Graduate Studies (GS)
300. Colloquium on the Academic Profession. This course is designed to explore faculty roles and responsibilities at various types of colleges and universities. It will bring together faculty from schools in the Triad and Triangle area to discuss such topics as: how teaching is evaluated and weighed at different institutions; what counts as service; what are different schools looking for in new faculty appointments; how can you maintain a research career in a school whose priorities are undergraduate teaching; what makes a good mentor; departmental politics. The course is restricted to Preparing Future Faculty Fellows and will meet monthly on the campuses of Durham Technical Community College, Duke, Elon College, Guilford College, and Meredith College. Instructor: James. 1 unit.
301. Instructional Uses of Technology. This course is designed to provide graduate students across disciplines with opportunities to develop confidence and competence with current, pedagogically effective uses of technology in the university classroom. Topics include introduction to using technology in teaching; creating course web pages; effective in-class presentations; communication and interactivity tools, and electronically transmitted documents (digital dissertations.) Completion of this course includes development of an electronic teaching portfolio. Instructor: Crumley. 1 unit.
302. Introduction to College Teaching. Classroom teaching skills, like research and writing skills, require time and effort to learn and develop. In this six-part workshop series, you will learn principles and strategies for effective college teaching. Topics include: (1) Planning and designing an effective course, (2) Reflecting on beliefs about students and learning, (3) Writing the syllabus and learning objectives, (4) Selecting teaching methods and learning activities, (5) Evaluating teaching and learning, and (6) Integrating teaching and learning. The series is offered several times each semester. Instructor: James. 1 unit.
305. College Teaching Practicum. Video recorded peer teaching, observation and feedback. Course participants present a series of progressively longer and more interactive microteaching demonstrations. Effective use of visual aids in college classroom instruction. Demonstration of interactive presentations. Facilitation student-centered classroom discussion. Using appropriate student grouping strategies in classroom instruction. Prerequisites: Students must have done one of the following: Passed GS 301, GS 302, Participated in the PFF program or taught or TA'd a course at Duke. Instructors: Crumley, James and Parker. 1 unit.
310A. Responsible Conduct of Research: Campus Workshop. Graduate level training in research and professional ethics is a formal degree requirement for every PhD student at Duke beginning with Fall 2003 matriculation. Topics include history of research ethics, academic integrity, preventive ethics, and Duke resources to assist graduate researchers. Entering PhD students must attend ONE (Humanities and Social Sciences OR Natural Sciences and Engineering) of the full day RCR orientation workshops held each Fall, except basic medical science students who attend GS310B. Instructor: Staff. 6 units.
310B. Responsible Conduct of Research: Beaufort Workshop. Graduate level training in research and professional ethics is a formal degree requirement for every PhD student at Duke beginning with Fall 2003 matriculation. Topics include history of research ethics, academic integrity, preventive ethics, and Duke resources to assist graduate researchers. Entering PhD students in Basic Medical Sciences must attend a weekend retreat at Duke University Marine Laboratory in Beaufort, NC. Instructor: Staff. 12 units.
311. Responsible Conduct of Research: Graduate Forums. Beyond orientation training, PhD students must earn six additional credits of RCR training during their first three years of study. The Graduate and Medical Schools offer a series of RCR forums (two credits each) during the academic year. Topics include copyright and fair use laws, proper use of data, research with human or animal subjects, authorship, and mentoring. Other RCR training when pre-approved by the Graduate School may take a variety of formats including graduate courses, departmental seminars, or workshops. Instructor: Staff. Variable credit.
312. Responsible Conduct of Research: Departmental Forum. Beyond RCR training, Orientation training, PhD students must earn 6 additional credits of RCR training during their first three years of study. Departments, programs, or research centers can propose and offer more discipline-specific training for credit when pre-approved by the Associate Dean. Topics vary widely, but should relate to the Graduate School's RCR topics (academic integrity, conflict of interest, mentor/advisee roles, human or animal subjects, proper use of data, fiscal or social responsibility), and to ethical issues encountered when conducting research in the discipline.. Variable credit.
320A. Academic Writing for Graduate Students I. For non-native speakers. Focus on developing awareness of and practicing the basic writing skills and text forms of graduate-level writing. Emphasis on making claims and developing supporting argumentation. Also addresses basic organizational patterns, academic grammar, recognizing and avoiding plagiarism, appropriate paraphrasing and source citation, proofreading skills, techniques for academic vocabulary acquisition. Individual conferences with students to provide feedback, training and guidance. Instructor: Staff. 3 units.
320B. Integrated Oral Communication for International Students. For non-native speakers. Focus on the developing students' ability to participate actively in seminar settings and in conversations of professional and general interest. Includes practice in responding to field-specific questions, speaking articulately about one's field, and interacting on campus. Extensive listening practice using authentic academic sources. Significant focus on pronunciation diagnosis and communication improvement using technology such as e-voice clip exchanges. Individual conferences, videotaping, and peer review. Instructor: Staff. 4 units.
321A. Academic Writing for Graduate Students II. For non-native speakers. Focus on more advanced skills and text forms of academic writing: discipline-specific texts in various genres, including research paper introductions, abstracts, graphs and charts, summaries, critiques, and literature reviews. Techniques for academic vocabulary acquisitions, retention, and retrieval. Extensive writing practice and intensive instructor feedback over multiple revisions of assignments. Individual conferences and revisions of writing exercises to provide personalized guidance. Instructor: Staff. 3 units.
321B. Academic Communication and Presentation Skills for International Students. For non-native speakers. Focus on developing students' academic discussions, argumentation, and presentation skills. Discussion and videotaped academic presentations in various genres. Addresses cultural expectations affecting successful cross-cultural communication; units on improving pronunciation and fluency incorporated throughout. Individual conferences, and peer review throughout course. Instructor: Staff. 3 units.
