The Cain Project in Engineering and Professional Communication

WORKSHOP SERIES

Giving Students Feedback on Oral Presentations

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

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

Common problems observed in student presentations

• No attempt to motivate talk• Weak organizational structure• Poor delivery skills• Weak conclusion• Lack of team cohesion

5

Does student meet audience’s needs and expectations?

• Interests• Prior knowledge• Values• Decision making criteria

6

Is presentation’s purpose clear?

• Inform

• Persuade

• Establish credibility

7

Is the introduction effective?

• Motivates interest• Defines problem

– Context– Key terms

• States thesis / main claim• Previews topics• Establishes credibility

8

Does organizational structure make the argument accessible?

• Problem / solution• Feature / function / benefit• Chronological sequence• Research

9

Does research talk answerkey 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

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

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

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

Does the student’s delivery inspire confidence?

• Stance

• Gestures

• Eye contact

• Voice quality

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

What can be done to help students improve their presentations?

Urge them to practice to• Develop fluency• Manage time• Get feedback

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

Ask students what they need from you in a practice sessionBefore 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

Involve other students in feedback loop

• Assign presentation partners• Use presentation coaches• Require peers to evaluate performances

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

More resources are available for you

• under “Engineering Communication” at Connexions at http://cnx.org

• at the Cain Project site at http://www.owlnet.rice.edu/~cainproj

• in your course Communication Folder in OWLSPACE.

Lead through Excellence in Engineering Communication