Results for VPGE::Communication

For graduate and undergraduate students interested in the natural sciences and the Spanish language. Students will acquire the ability to communicate in Spanish using scientific language and will enhance their ability to read scientific literature written in Spanish. Emphasis on the development of science in Spanish-speaking countries or regions. Course is conducted in Spanish and intended for students pursuing degrees in the sciences, particularly disciplines such as ecology, environmental science, sustainability, resource management, anthropology, and archeology.

An overview of principles and fundamentals for writing competitive fellowships (e.g. NIH F31, F32) and career development awards (e.g. NIH K Awards). Topics include: developing specific aims and career development plans; using the review criteria to inform writing; timelines and resources. Participants develop proposals through guided exercises with an emphasis on in-class peer review and focused faculty feedback.

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.

(Graduate students register for COMM 208.) The process of communication theory construction including a survey of social science paradigms and major theories of communication. Recommended: 1 or PSYCH 1.

Advanced reporting and writing course in the specific practices and standards of environmental journalism. This course begins with the assumption that students already know how to research and relay the essential facts of almost any environmental story. Students will go beyond the basics of journalistic practice, both as reporters and storytellers. Emphasis on magazine-style writing, with the goal of producing stories that stand on fact but move like fiction, that have protagonists and antagonists, that create suspense, that reveal character through dialogue and action, and that pay off with resonant finales. Limited enrollment: preference to students in the Earth Systems Master of Arts, Environmental Communication Program and the Graduate Journalism Program. Prerequisite: COMM 104, or EarthSys 191, or consent of instructor. Admission by application only, available from thayden@stanford.edu. Applications due Nov. 30, 2016. (Meets Earth Systems WIM requirement.)

Introduction to the principles, tools, and techniques of visual design and visual communication. Students learn the fundamentals of line, shape, color, composition, and type and use these basic building blocks to communicate with clarity, emotion, and meaning. Four successive design projects introduce new principles and techniques each week. Projects focus on the digital realm of mobile phones, tablets, websites, and other screen-based interfaces. Students get hands-on experience with both vector and bitmap software packages. No prior experience required. Accepting 24 students. Graduate and undergraduate students encouraged to apply. Attendance at all sessions is mandatory. Application required, see dschool.stanford.edu/classes for more information.

Advanced reporting and writing course in the specific practices and standards of environmental journalism. This course begins with the assumption that students already know how to research and relay the essential facts of almost any environmental story. Students will go beyond the basics of journalistic practice, both as reporters and storytellers. Emphasis on magazine-style writing, with the goal of producing stories that stand on fact but move like fiction, that have protagonists and antagonists, that create suspense, that reveal character through dialogue and action, and that pay off with resonant finales. Limited enrollment: preference to students in the Earth Systems Master of Arts, Environmental Communication Program and the Graduate Journalism Program. Prerequisite: COMM 104, or EarthSys 191, or consent of instructor. Admission by application only, available from thayden@stanford.edu. Applications due Nov. 30, 2016. (Meets Earth Systems WIM requirement.)

For graduate and undergraduate students interested in the natural sciences and the Spanish language. Students will acquire the ability to communicate in Spanish using scientific language and will enhance their ability to read scientific literature written in Spanish. Emphasis on the development of science in Spanish-speaking countries or regions. Course is conducted in Spanish and intended for students pursuing degrees in the sciences, particularly disciplines such as ecology, environmental science, sustainability, resource management, anthropology, and archeology.

The Anthropocene refers to the proposed geologic age defined by the global footprint of humankind. It's an acknowledgement of the tremendous influence people and societies exert on Earth systems. Students taking the course will identify a subject expert, workshop story ideas with fellow students and instructors, conduct interviews, iteratively write audio scripts, and learn the skills necessary to produce final audio podcast as their final project. Our expectation is that the final projects will be published on the award-winning Generation Anthropocene podcast, with possible opportunities to cross post in collaboration with external media partners. Students taking EARTHSYS 135/235 are strongly encouraged to take EARTHSYS 135A/235A beforehand. Meets Earth Systems WIM requirement. (Cardinal Course certified by the Haas Center).

Advanced reporting and writing course in the specific practices and standards of environmental journalism. This course begins with the assumption that students already know how to research and relay the essential facts of almost any environmental story. Students will go beyond the basics of journalistic practice, both as reporters and storytellers. Emphasis on magazine-style writing, with the goal of producing stories that stand on fact but move like fiction, that have protagonists and antagonists, that create suspense, that reveal character through dialogue and action, and that pay off with resonant finales. Limited enrollment: preference to students in the Earth Systems Master of Arts, Environmental Communication Program and the Graduate Journalism Program. Prerequisite: COMM 104, or EarthSys 191, or consent of instructor. Admission by application only, available from thayden@stanford.edu. Applications due Nov. 30, 2016. (Meets Earth Systems WIM requirement.)

Introduction to the history, development, and current state of communication of environmental science and policy to non-specialist audiences. Includes fundamental principles, core competencies, and major challenges of effective environmental communication in the public and policy realms and an overview of the current scope of research and practice in environmental communication. Intended for graduate students and advanced undergraduates, with a background in environmental science and/or policy studies. Prerequisite: Earth Systems core (EarthSys 111 and EarthSys 112) or equivalent. (Meets Earth Systems WIM requirement.)

Introductory theory and practice of effective, accurate and engaging use of photography and web video production in communicating environmental science and policy concepts to the public. Emphasis on fundamental technique and process more than gear. Includes group project work, instructor and peer critiquing of work, and substantial out-of-class project work. Limited class size, preference to Earth Systems Master's students. No previous photography or video experience necessary.

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.

A project based introduction to web-based learning design. In this course we will explore the evidence and theory behind principles of learning design and game design thinking. In addition to gaining a broad understanding of the emerging field of the science and engineering of learning, students will experiment with a variety of educational technologies, pedagogical techniques, game design principles, and assessment methods. Over the course of the quarter, interdisciplinary teams will create a prototype or a functioning piece of educational technology.

(1-2 units). Provides support in the development of clear, comprehensible English pronunciation. Includes attention to individual sounds as well as stress, rhythm, and intonation. Students taking the course for 3 units will have additional individual assignments and a 30-minute tutorial each week. Limited to visiting undergraduates and students in the High School Summer College program.

(1-2 units). Provides support in the development of English reading skills for academic purposes, including work on comprehension, speed, and critical interpretation, along with strategies for improving vocabulary. Students taking the course for 2 units will have additional individual assignments and a 30-minute tutorial each week. Limited to visiting undergraduates and students in the High School Summer College program.

(1-2 units) Provides support in the development of listening and speaking skills in English, including academic listening, small group discussion, oral presentation, and intercultural communication. Students taking the course for 2 units will have additional individual assignments and a 30-minute tutorial each week. Limited to visiting undergraduates and students in the High School Summer College program.

(1-2 units). Provides support in the development of English writing skills for non-natives. Writing assignments are negotiated with the instructor and may include practice in composition, SAT or TOEFL writing, and writing university application essays and statements of purpose. Students taking the course for 2 units will have additional individual assignments and a 30-minute tutorial each week. Limited to visiting undergraduates and students in the High School Summer College program.

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.

Focus on building a range of English communication skills through improvisation activities. Participants explore theatrical techniques that teach collaboration, spontaneity, team building, storytelling, and confident public speaking with connections to academic, professional, and personal situations. Course is co-taught by an improvisation expert and an ESL instructor. No previous improvisation or theater experience necessary.

The sounds of English, and stress, intonation, and rhythm patterns important to natural-sounding speech. Enrollment limited to 14.

Building vocabulary for academic success. Idiomatic language, and what idioms and metaphors reflect about American culture. Enrollment limited to 14.

Strategies for communicating effectively in social and academic settings. Informal and formal language used in campus settings, including starting and maintaining conversations, asking questions, making complaints, and contributing ideas and opinions. Simulations and discussions, with feedback on pronunciation, grammar, and usage. Enrollment limited to 14.

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.

Communication skills for extended discourse such as storytelling and presenting supported arguments. Development of interactive listening facility and overall intelligibility and accuracy. Goal is advanced fluency in classroom, professional and social settings. Identification of and attention to individual patterned errors. May be repeated once for credit. Prerequisite: EFSLANG 690B or consent of instructor. Enrollment limited to 14.

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.

For advanced graduate students. Task-based practice of language appropriate for professional settings in industry and related teamwork. Simulation of the roles of manager, applicant, subordinate, and coworker. Prerequisite: EFSLANG 693A, or consent of instructor. Enrollment limited to 14.

Recognition and practice of American English sounds, stress, and intonation patterns for greater comprehension and intelligibility. Analysis of problem areas. Biweekly tape assignments and tutorials. May be repeated once for credit. Enrollment limted to 14.

Continuation of EFSLANG 695A, focusing on American English sounds, stress, rhythm, and intonation patterns. Emphasis is on self-monitoring, integrated with short presentations. Biweekly tape assignments and tutorials. Enrollment limited to 14. May be repeated for credit three times. Prerequisite: EFSLANG 695A.

Recognition and practice of American English sounds, stress, and intonation patterns for greater comprehension and intelligibility. Analysis of problem areas. Biweekly tape assignments and tutorials. Fulfills the requirement for EFSLANG 695A.

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.

Strategies and conventions for graduate writing. Emphasis is on fluency, organization, documentation, and appropriateness for writing tasks required in course work and in producing research papers. Fulfills the requirement for EFSLANG 698A.

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.

Individualized writing instruction for students working on writing projects such as dissertations, proposals, grant applications, honors or engineering theses, journal articles, conference papers, and teaching and research statements. Weekly one-on-one conferences with writing instructors from the Technical Communication Program. Students receive close attention to and detailed feedback on their writing. No prerequisite. Grading: Satisfactory/No Credit. This course may be repeated for credit.

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.

The combination of always-on smartphones, instant access to information and global social sharing is changing behavior and shifting cultural norms. How can we design digital experiences that make this change positive? Join the d.media team and find out! This course is project-based and hands-on. Three projects will explore visual design, interaction design and behavioral design all in the context of today's technology landscape and in service of a socially positive user experience. See http://dmedia.stanford.edu, Admission by application. See dschool.stanford.edu/classes for more information.

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. The class is a series of several minute log stand-and-deliver exercises in which you get immediate class feedback and then re-do it on the fly. In addition, each participant will use their upcoming conference talk or poster (e.g., AGU, SEG), or upcoming job talk or funding pitch, as a final project. In addition to the class sessions, I will spend 60-90 min with each student individually. Everyone will come away a more skilled and confident speaker than they were before. Instructor: Ross S. Stein (Temblor.net, Emeritus USGS). The course syllabus can be found at http://temblor.net/team/ross-stein/

Primarily for medical students in the Clinical Research Scholarly concentration; open to graduate students except Epidemiology graduate students. Development of research questions and plans for statistical analysis. Study design, sample size and power calculations, and statistical analysis of study data. Analytic methods to carry out statistical power and sample size calculations. Prerequisites: 225, and 258 or 259, or consent of instructor.

Through tailored lecture, case study, and a practical final project, academic and professional leaders will help you gain insight into the science communications and media industry and the skills necessary to succeed within the various positions and levels available within it.nnAnticipated Learning Outcomes ¿nTo assist interdisciplinary graduate students, medical students, residents and fellows in all levels of training to develop and hone the communication skills necessary for post-training and internship success in a science communications/media field;nTo provide an understanding of the scope of career opportunities within the science communications sector, focusing on the development, organization, and management issues specific to it;nTo provide a forum for interacting with alumni, faculty, and other practitioners from a variety of fields and organizations who may assist candidates with defining and meeting their own professional goals;nTo increase awareness of industry terminology and theories, combined with hands-on experience with techniques and methodologies most useful for credential development on the job market;nTo develop and hone expertise in the areas of: publishing, editing, workflow, ethics, trends, principles of effective scholarly/news writing, interviewing techniques, and media/website management.

Practical instruction in research proposal writing. Suitable for advanced graduate students. Substantial writing component. Enrollment by instructor approval only.

For graduate and undergraduate students interested in the natural sciences and the Spanish language. Students will acquire the ability to communicate in Spanish using scientific language and will enhance their ability to read scientific literature written in Spanish. Emphasis on the development of science in Spanish-speaking countries or regions. Course is conducted in Spanish and intended for students pursuing degrees in the sciences, particularly disciplines such as ecology, environmental science, sustainability, resource management, anthropology, and archeology.

Students learn to tell personal narratives and prototype 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 through engineering design principles and social learning, Replay memories, examine engagement and understand user interviews, to design for the mobility experience of the future. 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; 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.

Individual storytelling action and reflective observations gives the course an evolving framework of evaluative methods, from engineering design; socio cognitive psychology; and art, that are formed and reformed by collaborative development within the class. Stories attached to an idea, a discovery or starting up something new, are considered through iterative narrative work, and small group challenges. 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. Graduate and Co-Term students from all programs welcome.

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 offers hands-on learning of effective writing and presentation techniques for audiences that include policy makers, decision stakeholders, interest groups, the media, and the public. Class time will be spent learning lessons in rhetoric, analyzing multiple written genres (memo, op-ed, report, media communications), participating in peer review, and practicing presentation strategies (elevator pitch, press conference, media interview, board meeting, formal presentation). Course texts include sample memos, op-eds, and white papers, as well as rhetoric handouts and videos. Students will draft, revise, and submit writing for policy audiences in the compilation of a final portfolio. Students will also produce oral and multimedia arguments, individually and in teams. Students will be responsible for timely peer review and short presentations on course materials. Enrollment limited. Prerequisite: consent of instructor.

Course introduces students to the basic elements of playwriting and creative experimentation for the stage. Topics include: character development, conflict and plot construction, staging and setting, and play structure. Script analysis of works by contemporary playwrights may include: Marsha Norman, Patrick Shanley, August Wilson, Suzan-Lori Parks, Paula Vogel, Octavio Solis and others. Table readings of one-act length work required by quarter's end.