Postechian Core Capabilities: Global Citizen Capability (70%), Creative Convergence Capability (30%)

**NOTE: The COURSE PLAN and Classroom Environment is subject to change due to current COVID situation.

The course will focus on professional presentations for international conferences. Participants will learn the preparation process, word choice selection, presentation analysis, delivery skills, and anxiety management for a skillful address to an audience of their peers. The instruction process will offer individual practicums for the delivery of presentations at international conferences.
-To teach students effective strategies in preparing and giving strong oral presentations. Students will learn how to avoid common errors in preparing for and presenting paper at conferences.
-To improve the students’ abilities to present ideas clearly and effectively in English.
-To improve the students’ confidence in commenting on presentations. This skill will be valuable to the students when they assess their own work and the work of others through the giving and receiving of peer-evaluated feedback.

This course is for Master's and Ph.D. candidates.

Satisfactory/Unsatisfactory System: To receive a grade of satisfactory (S) you must obtain an average of 90% or higher for the duration of the class and submit all assignments on the date they are due.

Plagiarism Policy:
Plagiarism is stealing and will not be tolerated. The first time an incident of plagiarism occurs, the offending student(s) will receive a zero (0) for the assignment. The second time an incident of plagiarism occurs by the same student(s) an Unsatisfactory grade (U) will be assigned to the student for the course.

Late Work Policy:
Assignments will not be accepted late. An absence is not an excuse for late work: e-mail me if you must be absent when an assignment is due.

Attendance Policy:
Due to the participatory nature of any language course, 100% attendance is required. Only in specific cases (family tragedy, hospital stay, and official university commitments) will an excused absence be granted. As mentioned above, assignments will not be accepted late, unless you have e-mailed me and have my approval for turning in your assignment past the scheduled due date. Each unexcused absence will be a loss of 3 % from your final grade. A student with 4 unexcused absences will receive an Unsatisfactory (U). Tardiness is unacceptable. If you are less than 10 minutes late for class 1% will be deducted from your final grade. If you are late 10 minutes or more, you will be marked absent and lose 3 % from your final grade. Four (10 minute) cases of tardiness will result in you receiving an Unsatisfactory (U) for the course.

Evaluation Criteria:
-Attendance: 10% (2% will be deducted for each unexcused absence. >5-unexcused absences will result in a grade of F)
-Practice Presentations: 10%
-Posters: First 10 % & Second 10 %
-Presentations: First 15%, Second 15%, & Third 15%
-Participation Critiques: Peer-Reviewed Comments 15%

Students will be given handouts and students will be expected to occasionally supply the class with articles of their own choosing.

Students may refer to the Purdue Online Writing Lab (OWL) at https://owl.purdue.edu/ as a supplement to the writing process.

GEDU 502 (IT Research Paper Presentation Skills)
POSTECH: Humanities & Social Sciences
COURSE PLAN:

THEME: CLARITY, CONCISENESS, & SIMPLICITY

COURSE PLAN:
Week #1:
-Course Introduction
-Basic Evaluation Checklist for Presentations - contrasting two professional presentations to identify the differences, e.g., speed of speaking and pronunciation
-Professional Self-Introduction Speech - practice presentation (2-3 minutes).
-Textbook pp. 2-5 & HANDOUTS
-Videos: What is the best diet for human? - Eran Segal & The brain-changing effects of exercise – Wendy Suzuki
Week #2:
-Presenting to the Non-Specialist/Novice: special considerations, engaging the audience, four steps of learning, audience relevancy
-Reducing Verbiage – Concise Writing Practices: developing thesis statements & topic sentences and ‘verb’ usage – ‘active voice’ vs. ‘passive voice’
-HANDOUTS
Week #3:
-Concise Writing Practices cont.: paraphrasing rules & examples
-Writing out the script for the presentation – cutting down the verbiage through concise word choices – converting the academic paper to an academic presentation (text conversion exercise) & Ockham’s razor Philosophy Approach
-Textbook pp. 19-33
-Online Article Link – How Emotionally Intelligent People Use the Mark Twain Rule to Become Exceptionally Persuasive – https://www.inc.com/bill-murphy-jr/how-emotionally-intelligent-people-use-mark-twain-rule-to-become-exceptionally-persuasive.html
Week #4:
-Anxiety Management: The Pausing Technique, audience behavior, and the dreaded Q&A Session – self-preparation via planning and rehearsing the monologue.
-Impromptu Speech – practice presentation – Thinking on your feet as a storyteller (2-3 minutes).
-Textbook pp. 165-187 & HANDOUTS
-Video: The Most Astounding Fact – Dr. Neil DeGrasse Tyson
Week #5:
-Visuals in Presentations: creating PPT slides to enhance your presentation.
-Where to be technical vs. non-technical in the presentation and why?
-Limiting the amount of text on the slides (words/phrases vs. sentences).
-Practicing for the Presentation: practicing techniques, stage setting, and peer feedback.
-Conclusions: How or why is the presentation relevant to the audience – creating and establishing connections before going to the Q&A?
-Creating Academic Posters for Conferences.
-Textbook pp. 37-74, pp. 123-132, pp. 217-228
-Online Article Link – MONASH UNIVESITY – Build An Impactful Poster - https://www.monash.edu/learnhq/present-confidently/build-an-impactful-poster
Week #6:
-Speaking to Inform Speech (General Topic Speech) – practice presentation: Choose a topic from a current paper being read for research, develop an outline and script, create relevant PPT slides, establish relevancy of the topic to the audience, and give the presentation (5-7 minutes).
-Video: Beware online “filter bubbles” – Eli Pariser
-Methodology, Results & Discussion
-Textbook pp. 100-121 & HANDOUTS
Week #7:
-Self-Editing & Peer Editing
-Establishing Discussion Groups & Peer Editing and related guidelines for both.
-Using the Novice/Non-Specialist & Using the Informed Peer and Expert for feedback to help prepare the presentation.
-Evaluating other presentations and giving objective verbal feedback – ‘I Statements’ vs. ‘You Statements’.
-Textbook pp. 175-187 & HANDOUTS
Week #8:
-Performance Review (Verbal)
Week#9:
-Working in Discussion Groups to focus on selecting, developing, and preparing the First & Second Poster Presentation.
-NOTE: The First and Second Poster Presentation must have different topics/components selected from the Thesis Project.
Week #10:
-First Poster Presentation of a Specific Component of Thesis Project (5-7 minutes to include audience participation for impromptu speaking interaction).
-Peer-Reviewed Comments & Discussion Groups.
Week #11:
-Second Poster Presentation of a Specific Component of Thesis Project (5-7 minutes to include audience participation for impromptu speaking interaction).
-Peer-Reviewed Comments & Discussion Groups.
Week #12:
-Working in Discussion Groups to focus on selecting, developing, and preparing the presentation – Research Project.
Week #13:
-First presentation of Research Project with Q&A session (12-15 minutes).
-Revision of presentation through Peer Reviewed Comments & Discussion Groups.
Week #14:
-Second presentation of Research Project with Q&A session (12-15 minutes).
-Revision of presentation through Peer Reviewed Comments & Discussion Groups.
Week #15:
-Third presentation of Research Project with Q&A session (12-15 minutes).
-Revision of presentation through Peer Reviewed Comments & Discussion Groups.
Week 16:
-Performance Review (Verbal)

Videos:
-What is the best diet for humans?/Eran Segal/TEDxRuppin
https://www.youtube.com/watch?v=0z03xkwFbw4
-The brain-changing benefits of exercise/Wendy Suzuki/TED
https://www.youtube.com/watch?v=BHY0FxzoKZE
-The Most Astounding Fact – Dr. Neil DeGrasse Tyson’s interview with TIME magazine
https://vimeo.com/38101676
-Beware online “filter bubbles” – Eli Pariser/TED2011
https://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles

Lectures, Step-by-Step Guided Instruction, Independent Practice, and Peer Editing Feedback are means for improving the writing process.

Turnitin: www.turnitin.com – writing assignments will be submitted to Turnitin.
**Please enroll yourself with the English version of your name.

Class ID: TBA
Enrollment Key: TBA

iGradePlus Online Gradebook
In your POVIS account, you will receive an e-mail invitation from iGradePlus Online Gradebook. The e-mail will provide a link to your private account for this class. I will update your account on a weekly basis, and you will have full access to your account 24 hours a day, 7 days a week. The account provided to you is your private account, so please safeguard your account and password information.

Presenting is a process. Practice and feedback are the means for understanding and improving the presentation process.

Teacher Led & Peer Editing & Leadership Feedback