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Training Postdoctoral Researchers: A Model for Professional Development

Training Postdoctoral Researchers: A Model for Professional Development. William Rozycki Center for Language Research University of Aizu and Ulla Connor Indiana Center for Intercultural Communication Indiana University-Purdue University Indianapolis IEEE PCSJ Annual Seminar

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Training Postdoctoral Researchers: A Model for Professional Development

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  1. Training Postdoctoral Researchers: A Model for Professional Development William Rozycki Center for Language Research University of Aizu and Ulla Connor Indiana Center for Intercultural Communication Indiana University-Purdue University Indianapolis IEEE PCSJ Annual Seminar Waseda University November 16, 2008

  2. Outline Context of post-doctoral research Needs analysis Course design Implementation (training, challenges, outcome and benefits) Lessons for EFL environment

  3. Context (1) Indiana University-Purdue University Indianapolis (IUPUI) Basic sciences, life sciences, engineering laboratories Approx. 300 postdoctoral researchers Approx. 150 international post-docs

  4. Context (2) Postdoctoral position: a type of apprenticeship Problems encountered bv all postdocs: no employment rights no pension uneven or no mentoring (Nerad & Cerny, 1999) International p-d language issues: safety and ethics

  5. Needs Analysis(conducted 2002)

  6. Course Design Six modules Research report writing Research grant writing Research presentation & conference networking Research ethics Safety issues in laboratories Job interviewing and CV preparation

  7. Implementation (1):Overview 45 hours contact time 90 minute classes once a week late afternoons 2004 nine post-docs 2006 four post-docs (tuition equiv. for-credit course) disciplines: microbiology, pathology, dentistry, molecular biochemistry, neurology, anatomy, nursing, hematology materials furnished in-house except for Swales & Feak text

  8. Implementation (2):Outcomes Rated highly satisfactory by all participants Individual training led to specific benefits grant application successful job hunt successful Institutional goals addressed through ethics and safety training

  9. Implementation (3):Focus Points Attention to professional development NOT just another language program Grant writing training CV, cover letter & job interview discourse issues Guest lectures and Q and A with successful international researchers as mentors & models

  10. Transferring to EFL (1) Avoid only language focus Address larger discourse issue `Big D` Discourse (Gee) Discourse community (Swales)

  11. Big ‘D’ Discourse “acting interacting-thinking-valuing-talking (sometimes writing-reading) in the ‘appropriate way’ with the ‘appropriate’’ props at the ‘appropriate times’ in the ‘appropriate’ places” (Gee, 1999:17)

  12. Discourse as Community “…institutional attitudes and expectations … the belief-systems, initiation ceremonies, rites of passage, rituals, taboos, value judgments of excellence or otherwise, codes of practice, etc. of doctors, lawyers, navigators, geologists, and so on…” (Swales, 1985: 212)

  13. Transferring to EFL (2) Involve role models Explicit training for professional success CV, Application letter Social language & motivation for networking

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