SLAC Seminar, Fall (3 credits)

  • In this seminar-style course, we will discuss classic and recent findings in the “science of learning”, drawing on fields ranging from cognitive psychology and education to cognitive neuroscience and neurobiology.
  • We will read primary sources and discuss them each week.
  • We will also embrace the idea that effective learning in the sciences (as in all fields) requires effective communication, whether in research papers, course lectures, or presentations to non-scientific audiences.
  • We will critically evaluate best communication practices for different media, venues, and audiences in light of research on the science of learning.

      SLAC Professional Development, Fall (weekly) Spring (bi-weekly) (1 credit)

      • This course, also known as the Seminar In Career Skills For Life After Grad School (SICSFLAGS), equips students with some important skills for post-graduate careers, such as grant writing, navigating the IRB, peer review, time management, lab leadership, and ethical research practices.
      • The SICSFLAGS (Seminar in Career Skills For Life After Graduate School) professional development seminar
      • All NBL, CNC-CT and SLACers are welcome to drop in for topics of interest. Topics that will covered in Spring 2020 can be found here
      • We brainstormed about topics for other weeks today in the seminar. We’ve created a google form where you can review these and rate them as high, medium or low priority. We will give slightly more weight to responses from registered students, but we welcome input from all trainees.

        SLAC Practicum, Spring (3 credits)

        • Problem based learning
        • Inkspace
        • Professional Development skills/tools

        SLAC Outreach Seminar, Spring (1 credit)

        • This course provides hands-on training in communicating research-related topics to local populations (children in a K-8 setting, retirement communities).
        • Initial in-class meetings will provide an overview of potential local venues (schools, community forums), and feedback about calibrating presentations for children, interested lay public groups, etc.
        • Through the semester, we will meet periodically to assess progress, discuss course materials, practice the presentations that students develop, and provide feedback on these presentations.

        Talk Shop, fall and spring (1 credit)

        • Trainees are expected to attend and participate in a weekly gathering where students/faculty share their research, etc. 
        • See the current Talk Shop schedule here