In PSY/NEU 338, From Animal Learning to Changing People’s Minds, my group recently presented our capstone project for the course: we researched irrationality, trying to understand when humans make irrational decisions, how that is implemented in the brain, and if certain things might actually be incorrectly labeled as ‘irrational’. Our emotions are a leading example: although some call them irrational, in practice, they play a key role in fine-tuning our decision-making and reasoning abilities. When you’re happy, for example, everything might be going more positively than expected. Your mood is thus encouraging you to continue the behaviors that led to those rewards, since that positive trend might continue (for a neuroscientific discussion of this topic, see this paper).
To demonstrate this phenomenon first-hand, we had students in the class play what is known as the Ultimatum Game:
You are the proposer. You have been given $100. You are tasked with splitting your money with a stranger, the responder. If the responder accepts the split that you propose, you both keep the money after the game ends. If the responder does not accept, no one keeps the money.
The question: how much money do you decide to offer the responder?
After reading this, students had five seconds to provide their answer. They were then asked to report their mood. The question we wanted to answer was simple:
Is the amount of money people offered statistically different between those who reported “positive” versus “negative” moods?
In this post, I’ll explain some of the basic statistics I used to formally answer this question, bolding some key terms in the field along the way. In my next post, I’ll walk through the programming aspect for visualizing those statistics.
Presenting on Zoom can be difficult, as you must now learn how to keep a virtual audience engaged. Last spring semester, after returning home due to COVID-19, I had to quickly learn how to make this transition, as I was enrolled in CBE346: Chemical Engineering Laboratory (core lab). This course was laboratory based, and it consisted of 4 different lab rotations, after which all students had to complete a written report and a presentation. Due to the pandemic, 3 of those were completed over Zoom.
In this post, I will give tips on how to prepare for a Zoom presentation, using the insights I gained from my core lab presentations.
In a recent post, I wrote about submitting an extended version of my R3 to the Gender, Work, and Organization Conference in the United Kingdom. Although I’m very excited to attend the conference, a new challenge has recently presented itself to me: securing funding.
In this post, I’ll detail some of my experiences finding funding for my conference. Considering that many of you have recently applied for Princeton Research Day and may be considering submitting your manuscripts for publication in a journal or for a conference, I hope this post is helpful!
Research does not end at simply conducting experiments or making a mind-blowing discovery in your academic field. It’s just as important—or perhaps even more so—to share your findings with others and to hear their thoughts on what you’ve discovered. Throughout your time at Princeton, you will come across multiple opportunities to present your research–whether it’s presenting at Princeton Research Day, drafting independent work proposals for advisors, showcasing your research from summer internships, or even just preparing presentations for class. Sharing your research is thus a common and necessary step in creating scholarly conversation, and can be a very rewarding and enlightening experience for you and for others. However, it can be challenging to find the most effective way to convey your knowledge and work to your audience.
This past April, I participated in the Mary W. George Freshman Research Conference, where I presented my paper “Racism in K-pop: A Reflection of South Korea’s Racialized Discourse of Beauty.” My paper was 16 pages long, and in the beginning, I had no idea how I would synthesize this into a 10-minute presentation. How do you condense a paper that long into just 10 minutes without losing the key points of your argument? Everything in my essay felt critical to my thesis, and yet I knew I couldn’t include every single point in my presentation.
In almost every seminar I’ve taken at Princeton, one of the main assignments has been a weekly student presentation. The professor typically passes a syllabus around the room and asks each student to choose a week or two to present. The structure of these presentations will vary, but I’ve collected some tips for how to prepare an A+ class presentation:
Make sure you understand your professor’s expectations. How long is the presentation supposed to be? Are you expected to lead the whole class discussion or just introduce the readings? What types of information do they want you to provide: Background for the readings? Summary of the arguments? Your own analysis? It can help to schedule a meeting with your professor the week before you present to review these expectations and receive some personalized guidance. If you’re brave enough, consider asking these questions in class on the first day so your classmates can also benefit!
Turning a research paper into a visual presentation is difficult; there are pitfalls, and navigating the path to a brief, informative presentation takes time and practice. As a TA for GEO/WRI 201: Methods in Data Analysis & Scientific Writing this past fall, I saw how this process works from an instructor’s standpoint. I’ve presented my own research before, but helping others present theirs taught me a bit more about the process. Here are some tips I learned that may help you with your next research presentation:
More is more
In general, your presentation will always benefit from more practice, more feedback, and more revision. By practicing in front of friends, you can get comfortable with presenting your work while receiving feedback. It is hard to know how to revise your presentation if you never practice. If you are presenting to a general audience, getting feedback from someone outside of your discipline is crucial. Terms and ideas that seem intuitive to you may be completely foreign to someone else, and your well-crafted presentation could fall flat.
Less is more
Limit the scope of your presentation, the number of slides, and the text on each slide. In my experience, text works well for organizing slides, orienting the audience to key terms, and annotating important figures–not for explaining complex ideas. Having fewer slides is usually better as well. In general, about one slide per minute of presentation is an appropriate budget. Too many slides is usually a sign that your topic is too broad.
Every department offers wonderful opportunities. For instance, departments offer seminars, special lectures, opportunities for internships or grants, study abroad programs, amongst other things. But to take advantage of these opportunities, it is important to know your department well. As a sophomore, one of the biggest challenges for me this year has been familiarizing myself with my own department, chemical and biological engineering (CBE).
In this post, I will provide some tips on how to get to know your department by describing how I engaged with CBE.
I am writing this blog while simultaneously unpacking my suitcase from one of the most eventful weekends of my Princeton career. Where did I go, you ask? Well, this weekend I flew to Las Vegas, Nevada, where I presented a research poster at the annual conference for the Society for Developmental and Behavioral Pediatrics!
Traveling to attend academic conferences is one of the many perks of being a researcher, and student researchers are no exception. These conferences allow you to expand your understanding of your field or related fields and network with people from around the world. While many students conduct research during their time at Princeton, however, the opportunity to attend and present at an academic conference seems almost illusory. If hectic class schedules and large conference registration fees aren’t enough of a deterrent, the fear of being inadequate/unprepared can quell even the most hopeful Princetonians from submitting their research abstracts to conference committees.