Our MURAL folks, Chad Topaz and May Mei, wrote this AMS blog, inspired by the AALAC meeting!

Example of a student research poster using LaTeX and Beamer

Zip file (under "Download") includes style files and poster examples.

• How to give a dynamic scientific presentation
  https://www.elsevier.com/connect/how-to-give-a-dynamic-scientific-presentation
   
• ASCB guidelines on giving a presentation
  http://www.ascb.org/ascb-post/careers/make-impact-presentations/
   
• Ted talk on body language and posture by Amy Cuddy
  https://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are

Free PowerPoint research poster templates in various sizes & styles.

Examples of student posters with listed strengths and "room for improvement" items.

General rules of thumb for creating better figures (PLOS Computational Biology)

Beamer presentation by Azad Ghaffari (sorry; no .tex file)

Syllabus and course assignments for a course in math modeling & scientific writing

This is a collaboration in calculus II with the writing director on best practices in peer-review.   This link is to the version on arxiv, but the full is published in PRIMUS.

PRIMUS article - PRIMUS had a special issue on writing in mathematics and this is one on mathematical modeling in particular.

Elsevier article on writing a scientific paper

I use this template often for class notes.  It prioritizes margin space with margin notes and I think it promotes using the notes in a more "engaging" way.

https://www.ctan.org/pkg/tufte-latex?lang=en

A blog post from Chronicles of Higher Ed with links to three other note-taking guides. The third link includes the following tips:

• Identify key concepts in the day’s lesson: “Now here’s something you need to have in your notes. Listen carefully.”
• Challenge students to retrieve things from their notes: “Look at your notes from November 5. What have you got about X? Nothing? That’s not good.”
• Provide a definition, pause, and give students one minute to rewrite it in their own words. Ask students why it might be important to do so.
• At the beginning of the period, give students three minutes to review their notes and summarize them in a sentence. Have several students share their summary, which the class then compares, revises, etc.
• At the end of class have students trade notes with somebody sitting near them and use their partner’s notes to review the class session. Ask them to identify what was the same and different about their notes and those of their partner?
• For frequently missed exam questions, have everyone find the date when that content was covered and see what they have in their notes that relates to the question. Ask someone who got the question correct to read what they have in their notes.
• Tell students that any notes they take in class today can be used when they take the quiz tomorrow. Follow-up at the end of class by asking how that changed listening and note-taking.

Article on difference between taking notes by hand vs on a computer.

This is a handout I use for my classes for how to listen to a mathematical presentation. It has how to dialogue with yourself and what questions that could lead you to ask a speaker.