Monthly Archives: October 2010
Here is a good guide for scientific writing in the academic and professional environments. This is the Webinar link presented by Dr. Matthias Reumann.
Here is a basic outline for your scientific writing.
- Problem statements
- Previous work done by others
- Previous work done by you
- Materials and Methods
- What you did
- How you did
- What you used
- Typical raw data
- Data obtained
- What your results mean
- Comparison with work of others
- Significance of findings
Take home messages are
- Know yourself and the enemy
- Outline first and stay focused
- Take a break (remember the 80:20 rule) & create inspiring environment
- Read, revise and your peers
Here is the table of contents.
- Responding to a Diverse Student Body
- 4. Academic Accommodations for Students with Disabilities
- 5. Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and Gender
- 6. Reentry Students
- 7. Teaching Academically Diverse Students
- Discussion Strategies
- 8. Leading a Discussion
- 9. Encouraging Student Participation in Discussion
- 10. Asking Questions
- 11. Fielding Students’ Questions
- Lecture Strategies
- 12. Preparing to Teach the Large Lecture Course
- 13. Delivering a Lecture
- 14. Explaining Clearly
- 15. Personalizing the Large Lecture Class
- 16. Supplements and Alternatives to Lecturing: Encouraging Student Participation
- 17. Maintaining Instructional Quality with Limited Resources
- Collaborative and Experiential Strategies
- 18. Collaborative Learning: Group Work and Study Teams
- 19. Role Playing and Case Studies
- 20. Field Work
- Enhancing Students’ Learning and Motivation
- 21. Helping Students Learn
- 22. Learning Styles and Preferences
- 23. Motivating Students
- Writing Skills and Homework Assignments
- 24. Helping Students Write Better in All Courses
- 25. Designing Effective Writing Assignments
- 26. Evaluating Students’ Written Work
- 27. Homework: Problem Sets
- Testing and Grading
- 28. Quizzes, Tests, and Exams
- 29. Allaying Students’ Anxieties About Tests
- 30. Multiple-Choice and Matching Tests
- 31. Short-Answer and Essay Tests
- 32. Grading Practices
- 33. Calculating and Assigning Grades
- 34. Preventing Academic Dishonesty
- Instructional Media and Technology
- 35. Chalkboards
- 36. Flipcharts
- 37. Transparencies and Overhead Projectors
- 38. Slides
- 39. Films and Videotapes
- 40. Computers and Multimedia
- Evaluation to Improve Teaching
- Teaching Outside the Classroom
- 44. Holding Office Hours
- 45. Academic Advising and Mentoring Undergraduates
- 46. Guiding, Training, and Supervising Graduate Student Instructors
- Finishing Up
- 47. The Last Days of Class
- 48. Student Rating Forms
- 49. Writing Letters of Recommendation
The Brain Science Podcast, hosted by Ginger Campbell, MD, is a must-have podcast for brain scientists. Dr. Campbell interviews brain scientists including medical doctors, neuroscientists, computer scientists, students, and business persons as well.
You can listen to this. But the best thing is that you can also ‘read’ this podcast since the website provides episode transcripts.
Take-home-messages from the article.
- Appear confident. “I’m good enough, I’m smart enough, and, doggone it, people like me!”
- Be consistent
- Don’t take yourself too seriously
- Keep your distance. Neither too close nor too far.
- Dress professionally.
- Remember whom you are teaching
Ten simple rules to combine teaching and research from Tomorrow’s Professor Mailing List.
- Rule 1: Strictly budget your time for teaching and for doing research
- Rule 2: Set specific teaching and research goals
- Rule 3: Don’t reinvent the wheel
- Rule 4: Don’t try to explain everything
- Rule 5: Be shameless in bringing your research interests into your teaching
- Rule 6: Get the most in career advancement from bringing your research into your teaching
- Rule 7: Compromise, compromise, compromise
- Rule 8: Balance administrative duties with your teaching and research workload
- Rule 9: Start teaching early in your career
- Rule 10: Budget time for yourself, too
Good advice to new faculty!
This was written for new faulty in two-year colleges, but most advice here is still valuable to new professors in universities.
- Be humble.
- Be willing.
- Be organized.
- Be collegial. Be friendly, open to sharing ideas and materials, and willing to help out a colleague in need. Your collegiality must extend not just to other faculty members but also to everyone else on the campus, including librarians, admissions counselors, and custodians.
- Be low-maintenance.
This is from an article from Tomorrow’s Professor website.
USE PAST TENSE:
- To describe your methodology and report your results
- When referring to the work of previous researchers.
- To describe a fact, law or finding that is no longer considered valid and relevant.
USE PRESENT TENSE:
- To express findings that continue to be true.
- To refer to the article, thesis or dissertation itself.
- To discuss your findings and present your conclusions. Also use present tense to discuss your results and their implications.
(e.g.) Weight increased as the nutritional value of feed increased. These results suggest that feeds
higher in nutritional value contribute to greater weight gain in livestock. (Use past tense to indicate what you found [weight increased], but use present tense to suggest what the result