Nancy, Considering a vast majority of Ph.D.s will wind up in teaching vs. research positions (as much as everyone pretends otherwise) , I would go with the mechanics of instructional design. • how to create/meet learning objectives • using ICTs to manage workload • how to create assessment (assignments, quizzes, etc). • grading • basic pedagogy - what the research says about what works and what does not. • time management • creating systems and policies to manage students and deal with typical conflicts and complaints. [<http://www.youtube.com/watch?v=qeSdC7lbAlA&feature=share> - I think you all will appreciate this] I have watched many new Ph.D.s walk into a 4/4 teaching load (with no TA help) get crushed and the main reason is mistaken idea (SOP in most grad programs) is if you have taken a course in a particular subject or area you can teach it. Knowing it and teaching it effectively are not the same thing. -TED On Mon, Nov 8, 2010 at 7:57 AM, Nancy Van House <vanhouse@ischool.berkeley.edu> wrote:
Spring semester I'm teaching our on-going seminar for doctoral students that addresses various topics related to being a researcher and, to a lesser degree, teaching.
My spring theme: topics that don't get talked about, or not enough, or not frankly enough.
SUGGESTIONS WANTED!
Some examples: -conflicts over co-authorship -- who's included, how names are ordered -conflicts among collaborators/co-authors -dealing with colleagues who are bullies -reviewing, and responding to reviewers -various problems with students, in class and out. The ordinary ones; and the extraordinary (e.g., stalking)
**What were YOU not sufficiently prepared to face when you first finished your PhD?** Or, as a PhD student, what would you want such a seminar to cover?
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