Geocommunication, A Cornerstone Graduate Course in Professional Development
Geocommunication, A Cornerstone Graduate Course in Professional Development
复制标题
地理通信，专业发展研究生课程的基石
DOI：
10.5408/1089-9995-51.2.244
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发表时间：
2003
影响因子：
--
通讯作者：
L. Wolf
中科院分区：
文献类型：
--
作者：
Ronald D. Lewis;L. Wolf
我们开设了新课程“地理通信”，作为最近修订的地质学硕士学位的四门必修课程之一。课程。该课程是专门为满足学生的需求而设计的，特别是在组织和撰写科学期刊文章、论文提案和研究提案方面。我们的根本目标是让学生了解地球科学中沟通技巧的重要性，并帮助他们的职业生涯有一个良好的开端。该课程以两个主要项目为中心：专业期刊的手稿和研究计划。使用来自简短现场练习的数据，学生一次撰写一篇期刊手稿（从材料和方法到结论，然后是引言和摘要）。研究计划是根据论文提案或外部资金提案制定的；两个版本都让同学作为“外部审阅者”。课程以这些建议的口头陈述结束。完成该课程的学生表示，该课程成功地提高了他们的沟通技巧，并且应该将该课程保留在课程中。他们的大多数改进建议都涉及所涵盖的主题以及每个主题所花费的相对时间。当被要求对课程所带来的学生进步进行主观评估时，其他院系教师报告说，大多数（但不是全部）注册学生的写作表现和演讲技巧都有所提高。
We instituted the new course “Geocommunication” as one of four required courses in our recently revised geology M.S. curriculum. The course was specifically designed to address our students' needs, especially in the areas of organizing and writing scientific journal articles, thesis proposals, and research proposals. Our underlying goals were to impress students with the importance of communication skills in the geosciences and to help get their professional careers off to a good start. The course was centered on two major projects: a manuscript for a professional journal and a research proposal. Using data from a short field exercise, students wrote their journal manuscripts one section at a time (Materials and Methods through Conclusion, then Introduction and Abstract). The research proposal was patterned after a thesis proposal or a proposal for external funds; both versions involved fellow students as “external reviewers.” The course ended with oral presentations of these proposals. Students completing the course indicated that it had been successful in improving their communication skills and that the course should be retained in the curriculum. Most of their suggestions for improvement dealt with the topics covered and the relative amount of time devoted to each. When asked to provide a subjective assessment of student improvement attributable to the course, other departmental faculty reported improved writing performance and presentation skills for the majority (but not all) of students who had enrolled.