When piecing together the geologic history of the Earth, geologists rely on several key relative age-dating principles that allow us to determine the relative ages of rocks and the timing of significant geologic events. In a typical Historical Geology class or textbook, instructors/authors briefly discuss the important early researchers in the geological sciences, and then give the name of the stratigraphic principle, useful for relative age-dating of rocks and events, that these 17th and 18th century scientists are credited with discovering. After the instructor/author defines these principles, students are usually shown several examples so they can see how the principle can be applied.

But why not start with the examples and let students discover these principles for themselves?

Students are split into small groups which each work to discover a different relative age-dating principle. The groups are shown photos and given handouts with drawings of rock outcrops illustrating the various principles. These handouts include worksheets for which they must answer a series of prompts that help lead them to the discovery of their relative age-dating principle. Groups must also invent a name for their principle, and select a spokesperson who will present the group's results to the rest of the class.

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Detailed information is provided in activity description/assignment and an example lab handout that assisted students in conducting their research.

Initial guidelines given to students:

Choose a location (where you are from, a place that is of interest to you) and investigate how projected changes in climate will affect that area. What are the expected changes in temperature, precipitation, storms, droughts, sea level, seasonality, etc? How will this affect the habitat of the area (for humans, animals, and plants)? How will this affect the local economy? What actions can the people that live in this area take to lessen the impacts of changing climate? Students write a scientific style paper on their findings, and present their research to the class in ~10 minute oral presentations (alternatively a poster session could be used).

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Why do we need a 'Good' Resume? We do not get a job just by sending a good one, rather we get a call for the Interview. This is what we need to remember.

I am no one to give policy statement on Resume Making. None of us can dictate a perfect resume. However, it is not a discouragement to anyone. We need to make a good one, which earns a call for the interview. The employers may not be looking at the quality of paper, but they are more keen to know what possibilities you carry. The Resume/CV you send is a 'selling document'. You sell your skills and in this barter system, you get an opportunity to work with the skills and expertise you have demonstrated.

Review of An Introduction to Group Communication
https://drive.google.com/open?id=1LNhCrU6WzDjAjj0VIprzq1fmcClyCy4GtLXLzOjzl8E

Review of Communication in the Real World: An Introduction to Communication Studies: https://drive.google.com/open?id=1tgWb7Hvuwc5JMiUesMRk3Xnh5ev_kh6v7S4MjxdwMXM

Review of Fundamentals of Public Speaking
https://drive.google.com/open?id=1cUuVpLZR7fS3sn2MkaHMrxVFUqkSg2BXARA4Pu4NCrc

Review of Professional and Technical Writing
https://drive.google.com/open?id=1s85OVDZKHLvw1TOoMJIQzHEH3zugyAKFJV7Peb0QSlU

This course uses the study of rhetoric as an opportunity to offer instruction in critical thinking. Through extensive writing and speaking assignments, students will develop their abilities to analyze texts of all kinds and to generate original and incisive ideas of their own. Critical thinking and original analysis as expressed in writing and in speech are the paramount goals of this class. The course will thus divide its efforts between an examination of the subject matter and an examination of student writing and speaking, in order to encourage in both instances the principal aims of the course.

This course is an introduction to the history, theory, practice, and implications of rhetoric, the art and craft of persuasion. This course specifically focuses on the ways that scientists use various methods of persuasion in the construction of scientific knowledge.

A slide deck that anyone can use if they wish to have students learn a little bit about workin effectively in groups.

This is a module to teach students fundamentals of various aspects of group leadership and power negotation.  It includes information, videos, interactive activities, etc.

This systematic review looks at the following research question: “How do speech-language pathologists (SLPs) educate other medical healthcare providers on AAC (including surveys, training, referrals, advocacy)?” 

Open syllabus for an introduction to co-cultural communication course. Includes open source or free videos and readings, assignments, and assessment.

The STEM Concept Videos are designed to help students learn a pivotal concept in science, technology, engineering, and/or mathematics (STEM). These ideas are the building blocks of many engineering curricula, and learning them will help students master more difficult material. The STEM Concept Videos were produced by the Teaching and Learning Lab (TLL) at MIT for the Singapore University of Technology and Design (SUTD).
For more information on how these videos were developed, please see the paper presented by TLL researchers at the American Society for Engineering Education (ASEE) 2013 conference.
Shah, D.N., JE French, J. Rankin, L. Breslow. “Using Video to Tie Engineering Themes to Foundational Concepts.” American Society for Engineering Education Annual Conference, June 23-26, 2013.

A sample value debate in the IPDA formatResolved: Chromebooks are better college laptops than MacBooks

This class develops the abilities of students to communicate science effectively in a variety of real-world contexts. It covers strategies for dealing with complex areas like theoretical physics, genomics and neuroscience, and addresses challenges in communicating about topics such as climate change and evolution. Projects focus on speaking and writing, being an expert witness, preparing briefings for policy-makers, writing blogs, and giving live interviews for broadcast, as well as the creation of an interactive exhibit for display in the MIT Museum.

This class is an introduction to studies in science, technology, and society (STS), through examining a series of issues, events, conflicts, and problems as illuminated by STS approaches. This iteration includes units on the Aaron Swartz case, photography, and utopia / dystopia. There are regular guest speakers, and several field trips to encourage hands on learning.

This class is an introduction to writing about science—including nature, medicine and technology—for general readers. In our reading and writing we explore the craft of making scientific concepts, and the work of scientists, accessible to the public through articles and essays.