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Creating a 10-15 Minute Scientific Presentation

In the course of your career as a scientist, you will be asked to give brief presentations -- to colleagues, lab groups, and in other venues. We have put together a series of short videos to help you organize and deliver a crisp 10-15 minute scientific presentation.

First is a two part set of videos that walks you through organizing a presentation.

Part 1 - Creating an Introduction for a 10-15 Minute Scientfic Presentation

Part 2 - Creating the Body of a 10-15 Minute Presentation: Design/Methods; Data Results, Conclusions

Two additional videos should prove useful:

Designing PowerPoint Slides for a Scientific Presentation walks you through the key principles in designing powerful, easy to read slides.

Delivering a Presentation provides tips and approaches to help you put your best foot forward when you stand up in front of a group.

Other resources include:

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 Academic Presentations

Academic presentations are an integral part of university study and assessment. Academic presentations may be presented individually or as a group activity but both require the key skills of planning and structuring key information. The key difference between an academic presentation and a general presentation is that it is usually quite formal and includes academic research to evidence the ideas presented. The presentation will include references to credible sources and demonstrate clearly your knowledge and familiarity of the topic.

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Intro to presentations, academic presentations, presentation phrases , what is an academic presentation , presentation ppt slides, improve your ppt slides, create effective ppt slides, a basic ppt presentation  , graphs & charts, presentation feedback,  marking criteria, teacher feedback form, peer feedback form, peer-to-peer feedback form, terms & conditions of use, academic  presentation information.

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Giving a good academic presentation

• Think about the aim of your presentation and what you want to achieve.
• Concentrate on your audience: who   they are and  what   they (want to) know.
• Choose the topic that interests you: involvement and motivation are key to confidence.
• Give your presentation a  clear   and  logical   organization so that everyone can follow.
• Present information  visually : this adds interest to your talk and makes it easier to follow.
• Practise giving your presentation until you are familiar with the key points; this way you may discover any potential problems and check the timing. Besides, practice will also make you feel more confident.

Basic outline / structure

• Introduction: introduce the topic, some basic background, thesis (your stance or argument).
• Outline: provide basic bullet points on the key parts of the presentation.
• Main body: divide the main body into sections.
• Evaluation: always include evaluation. This can be a separate section or part of the main body.
• Conclusion: summarise key points, restate the thesis and make a recommendation / suggestion / prediction.
• Reference list: create one slide with all your sources.
• Questions : be prepared to answer questions.
• Cope with nerves: breathe deeply; it calms you down and stops you from talking too quickly.
• Control your voice: speak clearly and try to sound interesting by changing intonation and rhythm.
• Watch your body language: try to give the impression that you are relaxed and confident.
• Maintain eye contact with your audience: it keeps them interested in what you are saying. For this reason, you should not read.
• Provide visual information, but do not give too many facts at a time. Give your audience enough time to take them in.
• Keep attention by asking rhetorical questions.

 Advanced Signposting Language –

key language phrases for presentation

Presentation Speaking Criteria

This i s a basic criteria to assess presentation speaking skills. It has three key criteria: Language accuracy & language range,  fluency &  pronunciation, and   presentation & engagement.    Example  /   Level: ** *** [B1/B2/C1]   TEACHER MEMBERSHIP

An Introduction to Academic Presentations

  introduction to presentations (new 2023).

This lesson is designed to introduce students to academic presentations. It contains information on how to plan, structure, and deliver an academic presentation. It includes a listening worksheet, presentation signposting phrases and a mini-presentation activity. Example . Level: ** * ** [B1/B2/C1] TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP

£4.50 – Add to cart Checkout Added to cart

Presentation Phrases (Signposting Language)

  presentation phrases sheet : a range of standard english phrases .

Suitable phrases to use for greeting, structuring, examples, transitions summarising and  concluding .

Free Download

What is an Academic Presentation?

Presentation Worksheet

 This lecture discusses the key ideas of giving an academic presentation including referencing, signposting, delivery and rehearsal.  2-page listening worksheet with answers. A great introduction to giving a presentation.   Example.  Level *** ** [ B1/B2/C1]   Video [7:00]  / MP3 /   TEACHER MEMBERSHIP  / INSTITUTIONAL MEMBERSHIP

Improve your PPT Slides

Improve your Presentation PowerPoint Slides

These are PPT slides from the above video or  go here . It’s a great way to explain how to present effective slides by using the correct fonts, focusing on key points and using animation to help audience engagement. The slides can be adapted to sort your style and method of teaching.   Video  [12:00]   Level *** ** [B1/B2/C1]  / TEACHER MEMBERSHIP / INSTITUTIONAL MEMBERSHIP

£4.00 – Add to cart Checkout Added to cart

Create PPT slides people will remember – Duarte Inc [CEO]

Harvard Business Review: How to plan an informed presentation and what is needed to create really effective slides that keep an audience engaged. More HBR listening worksheets are   Example   Video  [03:08]   Level: ** * * * [B2/C1]  / TEACHER MEMBERSHIP  / INSTITUTIONAL MEMBERSHIP

A Basic PPT Presentation

This is a video example of a ‘basic’ presentation on Domestic Violence using signposting language and a basic structure

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Academic  Presentation Marking Criteria

A basic criteria that can be used to assess and grade a students’s presentation – full criteria in paid version (below).

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Oral presentations

Oral academic presentations can have a range of structures and purposes, from seminar or tutorial presentations to conference papers. Being prepared and using effective presentation strategies will help you successfully communicate your ideas and information.

Prepare your presentation

• Structure your presentation
• Audiovisual aids
• Speaking tips

Preparation is essential for a successful presentation.

You need to carefully analyse the assignment instructions and other information about your presentation. It’s important to have a clear understanding of the presentation topic and its purpose. Speak to your lecturer, tutor or supervisor if you need to clarify what’s expected of you.

Consider if the purpose is to be informative, instructional or persuasive.

• In informative presentations, you need to be brief, clear, relevant and use logical sequencing.
• In instructional presentations, your aim is to provide participants with a new skill. You need to cover the topic thoroughly and design activities to develop and apply new skills.
• In persuasive presentations, you need to use detailed examination to convince the audience to accept your proposal or solution to a controversy/problem.

Your audience will affect the content and delivery of your presentation. Think about what your audience already knows about the topic, why they’re there and whether you need to adjust your tone or level of technical and formal language.

Prepare your presentation like you would any other assignment. This might include research, selecting and analysing information, coming up with examples, developing an argument and thinking carefully about the structure .

Make sure your content is relevant and you have a sound understanding of the subject matter.

Putting it together

Once you’ve worked out the content of your presentation, think about what equipment or audiovisual aids you might want to use.

You should also create notes or an outline you can refer to during your presentation. Your notes should be brief, and could be:

• a printed copy of your slideshow
• a list of bullet points
• a ‘tree-diagram’ of the structure of the talk, with a keyword for each point
• a note card for each part of your presentation.

Don’t read out a written script. Written language is harder for your audience to follow, it’s easier to lose your place, and you can’t keep good eye contact with the audience. Try to be more conversational and rely less on notes.

Practise your talk and check the timing. Work out how many minutes you want to spend on each part, and allow time for any necessary pauses. Try practising your presentation with a friend to find out if any parts are unclear, too fast or slow.

Finally, do some preparation to build your confidence and reduce nerves .

This material was developed by the Learning Hub (Academic Language and Learning), which offers workshops, face-to-face consultations and resources to support your learning. Find out more about how they can help you develop your communication, research and study skills .

See the handout on Oral presentations (pdf, 3.2MB) .

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University Seminar Presentation Template

Download this University Seminar Presentation Template Design in PDF, PowerPoint, Google Slides, Apple Keynote Format. Easily Editable, Printable, Downloadable.

Make sure you engage with your audience during your university seminar with the help of our University Seminar Presentation Template! Our template has a professionally-made presentation layout with sample content to guide you in making your own presentation. With its easily customizable feature, our template can be edited as much as you want to fit the presentation you want to make. Just download our template now, and you can start creating the presentation for your upcoming seminar.

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• CAREER COLUMN
• 15 May 2019

Ways to give an effective seminar about your research project

• Ananya Sen 0

Ananya Sen is a PhD student in microbiology at the University of Illinois at Urbana-Champaign.

You can also search for this author in PubMed   Google Scholar

In my first year of graduate school, I was terrified of giving presentations. I would put too much information on my slides, talk too fast and constantly forget or trip over certain words. Unsuprisingly, the reception was lukewarm at best.

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doi: https://doi.org/10.1038/d41586-019-01574-z

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged. You can get in touch with the editor at [email protected].

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CHAPTER 18 Guidelines to qualitative academic seminar presentation

The primary objective of seminar presentation is to enhance presentation skills when persuading, educating, or informing an audience. Specifically, it provides a focus on the fundamental aspects of a quality academic, professional and business communications including structure, preparation and strategy for delivery, using visual aids, and handling question and answer sessions. The presenter/student practices by preparing and delivering an ideal real-life academic/business presentation. Strict adherence to the instructions outlined allows the presenter to evaluate his/her progress and alter any distracting behaviours before and during presentation. It also enables the participant to learn by doing. The aim of this paper is to introduce students to simple principles on how to plan, writs and present their findings as technical conference papers, then act as the mini-conference programme committee members in reviewing each other's submissions. Finally, in addition to the model itself, description of some variations in instantiation and an assessment of the benefits of this general approach and recommendation for adoption by faculties and educators are proffered. Introduction Rarely are the three pillars of academia-research, teaching and service-addressed together, within one intellectually cohesive context in the graduate curriculum. Such a context is important for exposing students to the interrelationships among these facets. Oftentimes, people are confused what a seminar, workshop or conference means. They are sometimes considered to mean the same thing. However, workshop is a brief intensive educational programme for a relatively small group of people that focuses on techniques and skills in a particular field. Seminar on the other hand is a meeting of a group of advanced students studying under a professor/officer with each doing original research and all exchanging results of their findings through reports and discussions. A conference is a meeting of two or more persons/bodies organized for the benefit of discussing matters of common concern, which usually involves formal interchange of views.

Related Papers

JSCI Systemics, Cybernetics, and Informatics

The purposes of this article is to show the differences between traditional and conversational conferences and to suggest that synergic effects might be produced when both models are adequately related in simultaneous events so cybernetic loops might be produced. The effectiveness of both approaches could increase if they are adequately related or oriented to the generation of processes that might integrate both models in the context of the same event, or chain of events. The content of this article is based on a combination of experience, reflection, and action, using the methodologies of Action-Research/reflection, Action-Learning, and Action-Design. After ten years trying to relate these two approaches we learned that they are opposite, but not contradictory with each other. They are, or can be designed as polar opposites which would complement (and even require) each other in a synergic whole, with potential emergent properties as effective learning, interdisciplinary communicat...

Constructivist Foundations

Christoph Brunner

This article is an open peer commentary to Johan Verbeke's target article "Designing Academic Conferences as a Learning Environment: How to Stimulate Active Learning at Academic Conferences?" (http://www.univie.ac.at/constructivism/journal/11/1/098.verbeke). It targets the field of artistic and design research and its attempt to invent new experimental conference formats. After critically examining the conception of "knowledge production" in these discourses, the commentary fosters the need to take into account sensuous and more-than-human elements shaping such emergent conference formats. The comment closes with a constructivist and speculative proposition for the future planning of creative practice events.

Computer Human Interaction

Nico Macdonald

Conferences are still valuable for established attendees and potential new audiences, and the overall audience for events can be increased, helping alleviate competition between professional organisations.In addition professional organisations need to avoid conferences being run-of-the-mill, and taking their audience for granted. They need to widen their primary and secondary audiences by helping potential attendees and presenters find out about events,

Ivan Dunđer

Przegląd Badań Edukacyjnych

Helena Ostrowicka

Ben Sweeting , Michael Hohl

Context: The design of academic conferences, in which settings ideas are shared and created, is, we suggest, of more than passing interest in constructivism, where epistemology is considered in terms of knowing rather than knowledge. Problem: The passivity and predominantly one-way structure of the typical paper presentation format of academic conferences has a number of serious limitations from a constructivist perspective. These limits are both practical and epistemological. While alternative formats abound, there is nevertheless increasing pressure reinforcing this format due to delegates’ funding typically being linked to reading a paper. Method: In this special issue, authors reflect on conferences that they have organised and participated in that have used alternative formats, such as conversational structures or other constructivist inspired approaches, in whole or in part. We review and contextualize their contributions, understanding them in terms of their connections to constructivism and to each other. Results: While this issue is of relevance across disciplinary boundaries, contributions focus on two fields: that of cybernetics/systems, and that of design. We identify the way that conference organization is of particular importance to these fields, being in self-reflexive relationship to them: the environment of a design conference is something that we design; while a conference regarding systems or cybernetics is itself an instance of the sorts of process with which these fields are concerned. Implications: Building on this self-reflexivity and, also, the close connection of design and cybernetics/systems to constructivism, we suggest that conference organization is an area in which constructivism may itself be understood in terms of practice (and so knowing) rather than theory (and so knowledge. This in turn helps connect ideas in constructivism with pragmatic fields, such as knowledge management, and recent discussions in this journal regarding second-order science. Constructivist content: As a setting for the creation of new ideas, the design of conferences is of importance where we understand epistemology in constructivist terms as a process of knowing. Moreover, the particular fields drawn on - design and cybernetics/systems - have close connections to constructivism, as can be seen, for instance, in the work of Ranulph Glanville, on which we draw here.

Chiara Belluzzi

To date, little research has been conducted on conference presentation (CP) introductions with the aim of analysing their moves, especially as far as non academic CP's are concerned. In fact, to the best of my knowledge, no study has ever focused on the non-academic context - apart from numerous public speaking handbooks, which, however, do not apply any scientific method of analysis. Therefore this study sets out to investigate non-academic CP introductions in order to determine whether they coincide with the genre of the academic CP introduction. Such a study will hopefully prove valuable not only in the field of genre analysis, but also in the field of interpreting studies. Since it is possible to determine a move model from the structure of every genre, I will set out to do this for the non-academic CP introduction as well, thus providing the interpreter with a series of speech acts a speaker can reasonably be expected to carry out. Chapter 2 of this dissertation begins with an overview of the literature on the academic CP as a genre from many different perspectives. Then the focus shifts to the introductory section of different academic written and oral genres, in particular to those studies which lead to the definition of their moves and which, therefore, will be useful in the analysis of the structure of non-academic CP introductions. Chapter 3 focuses on the non-academic CP. First, the concept of discourse community is explored in terms of both academic and non-academic discourse, with the aim of achieving a better understanding of the differences between the two as well as of the latter alone. Then a definition of the non-academic CP introduction as a genre will be developed on the basis of Swales’ (1990) criteria and Hasan’s (Halliday and Hasan 1989) notion of ‘context’, in order to determine whether academic and non-academic CP introductions belong to the same genre or not. After the theoretical framework set in the first part of the dissertation, five case studies will be analysed in Chapter 4. Five non-academic presentations were selected and their introductions were transcribed. To these I have applied Rowley-Jolivet and Carter-Thomas’ (2005) move model of academic CP introductions in order to determine whether their model can be applied to non-academic CP introductions as well. The data retrieved is analysed to let new moves emerge, too, so that a move model for non-academic CP introductions can be identified. The usefulness of this model for further and more in-depth studies is mentioned at the end of the chapter In the last chapter a suggestion is made about the application of move models to 11 interpreting studies, in particular as far as simultaneous interpretation is concerned. To be brief, since move models describe the structure shared by the texts of a given genre, they could be used by interpreters to predict the structure of the text they are going to interpret.

European Political Science

Andrew Mycock

Olga Vetrova

Abstract. Students ’ conferences make up the environment where specific competences are combined with generic competences. Our goal is to estimate the potential of the professionally-oriented academic communication in a foreign language in the students ’ conference environment and find out the ways students’ conferences could contribute to the professional competencies formation. Investigated is the polytechnical tertiary school. Integrative in its essence, the project is aimed at fostering the efficiency of the university education, creativity development, ideas generation by specialists-to-be and innovations dissemination, – all of which is supposed to upgrade the standards of tertiary education and raise the quality of vocational training. This goes in accord with the Bologna process and European, and world-wide effort to enhance flexibility and professionalism on the labour market.

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CySER Summer Workshop 2024 Day 3

• Spark G10: 9 AM to 10:45 AM
• Todd Hall 203: 11 AM to 4:45 PM

About the event

The CySER Summer Workshop 2024 will be be held from May 20 to 29, 2024 on the WSU Pullman campus. The workshop will feature a wide variety of presentations, tutorials and hands-on experiential learning activities on a range of cybersecurity topics. The workshop will also include three field trips: a full-day trip to Pacific Northwest National Labs in Richland,  a half-day trip to Schweitzer Engineering Laboratories (SEL) in Pullman, and a half-day trip to Fairchild Air Force Base outside Spokane. The workshop is in-person with an option for people to participate virtually. Presentations occur in Todd Hall 203 and the poster session, certificate ceremony, and a teambuilding session will be in Spark G10. Slides, related material, and recordings of all sessions will be made available on the CySER website.

Day 3: Wednesday, May 22

• 9:00 – 10:45 AM: Team Building and Leadership , LTC Matt Sheftic and Major John-Anthony Ford, WSU ROTC
• 11:00 – 11:45 AM: Dr. Aaron Darnton, Naval Underwater Warfare Center Keyport, US Navy
• 1:00 – 1:45 PM: Dr. Feng-Hao Liu, EECS
• 2:00  – 2:45 PM: Ethics in Cybersecurity , Dr. David Douglas, Central Washington University
• 3:00 – 3:45 PM: Dr. Jana Doppa, EECS
• 4:00 – 4:45 PM: Dr. Xu Lin, EECS

For more details about the CySER program, please visit  cyser.wsu.edu .

For details and the complete schedule of the summer workshop, please visit  cyser.wsu.edu/summer-workshop .

• Publications

Seminar Shares Insights on Integrating Landscape Approaches into National Biodiversity Strategies

The event featured expert presentations on applying landscape approaches for biodiversity conservation, sustainable use of resources, and equity.

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On 8 May 2024 UNU-IAS, in partnership with the Institute for Global Environmental Strategies (IGES), hosted a webinar to discuss integrating landscape approaches into national biodiversity strategies and action plans (NBSAPs) to meet the objectives of the Kunming–Montreal Global Biodiversity Framework (GBF). 

Suneetha Subramanian (Research Fellow, UNU-IAS) defined landscape approaches as holistic strategies that consider a particular area's ecological, social and economic context to manage local production activities in alignment with sustainability principles and biodiversity conservation. She introduced the International Partnership for the Satoyama Initiative (IPSI) — a global network to realize societies in harmony with nature through landscape approaches, strengthening the connection between science, policy and practical applications.

Andre Mader (Programme Director, Biodiversity & Forests, IGES) provided an overview of Using Landscape Approaches in National Biodiversity Strategy and Action Planning , a practical guide for integrating landscape approaches into NBSAPs. Developed by UNU-IAS and IGES, the publication helps policymakers recognize the multiple uses and users within landscapes to mitigate conflicts and promote collaborative management. UNU-IAS, IGES and IPSI plan to advocate for the incorporation of the guide into the activities of UNDP and UNEP, which support countries in updating their NBSAPs, and offer guidance through interactive workshops.

Highlighting efforts to establish a National Biodiversity Coordinating Mechanism in Kenya, Catherine Mungai (Senior Programme Officer, IUCN Regional Office for Eastern & Southern Africa) noted the country's aim to integrate biodiversity considerations into decision-making at all government levels, in line with GBF Target 14 .

Juan Ramos (Senior Manager of Integrated Finance and Policy, EcoAgriculture Partners) shared recommendations for NBSAPs and National Biodiversity Finance Plans based on experiences in addressing the root causes of deforestation in San Martín, Peru with an integrated landscape finance framework. He stressed the importance of organizing and planning financial and resource mobilization needs in action plans, as lack of resources renders strategies ineffective.

Discussing the Association of Southeast Asian Nations (ASEAN) Biodiversity Plan, Carlo Carlos (Strategy and Planning Division Director, ASEAN Centre for Biodiversity) explained that it aimed to support ASEAN member states in implementing their NBSAPs through regional initiatives. The plan will focus on addressing common regional concerns that require collective action, such as managing transboundary protected areas and enhancing capacity development.

Participants discussed the importance of integrating economic incentives into strategies, including decision-making processes, emphasizing that agriculturists would be more inclined to adopt landscape approaches if they had economically viable means to produce sustainably.

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• 11:26, 17 May 2024

Dr Terence Portelli from the University of Malta’s Department of Languages & Humanities Education within the Faculty of Education was recently invited by the High Commission of India in Malta to deliver a presentation on his Maltese translation of the work of Rabindranath Tagore Jayanti, a renowned composer, poet, educator, social reformer, philosopher and painter.

This event was put together in celebration of the 163 rd anniversary from his birth, as per the Gregorian Calendar.

High Commissioner spoke of the relevance of Tagore’s work even nowadays.

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