About this course: This course prepares you to embark upon your future graduate studies in the U.S. with confidence. In this MOOC, you'll have the opportunity to meet other prospective graduate students, hear from experienced international graduate students in the United States, and to practice sharing your own thoughts, stories, and expertise in English. You’ll select a “target” graduate program at a U.S. college or university to use as a case study throughout the course. You may already be admitted to this program, or it may be an institution you hope to attend in the future. You will identify resources that support international graduate students in your target campus. You will have multiple opportunities to practice your English language skills through practice assignments and through interactions with one another. Objectives By completing the course, you should enhance your ability to reach the following objectives for the purpose of communicating successfully as a new international graduate student studying in the United States. 1. Introduce yourself professionally a. Explain your expertise b. Begin networking with members of your target institution 2. Explore the campus climate of your target institution a. Identify the local vocabulary used at your target institution to describe campus climate topics such as diversity, inclusion, or equity b. Identify skills and perspectives you can contribute to the diversity of your target institution 3. For collaboration a. Use English to negotiate group roles b. Use English to express opinions 4. For academic writing a. Identify disciplinary norms in academic writing b. Cite source material appropriately in academic writing 5. For improving English a. Use at least three digital resources to investigate language use b. Use at least three digital resources to practice English fluency c. Use at least two new daily life opportunities to improve English for academic, social, or teaching purposes
Who is this class for: This course is designed for students planning future travel to the United States to attend a graduate program.
Created by: University of Michigan
Taught by: Pamela Bogart, Lecturer IV
English Language Institute
| Level | Intermediate |
| Commitment | Plan on setting aside 2-3 hours each week to explore life in graduate school in the U.S. together. |
| Language | English |
| How To Pass | Pass all graded assignments to complete the course. |
| User Ratings |
Syllabus
WEEK 1
Week 1: Getting Acquainted
In this first week together, we will begin getting to know one another, not just in writing, but by video too. We will also start getting to know a variety of graduate programs in the U.S., as we will each select a "target" graduate program at a U.S. college or university to use as a case study throughout the course. We will offer examples from our institution, the University of Michigan - Ann Arbor, where this course was created.
7 videos, 2 readings
- Reading: Community Guidelines for Participation
- Video: Introducing Yourself
- Reading: Help us learn more about you!
- Video: Meet Your Course Instructor
- Video: Introducing Your Target Institution
- Video: Review Example Introduction to Michigan (From U-M Rackham Graduate School)
- Discussion Prompt: Post Introduction to Your Target Program/Institution
- Video: Graduate Student Identity
- Video: Reflection: Walking in new shoes (From U-M School of Information)
- Discussion Prompt: Reflection: Walking in New Shoes
- Discussion Prompt: How Does Graduate School Differ from Undergrad?
- Video: Getting Ready for Graduate School (From the U-M Rackham Graduate School)
Graded: Video Self-introduction
WEEK 2
Week 2: Introducing Yourself Professionally
Upon arrival on campus, we'll all have the opportunity to introduce ourselves and our graduate work over and over again. To become well-prepared to seize these opportunities for building solid relationships on our new campuses, we'll focus this week on developing an "elevator pitch" or short introduction to who we are, what we are studying, and why.
5 videos, 1 reading
- Video: What is an Elevator Pitch?
- Discussion Prompt: Example Elevator Pitch
- Reading: Our First and Second Language Selves
- Discussion Prompt: Your First and Second Language Self
- Video: Language for the Elevator Pitch
- Video: Expanding Your Speaking Vocabulary
- Video: Introduction to MICASE Transcribed Real Speaking Situations
- Video: Introduction to Vocabulary.com to Generate Personalized Lists and Quizzes
Graded: Verbs to Describe Your Experience
Graded: Language for Introducing Yourself Professionally
Graded: Share Your First Draft Elevator Pitch
Graded: Reflect on Your Elevator Pitch
WEEK 3
Week 3: English for Interactive Learning & Teamwork
This week focuses on the many ways in which graduate students work together and with faculty in groups and teams. We'll look at the value of diverse group composition. We will explore language used to negotiate roles and prevent misunderstandings in collaborative settings.
5 videos, 1 reading
- Video: Interaction & Teamwork Overview
- Video: How Diverse Groups Can Positively Impact Learning
- Discussion Prompt: How Diverse Groups Can Positively Impact Learning
- Video: Tips to Promote Mutual Understanding in Groups
- Discussion Prompt: Tips to Promote Mutual Understanding in Groups
- Discussion Prompt: Negotiating Group Roles
- Reading: Strategies for Negotiating One's Group Responsibilities
- Video: Language for Negotiating One's Group Tasks (Part 1)
- Video: Language for Negotiating One's Group Tasks (Part 2)
- Discussion Prompt: Reflection on Negotiation Strategies
- Discussion Prompt: Group project: Profile an Example of Graduate Student Collaboration on 1-2 Target Campuses
Graded: Reflection on Group Project
WEEK 4
Week 4: English for Research & Scholarship
Of course the primary reason to pursue graduate studies is to learn about and participate in research and scholarship in your field. This week, we'll be looking at framing our own expertise, collaborating with faculty, and conventions around engaging with published scholarly writing.
5 videos, 1 reading
- Video: Joining an Academic Discipline
- Video: Munger Graduate Residences (From U-M Housing)
- Discussion Prompt: Bringing Your Expertise to the Table
- Video: Introducing Your Research (From U-M Engineering)
- Discussion Prompt: Communicating and Collaborating with Faculty
- Video: Communicating and Collaborating with Faculty
- Video: Ownership & Sharing of Scholarship
- Discussion Prompt: Exploring Academic Integrity
- Reading: Using the MICUSP Corpus to Explore Language Use, Organization, and Citations in Academic Writing
- Discussion Prompt: Citation Practice: Situating Yourself in Your Discipline
Graded: Communicating with Faculty at Your Target Institution
Graded: Using the MICUSP Corpus to Explore Language Use, Organization, and Citations in Academic Writing
WEEK 5
Week 5: English in Campus Life
In this last week of our course together, we'll turn our attention to the transition to graduate student life on a new campus. We'll identify ways to connect with individuals and groups, and to foster a supportive community around us. We'll cap off the course with a "final draft" version of everyone's elevator pitches.
3 videos, 1 reading
- Video: Getting Connected
- Discussion Prompt: Building Bridges
- Video: Advice from Experienced Graduate Students (From U-M Rackham Graduate School)
- Discussion Prompt: Advice from Experienced Graduate Students
- Discussion Prompt: Exploring Language Used to Talk About Diversity and Inclusion
- Video: Exploration: Work-life Balance (From U-M Rackham Graduate School)
- Discussion Prompt: Exploration: Work-life Balance
- Discussion Prompt: Making Friends
- Discussion Prompt: Reflection: Handling the Unexpected
- Peer Review: Final project: Your Recorded Elevator Pitch
- Reading: Post-course Survey
Graded: Final reflection: Using Your Elevator Pitch in Your Target Institution
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