Creating an Effective Conference Presentation

Nancy J. Karlin, PhD
University of Northern Colorado

Throughout my years of attending professional conferences, I have been fortunate to encounter many quality paper and poster presentations. However, during that same time I have also been exposed to presenters who lacked preparation, failed to present in an effective manner, and reported taking less from the experience than anticipated. Clearly, few undergraduate students have the type of conference exposure to negate the nerves and provide the information necessary for an effective presentation. Still, in many cases graduate students have the same limited exposure, resulting in the same lackluster results. In order to minimize the negative and maximize the positive, a presenter should consider three areas: preparation, presentation, and opportunity.

Effective Preparation

      After the data has been collected, analyzed, submitted, and accepted by a professional regional or national conference, the work is not done. Several additional steps are still needed to create an effective presentation. Although similar, the steps for paper versus poster presentations differ.

      Posters. Conferences generally differ in the amount of space provided for posters. You should check the guidelines for each respective conference. However, most conferences provide a 3' x 5' or 4' x 6' boundary. Your poster should be completely prepared before you ever arrive at the conference. This allows for mistakes to be corrected at the only location where changes can be made, home. When preparing, components of your poster should be seen clearly from 3 feet away. This allows convention participants to walk past looking for research of interest. Do several checks of your type size before printing a final copy. Some conferences provide thumbtacks or tape, but you should come prepared to put up your research without any assistance.
      Have friends or family view your poster for issues of clarity, readability, and allurement. As with any presentation, always attempt to be concise. Too much information, in any presentation, can distract from the goal.
      The method of scanning the poster components onto a single, large computer-generated sheet is now being seen more often at conventions. This process, which can be completed at most copy centers, allows for the poster to be laminated, rolled up, and placed in a tube for easier transportation. Every aspect of the poster is on this single sheet. This includes the title, authorship, and college/university affiliation found at the top of the poster. Using this method of presentation allows for several color options, including black print on white with any number of accenting colors. Figures and tables usually stand out better when printed in something other than black and white. An area of concern should be how to make your poster stand out, thereby attracting the largest number of viewers possible. If finances are limited, be resourceful. Many colleges and universities have wonderful resources available to students, especially when an institution's name will be prominently displayed.
      One method of providing additional information is with a handout. Always bring from 50-100 copies to provide additional information about the study. Typically, 50 copies are sufficient for smaller conferences and 100 for larger conferences. At the top of each handout should be the title of the presentation, authorship, conference, conference year and location, and college/university affiliation(s). The address of the first author should also be provided. This allows for further contact by convention participants concerning the research. Never forget additional paper for those times when you run out of handouts and need to mail participants a copy.

      Papers. Some of the best preparation away from the conference is in front of a mirror, friends, or family. Initially, practice in front of the mirror. Practice creates a comfort found with familiarity. Remember that familiarity tends to breed success. Second, practice in front of friends and family, thereby obtaining information about staying within time constraints (12 minutes for most conferences, with 3 minutes for questions), quality speaking (i.e., speaking slowly, clearly, and with enough volume), and answering questions from the audience. Third, take questions and criticism as an opportunity for improvement. This is not only true for practice trials before the conference, but also during or after your presentation. No one improves without experience, questions, and criticism.
      Visual extensions of your presentation will help with complicated information. Overheads, slides, or handouts can transform a mediocre presentation into a well-received and -understood informational experience. Copy centers, as well as campus technology services, can prove extremely helpful when developing the above supplements. As with poster sessions, outlines of your paper are often very useful as visual aids. Always practice with each component of the presentation.

Effective Presentation

      The Random House College Dictionary defines experienced as "wise or skillful in a particular field through experience." As mentioned earlier, very few students have the level of experience needed for quality conference presentations. Knowing the above provides you with two pieces of information. First, very few students will be any different than you in their overall level of expertise. Second, after you have prepared and practiced, do your best possible job.

      Posters. Poster sessions are designed to allow for a more one-on-one interaction. Never leave your poster during the session, always have your name badge prominently displayed, and be prepared to answer questions or respond to critiques. Poster sessions vary in the amount of allotted time. Some range from 50 minutes up to 2 hours. Again, check the guidelines for each conference. Typically, there is a 10-minute time period at the end of the previous session for presenters to take down their posters and for the next group of presenters to put their posters up. Never show up late to your session or take down your poster early. When giving a poster presentation, always look willing to answer questions and demonstrate an eagerness to have others look at your work. If you do not look interested in your work, why would anyone else?

      Papers. One of the main complaints about paper sessions concern those who read their papers rather than talk to the audience. Even if the entire paper is in front of you when presenting, never read the paper to the audience. Consider extended periods of practice or use note cards. Either method will help limit the perception of reading. No matter which method you use, always number your pages. Confounding things tend to happen when preparing for or traveling to a conference. Only present information that is important to the study. Oral presentations should never contain lots of information, because the audience will get lost in the details. Be very careful about giving too many statistics. This tends to overwhelm the audience. Remember to make your major points, wait for questions, and then sit down.

Maximizing the Opportunity

      There are several ways to maximize the conference experience. First, when attending the conference, wear professional clothing. It is still true that first impressions impact perceptions. Some students make the mistake of wearing what they might wear to class, thinking this is appropriate. The individuals you meet will not have your grade history, prowess in class, or research qualifications to assist them in a quick evaluation. Self-presentation is always a component. Second, attend a variety of presentations, including those by people outside your college or university. Third, know the reason(s) for attending the conference. Whatever your reason(s) for attending, set your goals and make sure you maximize your experiences.

 

Conclusions

      The presentation experience is one that should not be taken lightly, but it is also not something that should be feared. The best way to maximize without nervousness is to prepare well in advance. By preparing early, the presentation experience should go smoother with less anxiety. During the presentation and the conference, take advantage of the opportunities provided. You can minimize the negative and maximize the positive by considering preparation, presentation, and opportunity.



ABOUT THE AUTHOR: Nancy J. Karlin, PhD, is an associate professor of psychology at the University of Northern Colorado. She received her PhD in experimental psychology in 1989, from Colorado State University. Dr. Karlin was inducted into Psi Chi in 1986, and has served for several years as a faculty advisor and, most recently, as Psi Chi's regional vice-president for the Rocky Mountain Region (1995-99). Dr. Karlin served on several national committees during her service on the Psi Chi National Council, and she also wrote and produced the Psi Chi national video (1998), which was distributed to all chapters. Dr. Karlin is regional coordinator for the Council of Teachers of Undergraduate Psychology (CTUP).

 

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Preparing for Conference Presentations: advice from Fernando Delgado, 2003 program planner for NCA's Critical and Cultural Studies Division.

Interview by Kristen Hoerl

Attitudes about Conference Presentation

--What is the function of a conference presentation?

The point for students is to introduce themselves to the academic community that is NCA, to test out ideas and perspectives to an audience with intellectual bearings that can be different than the presenter, and to socialize students into the norms and processes of the academic community. So often students (and their mentors) share a similar and necessarily narrow frame of reference. Conferences bring together a broader spectrum of scholars whose takes on topics, theories, and methods differ. The presentation is therefore an invitation to an intellectual conversation.

--What should graduate students expect to accomplish by presenting their papers at national conferences? Are expectations different at more regional or specialized conferences?

The expectations at a national conference should be to present the best possible work of scholarship and/or research, hopefully on its way to publication, and to get fair but strong critiques (during or after the presentation), by colleagues and respondents. For those students on the job market or looking to move from an MA to PhD program, they perhaps could think of the presentation as a sort of audition. We learn much about quality/clarity of thought, professionalism, poise, etc. by observing students during conferences.

There is not much difference at the regional conferences. Rather, the size, scope and intensity of the national conference is simply greater than that of a regional conference.

--How do these expectations change as graduate students progress through their programs?

At some point we all get to the realization that presentation and publication is about constructing a body of work that represents us to colleagues and students across space and time. In effect, presentations and publications are our calling cards. As all students go through process their scholarship and writing does get sharper. More profound, however, is the realization that conventions can be something more than social time and that the presentations does have something at stakeÑpeople are watching, and so are also evaluating.

It is easy to get blasŽ about the whole process (and become jaded). But the point is also that it becomes easier as your comfort within yourself as a scholar and your role at NCA increases. Students may observe their professional and intellectual identities (and preferences) crystallizing over time.

Preparing for a Conference Presentation

--What is the best way to prepare for a presentation? Would you recommend that graduate students write everything in advance? What are some useful strategies for practicing presentations?

1)    Write the paper well ahead of time, send a complete copy of the paper to the chair and the respondent (if there is one). Make 10-15 copies to bring AND a note pad so that people might offer their email addresses so that you can send them copies electronically.

2)    DO NOT ATTEMPT TO READ a 25-30 page paper. I do one of two things: 1) A cutting of it, a 10 page version that summarizes the project, theories, methods, and conclusions. 2) An extemporaneous presentation that relies somewhat on the introduction but is largely a 12 minute summary of the paper. I prefer the latter conversational tone.

When practicing the goals are: Clarity in surveying the project and time -- never go over time. This latter rule is crucial. Going over time, and not having prepared for the time allotted, is disrespectful to fellow panelists, chairs, respondents, and the audience (who may not then have time for questions). The result is that you can appear under-prepared, rude, unprofessional and, to some, supremely egotistical. At NCA it is easy to know the time parameters and the number of presenters for each panel. With 3 presenters and a respondent, 15 minutes should be the maximum. More presenters equals less time. When I prep I always shoot for 12 minutes. I also carry a watch, if I am going slow in the beginning I can then make adjustments. Making adjustments is the point. You wrote the paper so you know what is central and collateral to present.

--What should speakers wear to present their papers?

As a graduate student you can make choices. But always be cognizant that getting dressed is a conscious act and will be judged accordingly. If you are dressing to make a political point, that is fine. If you are dressing for comfort, great. But please be aware that others may be judging you. At the beginning it is always best to dress in professional or, if you will, business-casual attire. I have friends who wear shorts and Hawaiian shirts or t shirts and combat boots. But these are seasoned scholars whose attire is part of their persona. I guess the questions would be, do you have a persona where that works? Is this the persona you are trying to cultivate?

--Should presenters send copies of their papers to panel chairs and respondents even if conference planners don't specify that they do so?

Always send your papers, invariably chairs and respondents are faculty (or notable faculty) and the point of the presentation is to have an impact.

--Should presenters provide copies of their papers for audience members? Is it preferable for presenters to bring multiple hard copies with them to the presentation or to offer to send electronic copies to individuals after the conference? Is it ever advisable to not provide copies of presentation papers to interested audience members?

I believe I answered this above -- best to bring some copies and have a mechanism to send copies to others. Email has really helped this. However, if you promise to send copies, do so!

Delivering a Conference Presentation

--Is it preferable to read from a manuscript or speak extemporaneously about the research on which the manuscript is based?

I come from a rhetorical background and so I value an extemporaneous presentation. But play to your strengths. There are times when the material is complicated and detailed (and your are nervous) and a written manuscript could help. But as we all know, a well-presented extemporaneous presentation is always much more appealing.

--What aspects of an accepted submission should the presenter emphasize? How much time should a presentation give: to previous literature? to the description of particular texts? to the analysis and theory generated from those texts?

This is a complicated question. Conferences have such tight time constraints that usually guide what you can do. However, in that you want to demonstrate dexterity of theories and provide ample conceptual, historical, intellectual context for the presentation. I tend to focus on these elements. Previous literature can sometimes be woven into the other pieces and I would, by no means, be a slave to it. If someone questions your grounding, your lit review, you have the hard copy to demonstrate youÕve done the excavation work.

--Should the presentation be geared toward an audience familiar with the theoretical frameworks that underlie the project or toward a more general audience?

I would aim to a slightly more general audience. You do not know if people are attracted to the paper because of the topic, method, or theory. Moreover, the presentation should be heuristic and an invitation to more conversation.

Responding to Audience Questions and Comments

--The prospect of being asked to respond to questions from the audience after a presentation is sometimes the most anxiety-producing aspect of a presentation. With that in mind:

--What types of questions should presenters expect to receive from audience members?

Q and A produces anxiety because you can never anticipate the questions. I chaired a recent panel on visual communication that deteriorated when a particular audience member criticize the fundamental project of the presenters. That was inappropriate after the first question. While I wish some of the presenters had more poise, the point was that people at NCA often times do not ask questions, rather they make statements or advance counter-arguments and then they ask for a response. The bottom line: Know what your paper says, do not over state the case of claim too much, and when you cannot answer the question, let it be.

--What are some useful strategies for responding to questions: when the presenter is uncertain of his or her answer? when the paper is co-written by several authors?

--How should presenters acknowledge and respond to formal panel respondents?

--Are presenters expected to follow up with a respondent? Might it be a good idea to do so?

When there are co-authors, choreograph the presentation and agree upon the roles of the presenters. When you are uncertain, state that. If the question is unclear, and they often are, ask for a restatement. Remember, the audience is full of "performers" as well—some of whom may be looking to upstage you.

Responding to the responders is tricky. Sometimes they are supportive, sometimes not, sometimes meaningless. Write down comments that are meaningful, nod, look out at the audience and/or the respondent. If you have a beef, follow up (privately).

Closing questions:

--How would you describe a successful conference presentation?

--What other advice would you give to graduate students presenting their research for the first time?

--If you had only one piece of advice to give to graduate students before they presented a conference paper, what would it be?

A successful presentation is one that has been well-presented and received in the spirit of academic dialogue and debate. It always feels good, as well, when the audience is drawn to your topic and presentation and the questions go your way.

One final piece of advice: Be prepared. thoroughly, completed, professionally prepared to perform.

©2003 Fernando Delgado

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