Advanced subject focusing on techniques, format, and prose style used in academic and professional life. Emphasis on writing as required in fields such as economics, political science, and architecture. Short assignments include: business letters, memos, and proposals that lead toward a written term project. Methods designed to deal with the special problems of those whose first language is not English. Successful completion satisfies Phase II of the Writing Requirement. This workshop is designed to help you write clearly, accurately and effectively in both an academic and a professional environment. In class, we analyze various forms of writing and address problems common to advanced speakers of English. We will often read one another's work.

Students will be working with a partner to research a favorite animal. They will be required to use a wide variety of resources which include multimedia software packages, the Internet, and various books. The students will be looking up general information about their animal, such as its habitat, place on the food chain, size, etc. Ultimately the students will be responsible for presenting the information they have gathered in some form of multimedia presentation. This activity is primarily student-oriented rather than teacher-oriented in that the students will be selecting what animals they want to research and what materials they want to use in creating their report. The teacher will give some basic requirements and guidelines to ensure that students are on task.

This semester students are asked to transform the Hereshoff Museum in Bristol, Rhode Island, through processes of erasure and addition. Hereshoff Manufacturing was recognized as one of the premier builders of America's Cup racing boats between 1890's and 1930's. The studio however, is about more then the program. It is about land, water, and wind and the search for expressing materially and tectonically the relationships between these principle conditions. That is, where the land is primarily about stasis (docking, anchoring and referencing our locus), water's fluidity holds the latent promise of movement and freedom. Movement is activated by wind, allowing for negotiating the relationship between water and land.

At the end of this unit: You have to give an oral presentation to children. While performing this task you have to: reflect upon the use of difficult vocabulary. Express yourself in an informal register appropriate to the situation.

Students learn about the many types of expenses associated with building a bridge. Working like engineers, they estimate the cost for materials for a bridge member of varying sizes. After making calculations, they graph their results to compare how costs change depending on the use of different materials (steel vs. concrete). They conclude by creating a proposal for a city bridge design based on their findings.

The topmost element in mathML is "math" element.

This course provides students with an opportunity to conceive, design and implement a product, using rapid prototyping methods and computer-aid tools. The first of two phases challenges each student team to meet a set of design requirements and constraints for a structural component. A course of iteration, fabrication, and validation completes this manual design cycle. During the second phase, each team conducts design optimization using structural analysis software, with their phase one prototype as a baseline.

This course provides students with an opportunity to conceive, design and implement a product, using rapid prototyping methods and computer-aid tools. The first of two phases challenges each student team to meet a set of design requirements and constraints for a structural component. A course of iteration, fabrication, and validation completes this manual design cycle. During the second phase, each team conducts design optimization using structural analysis software, with their phase one prototype as a baseline.

This course provides students with an opportunity to conceive, design and implement a product, using rapid prototyping methods and computer-aid tools. The first of two phases challenges each student team to meet a set of design requirements and constraints for a structural component. A course of iteration, fabrication, and validation completes this manual design cycle. During the second phase, each team conducts design optimization using structural analysis software, with their phase one prototype as a baseline.

The following evaluation forms related to professional communication can help you to assess your writing reports, your proposal and your technical talk, etc.

Subject introduces persistent themes and challenges facing planners. Emphasizes historical roots of contemporary problems and comparative study of practice in the US and other countries. Eight week module intended for first semester MCP students.

This set of 20 slides was developed to help faculty provide feedback to students on their oral presentations. The slides establish expectations for an effective presentation, suggest strategies for providing feedback to students, and identify other Cain Project presentation resources.

This handout describes the process of mentoring graduate students’ PowerPoint presentations in a graduate-level seminar course at Rice University. Although it was specifically written for the Biochemistry/Cell Biology graduate seminar class at Rice (BIOS 581/2), it could be adapted for any course in which student presenters are paired with mentors who coach them on their oral presentations.

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

This is a conversion of a presentation given at the Negotiating the Ideal Faculty Position Workshop given on October 14-16, 2007. The presentation was compiled by Rebecca Richards-Kortum and Sherry Woods.

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.

Jan Brett's books will be used to integrate technology into different areas of the curriculum. The seven activities will each take about 30 minutes depending on the class. The highlight of the author study will be the design of a class multimedia presentation.

Eleven different activities focusing on books by author/illustrator Eric Carle will be used to integrate the curriculum. Each activity will take about 30 minutes with a class multimedia presentation created at the conclusion.

Students will read diaries of individuals who lived in the American South from 1865-1917. After reading these diaries the students will use a visual means of displaying their interpretation. Visual presentations will be one of the following: shadow box, poster, PowerPoint using drawings done by the student, brochure, or presenting an item that would have been used during the time that their diary was written.