presentation harvard university

Countway Practical Presentation Skills

Presentation Slides

Story Telling

Presentation Software

Body Language

• Showtime! (Tips when "on stage")
• Upcoming Classes & Registration

On this page you will find many of the tips and common advice that we cover within our Practical Presentation Skills Workshop.

If you are hoping to attend a workshop in the future, please check the schedule of upcoming classes, and reserve your spot. Space does fill up each week, so please register early!

Creating slides to accompany your presentation can be a great way to provide complimentary visual representation of your topic. Slides are used to fill in the gaps while you tell the story.

Start your presentation with a brief introduction- who you are and what you are going to talk about. 

Think about your presentation as a story with an organized beginning (why this topic), middle (how you did the research) and end (your summary findings and how it may be applicable or inform future research). You can provide a brief outline in the introduction so the audience may follow along. 

Keep it simple with a few key concepts, examples and ideas.

Make sure your audience knows the key takeaway points you wish to get across.

A good way to practice this is to try and condense your presentation into an elevator pitch- what do you want the audience to walk away know? 

Show your enthusiasm!

If you don’t think it is interesting- why should your audience?

Some Good Alternatives to PowerPoint:

• Google Slides
• Keynote (Mac)  
• Prezi  
• Zoho Show  
• PowToon  
• CustomShow  
• Slidebean  
• Haiku Deck  
• Visme  
• Emaze  
• and more…  

Your body language speaks volumes to how confident you are on the topic, how you are feeling up on stage and how receptive you are to your audience. Confident body language, such as smiling, maintaining eye contact, and persuasive gesturing all serve to engage your audience.

• Make eye contact with those in the audience that are paying attention and ignore the rest!
• Speak slower than what you would normally, take a moment to smile at your audience, and project your voice. Don’t rush, what you have to say is important!
• Don’t’ forget to breathe. Deep breaths and positive visualization can helps slow that pounding heart.
• Work on making pauses where you can catch your breath, take a sip of water, stand up straight, and continue at your practiced pace.
• Sweaty palms and pre-presentation jitters are no fun. Harness that nervous energy and turn it into enthusiasm! Exercising earlier in the day can help release endorphins and help relieve anxiety.
• Feeling shaky? Practicing confident body language is one way to boost your pre-presentation jitters. When your body is physically demonstrating confidence, your mind will follow suit. Standing or walking a bit will help you calm those butterflies before you go on stage.
• Don’t be afraid to move around and use the physical space you have available but keep your voice projected towards your audience.
• Practice, practice, practice! Get to the next Practical Presentation Skills workshop in Countway Library http://bit.ly/countwaypresent and practice your talk in front of a supportive and friendly group!

• Excessive bullet points
• Reading your slides instead of telling your story
• Avoid excessive transitions and gimmick
• Numerous charts (especially all on the same slide)
• Lack of enthusiasm and engagement from you
• Too much information and data dump
• Clutter and busy design
• Lack of design consistency 

Now you are on stage!

When delivering the talk, watch out for these bad habits:

•  Avoiding eye-contact
• Slouching or bad posture
• Crossed arms
• Non-purposeful movement
• Not projecting your voice
• Speaking away from the microphone
• Speaking with your back to the audience (often happens when reading slides)
• Next: Upcoming Classes & Registration >>
• Last Updated: Jan 29, 2024 8:37 AM
• URL: https://guides.library.harvard.edu/presentation

• Back to All Programs

Communication Strategies: Presenting with Impact

All Start Dates

8:30 AM – 4:30 PM ET

2 consecutive days

Registration Deadline

April 21, 2024

June 30, 2024

November 24, 2024

Gain skills and techniques to engage, inform and inspire others, improving your ability to communicate as a leader.

Communication strategies program overview, communication strategies: presenting with impact, a public speaking course.

Public speaking—whether delivering a presentation, making a pitch, or leading a group discussion—can cause even the most confident leader to break a sweat. Yet communicating your message with poise, confidence, and conviction is an essential leadership skill. Mastering your public speaking and presentation skills will enable you to inspire your audience as well as build trust and credibility.

Through oral presentations and small group activities, you will put proven public speaking techniques and tools into practice, test out new approaches, and learn to communicate clearly and confidently. Discover the powerful impact of storytelling and practical persuasion skills to authentically illustrate your message. Learn how to effectively organize materials to blend analytical and emotional content into a compelling story, and incorporate dynamic introductions and memorable endings into your presentations.

Who Should Register for this Public Speaking Course

This communication program is appropriate for business professionals at all levels of experience who would like to enhance their communication skills to succeed in delivering impactful presentations. It is ideal for anyone in a role that requires ceremonial speaking, persuasive speaking, or any other type of public speaking, regardless of industry or years of experience.

All participants will earn a Certificate of Participation from the Harvard Division of Continuing Education

Participants must be fluent in English to participate fully in fast-moving discussions and exercises.

Benefits of Communication Strategies: Presenting With Impact

This communication strategies program is designed to offer new techniques to improve your public speaking skills. Key takeaways from the program will help you improve your ability to persuade and influence your audience in large- and small-group settings.

During this public speaking training course, you will:

• Learn guiding principles of making effective presentations
• Build confidence in your presentation abilities
• Cultivate your personal leadership and communication style
• Learn strategies on handling hostile audiences

“Jill [Slye] shared invaluable tips that have helped me to reduce my anxiety and negative self-talk around my presentations while conveying a message that encourages others to affect change through empowering presentations.” — Lizbeth Sanches-Acre

The curriculum for this communication strategies program is designed to be interactive and hands-on. You will practice the skills and techniques you are learning in real-time through small group activities and oral presentations during the program.

The curriculum will cover topics such as:

• Effective delivery skills involving presence, vocal variety, body language, narratives and humor, and handling nerves
• Crafting clear and concise messages
• Understanding and connecting with your audience
• Techniques for effective handling of Q&A sessions
• Ways to gain buy-in and influence your audience
• Strategies for online communications, webinars, podcasts, Zoom platforms, etc.

This public speaking course is offered as a two-day on-campus program in our state-of-the-art classroom space in the heart of historic Harvard University. Program tuition is $2,990 plus the cost of travel.

Considering this program?

Send yourself the details.

Related Programs

• Effective Organizational Communication
• Influence and Persuasion in Leadership
• Becoming a Leader: Developing Your Style and Making Sound Decisions

April Schedule

• Communication Overview
• Honing Your Personal Communication Style
• Developing Audience Centered Content
• Presentations
• Strategies for Online Communications
• Leadership Communication Model

July Schedule

December schedule, jill abruzese slye, certificates of leadership excellence.

The Certificates of Leadership Excellence (CLE) are designed for leaders with the desire to enhance their business acumen, challenge current thinking, and expand their leadership skills.

This program is one of several CLE qualifying programs. Register today and get started earning your certificate.

How will this program help me improve my public speaking skills?

This program will help you improve your public speaking skills through hands-on practice of communication techniques and new approaches. As part of the program, you will engage in group exercises and oral presentations where you will receive feedback from the instructor and your peers to help you improve your skills in real time.

How will improving public speaking help me advance my career?

Public speaking is an important skill for any business professional, regardless of industry or role. To advance your career, you must possess the ability to convey your message with clarity and lead group discussions with confidence, regardless of the specific situation. Developing the techniques and strategies to communicate effectively will help build trust in your leadership skills more broadly.

What skills or experience is needed before enrolling in this program?

Participants do not need any specific experience or skills to enroll in this program. It is open to any business professional interested in improving their public speaking skills and their ability to communicate effectively and persuasively.

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

Ideas and insights from Harvard Business Publishing Corporate Learning

Powerful and Effective Presentation Skills: More in Demand Now Than Ever

When we talk with our L&D colleagues from around the globe, we often hear that presentation skills training is one of the top opportunities they’re looking to provide their learners. And this holds true whether their learners are individual contributors, people managers, or senior leaders. This is not surprising.

Effective communications skills are a powerful career activator, and most of us are called upon to communicate in some type of formal presentation mode at some point along the way.

For instance, you might be asked to brief management on market research results, walk your team through a new process, lay out the new budget, or explain a new product to a client or prospect. Or you may want to build support for a new idea, bring a new employee into the fold, or even just present your achievements to your manager during your performance review.

And now, with so many employees working from home or in hybrid mode, and business travel in decline, there’s a growing need to find new ways to make effective presentations when the audience may be fully virtual or a combination of in person and remote attendees.

Whether you’re making a standup presentation to a large live audience, or a sit-down one-on-one, whether you’re delivering your presentation face to face or virtually, solid presentation skills matter.

Even the most seasoned and accomplished presenters may need to fine-tune or update their skills. Expectations have changed over the last decade or so. Yesterday’s PowerPoint which primarily relied on bulleted points, broken up by the occasional clip-art image, won’t cut it with today’s audience.

The digital revolution has revolutionized the way people want to receive information. People expect presentations that are more visually interesting. They expect to see data, metrics that support assertions. And now, with so many previously in-person meetings occurring virtually, there’s an entirely new level of technical preparedness required.

The leadership development tools and the individual learning opportunities you’re providing should include presentation skills training that covers both the evergreen fundamentals and the up-to-date capabilities that can make or break a presentation.

So, just what should be included in solid presentation skills training? Here’s what I think.

The fundamentals will always apply When it comes to making a powerful and effective presentation, the fundamentals will always apply. You need to understand your objective. Is it strictly to convey information, so that your audience’s knowledge is increased? Is it to persuade your audience to take some action? Is it to convince people to support your idea? Once you understand what your objective is, you need to define your central message. There may be a lot of things you want to share with your audience during your presentation, but find – and stick with – the core, the most important point you want them to walk away with. And make sure that your message is clear and compelling.

You also need to tailor your presentation to your audience. Who are they and what might they be expecting? Say you’re giving a product pitch to a client. A technical team may be interested in a lot of nitty-gritty product detail. The business side will no doubt be more interested in what returns they can expect on their investment.

Another consideration is the setting: is this a formal presentation to a large audience with questions reserved for the end, or a presentation in a smaller setting where there’s the possibility for conversation throughout? Is your presentation virtual or in-person? To be delivered individually or as a group? What time of the day will you be speaking? Will there be others speaking before you and might that impact how your message will be received?

Once these fundamentals are established, you’re in building mode. What are the specific points you want to share that will help you best meet your objective and get across your core message? Now figure out how to convey those points in the clearest, most straightforward, and succinct way. This doesn’t mean that your presentation has to be a series of clipped bullet points. No one wants to sit through a presentation in which the presenter reads through what’s on the slide. You can get your points across using stories, fact, diagrams, videos, props, and other types of media.

Visual design matters While you don’t want to clutter up your presentation with too many visual elements that don’t serve your objective and can be distracting, using a variety of visual formats to convey your core message will make your presentation more memorable than slides filled with text. A couple of tips: avoid images that are cliched and overdone. Be careful not to mix up too many different types of images. If you’re using photos, stick with photos. If you’re using drawn images, keep the style consistent. When data are presented, stay consistent with colors and fonts from one type of chart to the next. Keep things clear and simple, using data to support key points without overwhelming your audience with too much information. And don’t assume that your audience is composed of statisticians (unless, of course, it is).

When presenting qualitative data, brief videos provide a way to engage your audience and create emotional connection and impact. Word clouds are another way to get qualitative data across.

Practice makes perfect You’ve pulled together a perfect presentation. But it likely won’t be perfect unless it’s well delivered. So don’t forget to practice your presentation ahead of time. Pro tip: record yourself as you practice out loud. This will force you to think through what you’re going to say for each element of your presentation. And watching your recording will help you identify your mistakes—such as fidgeting, using too many fillers (such as “umm,” or “like”), or speaking too fast.

A key element of your preparation should involve anticipating any technical difficulties. If you’ve embedded videos, make sure they work. If you’re presenting virtually, make sure that the lighting is good, and that your speaker and camera are working. Whether presenting in person or virtually, get there early enough to work out any technical glitches before your presentation is scheduled to begin. Few things are a bigger audience turn-off than sitting there watching the presenter struggle with the delivery mechanisms!

Finally, be kind to yourself. Despite thorough preparation and practice, sometimes, things go wrong, and you need to recover in the moment, adapt, and carry on. It’s unlikely that you’ll have caused any lasting damage and the important thing is to learn from your experience, so your next presentation is stronger.

How are you providing presentation skills training for your learners?

Manika Gandhi is Senior Learning Design Manager at Harvard Business Publishing Corporate Learning. Email her at [email protected] .

Let’s talk

Change isn’t easy, but we can help. Together we’ll create informed and inspired leaders ready to shape the future of your business.

© 2024 Harvard Business School Publishing. All rights reserved. Harvard Business Publishing is an affiliate of Harvard Business School.

• Privacy Policy
• Copyright Information
• Terms of Use
• About Harvard Business Publishing
• Higher Education
• Harvard Business Review
• Harvard Business School

We use cookies to understand how you use our site and to improve your experience. By continuing to use our site, you accept our use of cookies and revised Privacy Policy .

Cookie and Privacy Settings

We may request cookies to be set on your device. We use cookies to let us know when you visit our websites, how you interact with us, to enrich your user experience, and to customize your relationship with our website.

Click on the different category headings to find out more. You can also change some of your preferences. Note that blocking some types of cookies may impact your experience on our websites and the services we are able to offer.

These cookies are strictly necessary to provide you with services available through our website and to use some of its features.

Because these cookies are strictly necessary to deliver the website, refusing them will have impact how our site functions. You always can block or delete cookies by changing your browser settings and force blocking all cookies on this website. But this will always prompt you to accept/refuse cookies when revisiting our site.

We fully respect if you want to refuse cookies but to avoid asking you again and again kindly allow us to store a cookie for that. You are free to opt out any time or opt in for other cookies to get a better experience. If you refuse cookies we will remove all set cookies in our domain.

We provide you with a list of stored cookies on your computer in our domain so you can check what we stored. Due to security reasons we are not able to show or modify cookies from other domains. You can check these in your browser security settings.

We also use different external services like Google Webfonts, Google Maps, and external Video providers. Since these providers may collect personal data like your IP address we allow you to block them here. Please be aware that this might heavily reduce the functionality and appearance of our site. Changes will take effect once you reload the page.

Google Webfont Settings:

Google Map Settings:

Google reCaptcha Settings:

Vimeo and Youtube video embeds:

You can read about our cookies and privacy settings in detail on our Privacy Policy Page.

Harvard ManageMentor: Presentation Skills

By: Harvard Business Publishing

In this course, students will learn how to analyze an audience and their setting (whether in-person or remote) to more effectively prepare for and deliver a presentation. They will discover how to…

• Length: 2 hours, 44 minutes
• Publication Date: Aug 27, 2019
• Discipline: General Management
• Product #: 7178-HTM-ENG

What's included:

• Facilitator Guide
• Supplements

$10.00 per student

degree granting course

$25.00 per student

non-degree granting course

Get access to this material, plus much more with a free Educator Account:

• Access to world-famous HBS cases
• Up to 60% off materials for your students
• Resources for teaching online
• Tips and reviews from other Educators

Already registered? Sign in

• Student Registration
• Non-Academic Registration
• Included Materials

Harvard ManageMentor helps students develop the skills they need to thrive in the workforce. These online courses combine the latest in business thinking from management experts with interactive assignments to empower students with the skills employers seek.

In this course, students will learn how to analyze an audience and their setting (whether in-person or remote) to more effectively prepare for and deliver a presentation. They will discover how to gather and use facts, evidence, stories, and media (including visual aids) to support their main messages. As well as explore tactics for rehearsing and managing challenges that can arise while presenting, whether it's "stage fright" or provocative, tough questions from the audience. They will have the opportunity to learn strategies and best practices from business leaders, authors, and coaches like Brad Holst, Nancy Duarte, Eddie Yoon, Nick Morgan, Liz Keever, and Amy Cuddy.

Students have the option to view the content in English, Spanish, French, Portuguese, and Chinese. This online course has been designed and developed with the intention of complying with WCAG 2.0 AA standards. Explore all Harvard ManageMentor courses at https://hbsp.harvard.edu/harvard-manage-mentor/

Learning Objectives

Clarify your objective, identify your audience, and consider the setting for your presentation

Identify the single key point of your presentation

Construct a presentation that hooks your audience and communicates your message

Use visuals and other media in a presentation to support and enhance your words

Create an engaging remote presentation

Practice, refine, and prepare effectively for your presentation

Keep your audience engaged during a presentation

Objectively evaluate the style and substance of your presentation

Aug 27, 2019 (Revised: Nov 4, 2014)

Discipline:

General Management

Harvard Business Publishing

7178-HTM-ENG

2 hours, 44 minutes

We use cookies to understand how you use our site and to improve your experience, including personalizing content. Learn More . By continuing to use our site, you accept our use of cookies and revised Privacy Policy .

• Utility Menu

Writing Center & Communications Lab

 your home for written and oral communication support at hgse.

• Gutman Library
• LIBRARY FAQ

Presentations

Presenting with Confidence

How Great Leaders Craft and Design Persuasive Presentations That Sell Ideas, Inspire Teams, and Build Brands

Four online sessions with an additional one-on-one coaching session. Also offered on-campus .

Ideas are the currency of the 21st century. The ability to communicate your ideas persuasively is the single greatest skill you can learn to succeed in a globally competitive world. Through stories, videos and case examples, this program offers an actionable, step-by-step method anyone can adopt to create and deliver inspiring in-person or virtual presentations that are engaging, persuasive and memorable.

Key topics include: applying storytelling methods, creating presentation headlines, utilizing the rule of three, building multisensory experiences, making statistics instantly memorable, delivering authentic presentations with confidence, creating a message map around your story; learning practice methods for seamless delivery in-person or virtually. This online course includes a scheduled private one-on-one consultation via phone or remote video with the instructors following the program dates.

What to Expect

Certificate of completion

1on1 coaching

Open office hours

This transformative program will set you apart from your peers and competitors, in a wide variety of professions. If you’re a designer or architect, this program will help you present to clients. If you’re a city planner, you’ll keep on message with poise at your next town hall meeting. If you’re a real estate developer, you’ll be able to pitch deals better. If you’re an entrepreneur, this program will improve your skills at courting investors and customers. If you’re a civic leader, you’ll be able to present more persuasively to constituents. The ability to craft and deliver world-class presentations is useful in every line of work, and this skill is becoming ever-more essential. Within the next few years, you will not thrive as a leader if you are not an excellent presenter, in person or to a virtual audience.

According to IDC, “oral and written communication” is, by far, the number one skill employers look for in “high-opportunity occupations.” Yet, very few of the 350 PowerPoint presentations that are given every second around the world are clear, compelling and inspiring. Public speaking through presentations will raise your value in the workplace by 50 percent, according to Warren Buffett. In this course, you build this valuable skill with case examples from men and women who lead today’s most influential companies such as Google, Microsoft, Virgin, Nike, Berkshire Hathaway, Apple, and many others. You will learn the specific tactics mastered by famous entrepreneurs, leaders and TED speakers who deliver presentations that capture the world’s attention.

Through stories, case examples, videos, and practical exercises, backed by the latest neuroscience research on storytelling, communication and persuasion, this program will teach you specific techniques that you can use immediately to dramatically improve your next pitch, presentation, or mission-critical communication for in person or virtual audiences. You will learn the art and science of storytelling to build your brand, promote a shared vision, engage teams, inspire customers, and grow your career, startup or company.

• Learn the unbreakable laws of communication that will make your next presentation engaging, attractive, and actionable.
• Develop a 3-act story structure that communicates your brand’s values.
• Identify the most effective types of stories to connect with your audience.
• Learn body language and vocal delivery techniques that will help you present authentically and confidently in front of any type of audience.
• Build a message map to pitch your idea in as little as 15 seconds (elevator pitch), or create the outline for a longer, well-crafted presentation.
• Explore methods for how to make data instantly memorable.

Any professional who needs to present or pitch ideas to obtain funding, support, or other calls to action, including entrepreneurs, real estate developers, engineers, scientists, architects, designers, educators, managers, business owners, students, marketing and communication professionals, non-profit leaders, civic leaders, etc.

Instructors

Carmine Gallo

Bestselling author and communication advisor for the world’s most admired brands

Vanessa Gallo

Executive Communication Coach, Gallo Communications Group

Carmine Introduces the Program

Carmine on how to Communicate Simply and Clearly

Participant Stories

Maria Teresa Camodeca

Innovation Project Manager

Peter Joseph

Sales Executive

Registration is currently closed

October 25, 27, 30, & November 1, 2023

Online Tuition:  $1,750 CEUs: 7 AIA LUs, 7 AICP/CM, 7 LA/CES AMDP Elective Units: 1

Please sign up above if you would like to be notified when the next session is announced.

Please email us at [email protected]  with any questions and to ask about group signup.

Registration Deadline:  3 hours before the start of the program.

Full Discount and Cancellation Policies

• SUGGESTED TOPICS
• The Magazine
• Newsletters
• Managing Yourself
• Managing Teams
• Work-life Balance
• The Big Idea
• Data & Visuals
• Reading Lists
• Case Selections
• HBR Learning
• Topic Feeds
• Account Settings
• Email Preferences

What It Takes to Give a Great Presentation

• Carmine Gallo

Five tips to set yourself apart.

Never underestimate the power of great communication. It can help you land the job of your dreams, attract investors to back your idea, or elevate your stature within your organization. But while there are plenty of good speakers in the world, you can set yourself apart out by being the person who can deliver something great over and over. Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired together are more memorable); don’t underestimate the power of your voice (raise and lower it for emphasis); give your audience something extra (unexpected moments will grab their attention); rehearse (the best speakers are the best because they practice — a lot).

I was sitting across the table from a Silicon Valley CEO who had pioneered a technology that touches many of our lives — the flash memory that stores data on smartphones, digital cameras, and computers. He was a frequent guest on CNBC and had been delivering business presentations for at least 20 years before we met. And yet, the CEO wanted to sharpen his public speaking skills.

• Carmine Gallo is a Harvard University instructor, keynote speaker, and author of 10 books translated into 40 languages. Gallo is the author of The Bezos Blueprint: Communication Secrets of the World’s Greatest Salesman  (St. Martin’s Press).

Partner Center

• Utility Menu

GA4 Tracking Code

bok_logo_2-02_-_harvard_left.png

• Presentations

Although standing up to speak in front of the class can be a nerve-wracking experience (Adams, 2004; Barton, Heilker & Rutowski, n.d.; De Grez, Valcke, & Roozen, 2013; Shaw, 1999), students stand to reap many benefits from doing so (De Grez et al. 2013; Kirby & Romaine, 2009; Shaw, 1999). Instructors may assign presentations for a variety of reasons, including to strengthen students’ oral communication skills, to give the students a role in carrying out some of the teaching, to formally diversify the voices who are participating in classroom discourse, and as a method of evaluating students’ learning that goes beyond traditional exams and essays (University of Pittsburgh, n.d.). 

Despite the fact that oral communication is a key professional skill (Fallow & Steven, 2000; Maes, Weldy, & Icenogle, 1997; Pittenger, Miller, & Mott, 2004; Shaw, 1999), efforts to help undergraduates develop this skill are often confined to an isolated course on public speaking, if they are formally addressed at all (Shaw, 1999). Similar to writing skills, oral presentations may be integrated into content courses across the disciplines, thus giving students ample opportunity to practice and polish this skill (Barton, Heilker & Rutowski, n.d.). Requiring students to prepare and deliver oral compositions is rooted in rhetoric, the ancient art of effective and persuasive speaking (Barton, Heilker & Rutowski, n.d.; Haber, & Lingard, 2001).

Depending on the instructor’s pedagogical goals, as well as time constraints, students may be asked to complete presentations in groups or as individuals. Although one study found that group presentations, which activate cooperative learning processes (McCafferty, Jacobs & Iddings, 2006), were more effective than individual presentations in improving students’ speaking skills in a second language, students indicated a preference for completing individual presentations nonetheless (Chou, 2011). Problems associated with group presentations include that group members often have difficulties scheduling time to work together, making joint decisions about the presentation, and believing that all members contributed equally to the work (Chou, 2011). Nevertheless, instructors may think that it is important for students to work through the challenges associated with collaborative work, and researchers have noted that group, relative to individual, presentations tend to relieve students’ performance anxiety (Chou, 2011; Tucker & McCarthy, 2001). Some instructors address the problem of unequal group member contributions by letting the students know in advance that one portion of their presentation grade will be based on the instructor’s evaluation of the finished product (the presentation itself), while another portion will be calculated from group members’ evaluations of each other’s contributions to the product (Shaw, 1999). 

The research literature on oral presentations has been called  “fragmented” (De Grez, Valcke & Roozen, 2009a, p. 112); however, key topics in this literature include the need to set clear expectations and explicitly model good presentation skills (Barton, Heilker & Rutowski, n.d.; De Grez, Valcke & Berings, 2010; De Grez, Valcke & Roozen, 2009a; De Grez, Valcke & Roozen; 2009b; De Grez, Valcke, & Roozen, 2013; University of Pittsburgh, n.d.), the importance of providing students with constructive feedback on their presentations and giving them multiple opportunities to present within a semester so they can refine their skills (Arias et al., 2014; De Grez, Valcke & Roozen, 2009a; De Grez, Valcke & Roozen, 2013; Shaw, 1999), the need to provide supports around students’ public speaking anxiety (Barton, Heilker & Rutowski, n.d.; Hartman & LeMay, 2004; Shaw, 1999), and the importance of evaluating students’ presentations (Arias et al., 2014; Barton, Heilker & Rutowski, n.d.; Chen, 2010; Garcia-Ross, 2011; Shaw, 1999; Sterling, 2008; Weimer, 2013). There is a relatively robust literature on assigning student presentations to strengthen the oral proficiency of English Language Learners (Adams, 2004; Hill & Storey, 2003; Hincks, 2010; Kibler, Salerno & Palacios, 2014).

Students gain confidence in expressing themselves verbally through making presentations (De Grez, Valcke & Berings, 2010; De Grez, Valcke & Roozen, 2009a; De Grez, Valcke & Roozen, 2009b; De Grez, Valcke & Roozen, 2013; Weimer, 2013). If students will be later required to write a paper on the same topic as their presentation, instructors note that the feedback students receive during the presentation tends to improve the quality of their final papers (Shaw, 1999). In practicing the skills required to deliver an effective oral presentation, students also improve their higher-order thinking skills (Kirby & Romaine, 2009; Maes, Weldy & Icenogle, 1997; Ulinski & O’Callaghan, 2002). Although instructors may shy away from assigning presentations because of the pressure they feel to cover content (De Grez, Valcke & Roozen, 2009b; Hill & Storey, 2003),    Shaw (1999) notes that when students present material, they experience the twofold benefit of improving their oral communication skills while simultaneously strengthening their mastery of the content they present.

Written by Julia  Hayden Galindo, Ed.D., Harvard Graduate School of Education

References:

Adams, K. (2004). Modeling success:  Enhancing international postgraduate research students’ self-efficacy for research seminar presentations. Higher Education Research & Development, 23 (2), 115-130. DOI: 10.1080/0729436042000206618

Arias, M., Pando, P., Rodríguez, A., Miaja, P.F., Vázquez, A., Fernández, M., & Lamar, D.G. (2014). The master’s thesis:  An opportunity for fostering presentation skills. IEEE Transactions on Education, 57 (1), 61-68.

Barton, J. Heilker, P., & Rutowski, D. (n.d.). Teaching oral presentation skills in first-year writing courses. Virginia Tech. English Department. Retrieved June 4, 2014 from: https://www.brandeis.edu/das/downloads/TeachingOralPresentationSkillsinFirst-YearWritingCourses.pdf

Chen, C. (2010). The implementation and evaluation of a mobile self- and peer-assessment system. Computers and Education, 55 (1), 229-236.

Chou, M. (2011). The influence of learner strategies on oral presentations:  A comparison between group and individual performance. English for Specific Purposes, 30, 272-285.

De Grez, L., Valcke, M., & Berings. (2010). Peer assessment of oral presentation skills. Procedia Social and Behavioral Sciences, 2, 1776-1780.  

De Grez, L., Valcke, M., & Roozen, I. (2009a). The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education. Computers and Education, 53, 112-120.

De Grez, L., Valcke, M., & Roozen, I. (2009b). The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills. European Journal of Psychology of Education, 24 (3), 293-306.

De Grez, L., Valcke, M., & Roozen, I. (2013). The differential impact of observational learning and practice-based learning on the development of oral presentation skills in higher education. Higher Education Research & Development 33 (2), 256-271. DOI: 10.1080/07294360.2013.832155

Fallow, S. & Steven, C. (2000). Building employability skills into the higher education curriculum:  A university-wide initiative. Education & Training, 42, 75-82.

Garcia-Ross, R. (2011). Analysis and validation of a rubric to assess oral presentation skills in university contexts. Electronic Journal of Research in Educational Psychology, 9 (3), 1043-1062.

Haber, R.J. & Lingard, L.A. (2001). Learning oral presentation skills:  A rhetorical analysis with pedagogical and professional implications. Journal of General Internal Medicine, 16, 308-314.

Hartman, J.L. & LeMay, E. (2004). Managing presentation anxiety. The Delta Pi Epsilon Journal, 46 (3), 145-154.

Hill, M. & Storey, A. (2003). SpeakEasy :  Online support for oral presentation skills. English Language Teaching Journal, 57 (4), 370-376.

Hincks, R. (2010). Speaking rate and information content in English lingua franca oral presentations. English for Specific Purposes, 29 (1), 4-18.

Kibler, A.K., Salerno, A.S., & Palacios, N. (2014). ‘But before I go to my next step’:  A longitudinal study of adolescent English language learners’ transitional devices in oral presentations. TESOL Quarterly, 48 (2), 222-251.

Kirby, D. & Romaine, J. (2009). Developing oral presentation skills through accounting curriculum design and course-embedded assessment. Journal of Education for Business, 85, 172-179.

Maes, J.D., Weldy, T.G., Icenogle, M.L. (1997). A managerial perspective:  Oral communicative compentency is most important for business students in the workplace. The Journal of Business Communication, 34, 67-80.

McCafferty, S.G., Jacobs, G.M., & Iddings, A.C.D. (2006). Cooperative learning and second language teaching. Cambridge, England:  Cambridge University Press.

Pittenger, K.K.S., Miller, M.C., & Mott, J. (2004). Using real-world standards to enhance students’ presentation skills. Business Communication Quarterly, 67, 327-336.

Shaw, V.N. (1999). Reading, presentation, and writing skills in content courses. College Teaching, 47 (4), 153-157.

Sterling, D.R., (2008). Assessing student presentations from three perspectives. Science Scope, 31 (5), 34-35.

Tucker, M.L. & McCarthey, A.M. (2001). Presentation self-efficacy:  Increasing communication skills through service-learning. Journal of Managerial Issues, 13 (2), 227-244.

University of Pittsburgh (n.d.). Speaking in the Disciplines. Tips for Assigning Oral Presentations. Retrieved June 5, 2014 from: http://www.speaking.pitt.edu/instructor/oral-assignments.html

Ulinski, M., & O’Callaghan, S. (2002). A comparison of MBA students’ and employers’ perceptions of the value of oral communication skills for employment. Journal of Education for Business, 77, 193-197.

Weimer, M. (2013). Student presentations:  Do they benefit those who listen?  Retrieved June 3, 2014 from: http://www.facultyfocus.com/articles/teaching-and-learning/student-presentations-do-they-benefit-those-who-listen/

Further Resources:  

• Pittenger, K.K.S., Miller, M.C., Mott, J. (2004). Using real-world standards to enhance students’ presentation skills. Business Communication Quarterly, 67, 327-336. Includes an assessment form that may be used to evaluate students’ presentations
• Sterling, D.R., (2008). Assessing student presentations from three perspectives. Science Scope, 31 (5), 34-35. Includes various rubrics and guides for assessment
• Shaw, V.N. (2001). Training in presentation skills:  An innovative method for college instruction. Education, 122 (1), 140-144.
• University of Pittsburgh:  Speaking in the Disciplines. http://www.speaking.pitt.edu/student/public-speaking/basics.html
• Research on Learning Objectives
• Concept Map
• Pair and Share
• Peer Instruction
• Quick Write
• Speed Dating
• Additional Research

Communication Skills Courses

• Social Sciences

Negotiating Salary

Learn salary negotiation techniques with this free, 15-minute Harvard Business School (HBS) Online lesson taught by Mike Wheeler of Negotiation Mastery.

Emotional Intelligence in Leadership

Expand your leadership capacity and create an environment that fosters emotional intelligence.

Introverts as Leaders: Quiet Power as a Leadership Strength

Challenge the conventional definition of leadership. Explore the significant value of introverted personality types within an organization.

Effective Organizational Communication

Through small group activities and real-time feedback, you will test out new approaches and learn to communicate to inspire action.

Negotiation Mastery

Hone your negotiation skills to close deals, maximize value in the agreements you reach, and resolve differences before they escalate into costly conflicts in this online course from Harvard Business School (HBS) Online.

Communication Strategies: Presenting with Impact

Gain the skills needed to engage, inform and inspire others — and improve your ability to communicate as a leader.

Entrepreneurship Essentials

Make your Entrepreneurial dreams a reality by mastering a proven framework that entrepreneurs use to build and finance new ventures, validate concepts, and refine their strategy in this course from Harvard Business School (HBS) Online.

Influence and Persuasion in Leadership

Improve your ability to influence and motivate your audience to accomplish your goals.

Negotiation Skills: Strategies for Increased Effectiveness

Enhance your ability to negotiate through effective techniques and skills.

Advanced Negotiation Skills

Develop sophisticated negotiation skills to create value for all parties at the bargaining table.

Strategy Execution for Public Leadership

Join Harvard Kennedy School faculty and former Pentagon Chief of Staff Eric Rosenbach to learn how to develop strategies for public leadership success.

Presenting With Confidence (In-Person Course)

Learn the unbreakable laws of communication that will make your next presentation engaging, attractive, and actionable.

Designing Your Leadership Path: Advanced Communication Strategies to Stand Out in The Age of AI

Future-proof your career by reimagining the way you write, speak, present, and sell your ideas.

• Utility Menu

GA4 Tracking Code

fa51e2b1dc8cca8f7467da564e77b5ea

• Make a Gift
• Join Our Email List
• Making a Course Presentation Video

Many instructors have found that posting a brief video on their Canvas site in which they introduce themselves and their course helps students make informed decisions about the courses they wish to shop. Though it's become common to refer to these as course "trailers," we prefer to think of them as "presentation videos;" the point of such a video, after all, is not to dazzle students with special effects, but to give them an authentic sense of who you are and what kinds of experiences they'll have day-to-day if they choose to enroll in your course. The Bok Center would be happy to work with you to think about how to tell the story of your course if you wish.

For instructors wondering where to begin, here's a guide to developing a script for your video .

• Academic Technology recommends filming your video in Panopto to ensure the highest quality. To learn how to record your video using Panopto directly in Canvas, consult the following guide: Panopto Course Introduction How-To
• MTS has developed this resource of best practices for looking and sounding your best on a webcam.
• Need technical support? If you have any trouble filming your course presentation video, you can get the help of a remote technician by emailing  [email protected] .

Tips for Advanced Users

If you are interested in learning how to incorporate additional media assets from other sources into your video, please consult the following guides:

• Installing Adobe Premiere Pro for video editing
• Editing basics in Premiere Pro
• Acquiring clips for creative projects
• Downloading Youtube videos and importing into Premiere Pro
• Adding text to Video in Premiere Pro
• Overlaying video with a split screen effect in Premiere Pro
• Learner-Centered Design
• Putting Evidence at the Center
• What Should Students Learn?
• Start with the Capstone
• How to Write an Effective Assignment
• Scaffolding: Using Frequency and Sequencing Intentionally
• Curating Content: The Virtue of Modules
• Syllabus Design
• Catalogue Materials
• Teaching Teams
• In the Classroom
• Getting Feedback
• Equitable & Inclusive Teaching
• Advising and Mentoring
• Teaching and Your Career
• Teaching Remotely
• Tools and Platforms
• The Science of Learning
• Bok Publications
• Other Resources Around Campus

Important Addresses

Harvard College

University Hall Cambridge, MA 02138

Harvard College Admissions Office and Griffin Financial Aid Office

86 Brattle Street Cambridge, MA 02138

Social Links

If you are located in the European Union, Iceland, Liechtenstein or Norway (the “European Economic Area”), please click here for additional information about ways that certain Harvard University Schools, Centers, units and controlled entities, including this one, may collect, use, and share information about you.

• Application Tips
• Navigating Campus
• Preparing for College
• How to Complete the FAFSA
• What to Expect After You Apply
• View All Guides
• Parents & Families
• School Counselors
• Información en Español
• Undergraduate Viewbook
• View All Resources

Search and Useful Links

Search the site, search suggestions, why i applied to harvard: the presentation that put harvard on my radar.

When I was around ten years old, I thought Hogwarts and Harvard were the same thing.

Yup. If you'd asked me then where Harry Potter went to school, I might have responded Harvard. I believe this confusion stemmed from my lack of fluency in English at the time, so words that sounded similar in my mind were also given similar meanings, and from there I formed my idea of what college was.

Beyond the fact that I was still learning English (I moved to the US in the summer after turning ten), I also had no clear idea about what college was supposed to be. With this in mind, the words "Harvard" and "Hogwarts" seemed pretty interchangeable to me. After all, were they not both magical education centers known for their greatness? Wasn’t responding to adults that you would like to go to either institution a solid and respectable response?

I am happy to say this misconception did not stay with me for long. Funny enough, I first learned more about Hogwarts after diving into the Harry Potter book series in middle school. I came to understand the fantastic Hogwarts was a fictional school that belonged in a fantasy world meant for fictional characters who possessed the craft of magic. Clearly, not a place I would ever be attending.

Learning about Harvard came somewhat after, in 8th grade. In English class, we were tasked with researching colleges to make a presentation on which we would like to attend. I remember typing "Harvard University" into the Google search bar and learning about its acceptance rate, followed by its attendance cost. To me, the first was unbelievably low, and the second unreachably high. After this project, I arrived to the same conclusion about Harvard as I had about Hogwarts. Both were out of my reach; I was as likely to attend one as I was the other.

Inside of Annenberg Hall

I still feel that some comparisons could be made between both schools

It was not until my second year in high school that something changed my perspective; an alumna from my high school, Bianca, came to give us a presentation. She had graduated high school two years before I'd entered as a freshman and was then attending Harvard College. The purpose of her presentation was to explain the application process for Harvard and discuss with us its accessibility. Bianca's presentation was really the first time I had ever thought about Harvard being accessible. Bianca talked to us about her time in high school, her considerations for colleges, and why she chose to apply to and ultimately attend Harvard. Really, there were two big things I took from her presentation.

1.) Harvard is not looking for perfect applicants

Through her, I first heard of a concept I would come to be greatly familiar with due to my current work with HFGP: Harvard's admissions team uses a whole-person review approach for their applicants. There isn't an exact class rank, cut-off in standardized exam scores, or required number of extracurriculars needed to be considered as an applicant. Of course, Bianca had worked diligently during her time in high school, which made her a strong candidate for all of the colleges she considered. What was important though, was not just how high her test scores or GPA were. It was the culmination of who she was as a person. While I now have a better understanding of what Harvard looks for in its applicants , at that time, Bianca's story left me with a powerful message: she had been able to get to Harvard with the same resources that were available to me.

Harvard Presentation

Bianca's Presentation at our high school in 2018 Mission Collegiate HS librarian, Mrs. Barnhart

2.) Harvard is affordable

Another concept that I learned about from her presentation was the idea of need-based financial aid. I had previously not known that some colleges' approach to awarding financial aid was based on the financial need of each family.  A statement from her presentation that blew me away was, "attending Harvard was more affordable for me than going to our top state public school." If I applied and was accepted into a need-based institution, it could be more affordable than options that were closer to home? This changed my perspective on colleges completely. I realized that, thanks to Harvard's approach to financial aid , the attendance cost would not prevent me from actually going. Of course, getting into Harvard still seemed like a dream, and I knew that I would have to push myself as much as I could while I was in high school. But suddenly, the idea of Harvard seemed a little more in reach. After all, it was possible for someone like me to attend Harvard.

Now that I am here, I still think about this presentation for two reasons.

First, it reminds me of the importance of spreading awareness about college accessibility. I remember how much my perspective on my future changed after this presentation. Because of it, I realized the possibilities for my future did not have to be as limited as I'd once thought due to not being the "perfect student," or because of my family's financial status. This reminds me of the importance of spreading awareness to under-represented groups who don't know how realistic Harvard can be as an option for college. Finally, I think about Bianca's success story. I talked with Bianca once at the beginning of my senior year. After answering questions I had about the application process, she shared with me her thoughts on topics like Conan O'Brien's address to her graduating class of 2020, and which house was the best house on campus. I think about how she got through what I am currently living through -- being far from home, defining who you are, discovering what you want to do. She lived through all of the rewarding and stressful parts of college, and she succeeded. Surely, I can once again follow that path.

Collage of Harvard

Although it may not be Hogwarts, Harvard has a great deal of magic to it.

• Financial Aid
• Student Life

Ana Class of '25

Hi there! My name is Ana, and I am a junior in Leverett House studying Sociology. I was raised in a border city in Mexico and then moved to South Texas, where I lived for the last ten years.

Student Voices

Why harvard.

Evelyn Class of '22 Alumni

A Senior’s Advice on Applying to College

Braeden Class of '21 Alumni

Choosing Harvard

Maria Class of Alumni

• Utility Menu

f031a16c48b8db1278f2d0b9458ba048

Center for geographic analysis.

• Presentations

More Presentations from the Spatial Data Lab Project

Workflow-based GeoAI Analysis with No/Low-Code Visual Programming

Location: .

Abstract:  In this training session, we will explore the utilization of low-code/no-code visual programming platforms to effectively integrate geospatial analysis with a variety of AI algorithms, including machine learning, deep learning, and Explainable AI. Designed primarily for data science novices, this training enables participants to easily embark on their journey without needing extensive programming expertise. They will learn to harness the platform for advanced spatial analysis and the development of sophisticated AI models.

The training is...

Guest Lecture - Brendan Meade, Harvard Department of Earth and Planetary Sciences - Earthquakes (including human exposure)

Cartographic evolution with out of eden walk, guest lecture - ben lewis, cga - reflections on developing a climate resilience application.

Please check with preceptor Connie Chen if you would like to attend this lecture.

Guest Lecture - Disaster Risk: From Local to Global and Back Again - by Paul Venton. Instructor. Harvard T.H. Chan School of Public Health (related course: ID 290: Emergency Response, Disasters, and Public Health)

Current state of data services at harvard presentation.

The CGA's Jeff Blossom will join the Social Sciences Council  data services colleagues from around the University on Thursday, December 7 th at 1:30 p.m. for the Current State of Data Services at Harvard presentation.

Hear about the ongoing work, service offerings, and special projects happening in our libraries. The event will feature short presentations followed by a moderated panel discussion.

Presentation at the Harvard Center for Population and Development Studies Resource Session

3d geospatial techniques and the trends of visualization, perspective on impactful applications that have been enabled by geospatial analytics.

This is Wendy Guan's presentation as a panelist on the Societal Impacts of Geospatial Analytics panel, in the Clark Center for Geospatial Analytics Strategic Launch Workshop.

For more information about the event, please visit: ...

10 Years of Cartographic Evolution with the Out of Eden Walk project

A comparative study of methods for drive time estimation on geospatial big data: a case study in the u.s..

By: Xiaokang Fu, Devika Kakkar, Junyi Chen, Katie Moynihan, Thomas Hegland, Jeff Blossom

Abstract: Travel time estimation is crucial for several geospatial research studies, particularly healthcare accessibility studies. This paper presents a comparative study of six methods for drive time estimation on geospatial big data in the USA. The comparison is done with respect to the cost, accuracy, and scalability of these methods. The six methods examined are Google Maps API, Bing Maps API, Esri Routing Web Service, ArcGIS Pro Desktop, OpenStreetMap NetworkX (OSMnx), and...

Digital Twins Webinar Series: Concepts, Architecture and Vision for Digital Twins

• Dr. Jacqueline Le Moigne, NASA AIST, who funded the first cohort of 14 digital twin projects among the US federal programs. "Earth System Digital Twins", ...

The Power of Collaboration: Faculty, GIS Centers & Libraries in Action

Twitter sentiment geographical index (tsgi).

By: Devika Kakkar

Promoting well-being is one of the key targets of the Sustainable Development Goals at the United Nations. Many national and city governments worldwide are incorporating subjective well-being (SWB) indicators into their agenda to complement traditional objective development and economic metrics. In this study, we develop the Twitter sentiment geographical index (TSGI), a proxy for SWB by applying natural language processing techniques on a comprehensive archive of 7.4 billion geotagged tweets, posted from 2012 to the present. In contrast to the previous works...

Introduction to Geospatial Data and GIS

Presenter: Wendy Guan

This is a guest talk in the Geospatial Analytics Made Easy With KNIME On-Demand Webinar hosted by KNIME.

https://www.knime.com/webinar-geospatial-analytics-made-easy-with-knime

Twitter sentiments on the stay-at-home orders in the United States

AAG 2023 Annual Meeting

Connor Yuhao Wu,  Department of Geospatial Informatics, Troy University, Troy, AL, USA

Xinming Xia,  School of Public Policy & Management, Tsinghua University, Beijing, China

Wenting Zhang,  Department of Business Analytics and...

Advancements in 3D Cartography and Visualization: Mapping Human Migration

Spatiotemporal patterns of forestland change and impacts on carbon storage in china.

Zhen Wu,  Nanjing University

Carbon storage in terrestrial ecosystems and its changes have become the focus of research on climate and environmental changes, wherein forestland changes are the key driving factors affecting it. Studying the relationship between forestland change and carbon storage is helpful to better understand the impact mechanism of the...

Spatiotemporal Network Analysis of Cities in the Belt and Road Initiative Countries based on Social Media Mobility Index

Lingbo Liu,  Harvard University

Xiaokang Fu,  Harvard University

The ongoing spread of COVID-19, the war in Ukraine and the intensification of extreme climate events around the world are changing the world, which is also affecting cities participating in the Belt and...

Validation, calibration, and estimation of 2SFCA and i2SFCA. A case study from Shenzhen, China based on online appointment data

Xiaokang Fu,  CGA, Harvard

Lingbo Liu,

Meifang Li,  Dartmouth

2SFCA and i2SFCA are widely used to evaluate the accessibility of healthcare and the potential crowdedness of a...

Workflow Based Tools for Integrated Spatiotemporal Research

AAG Annual Meeting 2023

Wendy Guan,  Harvard University

Xiaokang Fu,  Wuhan University and Harvard University

Shuming Bao,  ...

Enabling Geospatial Research using High-Performance Computing

This talk describe CGA's big data tools on New England Research Cloud particularly the Billion Object Platform v2.0. Details here: https://massopen.cloud/2023-workshop/

GIS Moves Online: An Integrated Solution for Spatiotemporal Research, Teaching, and Applications

Tools of the trade conference.

https://digitalhumanities.fas.harvard.edu/event/tools-of-the-trade-conference/

Slides:  GIS_Move_Online_Final_20230315_Lingbo.pdf

Location factors and ecosystem embedding of sustainability engaged blockchain companies in the US

Presenter: Jan Kinne

Co-authors:  Jan Kinne, Robert Dehghan, Sebastian Schmidt, David Lenz, Hanna Hottenrott

In:  NTTS 2023 Conference, European Commission

Out of Eden Walk

Re-engineering the lifecycle of spatiotemporal research with a workflow-based platform.

In: Urban Data Science Lab, School of Architecture, Texas A&M University

Abstract: In the era of the 4th industrial revolution, place and time are embedded in data from many sources, critical in solving global problems. However, spatiotemporal data handling is often costly and time consuming, requiring advanced skills. Analytical results are hard to reuse and difficult to share among researchers with different domain knowledge and varying technical skills. The Spatial Data Lab project (SDL) is aimed at solving these problems by re...

Geospatial Analytics for All

Presenters: Wendy Guan, Lingbo Liu and Tobias Koetter

In: KNIME Fall Summit 2022

Abstract: Organizations around the world depend on geospatial data for site selection, supply chain optimization,  environment management, fraud detection and more. Historically, accessing and analyzing this invaluable data, however, has required niche expertise, demanding deep experience with a wide array of data sources and libraries, as well as coding skills. Harvard’s Center for Geographic Analysis & KNIME have teamed up to enable non-expert users to unlock the...

Enabling geospatial research using high-performance computing

This demo was given at the SC'22 conference on November 13, 2022.   View the slides .

The Out of Eden Walk 3D Video 2013 - 2021

Rinx: a solution for information extraction from big raster datasets.

• Seminar Series
• Conferences

• Utility Menu

Mazur Group

Presentations

The rapid transition to online teaching necessitated by the coronavirus pandemic has been a good opportunity to rethink my approach to teaching. Moving online laid bare the restrictions imposed by both traditional classrooms and online teaching, and demonstrated that many activities that have traditionally been synchronous and instructor-paced, can be improved by making them asynchronous and self-paced in any teaching modality. What may have...

Questions are the heart of evaluating and engaging students. In this workshop, we will work individually and in pairs on a case study to learn best practices for developing effective questions.

• Evaluate questions and classify them according the levels of Bloom’s taxonomy
• Revise questions to increase the level of Bloom’s taxonomy at which they engage students
• Develop questions that more effectively engage students in a flipped-learning environment

Learning is a social experience — it requires interactivity. Most students learn best by engaging with content, reflecting on it, and engaging with their peers. Moving pre-class reading assignments to an asynchronous and self-paced environment improves completion rates of these assignments. Perusall, a free social learning platform, permits one to move online the information-transfer that normally takes place in a lecture and make this information transfer interactive. In addition, the platform promotes intrinsic and extrinsic motivation to learn. In this workshop we will demonstrate the...

Confessions of a Converted Lecturer: From Teaching by Telling to Learning from One's Peers , at Active Learning Summit 2024, University of Georgia, Athens, GA , Thursday, February 15, 2024 I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly

In this interactive workshop we will discuss how to best question students through Peer Instruction.

Filter by taxonomy

• Eric Mazur (1765) Apply Eric Mazur filter
• Julie Schell (106) Apply Julie Schell filter
• Catherine H. Crouch (17) Apply Catherine H. Crouch filter
• Catherine Crouch (14) Apply Catherine Crouch filter
• Christopher Evans (12) Apply Christopher Evans filter
• Kevin Vora (12) Apply Kevin Vora filter
• Chris B. Schaffer (11) Apply Chris B. Schaffer filter
• Chris Schaffer (9) Apply Chris Schaffer filter
• Eric Diebold (9) Apply Eric Diebold filter
• Kasey Phillips (9) Apply Kasey Phillips filter
• Orad Reshef (9) Apply Orad Reshef filter
• Adam P. Fagen (7) Apply Adam P. Fagen filter
• Cleber Mendonca (7) Apply Cleber Mendonca filter
• Jessica Watkins (7) Apply Jessica Watkins filter
• Meng-Ju Sher (7) Apply Meng-Ju Sher filter
• Rafael Gattass (7) Apply Rafael Gattass filter
• Ben Franta (6) Apply Ben Franta filter
• Cassandre Alvarado (6) Apply Cassandre Alvarado filter
• Iva Maxwell (6) Apply Iva Maxwell filter
• Laura Tucker (6) Apply Laura Tucker filter
• Mark Winkler (6) Apply Mark Winkler filter
• Nan Shen (6) Apply Nan Shen filter
• Brian Lukoff (5) Apply Brian Lukoff filter
• Ka Yee Lee (5) Apply Ka Yee Lee filter
• Martin Vogt (5) Apply Martin Vogt filter
• Paul Callan (5) Apply Paul Callan filter
• Philip Muñoz (5) Apply Philip Muñoz filter
• Suvendra Nath Dutta (5) Apply Suvendra Nath Dutta filter
• Tina Shih (5) Apply Tina Shih filter
• James Carey (4) Apply James Carey filter
• Juen-Kai Wang (4) Apply Juen-Kai Wang filter
• Maria Kandyla (4) Apply Maria Kandyla filter
• Nabiha Saklayen (4) Apply Nabiha Saklayen filter
• Walter Mieher (4) Apply Walter Mieher filter
• Albert Kim (3) Apply Albert Kim filter
• Claudia Wu (3) Apply Claudia Wu filter
• James E. Carey (3) Apply James E. Carey filter
• Michael Moebius (3) Apply Michael Moebius filter
• Paul Peng (3) Apply Paul Peng filter
• Samuel Chung (3) Apply Samuel Chung filter
• Seungyeon Kang (3) Apply Seungyeon Kang filter
• Veronica McCauley (3) Apply Veronica McCauley filter
• Albert M.-T. Kim (2) Apply Albert M.-T. Kim filter
• Brian Tull (2) Apply Brian Tull filter
• C. A. D. Roeser (2) Apply C. A. D. Roeser filter
• Eli Glezer (2) Apply Eli Glezer filter
• Eric Mazur, Jessica Rosenberg, Martin Vogt (2) Apply Eric Mazur, Jessica Rosenberg, Martin Vogt filter
• Eric Mazur, Veronica McCauley (2) Apply Eric Mazur, Veronica McCauley filter
• James Fraser (2) Apply James Fraser filter
• James Sethian (2) Apply James Sethian filter
• Jason Dowd (2) Apply Jason Dowd filter
• Kate Koehler (2) Apply Kate Koehler filter
• Li Huang (2) Apply Li Huang filter
• Limin Tong (2) Apply Limin Tong filter
• Masanao Kamata (2) Apply Masanao Kamata filter
• Nathaniel Lasry (2) Apply Nathaniel Lasry filter
• Prakriti Tayalia (2) Apply Prakriti Tayalia filter
• Quinyu Wang (2) Apply Quinyu Wang filter
• Richard Miller (2) Apply Richard Miller filter
• S.K. Sundaram (2) Apply S.K. Sundaram filter
• Shrenik Deliwala (2) Apply Shrenik Deliwala filter
• Tobias Voss (2) Apply Tobias Voss filter
• Yakir Siegal (2) Apply Yakir Siegal filter
• A. Brodeur (1) Apply A. Brodeur filter
• Alexander Heisterkamp (1) Apply Alexander Heisterkamp filter
• Alicia Beth (1) Apply Alicia Beth filter
• Anabella Martinez (1) Apply Anabella Martinez filter
• Anant Agarwal, Peter Hopkins, Eric Mazur (1) Apply Anant Agarwal, Peter Hopkins, Eric Mazur filter
• André Brodeur (1) Apply André Brodeur filter
• Arlene Ponting, Eric Mazur, Stephen Cox, Lei Ding, Barbara Schaal (1) Apply Arlene Ponting, Eric Mazur, Stephen Cox, Lei Ding, Barbara Schaal filter
• Bill Bowen, Ian Waitz, Eric Mazur, John Mitchell, Eric Rabkin, Susan Singer (1) Apply Bill Bowen, Ian Waitz, Eric Mazur, John Mitchell, Eric Rabkin, Susan Singer filter
• Catherine Crouch, Jessica Watkins (1) Apply Catherine Crouch, Jessica Watkins filter
• Chris B. Schafer (1) Apply Chris B. Schafer filter
• Chris Roeser (1) Apply Chris Roeser filter
• Christine Lindstrøm (1) Apply Christine Lindstrøm filter
• Christopher A. D. Roeser (1) Apply Christopher A. D. Roeser filter
• Christopher Gabel (1) Apply Christopher Gabel filter
• Daniel Correa (1) Apply Daniel Correa filter
• Daniel Jamous, Julie Schell (1) Apply Daniel Jamous, Julie Schell filter
• David Garvin, Ali Evans, Bridget Terry Long, Eric Mazur (1) Apply David Garvin, Ali Evans, Bridget Terry Long, Eric Mazur filter
• David Pastor (1) Apply David Pastor filter
• Dino Varkey (1) Apply Dino Varkey filter
• Eduardo Krieger (1) Apply Eduardo Krieger filter
• Eric Alterman, Paul Applebaum, Eric Mazur, Michael McElroy, Thomas Patterson, (1) Apply Eric Alterman, Paul Applebaum, Eric Mazur, Michael McElroy, Thomas Patterson, filter
• Eric Mazur and Pablo Valdivia (1) Apply Eric Mazur and Pablo Valdivia filter
• Eric Mazur, Jessica Watkins, Jessica Rosenberg (1) Apply Eric Mazur, Jessica Watkins, Jessica Rosenberg filter
• Eric Mazur, Kristy Lenihan (1) Apply Eric Mazur, Kristy Lenihan filter
• Eric Mazur, Marinna Madrid (1) Apply Eric Mazur, Marinna Madrid filter
• Francois Parsy (1) Apply Francois Parsy filter
• Geoffry Svacha (1) Apply Geoffry Svacha filter
• group (1) Apply group filter
• Harrison Keller, Julie Schell (1) Apply Harrison Keller, Julie Schell filter
• Iva Z. Maxwell (1) Apply Iva Z. Maxwell filter
• Ives Araujo (1) Apply Ives Araujo filter
• J. B. Ashcom (1) Apply J. B. Ashcom filter
• J.E. Carey, R. Younkin (1) Apply J.E. Carey, R. Younkin filter
• Jason Orcutt (1) Apply Jason Orcutt filter
• Jessica Rosenberg, Jessica Watkins (1) Apply Jessica Rosenberg, Jessica Watkins filter
• Jim Carey (1) Apply Jim Carey filter
• Jiwon Lee (1) Apply Jiwon Lee filter
• John Quelch, Eric Mazur, Ewan McIntosh (1) Apply John Quelch, Eric Mazur, Ewan McIntosh filter
• John Tierney (1) Apply John Tierney filter
• Jon Aschom (1) Apply Jon Aschom filter
• Jonathan B. Ashcom, Daniel B. Wolfe (1) Apply Jonathan B. Ashcom, Daniel B. Wolfe filter
• Jonathan Bradley (1) Apply Jonathan Bradley filter
• Julie Schell, Cassandre Alvarado (1) Apply Julie Schell, Cassandre Alvarado filter
• Jun Chen (1) Apply Jun Chen filter
• Jung-Sook Lee (1) Apply Jung-Sook Lee filter
• Jyhpyng Wang (1) Apply Jyhpyng Wang filter
• Kristy Lenihan (1) Apply Kristy Lenihan filter
• Laura McCullough (1) Apply Laura McCullough filter
• Lili Jiang (1) Apply Lili Jiang filter
• Marinus Huber (1) Apply Marinus Huber filter
• Meghan Walbran (1) Apply Meghan Walbran filter
• Michael Brenner (1) Apply Michael Brenner filter
• Nan Shen, Chris B. Schaffer, Deb Datta, Philip LeDuc, Donald E. Ingber, (1) Apply Nan Shen, Chris B. Schaffer, Deb Datta, Philip LeDuc, Donald E. Ingber, filter
• Nozomi Nishimura (1) Apply Nozomi Nishimura filter
• Peter Saeta (1) Apply Peter Saeta filter
• Philip Munoz (1) Apply Philip Munoz filter
• Philipp Schmidt (1) Apply Philipp Schmidt filter
• Phillip Munoz (1) Apply Phillip Munoz filter
• Prissana Thamboon (1) Apply Prissana Thamboon filter
• R. Younkin (1) Apply R. Younkin filter
• Rafael R. Gattass (1) Apply Rafael R. Gattass filter
• Rebecca Younkin (1) Apply Rebecca Younkin filter
• Robert Lue, Eric Mazur (1) Apply Robert Lue, Eric Mazur filter
• Ruwan Senaratne (1) Apply Ruwan Senaratne filter
• Samuel Chung, Damon Clark (1) Apply Samuel Chung, Damon Clark filter
• Sarah Griesse-Nascimento (1) Apply Sarah Griesse-Nascimento filter
• Steven Pinker (1) Apply Steven Pinker filter
• Tetsuo Sakai (1) Apply Tetsuo Sakai filter
• Tolu Odumosu (1) Apply Tolu Odumosu filter
• Valeria Nuzzo (1) Apply Valeria Nuzzo filter
• Yang Li (1) Apply Yang Li filter

Research Areas

• Peer Instruction (907) Apply Peer Instruction filter
• Other education (304) Apply Other education filter
• Optical hyperdoping: black silicon (137) Apply Optical hyperdoping: black silicon filter
• Femtosecond laser microfabrication (120) Apply Femtosecond laser microfabrication filter
• Ultrafast dynamics in solids (117) Apply Ultrafast dynamics in solids filter
• Silica nanowires (100) Apply Silica nanowires filter
• Nanosurgery with femtosecond lasers (68) Apply Nanosurgery with femtosecond lasers filter
• Education (55) Apply Education filter
• Technology and education (50) Apply Technology and education filter
• Optical studies of monolayers (48) Apply Optical studies of monolayers filter
• Other research (47) Apply Other research filter
• Integrated Zero Index Metamaterials (38) Apply Integrated Zero Index Metamaterials filter
• Spectroscopy of infrared multiphoton excited molecules (38) Apply Spectroscopy of infrared multiphoton excited molecules filter
• Nonlinear Nanophotonics (23) Apply Nonlinear Nanophotonics filter
• Femtosecond surface science (17) Apply Femtosecond surface science filter
• Classroom demonstrations (11) Apply Classroom demonstrations filter
• Gender and physics (9) Apply Gender and physics filter
• Surface-enhanced optical phenomena (8) Apply Surface-enhanced optical phenomena filter
• Transport phenomena in dilute gases (5) Apply Transport phenomena in dilute gases filter
• Metamaterials (4) Apply Metamaterials filter
• 3D Metamaterial Devices (2) Apply 3D Metamaterial Devices filter
• Eduction (2) Apply Eduction filter
• Edcucation (1) Apply Edcucation filter
• Optical metamaterials & quantum optics (1) Apply Optical metamaterials & quantum optics filter
• Other (1) Apply Other filter
• Perusall (1) Apply Perusall filter
• Lecture (513) Apply Lecture filter
• Invited (283) Apply Invited filter
• Workshop (264) Apply Workshop filter
• Keynote or Plenary (251) Apply Keynote or Plenary filter
• Seminar (245) Apply Seminar filter
• Colloquium (215) Apply Colloquium filter
• Contributed (182) Apply Contributed filter
• Other (115) Apply Other filter
• Poster (49) Apply Poster filter
• Keynote (40) Apply Keynote filter
• Postdeadline (3) Apply Postdeadline filter

Recent Presentations

• Breaking down classroom walls and setting learning free
• Connecting the dots and setting learning free
• Confessions of a converted lecturer: From Teaching by Telling to Learning from Peers
• Confessions of a Converted Lecturer: From Teaching by Telling to Learning from One's Peers
• Teaching as Questioning through Peer Instruction
• Confessions of a converted lecturer: Teaching as Telling or Teaching as Questioning?

• Utility Menu

Atmospheric Chemistry Modeling Group - Harvard University

Group Leaders  Daniel J. Jacob  and  Loretta J. Mickley

Presentations

2023 |  2022 |  2021 | 2020 | 2019 | 2018

Integrated Methane Inversion (IMI) Startup: A software tool to monitor methane emissions using satellite observations , presented by Daniel Jacob, Alex Goodman, Lucas Estrada, and Daniel Varon to the Harvard Office of Technology Development, February 16, 2024.

• Intercomparison of tropospheric oxidant chemistry in a common Earth system model environment using GEOS-Chem and CAM-chem chemistry within CESM2 , presented by Haipeng Lin at CESM Atmosphere Model, Chemistry Climate, and Whole Atmosphere Working Group Meeting 2024, NCAR, Boulder, CO, February 14, 2024.
• Intercomparison of tropospheric oxidant chemistry in a common Earth system model environment using GEOS-Chem and CAM-chem chemistry within CESM2 , presented by Haipeng Lin at AMS, Baltimore, MD, January 30, 2024.
• Quantifying atmospheric methane emissions with satellite observations , presented by Daniel Varon at Harvard Atmospheric & Environmental Chemistry Seminar, Cambridge, MA, February 2, 2024. [PPT w/ videos]
• Continuous weekly monitoring of regional methane emissions with TROPOMI satellite observations , presented by Daniel Varon at AMS, Baltimore, MD, January 31, 2024.
• Quantifying NOx point sources with Landsat and Sentinel-2 satellite observations of NO2 plumes , presented by Daniel Varon at AGU Fall Meeting, San Francisco, CA, December 11, 2023.
• What can we learn about tropospheric OH from satellite observations of methane? presented by Elise Penn at AGU Fall Meeting, San Francisco, CA, December 14, 2023. 
• Drivers of smoke air quality in western United States from 1992 to 2020: Natural variability and anthropogenic climate change , presented by Xu Feng at AGU Fall Meeting, San Francisco, CA, December 14, 2023.
• A blended TROPOMI+GOSAT satellite data product for atmospheric methane using machine learning to correct retrieval biases , presented by Nicholas Balasus at AGU Fall Meeting, San Francisco, CA, December 14, 2023.
• Satellite-based detection and attribution of methane emissions , presented by Daniel Jacob at COP28, December 6, 2023.
• Implementing software engineering best practices in GEOS-Chem: Transforming a research project into a software product , presented by Bob Yantosca at Washington University in St. Louis, November 8, 2023.
• Using satellites to guide methane emission reductions , Harvard Speaks on Climate Change seminar series (remote), October 25, 2023.
• Using satellite-based detection of methane emissions to contribute to the U.S. regulatory process, seminar by Daniel Jacob at the Salata Institute, Harvard Kennedy School, October 12, 2023.
• Continued development and application of a prototype system for exploiting satellite data to improve knowledge of methane emission fluxes with focus on North America ,  presented by Daniel Jacob at the NASA Carbon Monitoring System Science Team meeting, Pasadena, September 28, 2023.
• Improved understanding of PM2.5 in Korea and China through integrated modeling and analysis of satellite, aircraft, and surface observations ,  presented by Daniel Jacob at the Samsung PM2.5 Strategic Research Program review, Suwon, Korea, September 11, 2023.
• Why is ozone in South Korea and the Seoul Metropolitan Area so high and increasing? presented by Nadia Colombi at the 14th GEMS workshop, Jeju, South Korea, September 7, 2023.  
• A blended GEMS+TROPOMI product for tropospheric NO2 using machine learning to correct retrieval errors , presented by Yujin Oak at the 14th GEMS workshop, Jeju, South Korea, September 8, 2023.
• I nvestigating the effects of NOx emission and chemistry on the diurnal variation of NO2 over East Asia using ground-based and geostationary satellite observations ,  presented by Laura Yang at the 14th GEMS workshop, Jeju, South Korea, September 7, 2023.
• New satellite applications to air quality,   presented by Daniel Jacob at the 14th GEMS workshop, Jeju, South Korea, September 6, 2023.
• High spatiotemporal resolution trends of fine particulate matter (PM2.5) in East Asia inferred from the GOCI geostationary instrument, 2011-2020 , presented by Drew Pendergrass at the 14th GEMS workshop, Jeju, South Korea, September 8, 2023.
• Towards low-latency monitoring of regional methane emissions with TROPOMI satellite observations , presented by Daniel Varon at the 19th International Workshop on Greenhouse Gas Measurements from Space (IWGGMS), Paris, France, July 6, 2023.
• Methane emission estimates from satellites and their uncertainties , presented by Daniel Jacob at the International Coordination Workshop on Detection of Anthropogenic Methane Emissions from High-Resolution Satellites, Harvard University, June 7, 2023.

Improving chemical mechanisms for regional/global models in support of US air quality management: application to the GEOS-Chem model , presented by Daniel Jacob at the EPA chemical mechanisms grantee meeting, Research Triangle Park, North Carolina, May 31, 2023.

Methane in the climate system: using satellites to locate emissions and enable action , seminar by Daniel Jacob as part of the Climate Change Speaker Series, Washington University, May 8, 2023.

Tasks for TEMPO and beyond , presented by Daniel Jacob at the TEMPO Science Team meeting, Huntsville, Alabama, May 2-3, 2023. 

Improved understanding of PM2.5 in Korea and China through integrated modeling and analysis of satellite, aircraft, and surface observations ,  presented by Daniel Jacob at the Samsung PM2.5 Strategic Research Program review (remote), April 26, 2023.

Methane in the climate system: mapping emissions from satellites , seminar by Daniel Jacob as part of the David Bradford seminar series , Princeton, 24 April, 2023.

Integrated Methane Inversion (IMI) on the AWS cloud: a tool to infer greenhouse gas fluxes from satellite observations , presentation by Daniel Jacob, Daniel Varon, and Lucas Estrada to ExxonMobil staff (virtual), April 10, 2023.

Introduction to the use of geostationary satellites to improve air quality characterization and forecasts , presented by Daniel Jacob at the International Space Science Institute, Bern, March 20, 2023.

The science of climate change , presented by Daniel Jacob to the Executive Education Program: “Climate Change and Energy: Policy Making for the Long Term”, Harvard Kennedy School, March 6, 2023.

Detecting methane emissions from satellites , presented by Daniel Jacob at the Environmental Defense Fund Science Day (virtual), February 14, 2023.

Using satellites to assist countries in monitoring their methane emissions , presented by Daniel Jacob at the WMO International Greenhouse Monitoring Symposium, Geneva, February 1, 2023.

Groundbreaking new science to help cut methane emissions ,  podcast by Daniel Jacob and Rob Stavins, Harvard Kennedy School PolicyCast series, January 26, 2023.

• Space-based NH3/NO2 ratio as a diagnostic of sensitivity of particulate nitrate formation to emissions , presented by Ruijun Dang at the 2023 AMS Annual Meeting, Denver, January 12, 2023.
• Tropospheric ozone data assimilation in the NASA GEOS Composition Forecast Modeling System GEOS-CF v2.0 including direct assimilation of thermal infra-red radiances , presented by Makoto Kelp at the 2023 AMS Annual Meeting, Denver, January 12, 2023.

Investigation of smoke exposure during the fire seasons in Australia: Importance of quantifying plume injection heights , presented by Xu Feng at the AGU Fall Meeting, Chicago, Ill., December 12, 2022.

Methane emissions from China: a high-resolution inversion of TROPOMI satellite observations , presented by Zichong Chen at the AGU Fall Meeting, Chicago, Ill., December 15, 2022.

Satellite quantification of methane emissions and oil/gas methane intensities from individual countries in the Middle East and North Africa: implications for climate action , presented by Zichong Chen at the AGU Fall Meeting, Chicago, Ill., December 15, 2022.

Quantifying methane emissions from the global scale down to point sources using satellite observations of atmospheric methane, presented by Daniel Jacob at the AGU Fall Meeting, Chicago, Ill., December 14, 2022.

Continuous weekly monitoring of methane emissions from the Permian Basin by inversion of TROPOMI satellite observations , presented by Daniel Varon at the AGU Fall Meeting, Chicago, Ill., December 12, 2022.

CHEEREIO: a generalized, open-source, ensemble-based chemical data assimilation and emissions inversion platform for the GEOS-Chem chemical transport mode l , presented by Drew Pendergrass at the AGU Fall Meeting, Chicago, Ill., December 16, 2022.

An adaptive auto-reduction solver for speeding up integration of chemical kinetics: Implementation in the Kinetic Pre-Processor (KPP) 3.0.0 , presented by Haipeng Lin at the Atmospheric Chemical Mechanisms conference, Davis, CA, December 8, 2022.

Recent advances in satellite detection of methane and advanced statistical methods for attribution of emissions , presented by Daniel Jacob at COP27, Sharm-El-Sheikh, November 17, 2022.

• New perspectives on air quality in East Asia: what we can learn from GEMS , presented by Daniel Jacob at the GEMS Science Team meeting, Seoul, November 11, 2022.
• NO2 vertical profiles over South Korea and their relation to oxidant chemistry: Implications for Geostationary Satellite Retrievals ,  presented by Laura Yang at the GEMS Science Team meeting, Seoul, November 10, 2022.
• CHEEREIO: a generalized, open-source, ensemble-based chemical data assimilation and emissions inversion platform for the GEOS-Chem chemical transport model , presented by Drew Pendergrass at the GEMS Science Team meeting, Seoul, November 10, 2022.
• Why is ozone so high (and increasing) over Korea and China? , seminar by Daniel Jacob at Seoul National University, November 8, 2022.
• Methane in the climate system: mapping methane emissions from satellites , seminar by Daniel Jacob at the University of Leuven, October 19, 2022.
• Using satellites to quantify methane emissions and trends from the global scale down to point sources , seminar by Daniel Jacob at LATMOS, Paris, October 12, 2022.
• The obsessive problem of ozone air pollution , 4th Solvay Lecture by Daniel Jacob at the Universite Libre de Bruxelles, October 7, 2022.
• Continued development and application of a prototype system for exploiting satellite data to improve knowledge of methane emission fluxes with focus on North America , presented by Daniel Jacob at the NASA Carbon Monitoring System Science Team meeting, Washington, DC, September 28, 2022.

I mproved understanding of PM2.5 in Korea and China through integrated modeling and analysis of satellite, aircraft, and surface observations,   presented by Daniel Jacob at the Samsung PM2.5 Strategic Research Program review (remote), December 9, 2021.

Top-down/inversion methodologies to constrain methane emissions , presented by Daniel Jacob to the National Academy of Sciences Board on Atmospheric Sciences and Climate (BASC), Washington DC, June 2, 2022.

Exploiting TEMPO NO2 observations to better understand background NOx and NOx emissions over North America , presented by Daniel Jacob at the TEMPO Science Team meeting (remote), June 1, 2022.

Using satellites to quantify methane emissions and trends from the global scale down to point sources , seminar by Daniel Jacob at the Laboratoire de Sciences due Climat et de l'Environnement (LSCE), Saclay, France, May 19, 2022.

New opportunities in methane remote sensing for wetlands , presented by Daniel Jacob to the iLEAPS - NASA CMS remote sensing of wetland methane workshop (remote), May 17, 2022.

Evolving understanding of particulate matter (PM) air pollution: lessons from East Asia , 3rd Solvay Lecture by Daniel Jacob at the Universite Libre de Bruxelles, May 17, 2022.

The saga of tropospheric ozone , 2nd Solvay Lecture by Daniel Jacob at the Universite Libre de Bruxelles, May 13, 2022.

  Methane in the climate system: mapping emissions from satellites , Inaugural Solvay Lecture by Daniel Jacob at the Universite Libre de Bruxelles, May 10, 2022.

GEOS-Chem on the Amazon Web Services (AWS) cloud , presented by Daniel Jacob to the USGCRP's Interagency Group on Integrative Modeling ( IGIM ), May 4, 2022.

The science of climate change , presented by Daniel Jacob to the Executive Education Program on Climate and Energy, Harvard Kennedy School, March 14, 2022.

Using satellites to quantify methane emissions and trends on national scales ,  presented by Daniel Jacob at the JPL Carbon Club seminar series, February 24, 2022.

Factors Controlling Peroxyacetyl Nitrate (PAN) in Polluted and Remote Atmospheres: Insights from the KORUS-AQ and ATom Campaigns , presented by Shixian Zhai at the American Meteorological Society (AMS) 102nd Annual Meeting, January 27, 2022.

An online-learned neural network chemical solver for stable and long-term global simulations of atmospheric chemistry in S2S applications , presented by Makoto Kelp at the American Meteorological Society (AMS) 102nd Annual Meeting, January 26, 2022.

Continuous weekly monitoring of methane emissions from the Permian Basin by inversion of TROPOMI satellite observations , presented by Daniel Varon at the American Meteorological Society (AMS) 102nd Annual Meeting, January 24, 2022.

Attribution of the surge of global methane in 2020 using inverse analysis of GOSAT observations ,   presented by Zhen Qu at the 2021 American Geophysical Union fall meeting, New Orleans, December 17, 2021.

Improved Mechanistic Model of the Atmospheric Redox Chemistry of Mercury ,   presented by Viral Shah at the 2021 American Geophysical Union fall meeting, New Orleans, December 16, 2021.

Tropospheric oxidants and the role of halogen chemistry ,  presented by Daniel Jacob at the 2021 American Geophysical Union fall meeting, New Orleans, December 17, 2021.

Continuous mapping of fine particulate matter (PM2.5) air quality in East Asia at daily 6x6 km2 resolution by application of a random forest algorithm to 2011-2019 GOCI geostationary satellite data , presented by Drew Pendergrass at the 2021 American Geophysical Union fall meeting, December 13, 2021. [ Video ]

Improved understanding of PM2.5 in Korea and China through integrated modeling and analysis of satellite, aircraft, and surface observations ,  presented by Daniel Jacob at the Samsung PM2.5 Strategic Research Program review (remote), December 9, 2021.

Mapping, understanding, and reducing PM2.5 pollution in South Korea ,  presented by Daniel Jacob at the International Symposium on the Accumulation and Reduction of Particulate Matter, Seoul, Korea (remote), December 8, 2021.

GEOS-Chem: building of a grass-roots community atmospheric chemistry model ,  seminar by Daniel Jacob at the Texas A&M Department of Atmospheric Sciences, December 8, 2021. (no movies)

Processes controlling PM2.5 air quality in China and Korea , distinguished lecture by Daniel Jacob to the Texas A&M Department of Atmospheric Sciences, December 8, 2021.

Satellite measurements of atmospheric methane: application to tropical wetlands , presented by Daniel Jacob at the BP/BSR Workshop on Improving our Understanding of Methane Emissions from Tropical Wetlands (remote), June 16, 2021. [ PDF ]

Improved understanding of PM2.5 in Korea and China , presented by Daniel Jacob at the Samsung PM2.5 Strategic Research Program review (remote), May 25, 2021. [ PDF ]

Sources and seasonality of aerosols over North China and South Korea , presented by Shixian Zhai at the 101st American Meteorological Society meeting (remote), January 14, 2021. [ PDF ]

A recursive neural network chemical solver for fast long-term global simulations of atmospheric composition , presented by Makoto Kelp at the 101st American Meteorological Society meeting (remote), January 13, 2021. [ PDF ]

Vertical distribution and sources of NO 2 in the free troposphere: Implications for interpretation of OMI and TROPOMI NO 2 data , presented by Viral Shah at the 101st American Meteorological Society meeting (remote), January 11, 2021. [ PDF ]

Controlling particulate nitrate pollution in China , presented by Shixian Zhai at the AGU Fall Meeting (remote), December 15, 2020. [ PDF ]

Global Modeling of Cloudwater Acidity, Rainwater Acidity, and Acid Inputs to Ecosystems , presented by Viral Shah at the AGU Fall Meeting (remote), December 9, 2020. [ Online poster ]

Improving chemical mechanisms for regional/global models in support of US air quality management: application to the GEOS-Chem model , presented by Daniel Jacob at the Kick-off Meeting for the EPA STAR Chemical Mechanisms for Air Quality Modeling Program (remote), December 16, 2020. [ PPT ]

GEOS-Chem as a community model for air quality on urban to global scales in the satellite era , presented by Daniel Jacob at the Atmospheric Chemical Mechanisms (ACM) Conference (remote), November 17, 2020. [ PPT ]

Human-driven temporal shifts in fire activity: southwest Russia and north Australia as case study regions , presented by Tina Liu at the American Geophysical Union Fall Meeting (remote, pre-recorded), December 8, 2020. [ PPT (with audio narration) ]

Improved understanding of PM2.5 in Korea and China , presented by Daniel Jacob at the Samsung PM2.5 Strategic Research Program review (remote), November 11, 2020. [ PPT ]

Air quality trends in China: a chemical perspective , seminar by Daniel Jacob at U. Montana, November 2, 2020. [ PPT ]

Identifying methane point sources in high-resolution satellite imagery using neural networks , presented by Jack Bruno at the EPS G1 Symposium, September 4, 2020. [ PPT ]

Towards an improved understanding of factors affecting ozone pollution in East Asia , presented by Nadia Colombi at the EPS G1 Symposium, September 4, 2020. [ PPT ]

Unifying atmospheric chemistry modeling using data: Development of the Harmonized Emissions Component 3.0 , presented by Haipeng Lin at the EPS G1 Symposium, September 4, 2020. [ PDF ]

Aerosol-radiation interactions in China in winter using a coupled chemistry-climate model , presented by Jonathan Moch at the 1st GEOS-Chem Europe meeting (GCE1) (remote), September 2, 2020. [ PDF ]

Global distribution of methane emissions: an inverse analysis of 2019 observations from TROPOMI , presented by Zhen Qu at the 1st GEOS-Chem Europe meeting (GCE1) (remote), September 1, 2020. [ PDF ]

Global methane budget and trends in 2010-2017: complementarity of inverse analyses using in situ and satellite observations , presented by Xiao Lu at the 1st GEOS-Chem Europe meeting (GCE1) (remote), September 1, 2020. [ PDF ]

GEOS-Chem model overview , presented by Daniel Jacob and Randall Martin at the 1st GEOS-Chem Europe meeting (GCE1) (remote), September 1, 2020. [ PPT (300 MB)]

Airborne platforms as part of the Earth observing system for air quality and atmospheric chemistry - coupled to dynamics , presented by Daniel Jacob to the National Academy of Sciences Committee on the Future Use of NASA Airborne Platforms to Advance Earth Science Priorities (remote), July 30, 2020. [ PPT ]

Using satellite observations to quantify methane emissions from the global scale down to point sources , presented by Daniel Jacob at the Exxon-Mobile Methane Research External Speaker Series(remote), July 8, 2020. [ PPT ]

Improved understanding of PM2.5 in Korea and China , presented by Daniel Jacob at the Samsung PM2.5 Strategic Research Program review (remote), June 16, 2020. [ PPT ]

Global methane budget and trend in 2010-2017: comparative and joint inversions of suborbital (ObsPack) and satellite (GOSAT) observations , presented by Xiao Lu at the NOAA Global Monitoring Laboratory Virtual Global Monitoring Annual Conference (eGMAC), June 16, 2020. [ PDF ]

Redefining "odd oxygen": a new budget diagnostic for tropospheric ozone , presented by Kelvin Bates at the 2020 AMS meeting, Boston, January 17, 2020. [ PPT ]

Reduced-Cost Construction of Jacobian Matrices for High-Resolution Inverse Modeling , presented by Hannah Nesser at the 2020 AMS meeting, Boston, January 17, 2020. [ PDF ]

Trends of boundary layer ozone pollution and VOC emissions in China as observed by OMI , presented by Lu Shen at the 2020 AMS meeting, Boston, January 17, 2020. [ PDF ]

Ozone suppression in China under high PM2.5 conditions: a two-pollutant control strategy , presented by Ke Li at the 2020 AMS meeting, Boston, January 17, 2020. [ PPT ]

Global tropospheric halogen chemistry and its impacts on ozone, OH, and aerosol concentrations , presented by Daniel Jacob at the 2020 AMS meeting, Boston, January 17, 2020. [ PDF ]

GEOS-Chem Town Hall , presented by Daniel Jacob at the 2020 AMS meeting, Boston, January 17, 2020. [ PPT (500 MB) ]

Using satellite observations to quantify methane sources and trends from the global scale down to point sources , presented by Daniel Jacob at the 2020 AMS meeting, Boston, January 13, 2020. [ PDF ]

Integrating GEOS-Chem into CESM 2020 , January 8-9 Project Meeting at NCAR/ACOM in Boulder. [Link to presentations]

Quantifying methane emissions from individual point sources with the GHGSat-D satellite instrument , presented by Daniel Varon at the Fall 2019 AGU meeting, San Francisco, December 13, 2019. [ PDF ]

Effect of changing NOx lifetime on the seasonality and trends of NO2 columns over China , presented by Viral Shah at the Fall 2019 AGU meeting, San Francisco, December 12, 2019. [ PDF ]

Attribution of the 2010-2016 trend in atmospheric methane by improved inverse analysis of GOSAT satellite observations , presented by Yuzhong Zhang at the Fall 2019 AGU meeting, San Francisco, December 11, 2019. [ PDF ]

Potential of next-generation imaging spectrometers to detect and quantify methane point sources from space , presented by Daniel Jacob at the Fall 2019 AGU meeting, San Francisco, December 12, 2019. [ PDF ]

Chemical drivers of recent trends in PM2.5 and ozone pollution in China , presented by Daniel Jacob at the Fall 2019 AGU meeting, San Francisco, December 10, 2019. [ PDF ]

CMS Methane Working Group , presented by Daniel Jacob at the NASA Carbon Monitoring System (CMS) Science Team Meeting, La Jolla, November 14, 2019. [ PPT ]

CMS Phase 2 Synthesis Report: Methane , presented by Daniel Jacob at the NASA Carbon Monitoring System (CMS) Science Team Meeting, La Jolla, November 13, 2019. [ PDF ]

SAIT PM Strategic Research Program , presented by Daniel Jacob at the kick-off meeting of the Samsung SAIT PM Strategic Research Program, Suwon, Korea, October 31, 2019. [ PPT ]

GEOS-Chem atmospheric chemistry model: current capabilities, future developments, and partnership with GMAO , Seminar by Daniel Jacob at the NASA Global Modeling and Assimilation Office, Greenbelt, Maryland, September 17, 2019. [ PPT (no movies) ]

Methane in the climate system: monitoring emissions from space , Seminar by Daniel Jacob at Lamont-Doherty Earth Observatory, Palisades, New York, September 13, 2019. [ PPT (no movies) ]

Fine particulate matter and ozone pollution in China: recent trends, future controls, and impact of climate change , seminar by Daniel Jacob at Columbia University, New York, September 12, 2019. [ PPT ]

Interpreting satellite NO2 observations over the US: the importance of accounting for the free tropospheric background , presentation by Daniel Jacob at the Aura Science Team meeting, Pasadena, California, August 27, 2019. [ PPT ]

How Aura transformed air quality research with a look forward to TROPOMI and geostationary satellites , presentation by Daniel Jacob at the Aura Science Team meeting, Pasadena, California, August 27, 2019. [ PPT ]

Satellites for environmental monitoring , presentation by Daniel Jacob at the Satellite and Climate Convening, Bloomberg Philanthropies, New York, August 24, 2019. [ PPT ]

Understanding the atmospheric methane budget and trends using satellite observations in combination with new emission inventories and biogeochemical models: A NASA IDS investigation , presentation by Daniel Jacob at NASA Headquarters, Washington, DC, July 24, 2019. [ PPT (no movie) ]

Using satellite observations of atmospheric methane to quantify the methane budget and trends from the global scale down to point sources , seminar by Daniel Jacob at the University of Leicester, June 21, 2019. [ PPT (no movies) ]

Interpreting satellite NO2 observations over the US: the importance of accounting for the free tropospheric background , presented by Daniel Jacob at the TEMPO Science Team meeting, Madison, June 6, 2019. [ PPT ]

Methane in the climate system: monitoring emissions from space , presented by Daniel Jacob at the 90th Anniversary Symposium of PKU Atmospheric Sciences, Beijing, May 26, 2019. [ PDF ]

GEOS-Chem and MUSICA , presented by Daniel Jacob at the NCAR MUSICA Workshop, Boulder, May 21, 2019. [ PDF ]

Satellite observations for air quality , presented by Daniel Jacob at the NYSERDA Energy-Related Air Quality and Health Effects Research Workshop, Albany, April 10, 2019. [ PDF ]

Working to understand and solve China’s air pollution problems , presented by Daniel Jacob to Sichuan University faculty under sponsorship of Boston International Media Consulting, Inc., Harvard, February 20, 2019. [ PPT ]

Using satellite observations of tropospheric NO2 columns to infer trends in US NOx emissions: the importance of accounting for the NO2 background , presented by Daniel Jacob at the AMS 2019 Fall Meeting, Phoenix, January 10, 2019. [ PPT ]

A global, gridded inventory of methane emissions from fuel exploitation based on national reports to the UNFCCC , presented by Tia Scarpelli at the AGU 2018 Fall Meeting, Washington DC, December 2018. [ PDF ]

Detecting high-emitting methane sources in oil/gas fields from current and future satellites (TROPOMI, GeoCARB, next-generation geostationary) including future hyperspectral imagers (EnMAP, PRISMA) , presented by Daniel Cusworth at the AGU 2018 Fall Meeting, Washington DC, December 2018. [ PDF ]

Satellite and surface observations confirm steay decline in US NO x emissions over the 2005-2017 period, presented by Rachel Silvern at the AGU 2018 Fall Meeting, Washington DC, December 12, 2018. [ PDF ]

Monitoring global tropospheric OH concentrations using satellite observations of atmospheric methane , presented by Yuzhong Zhang at the Fall 2018 AGU, Washington DC, December 2018. [ PDF ]

Predicting the impact of climate change on severe wintertime particulate pollution events in Beijing using extreme value theory , presented by Drew Pendergrass at the Fall 2018 AGU, Washington DC, December 2018. [ PDF ]

Uncertainties in aerosol chemistry and links to the gas phase , keynote presentation by Daniel Jacob at the AGU JING meeting, Xi'an, October 19, 2018. [ PPT ]

Effect of climate change on winter haze pollution in Beijing: relative humidity as a critical variable , presented by Daniel Jacob at the AGU JING meeting, Xi'an, October 17, 2018. [ PPT ]

Satellite observations of atmospheric methane: constraining emissions and OH concentrations , invited talk by Daniel Jacob at the 40th Anniversary of the ALE/GAGE/AGAGE Network, Boston/Dedham, October 11, 2018. [ PPT ]

Methane in the climate system: monitoring emissions from space , VIP talk by Daniel Jacob as part of the JPL Distinguished Climate Lecture Series, JPL, Pasadena, September 4, 2018. [ PPT ]

Definition, objectives, and types of models, presented by Daniel Jacob at the NCAR ACOM workshop on fundamentals of atmospheric chemistry and aerosol modeling, Boulder, August 13, 2018. [ PDF ] [ Workshop website ]

Fundamentals of air pollution and climate change, presented by Daniel Jacob to Trademark Tours, Harvard, August 1-6, 2018. [ PDF (50 MB) ]

Presentations from the Workshop on Integrating GEOS-Chem into NCAR models, Boulder, Colorado, July 30-31, 2018. [ Link to website ]

Current research activities at Harvard, presented by Daniel Jacob at ECMWF, Reading, UK, June 25, 2018. [ PDF ]

Decadal trends in US OMI NO 2 observations and the role of the upper troposphere, presented by Rachel Silvern at the 6th TEMPO Science Team Meeting, Boulder, CO, June 7, 2018. [ PDF ]

Modeling decadal trends in continental US air pollution, with a focus on NO x , presented by Rachel Silvern at the Harvard/MIT ACE Center Science Advisory Committee Meeting, Boston, May 30, 2018. [ PDF ]

GEOS-Chem model overview and future directions , presented by Daniel Jacob at the First GEOS-Chem Asia meeting (GCA1), May 21-23, 2018. [ PPT ]

Identifying leaky wells in oil/gas fields by satellite observation of atmospheric methane, presented by Dan Cusworth at the 14th International Workshop on Greenhouse Gas Measurements from Space, University of Toronto, May 10, 2018. [ PDF ]

Observing methane from space with the next generation of satellite instruments: from global OH monitoring down to individual point sources, presentted by Daniel Jacob at the Atmospheric Composition Committee on Earth Observation Satellites, College Park, Maryland, May 2, 2018. [ PPT ]

Value of geostationary observations in a data assimilation system for ozone air quality in the US, presented by Daniel Jacob at the NASA GEO-CAPE workshop, College Park, Maryland, May , 2018. [ PPT ]

Capabilities of different satellite observing systems or mapping methane emissions on regional to km scales, presented by Daniel Jacob at the NASA GEO-CAPE workshop, College Park, Maryland, May , 2018. [ PPT ]

Antarctica and climate change, lecture by Daniel Jacob for the Harvard Alumni Association Expedition to Antarctica, January 21, 2018. [ PPT (9 MB) ]

The Antarctic ozone hole, lecture by Daniel Jacob for the Harvard Alumni Association Expedition to Antarctica, January 15, 2018. [ PPT (50 MB) ]

• Group meetings
• Alumni List and Map
• Group Photos
• Graduate Student Forum
• Journal Club
• FAQs by PhD Applicants
• Undergraduate Research
• Calendar (private)

Main navigation

• Research & Discovery
• Funding for Researchers
• Funding for Students & Postdocs

Registration is open for HBHL Symposium 2024!

• Tweet Widget

Healthy Brains, Healthy Lives (HBHL) will be hosting its sixth annual Symposium on May 8 and 9, 2024. The event will be held at the  University Centre  (Students’ Society of McGill University Building) and will feature two days of talks, networking opportunities and thoughtful exchange.

The HBHL Symposium aims to showcase McGill's global leadership in interdisciplinary neuroscience with presentations from renowned international keynote speakers Gillian Einstein (University of Toronto), Alberto Cairo (University of Miami), Noah Philip (Brown University) and Kate Webb (Harvard University), as well as panel sessions featuring HBHL-funded researchers, poster presentations and flash talks from HBHL Fellows and other up-and-coming researchers in brain health.

Visit the  Symposium website  to learn more about the event and register.

Related Links

• Research and innovation

Department and University Information

• Department of Neurology and Neurosurgery
• Department of Pharmacology and Therapeutics
• Department of Physiology
• Integrated Program in Neuroscience
• McGill University Health Centre
• McGill Vision Research
• Alan Edwards Centre for Research on Pain
• Centre for Research on Brain, Language, and Music
• Centre for Research in Neuroscience
• Douglas Mental Health University Institute
• Lady Davis Institute for Medical Research
• Montreal Neurological Institute
• Oxford University
• Imperial College London
• Neuroscience Center of Zurich
• Tel Aviv University