Transferable Skills: Teaching Population Leaders Research & Writing Skills

Transcription

1 Transferable Skills: Teaching Population Leaders Research & Writing Skills Lisa Jenschke Stephens APLIC I March 28, 2006

2 Overview of talk Background of CSDE / PLP Fall Quarter Syllabus Winter Quarter Syllabus Transferable Skills

3 CSDE at the University of Washington Previously within Sociology Became independent unit Primarily serves: Anthropology Economics Geography Sociology Increasing interaction with: other schools outside of Arts & Sciences demographers in the Pacific NW region

4 CSDE Workshops & Training CSDE Biodemography Core Courses * Methodological Issues in Using Biomarker Data for Demographic Research * Biodemography Seminar (BioA 450) (full quarter course) CSDE Computer Core Courses * Intro to the CSDE Simulation Cluster * Introduction to Unix computing CSDE Information Core Courses * Basic Endnote * Advanced Endnote * Research Databases: How to search efficiently CSDE Statistics Core Courses * SUDAAN I: Introduction to SUDAAN for survey data * CSSS 508: Introduction to R for Social Scientists (full quarter course) * Hierarchical Linear Modeling * Introduction to R * Introduction to SAS Poster Making Workshop

5 The Population Leadership Program Lisa Jenschke Stephens March 28, 2006 University of Washington

6 CSDE and PLP Lisa Jenschke Stephens March 28, 2006 University of Washington

7 My First Year credit, ungraded, optional course Introduction to library skills PowerPoint Sources & the research timeline Citation styles and plagiarism Evaluating web sources

8 Autumn 2005 Syllabus Date Sep tember 21 st 9 Š 10:00 am Sep tember 22 nd 2 Š 3p m Sep tember 27 th 1-2:30p m Oc t 25 th 10:30-12:00 Nov 1 st 10:30-12:00 Nov 8 th 10:30-12:00 Nov 29 th 10:30-12:00 Topic Introduc tions, Libraries, the CS DE Librar y and we bsite res ources Acade mi c wr iting: Bas ic struc tures and expectations Ou tlining for wr iting & P owerp oint prese ntations Doing a litera ture searc h: finding and evalua ting res ources Acade mi c wr iting: Mak ing a clear argu ment Finding full-text a rticles: Par t I; Citation Prac tices and Plagiarism Finding full-text a rticles: Par t II ; Acad. W riting: pu lli ng it all to ge ther?

9 Getting to know the fellows: the first-day questionnaire Lisa Jenschke Stephens March 28, 2006 University of Washington

10 Research Timeline & Evaluating internet resources Exercise: In pairs. Look at web resources below. Decide where they fit on the timeline. Hurricane Katrina Examples 1. BLOG 2. Data 3. Yahoo 4. PA 5. Wikipedia 6. Water data 7. Gov. Hrg 8. Senate Picayune/archives/2005_09_02.html UW Library Search KEYWORD Katrina

11 Citations & Plagiarism What is plagiarism? What UW says: ON YOUR OWN: Learn more about plagiarism and citations When should we cite our sources? EXERCISE: Where do the citations go? (attached) EXERCISE: Where do the citations go? Excerpt from: DeRose,L.F., Dodoo, F.N., Ezeh, A.C., & Owuor, T.O. (2004). Does Discussion of Family Planning Improve Knowledge of Partner's Attitude Toward Contraceptives? [Electronic version] International Family Planning Perspectives, 30(2). Promoting spousal discussion of family planning has frequently been advocated as a viable policy tool for narrowing the gender gap in partners' fertility intentions in developing countries. Discussion between spouses is expected to increase contraceptive use, because a sizable minority of women cite their husband's disapproval of contraception as the reason for nonuse, despite having never discussed family planning with their husband. Researchers have argued that

12 Connecting to their class assignments Cheat Sheet for short academic paper organizational structure Paragraph One: Introduction Introductory sentences (1-2) Your thesis statement Š what you are trying to argue Points you will use to Making support your your own thesis presentation Transition All of you will be giving presentations soon, so you can use this opportunity to think about what you would like to include in that presentation. LetÕs start by opening PowerPoint and making a few slides for practice. Paragraph Two: Point One Point: Topic sentence I. Designing your slides: The Slide Master Illustrate: Sentences The illustrating Slide Master your point lets you with create evidence a single or proof slide with the design you want for all the slides Explain: Explaining in why your your presentation. evidence supports your point Transition - To create a Slide Master: o Go to View> Master> Slide Master - To change the Slide design: o Right click on the Slide Master and choose Slide Design PIE Š I want the o whole Choose PIE! from templates on right side Point: Topic sentence Illustrate: Sentences illustrating your point with evidence or proof Explain: Explaining why your evidence supports your point

13 Winter Quarter - Small Grant Proposals Week January 24 Plan Review of past small grant proposals (2-4 past proposals) Break into small groups and read over past proposal and discuss the proposalõs merits. Was this proposal funded? Why or why not? How are they judged? Who judges them? What is the structure? What is the scope? What makes it successful? Discuss what a small grant proposal should look like. January 31 Proposed small grant proposal topics from fellows: 3-5 sentences outlining your proposal topic and scope. What is the main idea? Is the focus too broad? Too narrow? Is it compelling? What supporting evidence do you need for your proposal? Make a list of the evidence that you want to include to make your proposal stronger. February 7 Research evidence for your proposal Where will you look for sources? How will you qualify your sources? o Who is the author? o When was it published? o Is the evidence controversial? o Does the evidence support or distract from your proposal? Work with peers/librarian to evaluate your sources & evidence. Enter your references into Endnote Lisa Jenschke Stephens March 28, 2006 University of Washington

14 Examples, Worksheet, Write & Review Project Leader: Ann Marie Kimball, MD, MPH, FACPM, Principal Investigator, Program Director Dr. Kimball serves as the Program Director and Principal Investigator (25% FTE) of the Global Health Fogarty Frameworks activity. She brings extensive organizational and teaching experience to this role, having served as Director of the Masters in Public Health Program in Health Services, and Director of the Community Medicine program at SPCHM as well as numerous other university and community organizational Competence activities. of the Grant Writer & Participants She directs and serves as co-pi of the ŅAmautaÓFogarty Global Informatics program in Peru. She joined the Biomedical and Health Informatics faculty as an adjunct professor in 2003, reflecting her increasing involvement 1. in Informatics Who are through you? Who the ongoing are your training staff or activity colleague in Peru participants? and advanced networking in the Asia Pacific. She was awarded a New Century Scholars Fulbright in 2002 and in 2004 she received a Guggenheim 2. Foundation Why are scholar you award a good for candidate her work for on this Global grant? Trade and the Emergence of Infections. Prior to joining the UW, Dr. Kimball served Washington State as its Director of HIV/AIDS activities, the National Alliance of State and Territorial AIDS Directors as its chair, and the Pan American Health 3. What qualifications do you have that are relevant? Organization as its Regional Advisor for AIDS. She is fluent in Spanish and French. 4. Have you had any other grants or awards? 5. Do you have any relevant published research? 6. Have you worked with any well-respected relevant organizations?

15 Grant Proposal Workshop Executive Summary FINDING EVIDENCE FOR YOUR PROPOSAL A. What is the PROBLEM? (20 words) What is the problem you are addressing with your proposal? B. What are you proposing to do with this grant money? This is your MAIN GOAL: (Describe in 3 sentences, total no more than 60 words) Letters of Support What evidence of the problem & its scope do you need? What does a letter Statistics: of support show to the funders? Supports your claim of a need for this work Gives Expert you credibility opinions: and strengthens your qualifications Shows Examples: that you have thought through the work you are proposing Shows you have done some pre-work by committing others to the idea Facts: Who are your Underlying letter writers? causes: 1. Who is your Other: superior at the organization you work with? a. Boss C. Outline your SPECIFIC AIMS: b. Colleague 1. Specific Aim #1 c. Other 2. Who knows your work from joint projects in the past?

16 Transferable Skills Research skills Citations & Plagiarism EndNote & PowerPoint Grant writing

17 Thank you! Lisa Jenschke Stephens March 28, 2006 University of Washington