Sarah Stauffer, PhD, is a post-doctoral researcher and instructor for the Institute of Psychology at the University of Lausanne. She is the Assistant Editor for the International Journal for Educational and Vocational Guidance and an Editorial Board member for the International Journal of Play Therapy, as well as an ad hoc reviewer for a number of scientific journals.
Description and Objectives
Publishing in peer-reviewed journals and presenting at scientific meetings in English are necessary skills to master at the doctoral level. Mastering scientific English requires practice, supportive feedback, and the alacrity and humility to integrate corrections and suggestions into one's work. Writing, publishing, and presenting can be daunting processes for new or experienced academics. During this course, doctoral students in psychology will:
- Better understand some of the technical aspects of scientific writing in English;
- Better understand APA (6th ed.) citation, referencing, and writing style;
- Write cover letters and response letters to accompany submitted manuscripts;
- Practice their writing skills to improve an academic paper intended for publication;
- Learn how to adapt a paper according to reviewer comments to increase its probability of publication;
- Practice oral presentation skills in English; and
- Receive group and individualized feedback on work produced during the course.
Method
Teaching methods will include didactic instruction, personal examples, large- and small-group interactions, constructive feedback on participants' work, and lots of encouragement. Feedback will be tailored to participants' levels of experience and their needs during the course of the program. All levels of experience are welcome. However, a written project must be underway to draw maximum benefit from the course.
Preparation
Participants will need to bring examples of their work to the first meeting. Drafts of abstracts, parts of papers (e.g., Introduction, Method, Results, Discussion, Conclusion), reference lists, and cover or response letters are all acceptable examples for the first meeting, no matter how rough the drafts may be. Participants will need to demonstrate a willingness to integrate feedback and suggestions into their work and to work between class meetings to further their manuscripts and presentation skills. Finally, participants will also need to be prepared to share their work in small and large groups in order for the class to benefit from our collective knowledge and skills. |
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