1. The Cain Project in Engineering and Professional Communication WORKSHOP SERIES Giving Students Feedback on Oral Presentations

2. 2 What types of presentations are your students giving? Design –Technical –Business –Poster Progress report Failure analysis PBL cases Research –Course project –Conference talk / Poster –Defense / Job talk / Interview Seminar paper Chalk talk Lab demonstration

3. 3 Workshop goals Discuss common problems in student presentations and how to respond Identify strategies for providing feedback on students’ presentations Describe Cain Project presentation materials to help you and your students

4. 4 Common problems observed in student presentations No attempt to motivate talk Weak organizational structure Poor delivery skills Weak conclusion Lack of team cohesion

5. 5 Does student meet audience’s needs and expectations? Interests Prior knowledge Values Decision making criteria

6. 6 Is presentation’s purpose clear? Inform Persuade Establish credibility

7. 7 Is the introduction effective? Motivates interest Defines problem –Context –Key terms States thesis / main claim Previews topics Establishes credibility

8. 8 Does organizational structure make the argument accessible? Problem / solution Feature / function / benefit Chronological sequence Research

9. 9 Does research talk answer key questions clearly? What problem is being investigated? Why is it important? What other studies have been devoted to it? What are the key points? What materials and methods were used? What are the main results? How is the work novel or applicable?

10. 10 Is the evidence clear and convincing? Relevant results support key points BIG picture little picture Data presentation: Describe figure Report result Interpret result

11. 11 Do the transitions provide coherence? Weak verbal cues – “And another thing” –“So” Strong verbal cues –Sequence “First” –Contrast “However” “On the other hand” –Causality “Therefore” “Consequently”

12. 12 Is the student’s conclusion clearly signaled and satisfying? Sends cue Restates and summarizes Spells out implications Issues call for action or provide resources

13. 13 Does the student’s delivery inspire confidence? Stance Gestures Eye contact Voice quality

14. 14 How well does the student handle questions? Appears prepared Listens without interrupting Repeats or rephrases Maintains open, confident demeanor Leads with general answer Wraps up well

15. 15 What can be done to help students improve their presentations? Urge them to practice to Develop fluency Manage time Get feedback

16. 16 Feedback strategies Request presentation outlines Rehearse with students –Descriptive feedback focuses on process –Prescriptive feedback focuses on product Comment on draft of slides Review videotape of student’s performance Evaluate student performances with a rubric Assign a reflection essay

17. 17 Ask students what they need from you in a practice session Before practice talk: Would you like feedback on anything in particular? After practice talk: Are you satisfied with your performance? Why or why not? How much time do you have to make changes? Would you like a high-level summary of my feedback, or would you like to go through the presentation slide-by-slide?

18. 18 Involve other students in feedback loop Assign presentation partners Use presentation coaches Require peers to evaluate performances

19. 19 Presentation materials for instructors Giving Feedback on Students’ PowerPoints Presentation Evaluation Form Seven Ways to Motivate the Audience Guide for Team Presentations Preparing and Delivering Oral Presentations High Stakes Communication: Interviews and Job Talks Checklists –Presentation Checklist –Chalk Talk Checklist

20. More resources are available for you under “Engineering Communication” at Connexions at http://cnx.org http://cnx.org at the Cain Project site at http://www.owlnet.rice.edu/~cainproj http://www.owlnet.rice.edu/~cainproj in your course Communication Folder in OWLSPACE. Lead through Excellence in Engineering Communication