Difference between revisions of "EMI series (CTL)"

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<big>EMI series: Graduate student professional development program (CTL, Korea University)</big>
+
<big>EMI series: Graduate student professional development program (CTL, Korea University)</big>  
  
−
Required portfolio materials for the certificate of completion in the CTL EMI seminar series.  
+
EMI refers to English medium instruction, and this program is designed to prepare graduate students for future teaching careers, including teaching in English.  
  
−
 
+
Note: This program / series has ended, as of June 2014. I will not be conducting this program, as I have moved to a different department, the IFLS (Foreign Language Studies). Students and others are welcome to use these materials for their own benefit.
−
EMI refers to English medium instruction, and this program is designed to prepare graduate students for future teaching careers, including teaching in English.
 
  
 
Links
 
Links
−
 
+
* [[EMI series]] main page
−
* [[EMI series]] main page  
+
* [[EMI series seminars|Seminars]] - details & handouts
−
 
+
* [[EMI series certificate|Certificate]]
−
* [[EMI series seminars|Seminars]] - details & handouts  
+
* [[EMI series micro-teaching|Micro-teaching]]
−
 
+
* [[EMI series portfolio|Portfolio materials]]
−
* [[EMI series certificate|Certificate]]  
 
−
 
 
−
* [[EMI series micro-teaching|Micro-teaching]]  
 
−
 
 
−
* [[EMI series portfolio|Portfolio materials]]  
 
−
 
 
 
* [[Student resources]]
 
* [[Student resources]]
  
  
−
== Portfolio requirements for EMI certificate  ==
+
==Introduction==
−
 
+
The Center for Teaching & Learning is offering a series of seminars for graduate students, to prepare them for an academic future in English - particularly one that might involve teaching in English, that is, English mediated instruction. The weekly seminars will usually take place every Friday at 2pm, starting 15 March. All graduate students may attend the seminars, as well as part-time and full-time adjuncts (강사).
−
Certificate seekers are required to turn in the following portfolio materials.
 
−
# a curriculum vitae (CV) [draft due at the small group workshop]
 
−
# a sample course syllabus (for a hypothetical future class). [draft due at the small group worksho]
 
−
# a conference proposal [draft due before the micro-teaching workshop]
 
−
# one of the following: [a] a statement of purpose (SOP) to apply to a graduate school program, [b] a research statement, or [c] a teaching philosophy statement (TPS) to apply for a teaching job [draft due before the micro-teaching workshop]
 
−
# an outline of your micro-teaching presentation [due before your micro-teaching by email]
 
−
 
 
−
 
 
−
 
 
−
The CV should be at least one page, but would likely be longer; there is no limit to how long it can be, as long as it is reasonable. The SOP or TPS should be 1-3 pages long (single spaced). The syllabus should be at least 3 pages long. For some of these materials, you can project yourself into the future. For example, you could write a future CV with possible future accomplishments, or a TPS that assumes you are done with your Ph.D. The conference proposal / abstract can be a real proposal that you have written, or a potential / hypothetical one for some of your research that you would like to present. When you send it, please let me know what kind of conference you have in mind. The length depends on your field and the particular conference, but 1-2 paragraphs is normal.
 
−
 
 
−
They can be emailed to me. The materials must be done satisfactorily in order to receive the certificate. You may be asked to revise them until they are suitable.
 
−
 
 
−
 
 
−
=== Micro-teaching  ===
 
−
 
 
−
Before your session, you should email an outline of your presentation to Dr. Lee. You and 2-4 other graduate students from different departments will each give a 10-12 minute mini-lecture. You can choose any topic in your field. After the presentations, the facilitator (Dr. Lee) will provide feedback and comments.
 
−
 
 
−
 
 
−
== Assignment guidelines and samples  ==
 
−
 
 
−
The following are some guidelines, samples, and instructions on how to do these materials. These are also discussed in the 5th EAP workshop.
 
−
 
 
−
=== CVs (and résumés)  ===
 
−
 
 
−
# [http://www.kentlee7.com/eap/cv.guide.pdf CV guide ]and [http://www.kentlee7.com/eap/cv.kentlee.2013.emi.pdf CV sample ]
 
−
# [http://www.kentlee7.com/eap/resume.guide.pdf Résumé guide ]and [http://www.kentlee7.com/eap/resume.guide.pdf Résumé sample ]
 
−
# [http://owl.english.purdue.edu/owl/section/6/23/ General guides for CVs and résumés ](Purdue OWL website)
 
−
# [http://www.kentlee7.com/writ/resume_eval.pdf Simple checklist for proper résumés ]
 
−
# [http://www.kentlee7.com/writ/resume.grade.rubric.pdf Rubric / criteria for proper résumés, CV, cover letter, SOP ]
 
−
 
 
−
 
 
−
 
 
−
=== Statement of purpose (SOP)  ===
 
−
 
 
−
# [http://www.kentlee7.com/writ/sop.guide.pdf SOP guide and sample ]
 
−
 
 
−
 
 
−
 
 
−
=== Teaching philosophy statements (or teaching statement)  ===
 
−
 
 
−
A teaching philosophy statement [TPS] can address a few or some (but not all) of the following topics.
 
−
* The teaching methods, approach, technique(s), or philosophy that you prefer, what it means to you, and how you would implement it. Discuss how you would implement it in your classroom
 
−
* What your actual classroom teaching would look like, and why
 
−
* Students' particular difficulties in the subject you would teach, and how you would address them
 
−
* How you might motivate students
 
−
* For any of the above: Provide specific examples of what you do or would do in the classroom.
 
−
* Try to be real and specific - avoid sounding like many typical TPSs that are fluffy and vague, and sound like commercials or self-promotions. Note that many TPS examples (like many of the examples online or in the manual below) can sound vague or overly promotional. Your TPS should sound authentic and sincere.
 
−
 
 
−
 
 
−
 
 
−
You can refer to the following for guidelines and ideas on what to write about. For the TPS manual, you can disregard section 3 on worldviews / paradigms (that is for professors in various fields). The manual has a few appropriate examples - yours need not be as long as many of these examples. You can project yourself a few years in the future and imagine that you are applying for a teaching job somewhere.
 
−
# [http://www.kentlee7.com/ped/teaching.phil.manual.2011.pdf TPS manual (with examples) ]
 
−
# [http://www.kentlee7.com/ped/TeachingPhilosophyRubric.pdf TPS rubric - guidelines for a good TPS ]
 
−
# [http://www.kentlee7.com/writ/tps.ex.edpsych.pdf TSP example: Educational psychology ]
 
−
# [http://www.kentlee7.com/writ/tps.ex.lg.teacher.pdf TPS example: College language teacher Teaching statement ]
 
−
# [http://www.kentlee7.com/writ/teachingstatement.hy.pdf TPS: language education ]
 
−
 
 
−
 
 
−
 
 
−
=== Course syllabus  ===
 
−
 
 
−
This would ideally be for the same type of course that your micro-teaching is based on. For the syllabus assignment, be sure to define the type of students this is for, and their background (in the actual syllabus, or on a separate cover sheet or intro section before the actual syllabus). This should be at least two pages. Make sure that the contents that you outline are reasonable and doable for one semester. You can use my syllabus as a template, but don't copy from it. Refer to the following handout and template:
 
−
* [http://www.kentlee7.com/ped/ped.course.syl.design.pdf Handout on course, syllabus and lesson design ]
 
−
* [http://www.kentlee7.com/engl/eng434.kl.syl.2013f.pdf Sample syllabus 1: English composition ]
 
−
* [http://www.kentlee7.com/engl/eng413syllabus.2013.pdf Sample syllabus 2: Language teaching methods course ]
 
−
* [http://www.kentlee7.com/ped/syllabus.poor.ex.pdf Syllabus: Poor example ](pedantic style, poor format, wordy)
 
−
* [[Syllabus & course design]]
 
−
 
 
−
 
 
−
=== Research statement ===
 
−
 
 
−
These are used for applying for professorships and postdoctoral positions. They should explain the following.
 
−
* your past and present research interests (and future interests that you might pursue, and how these logically relate or have developed from past/present interests)
 
−
* your past research training and expertise
 
−
* past / current research accomplishments or findings, and their relevance or implications
 
−
* for a post-doctoral or researcher position: (a) specific project(s) that you would pursue at that institution, including research hypothesis, research design, expected results, and relevance / implications / benefits;
 
−
* for a professorship, spell out specific types of research and/or research projects that you would like to conduct at the department where you are applying (you may want to address the rationale, benefits, implications, and (expected) outcomes for at least some of your proposed studies).  
 
−
 
 
−
 
 
−
 
 
−
See the following example.
 
−
 
 
−
* [http://www.kentlee7.com/writ/researchstatement_postdoc.pdf Sample research statement for postdoc application ]
 
−
 
 
−
== Other forms of academic writing  ==
 
−
 
 
−
This is not for the portfolio requirements or for the EMI program, but you may find this useful, as this relates to academic writing that is not covered in writing courses or typical forms of graduate student training.
 
−
 
 
−
 
 
−
=== Cover letters ===
 
−
 
 
−
Many cover letter samples can be found on the web; try searching for examples of cover letters for academic jobs. Here are a couple of samples.
 
−
# [http://www.kentlee7.com/writ/academic.cover.letters.gradUIUC.pdf Cover letters for academic job applications ]
 
−
# [http://www.kentlee7.com/writ/ac.coverletter.lx.pdf Academic cover letter (for professorship) ]
 
−
# [http://www.kentlee7.com/writ/ac.coverletter.ku.pdf Academic cover letter (language teaching job) ]
 
−
# [http://www.kentlee7.com/writ/ac.coverletter.hanyang.applx.pdf Application letter (non-tenure track) ]
 
−
 
 
  
 +
The CTL will also offer a certificate to graduate students those who complete some extra requirements, the . The certificate program will be helpful for those seeking jobs or study programs that involve teaching in English. (Note: This is not a teaching certificate, but a certificate of program completion for professional development.) For the certificate, the following will be required.
 +
# Participating in at least 10 seminars.
 +
# Participating in at least 1-2 seminars from each of the Modules A, B, C, and D
 +
# Participating in both practicum seminars, Module E
 +
# Handing in a portfolio of various professional and academic documents (see below).
  
−
=== Extra: Interviews ===
+
Students can sign up for each seminar through the CTL website [ctl.korea.ac.kr > Events, and click on the seminar title for a login screen to sign up]. For the certificate program, see the certificate application page (sign-ups for this are via the CTL website during the allowed time period for application). For questions, please contact the seminar facilitator, Prof. Kent Lee, at:
  
−
# [http://www.kentlee7.com/gsp/job.interview.questions.pdf Typical job interview questions ]
+
==Seminars==
−
# [http://www.kentlee7.com/gsp/interviewQ.teaching.pd Interview questions for teaching or academic jobs ]
+
Below is a summary of the sessions to be offered. Module B focuses on professional development skills for academic and non-academic careers. The EAP modules focus on English for Academic Purposes, such as ESL issues in professional speaking and writing. The small group session involves peer editing and discussion of assignments, and micro-teaching provides students opportunities to apply and reflect on what they have learned in a real teaching exercise.
−
# [http://www.kentlee7.com/gsp/interview.mistakes.ac.pdf Job interview mistakes ]to avoid
 
  
 +
For descriptions, mouse over each title, or see the page for seminar descriptions and handouts. Those with asterisks [*] pertain to assignments for the certificate portfolio.
  
 +
===Module A: General===
 +
# A1. Strategies for academic English [14 March]
 +
# A2. Preparing for academic and professional careers [21 March]
  
−
=== Grants & dissertation proposals  ===
+
===Module B: Pedagogy & professional development===
 +
# B1. Preparing for the teaching career* [28 March]
 +
# B2. Course and lesson planning* [04 April]
 +
# B3. Teaching methods & strategies [11 April]
 +
# B4. Assessment and feedback in teaching [18 April]
 +
5. B5. Interactive classroom activities [18 April]
  
−
Before actually starting on a dissertation, you will need to craft a well developed, well thought proposal, often as part of a preliminary exam with the professors on your committee. You may also need to apply for research grants to fund your dissertation research, especially in the sciences and some social science fields, unless you happen to be rich. If you do research as a grad student, or later as a professor, that requires funding, then grant writing could become a regular habit for you. So here are some grant proposals and general research proposals that I used as a Ph.D. student.
+
===Module C: EAP Speaking===
−
# [http://www.kentlee7.com/writ/project.summary.pdf Project Summary.pdf (for grants, or for preliminary exam / pre-dissertation process) ]
+
# C1. Conference proposals and presentations* [02 May]
−
# [http://www.kentlee7.com/writ/beckman_cs-ai-award.pdf Grant proposal #1 (for a university grant, which was the only grant that I won) ]
+
# C2. English speaking & listening skills [09 May]
−
# [http://www.kentlee7.com/writ/COEdissgrant.pdf Grant proposal #2 (for a university grant) ]
+
# C3. Lecture and presentation skills [16 May]
−
# [http://www.kentlee7.com/writ/dissgrant.pdf Grant proposal #3a] and [http://www.kentlee7.com/writ/dissgrant_pt2.pdf second part, #3b ]
 
−
# [http://www.kentlee7.com/writ/NSFdissgrant.pdf Grant proposal #4 (National Science Foundation grant; and no, I didn't get it) ]
 
−
# [http://www.kentlee7.com/writ/kentlee_biosketch.pdf Biographical sketch for grant proposals (or other purposes) ]
 
−
# [http://www.kentlee7.com/writ/budget.justification.rev.pdf Budget justification for grant proposal ]
 
  
 +
===Module D: EAP Writing===
 +
# D1. Writing academic papers [23 May]
 +
# D2. Using sources [30 May]
 +
# D3. Coherence and flow in writing [13 June]
 +
# D4. Cohesion, style and wording [13 June]
  
−
Those seeking the EMI certificate should refer to the pages for the micro-teaching and portfolio assignments.
+
===Module E: Practicum===
 +
[for certificate seekers only]
 +
# E1. Small group workshop [various times, 21-30 May]
 +
# E2. Micro-teaching workshop [various times, 09-23 June]
  
 +
The small group workshop involves a meeting with 6-8 students and the facilitator for peer editing of assignments and group discussion. For micro-teaching, 3-5 students will meet per session, and each student will present a ten minute demo lecture, followed by critique from peers and from the session facilitator. These practicum workshops will be arranged by appointment with the CTL. The following assignments are involved for certificate applicants.
  
−
[[Category:English medium instruction]]  [[Category:Professional development]]  [[Category:Courses]]</column>
 
−
            <column name="old_flags">utf-8</column>
 
−
        </table>
 
−
        <table name="text">
 
−
            <column name="old_id">456</column>
 
−
            <column name="old_text">A  résumé is a general term for a document used for job searches. The word is borrowed from French, and in formal English is written with two acute accents (résumé), or one accent on the last 'e' in semi-formal style (resumé), to distinguish it from the verb 'resume.' It may be written with no accents very informally or if it is difficult to type the special symbol 'é.' 
 
  
−
A form of the résumé specialized for academic positions is the CV, or curriculum vitae, or vita.
+
==Portfolio materials==
 +
Those seeking the certificate will also submit portfolio materials to the seminar facilitator. Certificate applicants should bring drafts of the first two (CV, syllabus) to the Small Group Workshop (E1). The facilitator will provide feedback on the materials, and may ask for revisions before approving the portfolio materials, as these materials must meet certain standards.
 +
# A curriculum vitae [CV] (Draft version due at the Small Group Workshop.)
 +
# A sample course syllabus - for a hypothetical or potential course that one might teach (Draft version due at the Small Group Workshop.)
 +
# A statement of purpose (SOP), research statement, or a teaching philosophy statement (TPS)
 +
# A sample conference proposal or abstract
 +
# An outline of one's micro-teaching lecture (due before the micro-teaching session)
  
  
−
# [http://www.kentlee7.com/eap/cv.guide.pdf CV guide ]and [http://www.kentlee7.com/eap/cv.kentlee.2013.emi.pdf CV sample ]
+
==Schedule==
−
# [http://www.kentlee7.com/eap/resume.guide.pdf Résumé guide] and [http://www.kentlee7.com/eap/resume.guide.pdf Résumé sample ]
+
Most seminars will be offered on Fridays at 2pm, as 75 minute seminars. Micro-teaching sessions are only for certificate seekers, and will be arranged by appointment with the CTL.  
−
# [http://owl.english.purdue.edu/owl/section/6/23/ General guides for CVs and résumés ](Purdue OWL website)
 
−
# [http://www.kentlee7.com/writ/resume_eval.pdf Simple checklist for proper résumés ]
 
−
# [http://www.kentlee7.com/writ/resume.grade.rubric.pdf Rubric / criteria for proper résumés, CVs, cover letters, SOPs]
 
−
# [[Kent Lee (CV)| my sample CV (wiki format)]]</column>
 
−
            <column name="old_flags">utf-8</column>
 
−
        </table>
 
−
        <table name="text">
 
−
            <column name="old_id">457</column>
 
−
            <column name="old_text">A  résumé is a general term for a document used for job searches. The word is borrowed from French, and in formal English is written with two acute accents (résumé), or one accent on the last 'e' in semi-formal style (resumé), to distinguish it from the verb 'resume.' It may be written with no accents very informally or if it is difficult to type the special symbol 'é.' 
 
  
−
A form of the résumé specialized for academic positions is the CV, or curriculum vitae, or vita.  
+
{| class="wikitable"
 +
! Week # &nbsp;&nbsp;&nbsp;&nbsp; !! Seminar title
 +
|- 
 +
| Week 01 || –
 +
|-
 +
| Week 02 || A1. Strategies for academic English
 +
|-
 +
| Week 03 || A2. Preparing for academic & professional careers&nbsp;&nbsp;&nbsp;&nbsp;
 +
|-
 +
| Week 04 || B1. Preparing for a teaching career
 +
|-
 +
| Week 05 || B2. Course and lesson planning
 +
|-
 +
| Week 06 || B3. Teaching methods & strategies
 +
|-
 +
| Week 07 || B4. Assessment and feedback in teaching [10am]  <br> B5. Interactive classroom activities [2pm]
 +
|-
 +
| Week 08 || E1. Small group workshops
 +
|-
 +
| Week 09 || C1. Conference proposals & presentations
 +
|-
 +
| Week 10 || C2. English speaking & listening skills
 +
|-
 +
| Week 11 || C3. Lecture and presentation skills
 +
|-
 +
| Week 12 || D1. Writing academic papers
 +
|-
 +
| Week 13 || D2. Using sources
 +
|-
 +
| Week 14 || –
 +
|-
 +
| Week 15 || D3. Coherence and flow in writing [10am]  <br> D4. Cohesion, style and wording [2pm]
 +
|-
 +
| Week 16 || E2. Micro-teaching sessions
 +
|-| After finals || —   Certificates granted
 +
|}
  
  
−
# [http://www.kentlee7.com/eap/cv.guide.pdf CV guide ]and [http://www.kentlee7.com/eap/cv.kentlee.2013.emi.pdf CV sample ]
+
[[Category:EMI]] [[Category:Professional development]]  [[Category:Courses]]  [[Category:EAP]]  [[Category:Writing]] [[Category:Pedagogy]]
−
# [http://www.kentlee7.com/eap/resume.guide.pdf Résumé guide] and [http://www.kentlee7.com/eap/resume.guide.pdf Résumé sample ]
 
−
# [http://owl.english.purdue.edu/owl/section/6/23/ General guides for CVs and résumés ](Purdue OWL website)
 
−
# [http://www.kentlee7.com/writ/resume_eval.pdf Simple checklist for proper résumés ]
 
−
# [http://www.kentlee7.com/writ/resume.grade.rubric.pdf Rubric / criteria for proper résumés, CVs, cover letters, SOPs]
 
−
# [[Kent Lee (CV)| My sample CV (wiki format)]]
 

Latest revision as of 14:45, 27 May 2016

EMI series: Graduate student professional development program (CTL, Korea University)

EMI refers to English medium instruction, and this program is designed to prepare graduate students for future teaching careers, including teaching in English.

Note: This program / series has ended, as of June 2014. I will not be conducting this program, as I have moved to a different department, the IFLS (Foreign Language Studies). Students and others are welcome to use these materials for their own benefit.

Links


1 Introduction

The Center for Teaching & Learning is offering a series of seminars for graduate students, to prepare them for an academic future in English - particularly one that might involve teaching in English, that is, English mediated instruction. The weekly seminars will usually take place every Friday at 2pm, starting 15 March. All graduate students may attend the seminars, as well as part-time and full-time adjuncts (강사).

The CTL will also offer a certificate to graduate students those who complete some extra requirements, the . The certificate program will be helpful for those seeking jobs or study programs that involve teaching in English. (Note: This is not a teaching certificate, but a certificate of program completion for professional development.) For the certificate, the following will be required.

  1. Participating in at least 10 seminars.
  2. Participating in at least 1-2 seminars from each of the Modules A, B, C, and D
  3. Participating in both practicum seminars, Module E
  4. Handing in a portfolio of various professional and academic documents (see below).

Students can sign up for each seminar through the CTL website [ctl.korea.ac.kr > Events, and click on the seminar title for a login screen to sign up]. For the certificate program, see the certificate application page (sign-ups for this are via the CTL website during the allowed time period for application). For questions, please contact the seminar facilitator, Prof. Kent Lee, at:

2 Seminars

Below is a summary of the sessions to be offered. Module B focuses on professional development skills for academic and non-academic careers. The EAP modules focus on English for Academic Purposes, such as ESL issues in professional speaking and writing. The small group session involves peer editing and discussion of assignments, and micro-teaching provides students opportunities to apply and reflect on what they have learned in a real teaching exercise.

For descriptions, mouse over each title, or see the page for seminar descriptions and handouts. Those with asterisks [*] pertain to assignments for the certificate portfolio.

2.1 Module A: General

  1. A1. Strategies for academic English [14 March]
  2. A2. Preparing for academic and professional careers [21 March]

2.2 Module B: Pedagogy & professional development

  1. B1. Preparing for the teaching career* [28 March]
  2. B2. Course and lesson planning* [04 April]
  3. B3. Teaching methods & strategies [11 April]
  4. B4. Assessment and feedback in teaching [18 April]

5. B5. Interactive classroom activities [18 April]

2.3 Module C: EAP Speaking

  1. C1. Conference proposals and presentations* [02 May]
  2. C2. English speaking & listening skills [09 May]
  3. C3. Lecture and presentation skills [16 May]

2.4 Module D: EAP Writing

  1. D1. Writing academic papers [23 May]
  2. D2. Using sources [30 May]
  3. D3. Coherence and flow in writing [13 June]
  4. D4. Cohesion, style and wording [13 June]

2.5 Module E: Practicum

[for certificate seekers only]

  1. E1. Small group workshop [various times, 21-30 May]
  2. E2. Micro-teaching workshop [various times, 09-23 June]

The small group workshop involves a meeting with 6-8 students and the facilitator for peer editing of assignments and group discussion. For micro-teaching, 3-5 students will meet per session, and each student will present a ten minute demo lecture, followed by critique from peers and from the session facilitator. These practicum workshops will be arranged by appointment with the CTL. The following assignments are involved for certificate applicants.


3 Portfolio materials

Those seeking the certificate will also submit portfolio materials to the seminar facilitator. Certificate applicants should bring drafts of the first two (CV, syllabus) to the Small Group Workshop (E1). The facilitator will provide feedback on the materials, and may ask for revisions before approving the portfolio materials, as these materials must meet certain standards.

  1. A curriculum vitae [CV] (Draft version due at the Small Group Workshop.)
  2. A sample course syllabus - for a hypothetical or potential course that one might teach (Draft version due at the Small Group Workshop.)
  3. A statement of purpose (SOP), research statement, or a teaching philosophy statement (TPS)
  4. A sample conference proposal or abstract
  5. An outline of one's micro-teaching lecture (due before the micro-teaching session)


4 Schedule

Most seminars will be offered on Fridays at 2pm, as 75 minute seminars. Micro-teaching sessions are only for certificate seekers, and will be arranged by appointment with the CTL.

Week #      Seminar title
Week 01 –
Week 02 A1. Strategies for academic English
Week 03 A2. Preparing for academic & professional careers    
Week 04 B1. Preparing for a teaching career
Week 05 B2. Course and lesson planning
Week 06 B3. Teaching methods & strategies
Week 07 B4. Assessment and feedback in teaching [10am] 
B5. Interactive classroom activities [2pm]
Week 08 E1. Small group workshops
Week 09 C1. Conference proposals & presentations
Week 10 C2. English speaking & listening skills
Week 11 C3. Lecture and presentation skills
Week 12 D1. Writing academic papers
Week 13 D2. Using sources
Week 14 –
Week 15 D3. Coherence and flow in writing [10am] 
D4. Cohesion, style and wording [2pm]
Week 16 E2. Micro-teaching sessions
Retrieved from "https://www.enwiki.org/wiki/index.php?title=EMI_series_(CTL)&oldid=310"