Designing Slides
Designing Slides
- Use phrases and words to guide your talk.
- Don’t write in complete sentences unless using a direct quote.
- Use a large font size and sans serif font style
- Use color schemes with good contrast to improve ease-of-reading and accessibility.
- Do NOT rely on color alone. For instance, use a combination of tools to highlight an important point.
- Consider using the GWU Color Palette or design your own using Adobe Color, Color Hunt, or Coolors
Find Images for Presentations
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Images
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Accessible Slides
- Color Contrast CheckerCheck whether your color combinations offer adequate contrast for accessibility
- Present Google Slides with CaptionsGuide to using the native captioning in Google Slides
Grant Writing Resources
Grant Writing Handbook for Nurses and Health Professionals, Third Edition by ISBN: 0826141455Publication Date: 2018-03-28
Writing the NIH Grant Proposal by Call Number: RA11.D6 G47 2018ISBN: 9781506357737Publication Date: 2017-11-09Himmelfarb Stacks.
The Only Grant-Writing Book You'll Ever Need by ISBN: 0465058922Publication Date: 2014-04-08Print version available in the HImmelfarb Stacks (call number: HG177.5.U6 K37 2014).
Grant Application Writer's Handbook by Call Number: R853 .P75 R439 2005ISBN: 0763716421Publication Date: 2004-10-08Himmelfarb Stacks & Reference.
- Resources for GrantseekersCongressional Research Service
Finding Collaborators and Utilizing Funding
- GW SMHS Faculty Research DatabaseSMHS searchable database that was developed to facilitate research collaborations.
- GW SMHS Medical Student Research OpportunitiesResearch Opportunities from SMHS.
- GW SPH Post-Award ResearchResources from the Milken Institute School of Public Health Office of Research Excellence (ORE).
- GW SON Faculty DirectoryUse strengths and expertise filters to locate collaborators.
- GW Expert FinderFind collaborators at GW by searching by name or keyword.
NIH Fellowship Preparation and Tools
Structuring Content: Introductions, Conclusions & Focus
Introductions
- Introduce yourself!
- Include a slide outlining your presentation.
- Tell the audience why they should be interested: why is this important? why is this relevant?
- For instance, use a surprising statistic. (Statista is one database for statistical information.)
Conclusions
- Recap the most important points, usually 2-5 things.
- Provide a verbal cue, i.e. ‘thank you for your time', to let the audience that you are done.
Resources: GW Templates & Logos
GW Research Showcase
Teaching
- Teaching & LearningGW Center for Faculty Excellence
- Teaching TipsGW Center for Faculty Excellence
Teaching - Reading List
- The modern practice of adult education: From pedagogy to andragogyKnowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy. Chicago: Follett Publishing Company, p. 40 – 62.
Available in print for check-out: GW Gelman Library LC 5215 .K62 1980 - Reconsidering "Good teaching" across the continuum of medical educationPratt, D., Arseneau, R. & Collins, J. (2001). Reconsidering "Good teaching" across the continuum of medical education. The Journal of Continuing Medical Education in the Health Professions, 21, 70-81.
- Applying educational theory in practiceKaufman, D. (2003). Applying educational theory in practice. British Medical Journal, 326, 213-216.
- Informal and incidental learningMarsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New Directions For Adult & Continuing Education, (89), 25-34..
- Active learning: 101 strategies to teach any subjectSilberman, M. (1996). Active learning: 101 strategies to teach any subject (pp. 1–31). Boston: Allyn and Bacon.
Available in print for check-out: GW Gelman Library LB1027.23 .S556 1996 - Feedback and reflection: Teaching methods for clinical settingsBranch, W. & Paranjape, A. (2002). Feedback and reflection: Teaching methods for clinical settings. Academic Medicine, 77:12, 1185-1188.
- Context-based adult learningHansman, C. (2001). Context-based adult learning. New directions for adult and continuing education, 89, 43-51.
- Time-efficient strategies for learning and performanceIrby, D. & Bowen, J. (2004). . Clinical teacher, 1, 23-28.
- Autonomy and self-directed learning: A developmental journeyTaylor, K. (2006). Autonomy and self-directed learning: A developmental journey. In C. Hoare (Ed.). Handbook of adult development and learning (pp. 196-218). New York: Oxford.
Available in print for check-out: GW Himmelfarb Library BF724.5 .H365 2006 - Teaching the virtual generationProserpio, L. & Gioia, D. (2007). Teaching the virtual generation. Academy of Management Learning & Education, 6, 69-80.
- The physician as a patient educator: From theory to practiceMcCann, D. & Blossom, H. (1990). The physician as a patient educator: From theory to practice. The Western Journal of Medicine, 153: 44-49.
Additional Writing Resources
- PLOS Writing CenterFree resources for authors looking to build their skills related to scientific writing an publishing.
- Elsevier Author ResourcesWriting and Publishing Resources from Elsevier.
- Springer Nature Early Career ResearchersResources for early career researchers from Springer Nature.
- Wiley Author ResourcesResources for authors from Wiley,
- ECR Community Blog from PLOSBlog for Early Career Researches from PLOS.
- NIH e-Protocol Writing ToolWriting assistance from the National Institutes of Health.
- Purdue Online Writing Lab: Eliminating WordsResource from the Purdue Online Writing Lab to help you eliminate unnecessary words.
- 5 Ways to Cut the Clutter in WritingWriting tips to help decrease word counts.
- 129 Deadwood Phrases that Kill Good WritingList of phrases that can be consolidated.
