#srn.sdy

You can take a break, but you must try again.

Whether it is a power-point or a poster, I have noticed that students tend to struggle with the social aspect of presenting.

A few key notes:

Your poster or PowerPoint contains key information, not all information.

Your oral presentation is meant to expand and supplement the physical presentation you've developed

If you've added everything you know about your presentation subject, then you have nothing to audibly expand on.

Reading off your slide word for word, especially if you have large bodies of text rather than key points, is regarded as disrespectful and a waste of your audiences time.

Large bodies of text tend to overwhelm audiences -> know how to use them effectively.

Your audience can't, and won't, be able to read a large chunk of text during your presentation

Your point as a presenter is to tell your story: lead your audience through your research with your words, not with text

Distinguishing key points to include is harder than writing everything out, but comes with the benefit of easily digestible content

Think of how a professor may present information: is it easier for you to learn when the content is written out in extreme detail for you to copy, or when your professor leads you through the content and provides time for questions?

Large chunks of text are acceptable in the background section of posters so that others can get an understanding of your work without your presence

Watch the clock, watch the audience

Higher education level presentations are recommended to be completed within 2-3 minutes. This is less time than you think.

If you're given a specific range of time to present, stick to the lowest time possible. Your audiences time is just as important as your research.

Audience awareness comes with practice. If your audience appears uninterested or ready for your presentation to end, then stick to the key takeaways of your research. (*This is primarily for research poster presentations, where your audience isn't complied of classmates forced to listen regardless of their interest)

Typical signs of disinterest include speaker avoidance/looking anywhere but your presentation, shuffling.

Don't assume audience disinterest or lack of engagement is due to you personally.

Practice, don't preach.

Practice getting your main presentation points within your time limit/assigned range rather than getting every single detail down.

Over-practicing can make your presentation appear monotonous and staged (which encourages audience disengagement). Once you've reached the 'almost down perfect' stage of practicing - stop.

I am in my fourth year now, and I'll be honest: I withheld a similar mindset from freshman year to now.

However, it only led me to feeling lost, demotivated in my studies and a care only for getting the highest grade possible while never truly fulfilling my own overzealous expectations. The reason? I never acknowledged anything less than perfect.

A's were the presumed, and when gained there was never celebration, for why celebrate the "bare minimum"? When perfection is expected, there is no room for celebration . . . only resentment of pasts "could haves" when it is unreached.

I am not here to tell you to settle, you should always want to be the best you. However, we must ask ourselves what is this all for? Are you doing this for passion, or for praise? The line between may grow thin, but I want to express that you should praise your passion.

If your desire is a reflection of expectation, then your passion to learn will begin to diminish. You are your drive.

An unexpected grade is not a reflection of self-worth or ability, but rather something to question: what was your mindset whilst processing the information, what was misunderstood, and what can you do now to understand or retain what was once unapplied knowledge ?

You have the ability to succeed in whatever way you envision, you always have. Nonetheless, we should acknowledge that success is not always presented in 4.0 GPA, but rather in determination, tenacity, growth, and most importantly: self-praise.

You got out of bed. You showed up to lecture. You completed that assignment. You studied. You took that quiz. You took that exam. No one was there to hold your hand and force you, you did all of that yourself. I see you, I hear you, and I believe in you.