Greg's Visual-Intensive Brief
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The document describes a Modern Optics course that incorporates communication-intensive elements, including student research posters and in-class optics demonstrations with peer evaluation. It outlines the course plan, implementation, lessons learned, and future goals. Students submit draft posters for peer review on an online platform and present final posters along with short oral presentations. The instructor found the process labor-intensive but well-designed rubrics and anonymous peer review were essential. Future improvements include better presentation venues and automatic scoring of peer evaluations.
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![The Course: Modern Optics (PHYS 4135) ,[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Topic and Thesis ProposalThis week, you will select your topic o.docx
Topic and Thesis Proposal
This week, you will select your topic of research for the Course Project. You will need to define the chosen topic, provide a brief description of the emergent technology, and write a thesis statement. Each proposal should include the following items.
The name and a brief description of the emergent technology selected
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This document discusses myths and methods related to teaching writing in quantitative disciplines. It debunks myths that writing has no place in fields like mathematics, physics, and engineering. The document advocates that writing can be integrated into any course to help students communicate effectively in their discipline. It presents several low-stakes writing techniques, such as freewriting and microgenres, that can help students generate and develop ideas without pressure. The document also outlines a process for learning to write, including prewriting, organizing, drafting, and revising with feedback. It provides examples of writing assignments that integrate discipline-specific content. Overall, the document argues that writing instruction benefits critical thinking and learning, and that faculty are best equipped to integrate it
Writing-Intensive Teaching & Learning
The document discusses the importance of incorporating writing into college courses. It suggests that assigning writing, whether formal or informal, increases student engagement more than any other course characteristic. It provides examples of learning objectives, assignments, and ways to include informal and formal writing experiences in courses across disciplines. The goal is for students to develop content knowledge and communication skills through various writing opportunities with feedback.
Overview of CxC
This document discusses LSU's Communication across the Curriculum (CxC) program. The CxC program aims to enhance student learning and communication skills through discipline-specific communication instruction. It provides faculty resources and support to integrate communication into courses across all disciplines. The goal is to help students develop 21st century transferable communication skills and prepare them to effectively communicate complex ideas through various modes of communication.
2012 ScienceDEMO Orientation
The document describes ScienceDemo, a program that allows LSU science students to earn extra credit by sharing science demonstrations with K-12 students. Students can choose from various demos, coordinate with a school, practice their presentation, and check out a demo kit. The 12-step process provides tips for effective demonstrations, including preparing thoroughly, practicing safety, engaging students, and getting feedback. The goal is for LSU students to improve their skills while inspiring younger students about science.
Presentation jpeg
This is my presentation for the LSU Distinguished Communicator certification information session. Created in Aug 2011.
Oneil
The document provides advice for teaching a writing-intensive capstone course in nutritional sciences. It discusses key requirements for the curriculum to include research methodology, interpreting research, and evidence-based practice. Students must develop communication skills for professional practice, including demonstrating effective written and oral communication. The capstone course involves a research project and teaches skills like critically reading literature, technical writing, and giving oral presentations. The document offers tips for instructors, such as clearly stating expectations for assignments, providing grading rubrics, using examples of past student work, and providing feedback on drafts with lead time for revisions.
Certifying your course as C-I
This document outlines the requirements for certifying a course as Communication Intensive (CI) which includes using informal communication for learning and formal communication for sharing knowledge, emphasizing two of four communication modes, having a student to faculty ratio of 35:1 or less, focusing on discipline-appropriate genres and audiences, teaching proper communication techniques through a draft-feedback-revisions process, basing 40% of the course grade on communication-intensive work, and upholding students to ethical and professional standards for all class work.
Working with STEM students to deliver professional oral and visual presentations
This document discusses the importance of developing strong oral and visual presentation skills for STEM students. It notes that poor communication skills can limit career advancement for engineers. While students often think technical skills are most important, surveys show communication skills are equally valuable. The document provides guidance on effective presentation techniques like considering audience needs, using illustrations and animations appropriately, and extracting key details from complex diagrams. Resources like the Engineering Communication Studio are available to help students improve their presentation abilities.
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- 1. Assessing “Research” Posters in an Upper-Level C-I Course for Majors A Case Study from Physics and Astronomy Greg Stacy P&A (Important Disclaimer: The presenter is not an expert in poster presentations. Refer to CxC resources!) CxC Summer Institute June 2011
- 5. Peer Evaluation Form: Draft-Poster Version “ Anonymous” peer reviewer “ Mandatory” comments Entered via moodle by each student for each member of the class. A “self-assessment” is also required. (see supplementary materials on the wiki.)
- 6. On-line poster submission and peer assessments via the class Moodle pages Moodle “workshop” applications for on-line assessment.
- 7. Draft to Final Version and Presentation Draft version + Peer/Instructor critiques + Iterations with CxC Studio personnel Final version
- 11. Modern Optics (PHYS 4135) Spring 2010 Poster Presenters
- 12. Extra Slides
- 13. The other C-I component: In-class optics demos Demo #1: Early in the semester – geometrical optics (lenses and mirrors); topics the students should already be familiar with from intro physics. Demo #2: Late in the semester – more advanced topics (i.e., new material), using more sophisticated equipment. (~5-min oral presentations, with peer assessment)
- 14. Optics Demos Extra-credit Option Submit a short video clip of your optics demo! (with tips and suggestions for the next student who tries it …) Five of ten students submitted short video clips. Long-term objective: Assemble a small library of “reference” video clips for future students. This year’s “People’s Choice Award” (complete with intro sound track!): Bill Freeman's Fresnel Zone Plate Video Clip
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- 19. Sample Evaluation Summary Teaching moment: How do you interpret a reviewer’s/referee’s scores and comments?