Workshops and Development Series
The Graduate School offers several writing, teaching, communication, and professional development workshops and series. All workshops and development series adhere to the attendance policy (below).
Development Series
Development Series are non-credit course-style workshop series that provide sustained support, practice, and feedback on key aspects of teaching, communication, writing, and career management. Graduate students and postdoctoral scholars at any stage of their careers and in any discipline should enroll in these Development Series to improve their teaching, writing, speaking, and presentation skills, and preparation for industry. Development Series are non-credit bearing and free of charge (although some may require materials or refundable deposits).
Development Series that count toward the Teaching and Communication Certificate are indicated by an asterisk (*). Development series that count toward the Writing Certificate are indicated by a plus sign (+). Development series require compliance with the attendance policy. Email questions about Development Series to the instructor listed.
Spring 2020
Wednesdays 12-2 p.m., Jan. 15 – April 8 | Tompkins Hall G125
Instructor: Stella Jackman-Ryan
Ahead Of The Pack is a comprehensive development series that supports first-year graduate students in their adjustment to graduate school. The series will include weekly sessions that provide sustained support, practice, and feedback on key aspects of graduate school inclusive of wellness, time-management, communication, writing, and career management. Get the tools you need to navigate your experiences and requirements of grad school and set yourself on a path for success.
Mondays 1-4 p.m., Jan. 6 – April 20 | Kilgore Hall 125
Instructor: Vanessa Doriott Anderson
Communicating about your area of specialization involves so much more than content expertise and a captive audience. In this development series, we will explore tools and strategies to help you communicate more effectively with students, specialists, and the public alike. Topics will include motivation and development models, inclusive learning environments, the debate around teaching and learning styles, visual communication and multimodality, and more.
You may apply up to 44 hours from this development series toward the Teaching and Communication Certificate.
Tuesdays 3-5 p.m., Jan. 14 – March 3 | Hunt Library Teaching Visualization Studio (4505)
Instructor: Katie Homar
From video abstracts that “advertise” a published article to engaging videos that make science accessible to broad audiences online, participants in this “hands-on” workshop will create their own video project from start to finish. In addition to composing a script, participants will learn best practices for gathering footage, organizing video assets, and editing through collaboration with NC State’s Library Media Team. This is a hands-on workshop series where participants will have opportunities to experiment with techniques for telling a research story on screen and get feedback at every stage from the instructor and peers. They will leave the session not only with a usable video project but also with strategies for managing a video project and communicating their research to diverse stakeholders. Open to all grad students and postdocs.
You may apply up to 24 hours of credit from this development series toward the Teaching & Communication and Writing Certificates.
Instructor: Joe Aldinger
This module of A2i provides masters, PhDs, and postdocs with an introduction to application materials and career pathways available in industry. Topics covered in the workshop include: resume design, cover letters, creating and marketing your personal brand, navigating the hiring process, as well as leveraging social media for networking and recognition. While practicing both close and distant reading on jobs ads, participants will learn how to create compelling narratives and tailor application materials in order to be successful on the job market. For their final project, participants will create resumes, application letters, and LinkedIn profiles that will be used in future A2i modules.
The Industry Job Search Strategies series will be offered twice during the Spring 2020 semester:
Section 1 | Tuesdays 1:15 – 3:15 p.m., Jan. 7 – Feb. 4 | Engineering Building III 2232
Section 2 | Thursdays 1:15 – 3:15 p.m., Jan. 9 – Feb. 6 | Engineering Building III 2232
Tuesdays 3-5 p.m., Jan. 7 – April 21 | Tompkins Hall G117
Instructor: Vanessa Doriott Anderson
In this blended in-person and online development series, you will read and interpret job ads; draft and/or refine a variety of application materials (CV/resume, cover letter) and personal statements (e.g. teaching, research, diversity); practice interview techniques; identify and gather evidence of effectiveness in teaching, research, service, and/or other areas of professional activity; and use basic design principles to create an engaging online portfolio of your work.
You may apply up to 44 hours from this development series toward the Teaching and Communication Certificate.
Tuesdays 9:55-11:30 a.m., Jan. 21 – March 3 | Engineering Building II 1226
Instructors: Katie Homar and Joe Aldinger
This course will equip you with the skills and documents to navigate American industry job searches: From networking with colleagues to interpreting industry job ads, crafting your professional resume and speaking during interviews. You will leave the workshop with usable drafts of a resume, industry cover letter, LinkedIn portfolio, and professional email correspondence that you can use in future job searches and networking. The course is small to maximize time for interactive discussions, workshop drafts of your writing, and individualized feedback on your job search materials.
You may apply up to 21 hours of credit from this development series toward the Teaching & Communication and Writing Certificates.
Instructor: Chris Smith
Do you want to learn the basics of publishing journal articles or make substantial progress toward submitting your own article manuscript to a journal this semester? Writing for Journal Article Publication (WJAP) is designed to support graduate student and postdoc researchers in learning and utilizing strategies for publishing research articles in disciplinary journals. New in Spring 2020, the workshop series will be offered in two formats, one for early career researchers who want more information about manuscript structure and strategy, and another for researchers in the later stages of their programs who are planning to submit a manuscript this semester and want more feedback and time polishing their article for submission.
You may apply up to 24 hours from either WJAP development series toward the Writing Certificate.
Section 1: Early Career | Thursdays 3:30-5:30 p.m., Jan. 16 – Mar. 5 | Kilgore Hall 125
If you are early in your graduate training and want to develop a strategy for writing article manuscripts as well as a deeper understanding of how to compose them, section 1 of WJAP, designed for graduate students in the early stages of their programs or dissertation writing process, is for you! Section 1 will include training and class discussion on the sections of an IMRaD (intro, methods, results, and discussion) style article and will provide a firm foundation in the “nuts and bolts” of writing for academic publication.
Section 2: Late Stage | Wednesdays 9 – 11 a.m., Jan. 15 – Mar. 4 | Tompkins Hall G125
If you already have some research writing experience are currently preparing to submit your article to a journal in your field, consider joining section 2 of WJAP, designed for late stage graduate students and postdocs. Participants in WJAP section 2 will devote more in-class time to writing, peer review, and discussion, with ample time to receive feedback and revise your manuscript. Ideal for those who have already started the research and collected data, and are planning to submit an article this semester.
Workshops
Workshops that count toward the Teaching and Communication Certificate are indicated by an asterisk (*). Workshops that count toward the Writing Certificate are indicated by a plus sign (+). Workshops can only be counted for credit once unless otherwise indicated. Please be aware of the workshop attendance policy (below).
January 2020
Monday, January 6 | 10 a.m. to 11 a.m. | Webinar
AND
Monday, January 13 | 10 a.m. to 12 p.m. | Webinar
Instructor: Vanessa Doriott Anderson
In this two-part workshop, we will go beyond formulating learning outcomes to consider their use for both course planning and assessment. In the first session, we will use backward course design concepts to practice using outcomes as planning and assessment tools. In the second session, participants will share an activity and assessment sequence that they’ve developed from a specific learning outcome. Open to ALL graduate students and postdocs regardless of your teaching experience.
Attendance at both sessions is mandatory. This workshop satisfies credit toward the Graduate School Teaching and Communication Certificate.
Tuesday, January 21 | 11 a.m.-12 p.m. | Talley Student Union 4270
Instructor: Skyler Bunn
This workshop will provide an overview of the ETD submission process. The ETD Reviewer will explain submission deadlines and introduce the resources on the ETD website that will help you prepare your document. Attendees are welcome to ask questions throughout the session. Attendance is not required for ETD submission or graduation.
Wednesday, January 22 | 3-5 p.m. | Engineering Building II 1228
Instructor: Katie Homar
This workshop introduces and gives context to the Engineering Cafe writing series. We will practice and discuss tips for:
- Getting started on writing projects
- Managing writing projects
- Effective summarizing and paraphrasing
- Making engineering writing more “user-friendly”
Through this session, you will clarify your writing goals for the semester and leave with strategies to implement on current and future writing projects.
Students may apply up to 3 hours of credit toward the Graduate Writing Certificate.
Monday, January 27 | 10 a.m. to 11 a.m. | Tompkins Hall G121
AND
Monday, February 3 | 10 a.m. to 12 p.m. | Tompkins Hall G121
Instructor: Vanessa Doriott Anderson
In this two-part workshop, we will explore ways to engage with students’ diverse learning styles. In the first session, we will conduct a self-assessment and discuss concrete strategies to motivate students according to their learning style. In the second session, you will receive feedback on an activity that you designed based on what you learned in the first session. Open to ALL graduate students and postdocs regardless of your teaching experience.
Attendance at both sessions is mandatory. This workshop satisfies credit toward the Graduate School Teaching and Communication Certificate.
Wednesday, January 29 | 3-5 p.m. | Engineering Building II 1228
Instructor: Katie Homar
In this workshop, we’ll explore how to make a compelling article introduction by examining how intros are constructed.
Specifically, participants will practice and discuss strategies for:
- Effectively organizing introductions using the famous using “Create A Research Space” (CARS) model
- Choosing an appropriate intro structure for their engineering field or goals
- Using appropriate verb tenses in introductions
- Starting or revising their own introduction section
Students may apply up to 3 hours of credit toward the Writing Certificate.
Thursday, January 30 | 3-4 p.m. | Talley Student Union 4280
Instructors: Vanessa Doriott Anderson and Peter Harries
Preparing the Professoriate is a nationally recognized program designed to give exceptional doctoral students and postdoctoral scholars an immersive mentoring, teaching, and future faculty preparation experience. Come learn about the application process for the 2020-2021 academic year!
Potential applicants to the PTP program are required to attend one of three information sessions before submitting their application on March 15.
February 2020
Wednesday, February 05 | 11 a.m.-12 p.m. | Talley Student Union 4270
Instructor: Skyler Bunn
This workshop will provide an overview of the ETD submission process. The ETD Reviewer will explain submission deadlines and introduce the resources on the ETD website that will help you prepare your document. Attendees are welcome to ask questions throughout the session. Attendance is not required for ETD submission or graduation.
Monday, February 10 | 10 a.m. to 11 a.m. | Webinar
AND
Monday, February 17 | 10 a.m. to 12 p.m. | Webinar
Instructor: Vanessa Doriott Anderson
In this two-part workshop, we will explore strategies to make PowerPoint slides more visually engaging and interactive. In the first session, we will analyze effective and ineffective forms of visual communication. In the second session, you will present your own slide(s) for peer review. Slides can be course- or research-based. Open to ALL graduate students and postdocs regardless of your teaching experience.
Attendance at both sessions is mandatory. This workshop satisfies credit toward the Graduate School Teaching and Communication Certificate.
February 10 -March 20
This is a free 6-week self-paced online course available to all faculty and staff within the UNC system. The course will provide an introduction to digital accessibility and offer multiple practical methods for incorporating accessibility into face-to-face, hybrid online, and online classrooms. Participants who complete the course successfully will receive a joint certificate from NC State University and the UNC System office.
For questions, contact the NC State IT Accessibility Coordinator, Crystal Tenan by email accessibility@ncsu.edu
This course satisfies credit toward the Graduate School Teaching and Communication Certificate.
Tuesday, February 11 | 10 a.m.-12 noon | Student Health Center 2301
QPR is intended to teach individuals how to recognize the warning signs of suicide including verbal, behavioral, and situational clues. It provides guidelines on how to question a person about suicidal thoughts, persuade them to get help, and refer the person for help.
The QPR training is both educational and experiential, and includes:
- An overview of statistics regarding suicide
- Myths versus facts
- Identifying behavioral, verbal, and situational warning signs
- Practicing concrete tools for helping someone in distress
Please note that enrollment restrictions apply to some instances.
This course satisfies credit toward the Graduate School Teaching and Communication Certificate.
Tuesday, February 11 | 11 a.m.-12 noon | The Graduate School (College of Textiles)
Instructors: Vanessa Doriott Anderson and Peter Harries
Preparing the Professoriate is a nationally recognized program designed to give exceptional doctoral students and postdoctoral scholars an immersive mentoring, teaching, and future faculty preparation experience. Come learn about the application process for the 2020-2021 academic year!
Potential applicants to the PTP program are required to attend one of three information sessions before submitting their application on March 15.
Wednesday, February 12 | 3-5 p.m. | Engineering Building II 1228
AND
Wednesday, February 19 | 3-5 p.m. | Engineering Building II 1228
Instructor: Katie Homar
In this two-part workshop, we address the challenge of creating lit reviews that situate your research in the state-of-the-art. Participants will leave these sessions with both tips on finding literature from NC State’s library team as well as a refined draft of a lit review.
Specifically, participants will practice and discuss strategies for:
- Locating and managing relevant sources (“literature”)
- Synthesizing literature
- Effectively organizing data commentaries
- Choosing an appropriate structure of lit reviews for their engineering field or goals
- Paraphrasing and introducing sources
- Starting and/or revising their own lit review paper, section, or chapter
Attendance at both sessions is mandatory. Students may apply up to 6 hours of credit toward the Writing Certificate.
Tuesday, February 18 | 5-7 p.m. | Student Health Center 2301
QPR is intended to teach individuals how to recognize the warning signs of suicide including verbal, behavioral, and situational clues. It provides guidelines on how to question a person about suicidal thoughts, persuade them to get help, and refer the person for help.
The QPR training is both educational and experiential, and includes:
- An overview of statistics regarding suicide
- Myths versus facts
- Identifying behavioral, verbal, and situational warning signs
- Practicing concrete tools for helping someone in distress
Please note that enrollment restrictions apply to some instances.
This course satisfies credit toward the Graduate School Teaching and Communication Certificate.
Monday, February 24 | 10 a.m. to 11 a.m. | Tompkins Hall G121
AND
Monday, March 2 | 10 a.m. to 12 p.m. | Tompkins Hall G121
Instructor: Vanessa Doriott Anderson
In this two-part workshop, we will explore strategies for delivering a compelling, accessible academic job talk. In the first session, participants will reflect on the purpose of their talk as well as its audience, and will engage in a number of exercises to help them pitch their research to an interdisciplinary audience. In the second session, 1-3 speakers will present their job talk for peer review. Open to ALL graduate students and postdocs regardless of your teaching experience.
Attendance at both sessions is mandatory. This workshop satisfies credit toward the Graduate School Teaching and Communication Certificate.
Tuesday, February 25 | 10-11 a.m. | Talley Student Union 3222
Instructors: Vanessa Doriott Anderson and Peter Harries
Preparing the Professoriate is a nationally recognized program designed to give exceptional doctoral students and postdoctoral scholars an immersive mentoring, teaching, and future faculty preparation experience. Come learn about the application process for the 2020-2021 academic year!
Potential applicants to the PTP program are required to attend one of three information sessions before submitting their application on March 15.
March 2020
Wednesday, March 4 | 11 a.m.-1 p.m. | Student Health Center 2301
QPR is intended to teach individuals how to recognize the warning signs of suicide including verbal, behavioral, and situational clues. It provides guidelines on how to question a person about suicidal thoughts, persuade them to get help, and refer the person for help.
The QPR training is both educational and experiential, and includes:
- An overview of statistics regarding suicide
- Myths versus facts
- Identifying behavioral, verbal, and situational warning signs
- Practicing concrete tools for helping someone in distress
Please note that enrollment restrictions apply to some instances.
This course satisfies credit toward the Graduate School Teaching and Communication Certificate.
Wednesday, March 4 | 3-5 p.m. | Engineering Building II 1228
Instructor: Katie Homar
In this workshop, we explore how to create solid results and discussion sections. We will focus on constructing a strong research story to organize and interpret results, with special attention to the different forms these sections can take across engineering disciplines.
Specifically, participants will practice and discuss strategies for:
- Choosing an appropriate structure for results/discussion sections in their engineering field
- Choosing what to include in results versus discussion sections
- Effectively organizing data commentaries
- Linking discussion section to literature/past findings
- Integrating figures and visuals in results/discussion sections
- Starting and/or revising their own results/discussion section
Students may apply up to 3 hours of credit toward the Writing Certificate.
Monday, March 16 | 10 a.m. to 11 a.m. | Tompkins Hall G121
AND
Monday, March 23 | 10 a.m. to 12 p.m. | Tompkins Hall G121
Instructor: Vanessa Doriott Anderson
In this two-part workshop, we will explore strategies for managing conflict in the classroom. In the first session, we will examine various approaches to preventative and reactive conflict management, using real-life examples. In the second session, participants will role-play a variety of scenarios to practice assertive conflict management. Open to ALL graduate students and postdocs regardless of your teaching experience.
Attendance at both sessions is mandatory. This workshop satisfies credit toward the Graduate School Teaching and Communication Certificate.
Wednesday, March 18 | 3-5 p.m. | Engineering Building II 1228
Instructor: Katie Homar
In this workshop, we tackle key “last steps” in research writing: effective abstracts to draw readers into your work and conclusions that articulate the impact of your work.
Specifically, participants will practice and discuss strategies for:
- Choosing what to include in an abstract
- Effectively organizing an abstract for their engineering field or goals
- Using appropriate verb tenses in an abstract
- Effectively structuring a conclusion section for their field or goals
- Answering the “so what question” in a conclusion section
- Starting and/or revising their own abstract and/or conclusion
Students may apply up to 3 hours of credit toward the Writing Certificate.
Wednesday, March 18 | 5:30 – 7:30 p.m. | Student Health Center 2301
QPR is intended to teach individuals how to recognize the warning signs of suicide including verbal, behavioral, and situational clues. It provides guidelines on how to question a person about suicidal thoughts, persuade them to get help, and refer the person for help.
The QPR training is both educational and experiential, and includes:
- An overview of statistics regarding suicide
- Myths versus facts
- Identifying behavioral, verbal, and situational warning signs
- Practicing concrete tools for helping someone in distress
Please note that enrollment restrictions apply to some instances.
This course satisfies credit toward the Graduate School Teaching and Communication Certificate.
Friday, March 20 | 10 a.m. to 11:30 a.m. | Engineering Building I 3018
Instructor: Katie Homar
Join Bertha Chang (NC State Libraries) in this workshop for tips on conducting a search for your literature review chapter, section or article. Participants will focus on how to:
- Set the scope and purpose of their lit review
- Find articles and other resources that are relevant to their disciplines and research questions
- Navigate engineering databases from NC State’s libraries
This is the first workshop in a set of “Lit Review Reprise Cafes” that also tackle summarizing/paraphrasing sources and organizing lit reviews.
Monday, March 30 | 9 a.m. to 10 a.m. | Textiles Complex 2225
Networking and connecting is a very important component of getting yourself known. Becoming a better conversationalist and thinking on your feet are skill sets that can be learned and practiced to improve your self-confidence and communication in impromptu situations. In this workshop Dr. Moseley will share best practices for self promotion for graduate students and postdocs to help them network with confidence. This workshop is free and open to graduate students and postdocs in any discipline.
Monday, March 30 | 10 a.m. to 11 a.m. | Webinar
AND
Monday, April 6 | 10 a.m. to 12 p.m. | Webinar
Instructor: Vanessa Doriott Anderson
In this two-part workshop, we will explore strategies to make PowerPoint slides more visually engaging and interactive. In the first session, we will analyze effective and ineffective forms of visual communication. In the second session, you will present your own slide(s) for peer review. Slides can be course- or research-based. Open to ALL graduate students and postdocs regardless of your teaching experience.
Attendance at both sessions is mandatory. This workshop satisfies credit toward the Graduate School Teaching and Communication Certificate and the Writing Certificate.
Tuesday, March 31 | 10 a.m. to 11:30 a.m. | Engineering Building II 1226
Instructor: Katie Homar
In this workshop, we will tackle a common course assignment: a critique, or critical review, of an article.
Specifically, participants will practice and discuss strategies for:
- Annotating (taking notes on) a research article
- Critically assessing the strengths and weaknesses of research article
- Articulating how an article relates to your own research topic/topic of a class
- Organizing a critique paper
Participants will leave the session with strategies for critically evaluating articles and/or a stronger draft of a critique paper. This Cafe might interest COE graduate students working on writing assignments for their classes.
April 2020
Friday, April 3 | 10 a.m. to 11:30 a.m. | Engineering Building I 3018
Instructor: Katie Homar
In this workshop, we tackle the challenge of effectively summarizing and paraphrasing the articles for use in a lit review or review paper, as well as advice for managing a large writing project.
Participants will specifically:
- Set SMART writing goals
- Identify the purpose of their lit review and how it fits with their own research
- Practice tips for summarizing and paraphrasing articles
- Practice strategies for articulating the relevance or “downstream” impact of work that they read
- Compose a summary of an article that they are currently reading
To get the most out of this workshop participants should 1) bring a research (experimental) journal article that they are currently reading and 2) a review article from a journal in their field to use as a model. Participants should also bring a laptop/device to access these materials and do writing in the session.
Tuesday, April 7 | 10 a.m. to 11:30 a.m. | Engineering Building II 1226
Instructor: Katie Homar
In this workshop, we address the challenges of creating persuasive reports for technical and nontechnical stakeholders.
Specifically, participants will practice and discuss strategies for:
- Comparing the structures of reports versus academic articles
- Organizing information in reports for a variety of audiences
- Using headings and signposting phrases effectively to help readers navigate their documents
- Making report documents visually navigable and appealing
- Articulating the “downstream” impact for their work
While open to all COE grad students and postdocs, this Cafe might especially interest masters-level students or students currently working on projects for industry and nonprofit partners.
Thursday, April 9 | 8:30 a.m.-10:30 a.m. | Student Health Center 2301
QPR is intended to teach individuals how to recognize the warning signs of suicide including verbal, behavioral, and situational clues. It provides guidelines on how to question a person about suicidal thoughts, persuade them to get help, and refer the person for help.
The QPR training is both educational and experiential, and includes:
- An overview of statistics regarding suicide
- Myths versus facts
- Identifying behavioral, verbal, and situational warning signs
- Practicing concrete tools for helping someone in distress
Please note that enrollment restrictions apply to some instances.
This course satisfies credit toward the Graduate School Teaching and Communication Certificate.
Friday, April 10 | 10 a.m. to 11:30 a.m. | Engineering Building I 3018
Instructor: Katie Homar
In this workshop, we address ways to organize a lit review chapter or paper in engineering fields. Participants will specifically explore:
- How lit reviews are structured using review papers from their fields as models
- How to organize and synthesize sources in lit review based on their purposes
- How to integrate visuals/figures in a lit review
- How to articulate a critical “gap” in the literature and prepare readers for their own research intervention
Participants will also have the opportunity to work on their own lit review drafts and receive feedback from the facilitator and/or peers.
To get the most out of this workshop participants should 1) bring a research (experimental) journal article that they are currently reading, 2) a review article from a journal in their field to use as a model, and 3) a draft of lit review that they are working on. Participants should also bring a laptop/device to access these materials and do writing in the session.
Monday, April 13 | 10 a.m. to 11 a.m. | Tompkins Hall G121
AND
Monday, April 20 | 10 a.m. to 12 p.m. | Tompkins Hall G121
Instructor: Vanessa Doriott Anderson
In this two-part workshop, we will consider best practices for reading, analyzing, and using the data from your course evaluations. How can you make your evaluations work for you, so that they become part of a cycle of reflective teaching practice? How can you use them as evidence of effective teaching in your job materials? How can you separate constructive criticism from ad hominem attacks and excessive praise? And how can you supplement your standard course evaluations to get the information you really need to improve your teaching?
Attendance at both sessions is mandatory. This workshop satisfies credit toward the Graduate School Teaching and Communication Certificate.
Wednesday, April 15 | 6 – 8 p.m. | Student Health Center 1301
QPR is intended to teach individuals how to recognize the warning signs of suicide including verbal, behavioral, and situational clues. It provides guidelines on how to question a person about suicidal thoughts, persuade them to get help, and refer the person for help.
The QPR training is both educational and experiential, and includes:
- An overview of statistics regarding suicide
- Myths versus facts
- Identifying behavioral, verbal, and situational warning signs
- Practicing concrete tools for helping someone in distress
Please note that enrollment restrictions apply to some instances.
This course satisfies credit toward the Graduate School Teaching and Communication Certificate.
In compliance with the Americans with Disabilities Act, NC State will honor requests for reasonable accommodations made by individuals with disabilities. Requests can be served effectively if notice is provided at least 10 days before the event. Direct accommodation requests for professional development programs to professional-development@ncsu.edu.
Attendance Policy
Participants who cancel their registration for any Professional Development event (e.g., workshops, seminars, symposia) more than 24 hours before the first session of an event will not be penalized. Registrants who fail to attend an event or who cancel their registration less than 24 hours before the first session of an event will be marked as a “No Show” for the event. Those with two recorded “No Shows” will automatically be dropped from all future Professional Development events for the remainder of the semester in which the two “No Shows” occur.
This policy is in place to encourage students to practice time management and professionalism. The instructors create materials and activities based on attendance so this information needs to be as accurate as possible in order for participants to get the most out of the session.
For development series, please review the syllabus for the attendance policy specific to your course.
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