Journal 7: Talking about research and Going to conferences
This week’s readings interest me. I would like to talk about my friend who just
went for a presentation. I have a friend
named Dr. Lee, Ph.D., R.N. who is a visiting scholar here at the TWU Dallas
Campus in Nursing. She is amazing
because she has accomplished a lot, and she is my age. She conducts work with other mentor
professors for presentations, listens to nursing classes, and makes presentations. Recently, she shared with me her poster and
poster presentation process. She studies
the relationship between loneliness in adolescents and suicidal ideation. It is a complicated process to fix the aesthetics
of the poster but also includes the most pertinent information.
She attended a Colloquium on the TWU Houston campus this past week, where she shared her poster and had a Q&A. At this time, she shared that this was her first time in the United States to which she got an applause.
She shared with me the drafts
of her poster, and I thought it was a very difficult process. We talked a lot about data sets; I told her I
was taking statistics. She used a governmental
data set. I really admire her research because
her topic is a much needed topic to study in Korea. The official name of the poster was: Association
between loneliness and suicidal behavior among Korean Adolescents: A nationwide
cross-sectional study. In essence,
she highlighted her ongoing research.
This is how her research ties to Calarco Ch. 9 (2020). It is not unusual to ask yourself: “What should I say? How should I say it?” (Calarco, 2020, p. 265). The standard format of poster session is like this: “You’ll be going back and forth with your audience or with a moderator. They’ll ask you a question. You’ll tell them a bit about your work. They’ll ask you another question. And so on” (Calarco, 2020, p. 267). Your time may be limited.
I would also like to highlight
the Q&A, which comes at the end of the presentation. The things that you should prepare for are
(p. 182-183):
· Know
your data well.
· Anticipate
research questions.
· Prompt
specific questions.
· Always
be ready for questions about mechanisms and implications.
· Reflect
on the implications of your decisions.
· Acknowledge
the limits of your data.
· Acknowledge
the limits of your knowledge.
Early on in my schooling, my brother, who is eight years older than me and who also was my tutor, taught me an important lesson. He told me to admit when I don’t know something and ask for help. The Calarco passage reminded me of that.
References
Calarco,
J.M. (2020). A field guide to grad school: Uncovering the hidden curriculum. Princeton University Press.
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