Assignment on how to prepare and present a chalk talk on a continuum mechanics model discussed in primary literature.

This is an assignment for Central Plant Flow Meter Report in the field of Mechanical Engineering.

This checklist summarizes how to approach content, delivery, white board management, and question handling in preparing an effective chalk talk.

This document describes ways to implement structure in group projects for effective collaborative learning. Aspects of group membership, individual and group accountability, and grading group work are discussed.

Interactive lectures include lecture material interspersed with short activities that call upon students to review or develop their knowledge of the lecture topic. This module describes some of the benefits of using interactive lectures. Descriptions and examples of selected interactive lecture strategies are also given.

This guide explains general rules plus specific advice for creating tables, line graphs, scatterplots, bar graphs, histograms, frequency polygons, and pie charts.

This handbook prepares students to lead small discussion groups in large lecture classes. Instructors may also want to access the Group Leader Training Materials, which provide an overview of training new group leaders.

This guide explains how to combine individual efforts for a successful team presentation.

This guide explains one way of classifying corporate cultures and how to recognize different cultures as a job-seeker or adapt to them as a new employee.

This guide may be used in preparing reports in which a client or manager has requested a comparison of equipment or other solutions. The guide may also assist in preparing the Flowmeter Report for the Rice University Mechanical Engineering Laboratory in Heat Transfer, Thermodynamics, and Engine Cycles (MECH 431).

This module prepares students to communicate during their internships in developing countries as health volunteers in clinical settings.

This handout was prepared for students in General/Honors Chemistry at Rice University, but it may be adapted for any class. The handout provides instructions for how students can use OWL-Space (limited to use by Rice students) to schedule a writing consultation during times writing mentors are available.

Reading a scientific article is a complex task. The worst way to approach this task is to treat it like the reading of a textbook—reading from title to literature cited, digesting every word along the way without any reflection or criticism. Rather, you should begin by skimming the article to identify its structure and features. As you read, look for the author’s main points. Generate questions before, during, and after reading. Draw inferences based on your own experiences and knowledge. And to really improve understanding and recall, take notes as you read. This handout discusses each of these strategies in more detail.

The following handout was prepared for an undergraduate class at Rice University in which each student gave an oral presentation of an independent research project. Early in the semester, the class discussed how to design and deliver an effective presentation. Afterward, students were given this handout and asked to critique the first five minutes of a student’s presentation from a previous year’s class, which had been videotaped. The handout helps students identify some of the common problems in presentations.

This document lists questions that interviewers usually ask and those that candidates might ask during a job or internship interview.

This example demonstrates how an improved introduction can increase a literature review's accessibility and improve a reader’s understanding of the argument to come. This sample is used with permission.

This handout explains the features and functions of a talk that reviews published literature.

This exercise helps students recognize groups of topics and claims that should structure a review of published articles.

The course is a survey of models for analyzing and supporting design and decision-making in multi-actor settings. Participants:

will learn to recognize the difference between games and decisions, and will identify their occurrence in public policy.
will be able to apply a principled technique for resolving dilemmas through the appropriate selection of policies.
will learn to formulate, design and communicate games and decisions.
will learn to implement by computer (and otherwise logically analyze) games and decisions.