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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