Student Colleagues in a Regional Professional Organization (i.e., a student paper presented at a regional meeting)
To inform classmates what you have been working on and what you have found interesting, and possibly what you would like to find out more about in the future.
To present the results of personal research to members in a professional forum. (i.e., or, if you prefer, your audience can be the members of a task force of which you are a member, in a company or organization like you would like to work for in the future.)
Formal, following the specific syle and content guidelines of the organization.
(The default guidelines are those commonly accepted for academic college-level term papers in the style format most commonly used by people in your major.)
For further information see your respective
Presentation and Term Paper WebPages.
Another e.g.: If you are thinking about something like a PowerPoint type of Presentation, consider doing the kind of presentation you would do for an organization you are a member of, for something like a "tabling" event at a fundraiser or at something like a recruitment fair.
The audience should be a group like your classmates.
Another goal of the Project, an hence the Presentation, is to give you practice taking something you have been working on and are interested in and presenting it to two different audiences, one informal (the Presentation) and one formal (the term paper).
Your Presentation is an informal [style] on-line preliminary report [purpose] to your classmates [audience] onwhat you have found (and found to be interesting) in your research on your Project this semester [content].
Your Presentation is an on-line preliminary report of your Term Paper,
to a different audience (your classmates), and with a different style (informal).
(By contrast, your Term Paper will be a "formal style" document.)
Classmates (not the professor)
Think of your presentation as a TED talk for your classmates, if you are familiar with TED talks,
without having to pay the $3,500-$15,000 fee to give your talk at a TED conference.
Or something like a "brown bag" luncheon presentation at your library to a mixed-group of curious individuals who normally attend more informal public lectures
Or students at the Student Presentations sections of the Central States Anthropological Society Annual Convention, or the annual regional convention of your major(s) [for example, Sociologists of Minnesota, Central States Anthropological Society]
One of the main reasons for your Presentation, apart from sharing your findings, is to give you experience at presenting to a small group—a skill that is increasingly necessary in "the real world".
To let your audience know what you were working on, and what you found out that was interesting and important, and what might be interesting to look at in the future
To get feedback on your Presentation that might be useful in preparing your final Term Paper
NOTE: This is a presentation of a work in progress
Sometimes when you go to a convention, or a meeting, or a job fair, or a sports show or something like that and you see a display or two that are set up with programs running on their own. Those can be short PowerPoint or videos that are looped to continually run on their own. The messages can be written out, with the text included as part of the program, or the messages can be added with audio as a "voice-over".
with a "voice-over" the narration is not accompanied by the image of the speaker; the message is in the background explaining what the viewer is seeing on the screen
with "textual" only, all of the information is provided by the words on the screen(along with the images); there is no one in the background explaining what the viewer is seeing on the screen.
by contrast, with a YouTube or other "video" presentation, the speaker is, commonly in front of the camera speaking directly to the viewer(s)
You may do any of these types for your class Presentation.
If you were to attend a regional or national conference in a professional organization related to your major, or if you attend a conference or exposition related to something like an Undergraduate Research Opportunites Program (UROP)
project, you would most likely see that there is a "Poster Session" as part of that conference or exposition.
So another option for your class presentation would be to create a professional poster presentation explaining your project to others interested in the topic.
PowerPoint projects for this course should be well-crafted and professional, and about 25-30 slides&* in length, with narration or narrative text as part of the program itself (and not simply presented, for e.g., as presenter's notes in a powerpoint presentation).
the numbers 25-30 slides are just guidelines. You may have more or fewer slides if you like.
*Note: The "10-20-30 rule" works well, but only for some kinds of presentations. Choose an approach that best fits your presentation goals.
The "narration" can be pretty straightforward. It is the "story" that links the slides together
If you look at any of the slide sets from the first part of the semester, there is a set of word slides linking together the various images
(Note, as mentioned above written "narration" should be part of the program itself and not simply presented as off-slide notes in a PowerPoint presentation. That is, the PowerPoint "show" itself should be self-contained. The same priciple is also true as it might apply to a web page presentation.)
To see what the presenter's notes are all about, if you go to your PowerPoint program and click on the "View" tab at the top (usually at the top) you will have the options . . .
Some people sometimes put the "narrative" (the story that links the slides together) on the "Notes Page." But when one does that they can not see the slides and the notes at the same time.
So don't put your "narrative" there
The minimum format should be slides with information on your project, with relevant illustrations. You may, of course, experiment. (But avoid items flying around and appearing randomly.)
QUESTION: "When you put pictures in PowerPoint slides do you have cite them?"
The basic rule is that one needs to cite everything used that is not of their own creation. There are different ways to do that.
For a presentation you can list the sources of the images on one or more slide (if you are using slides) at the end; that is, all of the references can be at the end; they do not necessarily have to be with each picture (that is, in a Presentation; in the Term Paper, each image must be identified, and the source given).
If you are doing a web site, it is acceptable to link the picture to its source (which is the system I use on most of the images for the class web pages).
You can also add a link an image in a PowerPoint slide, but, in the end, that can be very confusing when a viewer or presenter clicks on an image accidentally and is taken away from the Presentation to the web site (or other source) of the picture.
Have a look at the information below, and if you have any questions, please let me know.
The use of images is one of the great strengths of using WebPages. Images help explain your point, and they allow you to present information quickly, clearly and concisely. And they generally make your work look more interesting.
Identify your images with concise headings.
When you include an image, place it as close as possible to the part of the text that it illustrates. Place images in the most appropriate locations; do not simply add them at the beginning or the end of your paper.
At the bottom of each image, include the source of information and any other relevant notes. Make sure each image has an accurate title.
In your Presentation make sure each image has an accurate title. And at the bottom of each image, include the source of information and any other relevant notes, but do that part in tiny fonts.
Images help explain your point, and they allow you to present information quickly, clearly and concisely. And they generally make your work look more interesting. Number your images and include concise headings. And you must have at least one reference to each illustration . . . in the text.
When you include an image in your Term Paper, place it as close as possible to the part of the text that it illustrates. Place images in the most appropriate locations; do not simply add them at the beginning or the end of your paper. If your image is bigger or longer than fits on the page where it should ideally go, indicate its position with instructions set off by lines above and below and place each image on a separate page immediately following the inserted instructions as with the following example.
Insert Image 1 about here
At the bottom of each image, include the source of information and any other relevant notes. Do not number these notes in the same series as the content notes. Make sure each image has an accurate title.
Number your images consecutively, in the order mentioned in the text. Number figures, diagrams, and illustrations similarly, but separately.
In the text, refer to images, tables, figures, illustrations ... by their number. For example:
"Image 1 illustrates the relationship between the femur and its attached muscles.@
". . . these correlations support the hypothesis (see Figure 1)."
Somewhere in your paper you should include an identification of and credits for your cover image. You can do this on the “Works Cites” or “References” page. This information is usually not included on the cover page.
"Presentation Reviews" are your reviews of other's Presentations.
You should review 3-5 of your classmates' presentations in preparation for the Final Exam.
(You do not need to submit anything specific pertaining to your reviews before the Final Exam, but it might help if you take a few notes--in the even that you get the following question from the Final Exam question pool.)
The following will be the question about class presentations reviews that will be in the Final Exam Pool:
"Compare and Contrast your Presentation with the Presentations of three others in class. If, in your opinion, your presentation was not the best in class, what would it take to make it the best?"
"As part of your discussion explain what units of analysis you and the others used, how they were used, and why you chose to use those exact ones you did."
When relevant to your topic be sure to work in what is happening now; that is, where appropriate, relate it to current affairs.
And with both your Presentation and your Term Paper be sure to relate your Project materials to the materials considered in class.
For e.g., if you are doing a project on the role of fire/cooking in prehistoric times include relevant items fromEating Culture, 2nd Edition, The Omnivore's Dilemma, and/or The Language of Food . . .
and from the relevant class slides, for e.g., from Diet and Human Evolution: Introduction
and from the relevant class film(s), for e.g., from Did Cooking Make Us Human?
UMD offers free writing support from graduate student or faculty writing consultants to all members of the campus community at the Writers’ Workshop. The consultants will work with you on any writing project at any stage in the writing process.
To make an appointment, visit <d.umn.edu/writwork> or stop by the Workshop’s front desk; walk-ins are also welcome if a consultant is available. The Workshop is located in the Learning Commons on the second floor of the Kathryn A. Martin Library. Look for the wall covered with quotations about writing.
Students in this class have permission to see a Writers’ Workshop consultant for all take-home exams.
Kaltura is known for its multitude of capabilities such as video, audio and screen capture. It is also known for powerful search functions, video quizzes, deep analytics, and for its auto-captioning and accessibility workflows.
Kaltura can be accessed and utilized through Canvas, Kaltura MediaSpace, and through its Kaltura Capture tool.
Screencast-O-Matic is an application for Mac and Windows computers that records screen activity and/or your webcam. You can record a PowerPoint or Google Slides presentation, or demonstrate a tool directly from your computer. When you’re finished, you can save the recording to your desktop, then publish the video on your YouTube channel, in a textbox using Kaltura within Canvas, in Google Drive, or on another video publishing site.
YouTube is available to all students, faculty, staff and departments through the Google Apps suite of tools. Upload a video and share it with your class or create a shared account to promote your organization.
tarnishes UMD's reputation and discredits the accomplishments of
students. UMD is committed to providing students every possible
opportunity to grow in mind and spirit. This pledge can only be
redeemed in an environment of trust, honesty, and fairness. As a
result, academic dishonesty is regarded as a serious offense by all
members of the academic community. In keeping with this ideal, this
course will adhere to UMD's Student Academic Integrity Policy, which
can be found at [http://www.d.umn.edu/conduct/integrity/Academic_Integrity_Policy.htm].
This policy sanctions students engaging in academic dishonesty with
penalties up to and including expulsion from the university for repeat
— UMD Educational Policy Committee, Jill Jensen, Chair
The instructor will enforce and students are expected to follow the University's Student Conduct Code [http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.html].
Appropriate classroom conduct promotes an environment of academic
achievement and integrity. Disruptive classroom behavior that
substantially or repeatedly interrupts either the instructor's ability
to teach, or student learning, is prohibited. Disruptive behavior
includes inappropriate use of technology in the classroom. Examples
include ringing cell phones, text-messaging, watching videos, playing
computer games, doing email, or surfing the Internet on your computer
instead of note-taking or other instructor-sanctioned activities."
— UMD Educational Policy Committee, Jill Jensen, Chair
Failure to comply with the above
codes and standards when submitting an Extra Credit paper will result in
a penalty commensurate with the lapse, up to and including an F final grade for the course, and, at a minimum, a reduction in total
points no fewer than the points available for the Extra Credit project.
The penalty will not simply be a zero for the project, and the
incident will be reported to the UMD Academic Integrity Officer in the
Office of Student and Community Standards.
A Note on "Cutting and Pasting" without the Use of Quotation Marks (EVEN IF you have a citation to the source somewhere in your paper)
If you use others' words and/or works you MUST so indicate that with the use of quotation marks. Failure to use quotation marks to indicate that the materials are not of your authorship constitutes plagiarism—even if you have a citation to the source elsewhere in your paper/work.
Patterned failure to so indicate that the materials are not of your own authorship will result in an F grade for the course.
Other instances of improper attribution will result in a 0 (zero) for the assignment (or a reduction in points equal to the value of an Extra Credit paper), and a reduction of one grade in the final grade of the course.
All incidents will be reported to the UMD Academic Integrity Officer in the
Office of Student and Community Standards as is required by University Policy.