4.7 Disseminating the Final Research Product

The dissemination of undergraduate research projects should be properly planned and intentionally executed. This section highlights key aspects of project dissemination. Some modes of achieving broader impacts of the research project are discussed herein.

Planning for the Research Presentation

Before the mentee presents his or her project, the mentor should review and prepare with him or her. In the first place, the type of the presentation needs to be established and written into the research plan. Suggested presentation techniques, both oral and written, are listed below.

In the second place, the attendees (who they are, how many, their expectation, and their knowledge level on the topic) and the presentation environment (classroom, auditorium, hotel or conference room) should be described.

In the third place, the mentor should prepare the mentee to:

• Adhere to proper dress code (business casual or business);
• Know and abide by the designated time limit of the presentation;
• Inquire if demonstrations are permitted;
• Respond to questions, if there is a question and answer session following the presentation; and
• Cite sources.

Delivering an Oral Presentation

After the presentation has been planned, preparation should be made for its delivery.

An effective oral presentation should have the following organization:

• Comprehensive and clear introduction;
• Clear central idea;
• Signposts (words such as: first, second, next, then, last);
• Connectives (i.e., transition = internal summary + internal preview); and
• Definitive conclusion.

A good oral presenter should:

• Make eye contact for 70-80% of the presentation;
• Be extemporaneous in the delivery;
• Use the style that the audience expects (if not known, then use a conversational style);
• Be brief in the use of notes or note cards;
• Carefully prepare the presentation and rehearse; and
• Adapt to audience feedback.

Presenting a Poster Presentation

If the research project is be presented as a poster, then proper formatting is critical. The mentee must use the rules and guidelines expected for poster presentations. The delivery is less formal than other modes of delivery. The audience may also interrupt with questions/comments, and they may stay for a few—or several—minutes. Two of the primary goals of the poster are to catch attention and to serve as a reference.

The mentee should prepare a five-minute “elevator speech” that includes the following:

• Research background (tell about the research topic and why it is important).
• What data were collected and how?
• What method was used to analyze the data?
• What were the results of the analysis?
• What conclusion(s) can be drawn from the findings?
• What are the next steps for the research (i.e., does it lead to a new research question and project? If so, be able to describe that briefly).

Participating in a Panel Presentation

Another mode of delivery of research findings may be in a form of a panel. Preparing the mentee for panel discussions differs from preparation for poster presentations. Panel discussions are more formal, and they have different communication rules (no verbal interruption from audience).

Rehearsing the Presentation

For all presentations—oral, poster, or panel presentation—rehearsing “a dry run” is recommended. Irrespective of the mode of the presentation, the following tips may be useful for the mentee:

• Read through the presentation several times and talk through any examples or stories;
• Concentrate on gaining control of ideas instead of memorizing the presentation word-for-word;
• Practice using visual aids;
• Review the presentation several times from start to finish ensuring that the time constraints are met;
• For each “dry run,” the presentation time should be approximately the same. If the presentation exceeds the time limit, then the presentation should be condensed;
• Polish the presentation by practicing both verbal and nonverbal delivery tactics; and
• Practice in front of the mentor, peers, friends, or family members and solicit honest feedback.

Visual Aids as Effective Communication Tools

Three of the areas in which visual aids are usually evaluated are: 1) clarity, 2) interest, and 3) retention. It is the responsibility of the mentor to establish how well the visual aid is constructed and its effectiveness. Make sure the mentee understands the requirements for citing supporting materials. Citations must include author of publication, date of publication, name of publication, and supporting organization. For figures and images, sources should also be cited.

Managing Anxiety

For most presenters, public speaking usually incites anxiety. The mentor should convey to the mentee that nervousness is normal, and indeed, expected. The mentee should be reminded that the presentation goal is to communicate information; it is therefore not a theatrical performance. The mentor should explain to the mentee that practice and preparation are the best ways to manage anxiety before the presentation. Preparation time and practice should be included in the research plan.

Tips to manage anxiety during a presentation are to:

• Concentrate on the main points;
• Pace the rate of presentation;
• Realize that most of the inward nervousness can be hidden from the audience; and
• Carefully study presentations made by good presenters.

Publishing with the Mentee

Dissemination of research results in a publication (peer-reviewed or non-peer reviewed) with the mentee as a co-author is highly encouraged. Such a publication would benefit the mentee, particularly for plans towards advanced degrees and career development. The exercise below is designed to assist the mentor in selecting a mentee as a co-author.

Exercise: Choosing a Student Mentee as a Co-author

1. Is the mentee willing to devote extra time to work on the publication?
2. Is there a good working relationship with the mentee?
3. Does the mentee have sufficient knowledge of the basic material?
4. Can the mentee effectively apply prior knowledge to the publication?
5. Does the mentee have the requisite technical and/or writing skills?
6. Can the mentee dedicate time for technical calculations, writing assignments, and the general overview of background material for the publication?

Publishing a paper with a mentee is not a simple task. Many factors must be considered. The following points and related questions may help with the reflection process regarding this undertaking:

• Writing a paper may involve calculations, the explaining of background material and results, and citing literature:
  • Are there realistic tasks that the mentee can complete?
  • What are the reasonable goals for involving the mentee?
• Preparing the mentee for uncertainties:
  • Will the calculations work?
  • Will the results be interesting enough to publish?
  • Will the paper be accepted for publication?
•  What to do with a mentee when the manuscript is not accepted for publication:
  • What has the mentee gained from this experience?
  • Can a record of this “failure” provide valuable information for the future?
  • How does the mentor assure the mentee that he or she has made a contribution?
•  Knowing what plagiarism is and how to avoid it:
  • How can the mentee distinguish between old and new results and give proper citations?
• Addressing the referee’s criticisms:
  • What is the best process for responding to the referee’s comments?
  • How not to take the reviewer’s criticisms personally?

The mentoring relationship does not end with the completion and the dissemination of the research project. Often, the mentor is needed to assist the mentee in planning for and in taking the next steps.