Effectively communicating your research: From elevator talks to job interview presentations
- 1. Effectively communicating your research: From elevator talks to job interview presentations Heather Macdonald College of William & Mary Elizabeth Ritchie University of Arizona Tim Bralower Pennsylvania State University Molly Kent Science Education Resource Center (SERC)
- 2. Webinar overview Communicating your research Elevator talks Key elements and how to modify for different audiences Questions Academic job talks (research) Suggestions and strategies Examples Questions Evaluation of webinar 2
- 3. Questions for you 1. How often do you explain your research to others outside your research group? A. Every week B. Once or twice a month C. Frequently when I’m at a professional meeting but not much the rest of the time 2. How many job talks (about research) have you heard or given in the last year? A. None B. 1-3 C. 4 or more 3
- 4. You’ve meeting someone for the first time and they ask you about your research. What do you feel? 4
- 5. Elevator talks You are on an elevator (or escalator) Someone asks “What do you do?” You have 30-60 seconds to tell them. Are you ready? Michael Tobis http://init4au.files.wordpress.com/2009/12/escalator.jpg 5
- 6. Elevator talks: Content What excites you most about your research? What you do, what question you are addressing, what methods you use. Why it is important? Strategy: 20-30 seconds talk 1-2 sentences on your research 1 on its significance 6
- 7. Elevator talks: Content, clarity Who is the audience Colleague, undergraduate, neighbor, dean Consider both vocabulary and scope Watch out for jargon Short sentences I rather than we (when possible) Strategy: Modify for different audiences 7
- 8. Elevator talks: Content, clarity, delivery Establish eye contact Show enthusiasm for your work (being true to your personality and style) Vary tone of your voice Watch for eyes glazing over It’s the beginning of a conversation Strategy: Practice and get feedback 8
- 9. Preparing your elevator talk Jot down main points Work into 2-3 sentences; may need to omit some points Practice different versions Short, longer For specialist, for non-specialist Get feedback and revise Start now: 9
- 10. What questions do you have about elevator talks? Please type your questions into the chat box. Feel free to respond to questions or comments posed by others 10
- 11. Lose the beginners or bore the experts? Research presentations – job talks 11
- 12. The job talk The audience The presentation Important considerations Handling questions If your work is interdisciplinary The preparation Thanks to Early Career Geoscience Faculty workshop alumni, Mike Williams, Rachel Beane, College of William & Mary science faculty, & webinar participants 12
- 13. The audience Post-docs? Graduate students? Undergraduates? Faculty in the department Faculty in your specialty? Faculty in other departments? 13
- 14. What are they looking for? Quality of research and its potential Teaching ability What you would bring to the department At a liberal arts college/PUI, use the talk to show that you are able to communicate complex science to undergraduates. Showing that you do research is good, and making it accessible for undergrads is good, and showing that you can make undergrad sized projects for them is good. Don’t go through your entire defense. 14
- 15. The presentation Give them your best work Pick one research project Make it a story Introduction to engage the audience Heart of the talk – take to the MAX scientifically Conclusions and future plans What are the learning goals (take- aways) for your audience 15
- 16. Introduction is critical Highlight broad context and significance, then telescope to problem at hand Hook the audience, make them interested Clear statement of research questions Avoid “this talk is about”, “my area is” Provide some context for the work you're going to present. Why is it important? Why should a igneous petrologist care about soil moisture? When possible, try to put your work within the context of the "grand challenges" being faced by your field. It’s often the case that I won't be able to assess the originality and value of your research… so you need to articulate that for me. 16
- 17. Introduction is critical First 5 slides are key Consider problem-oriented introduction Statement of fact(s) Statement of problem (related to the facts) Purpose of talk (aimed at solving the problem) Outline on slides or verbal roadmap? My top suggestion is to choose 3 or 4 key points - your "message" (basically strong conclusions) - introduce them at the beginning, then provide the supporting data and analysis to convince the audience, then come back to them at the end. These are the 3-4 ideas you want them to walk out the door remembering. Don't give them too much! 17
- 18. The rest of the story Give clear explanations Showcase your research & show how you meet their selection criteria or enhance their areas of expertise Level of presentation re different audiences Acknowledgments A strong end A few concrete conclusions Relate to broader implications Future plans “Thank you”, not “that’s all I have” An engaging story has a beginning (broader context), a middle ("character development"), and an end (climax & resolution). The audience will follow something linear better than something with a lot of detours. They will glaze over if you go into too many details. 18
- 19. Include something unexpected. Something tasteful yet memorable that makes the audience laugh is good. Laughter causes the body to produce endorphins, brain chemicals known for their feel-good effect. I had taken the time to research the department via their web page prior to interviewing, and had found and used a relevant quote from one of their former students in my job talk. Tailor your future research directions to … that institution, and think about how to make the possibilities feel exciting to that audience. 19
- 20. Engaging visuals One idea per slide Uncluttered slides Help the audience through the visual details I made a lot of my own schematics and illustrations that highlighted the key concepts in the intro. These seemed to be more effective than using another author's figures, which may have too much detail or not highlight exactly what you want. Be sure to walk through each graph and figure--describing the axes then the data and take home message 20
- 21. Giving the talk End on time. A good way to ruin a good talk is to run overtime. Speak to everybody in audience Speak confidently, show your interest As students walk in, say hello and introduce yourselves to them (during the awkward wait time), shows you’re interested in them and in connecting with them. Talk a deep breath now and then and let your mind catch up. What seems interminably long to the speaker is a short (and welcome) break to the audience. 21
- 22. Handling questions Repeat the question, rephrasing it Keep the answers short, and answer the question Be ready for off-the-wall questions Steer your answer back to a point you want to emphasize Anticipate responding to questions to which you don’t know the answer. I try to look at questions as a fun challenge, not something to dread. Try to think of answering a question. Not as YOU vs THEM, but rather as the beginning of a short conversation. 22
- 23. If your work is interdisciplinary Connect what you do in research and in the classroom to what professionals in the field do… I have a joint appointment and had to give two talks - one about my research, the other about how I could bridge departments. I made a Venn Diagram and then had bubbles discussing case studies for how I incorporate multidisciplinary approaches to my teaching, mentoring, and research. I spent more time on background than you would traditionally do in a talk. That said, the background was important for everyone to understand my research so it was ok and was appreciated. Highlight the main themes from each field and keep going back to the ways they are important in your research results. 23
- 24. The preparation Before the interview Ask about length of presentation Ask about the audience Practice with an audience, respond to questions, ask for feedback Bring water bottle Short break before the talk Review your talk / first slides - paper or electronic Warm ups (theatrical training) Do something to help you relax You may not get the 10 minute break 24
- 25. “When you walk into an interview, your goal is to convey an image of yourself as a colleague. After all, a colleague is what your interviewers are looking for.” Mary Dillon Johnson The Chronicle of Higher Education http://chronicle.com/article/The-Academic-Job-Interview-/44607/ Remind yourself that YOU are the expert on the topic of your talk, and that THEY saw something in you that made them want to bring you to campus and learn about you. Be confident. Words of wisdom 25
- 26. What questions do you have about job talks? Please type your questions into the chat box. Feel free to respond to questions or comments posed by others 26
- 27. 27 What is one important thing you’ve learned in this webinar?
- 28. Pursuing an Academic Career Webinar Series Early career negotiations: Negotiating for what you need to be successful March 28, 2013, (Wednesday) Chris Thorncroft, SUNY Albany; Kate Miller, Texas A&M University; Julie Bartley, Gustavus Adolphus College Networking for Academic Careers May 16, 2013 (Wednesday) Tracey Holloway, University of Wisconsin 28
- 29. Thank you! We’re glad you were able to join us today. Please help us by completing an evaluation form. http://nagt.org
Editor's Notes
- #3: Tie in to goals Learn more about communicating your research in informal "elevator talks“ Consider how your “elevator talk” might be different for different audiencesLearn about aspects of designing a presentation about your research for an academic interviewLeave with some practical strategies of how to prepare and deliver a great job talk
- #6: Make a good first impression
- #7: Compelling contentNature article, Nancy Bacon COMPASS. 1. the problem; 2) why it matters; 3) potential solutions; 4) benefits of fixing it. Might add to the list of two, what techniques, approaches etc. (your skills set)
- #8: Appropriate to audience, Different audiences interview with colleague in same specialty, with another geoscientist, with a dean who studies Victorian literature, with undergraduate students
- #9: It’s a conversationEngaging delivery
- #10: What do you need to do to revise your elevator talk? Refer back to opening slide – how often you do this
- #12: MW
- #15: If the audience is a mix, include "hooks" that ensure the undergrads will be able to understand the basics and the importance of the material but also include specifics to convince the faculty that your research is at the forefront of the field. Try to span the difficulty level. Show that you can talk to a wide audience without losing anyone. Also be sure to "show your stuff," and don't be afraid to lose them!
- #16: NOT mentioning projects in terms of Ph.D or postdoc research. "For my Ph.D dissertation
- #19: – to make them strongeri.e., show them they need your expertise Don’t spend too much time on acknowledgments ,
- #22: not to the screen
- #23: Some speakers launch into a second talk
- #26: RB Some of you asked “What qualities do interviewers look for?” or “What do employers want to know most?” This is a response to that question – keeping in mind that your interviewers are all individuals with different aspects they might be seeking. The interview is a time for youto express your excitement and enthusiasm for your work, for the work of members of the hiring department, and for the institution. You want to convey the feeling that you are already comfortable as a member of the academic profession. That’s the big-picture goal