement for EFSLANG 697 or 698A, subject to approval by the EFSLANG Director.

Skills for effective participation in classroom settings, seminars, and research group meetings. Pronunciation, grammar, and appropriateness for specific tasks. Feedback on language and communication style. Enrollment limited to 14. May be repeated once for credit. Prerequisite: EFSLANG 690A or consent of instructor.

For advanced graduate students. Practice in academic presentation skills; strategy, design, organization, and use of visual aids. Focus is on improving fluency and delivery style, with videotaping for feedback on language accuracy and usage. Enrollment limited to 14. May be repeated once for credit.

For non-native speakers who must teach in English. Focus is on developing clarity, intelligibility, and effectiveness through weekly presentations simulating actual teaching assistant responsibilities. Enrollment limited to 14. May be repeated once for credit.

Strategies for effective listening in an academic setting, focusing on identifying key ideas in lectures. Practice in understanding words and phrases commonly encountered in classroom settings. Computer-based exercises for comprehension of rapid, natural speech. Enrollment limited to 14.

Listening strategies and vocabulary for understanding English in academic and non-academic contexts. Discussion and interpretation of communicative intent. Computer-based and video exercises across a range of genres; individual project. May be repeated once for credit. Prerequisite: EFSLANG 693A or consent of instructor.

Focus is on improving grammatical accuracy and vocabulary, building fluency, and learning the structure and conventions of English correspondence, reports, and short academic papers. Enrollment limited to 14.

Strategies and conventions for graduate writing. Emphasis is on fluency, organization, documentation, and appropriateness for writing tasks required in course work. Enrollment limited to 14. May be repeated once for credit.

Focus on clarity, accuracy, and appropriate style. For graduate students experienced in English writing and currently required to write for courses and research. Class meetings and individual conferences. Prerequisite: EFSLANG 698A. Enrollment limited to 14. May be repeated once for credit.

For advanced graduate students completing major research projects. Revising and editing strategies for preparing papers, conference abstracts, and poster presentations. Adapting content and style to different audiences. Students present their research with participant feedback. Enrollment limited to 14. May be repeated once for credit. Prerequisite: EFSLANG 698B and EFSLANG 691 or consent of instructor.

Priority to Engineering students. Introduction to speaking activities, from impromptu talks to carefully rehearsed formal professional presentations. How to organize and write speeches, analyze audiences, create and use visual aids, combat nervousness, and deliver informative and persuasive speeches effectively. Weekly class practice, rehearsals in one-on-one tutorials, videotaped feedback. Limited enrollment.

Writing tutorial for students working on non-course projects such as theses, journal articles, and conference papers. Weekly individual conferences.

How to write clear, concise, and well-ordered technical prose. Principles of editing for structure and style. Applications to a variety of genres in engineering and science.

Preference to graduate students and senior undergraduates in environmental, natural and social sciences, engineering, journalism. Students help produce and publish SAGE, an eco advice column, by choosing, researching, and answering questions about sustainable living submitted by Stanford alumni and the general public. Prerequisite: admission by application, available from instructor, thayden@stanford.edu. (Meets Earth Systems WIM requirement).

The ability to present your work in a compelling, concise, and engaging manner will enhance your professional career. This course breaks down presentations into their key elements: the opening, body of the talk, closing, slide and poster graphics, Q&A, pacing, pauses, and voice modulation. We use clips from archived talks, slide sets and posters to illustrate the good, the bad, and the ugly. Each participant will use their upcoming conference talk or poster (e.g., AGU, SEG), or upcoming job talk or funding pitch, as their class project. The course will be 40% group meetings and 60% individual coaching. Everyone will come away a more skilled and confident speaker than they were before. Instructor: Ross S. Stein (USGS) nThe course syllabus is the third publication in http://profile.usgs.gov/rstein

Step-by-step through the process of writing and publishing a scientific manuscript. How to write effectively, concisely, and clearly. Preparation of an actual scientific manuscript. Students are encouraged to bring a manuscript on which they are currently working to develop and polish throughout the course.

This course enables students to develop the writing skills necessary in their academic careers. Course topics include writing in the discipline, critiques, and literature reviews.May be repeat for credit.

Students learn to tell personal narratives and make connections between popular and historic media using the automobile. Explores the meaning and impact of personal and preserved car histories. Storytelling techniques serve to make sense of car experiences; replay memories; examine engagement; understand user interviews. This course celebrates car fascination, and leads the student through finding and telling a car story through the REVS photographic archives, ethnographic research, interviews, and diverse individual and collaborative narrative methods-verbal, non-verbal, and film. Methods draw from socio-cognitive psychology, design thinking, and fine art ¿and are applied to car storytelling. Course culminates in a final story presentation and showcase. Restricted to co-term and graduate students. Class Size limited to 18.

StoryViz is about creating authentic & compelling communication in many media: this year's topics include sketching, video, visual design & performance. Fantastic guests and a bevy of assignments will prepare students to communicate their work and ideas genuinely, concisely, and with a keen sense of wit. Limited enrollment; application required; see http://dschool.stanford.edu/classes. Please see notes.

Individual storytelling action and reflective observations gives the course an evolving framework of evaluative methods, formed and reformed by collaborative development within the class. Stories attached to an idea or a discovery, are considered through iterative narrative work and small group research projects. This course will use qualitative and quantitative methods for story engagement, assessment, and class determined research projects with practice exercises, artifacts, short papers and presentations.

Focus is on breath, voice production, expansion of vocal range and stamina, and clarity of articulation. Geared toward public speaking including presentations, lectures, and job talks. May be taken in conjunction with ORALCOMM 117. ORALCOMM 115/215 was previously listed as CTL 115/215.

The principles and practice of effective oral communication. Through formal and informal speaking activities, students develop skills framing and articulating ideas through speech. Strategies for speaking extemporaneously, preparing and delivering multimedia presentations, formulating persuasive arguments, refining critical clarity of thought, and enhancing general facility and confidence in oral self-expression. ORALCOMM 117/217 was previously listed as CTL 117/217.

(Formerly CTL 219.) Graduate student speaking activities such as teaching (delivering lectures, guiding discussion, and facilitating small groups), professional presentations and conference papers, and preparing for oral exams and defenses. In-class projects, discussion, and individual evaluation assist students in developing effective techniques for improving oral communication skills.

This course addresses the principles and practices of effective oral communication and is tailored specifically to those students coming from STEM (science, technology, engineering and math) fields. Students will learn to speak about technical topics to a variety of audiences, will develop their own visual aids, will participate in multiple in-class presentations and will receive both group and one-on-one feedback throughout this course. Special attention will be paid to the effective presentation of data as part of an oral presentation.

Writing clear and compelling prose is a vital skill for any psychologist, but one that is often not formally taught. This graduate seminar will provide a chance for students to think systematically about writing for audiences within and outside of psychology, and to concretely improve pieces of writing that matter to them. The course will take the form of a "writer's workshop", in which each student will bring two pieces of writing¿one empirical, and one intended for a popular audience, to be discussed by the class. All class members will discuss each piece of writing twice, providing constructive feedback for the target student to revise her or his work. The workshop will be supplemented by general discussions of writing principles and examples of good writing in psychology.