What impact do posters have on academic knowledge transfer? A pilot survey on author attitudes and experiences

<p>Abstract</p> <p>Background</p> <p>Research knowledge is commonly facilitated at conferences via oral presentations, poster presentations and workshops. Current literature exploring the efficacy of academic posters is however limited. The purpose of this initial study was to explore the perceptions of academic poster presentation, together with its benefits and limitations as an effective mechanism for academic knowledge transfer and contribute to the available academic data.</p> <p>Methods</p> <p>A survey was distributed to 88 delegates who presented academic posters at two Releasing Research and Enterprise Potential conferences in June 2007 and June 2008 at Bournemouth University. This survey addressed attitude and opinion items, together with their general experiences of poster presentations. Descriptive statistics were performed on the responses.</p> <p>Results</p> <p>A 39% return was achieved with the majority of respondents believing that posters are a good medium for transferring knowledge and a valid form of academic publication. Visual appeal was cited as more influential than subject content, with 94% agreeing that poster imagery is most likely to draw viewer's attention. Respondents also believed that posters must be accompanied by their author in order to effectively communicate the academic content.</p> <p>Conclusion</p> <p>This pilot study is the first to explore perceptions of the academic poster as a medium for knowledge transfer. Given that academic posters rely heavily on visual appeal and direct author interaction, the medium requires greater flexibility in their design to promote effective knowledge transfer. This paper introduces the concept of the IT-based 'MediaPoster' so as to address the issues raised within published literature and subsequently enhance knowledge-transfer within the field of academic medicine.</p

The Vehicle, Fall 1978

Vol. 2, No. 1 Table of Contents FarewellGregory Manifoldpage 4 Visiting HoursCindy Grocepage 5 The Deer KillerG.L. Bullardpage 6 Identity CrisisCindy Grocepage 9 I ScreamDale Stroheckerpage 11 John RobertLee Martinpage 12 Smiling in WinterNancy Cunninghampage 20 Walt Disney Told Us LiesThomas C. Howellpage 20 LakesideMary McDanielpage 21 Heavy LiteratureTerry Kroenungpage 22 Old FriendsMary McDanielpage 27 A Sunny AfternoonJoan O\u27Connorpage 28 Always TomorrowMary McDanielpage 29 Four SunsetsGregory Manifoldpage 30 Come FreeBob Welshpage 32 Faded PinstripesLee Martinpage 33 WindsongCarolyn Perrypage 38 SilenceSylvia Aldertonpage 39 One More TimeCheri Clousepage 40 Grandfather Was IlliterateCindy Grocepage 41 StonehengeGregory Manifoldpage 43 GabsCheri Clousepage 44 Spindley Bare BranchesJeanne Hansenpage 48 Art CoverLafayette Wilson PhotographBill Cochranpage 3 DrawingLafayette Wilsonpage 10 DrawingLafayette Wilsonpage 19 PhotographBill Cochranpage 21 PhotographBarbara Colemanpage 28 DrawingJoyce Bonwellpage 31 PhotographKathy Sanderspage 39 DrawingKathy Sanderspage 42https://thekeep.eiu.edu/vehicle/1035/thumbnail.jp

Exploring medical student learning in the large group teaching environment: examining current practice to inform curricular development

Background Lectures continue to be an efficient and standardised way to deliver information to large groups of students. It has been well documented that students prefer interactive lectures, based on active learning principles, to didactic teaching in the large group setting. Despite this, it is often the case than many students do not engage with active learning tasks and attempts at interaction. By exploring student experiences, expectations and how they use lectures in their learning we will provide recommendations for faculty to support student learning both in the lecture theatre and during personal study time. Methods This research employed a hermeneutic phenomenological approach. Three focus groups, consisting of 19 students in total, were used to explore the experiences of second year medical students in large group teaching sessions. Using generic thematic data analysis, these accounts have been developed into a meaningful account of experience. Results This study found there to be a well-established learning culture amongst students and with it, expectations as to the format of teaching sessions. Furthermore, there were set perceptions about the student role within the learning environment which had many implications, including the way that innovative teaching methods were received. Student learning was perceived to take place outside the lecture theatre, with a large emphasis placed on creating resources that can be taken away to use in personal study time. Conclusions Presented here is a constructive review of reasons for student participation, interaction and engagement in large group teaching sessions. Based on this are recommendations constructed with the view to aid educators in engaging students within this setting. Short term, educators can implement strategies that monopolise on the established learning culture of students to encourage engagement with active learning strategies. Long term, it would be beneficial for educators to consider ways to shift the current student learning culture to one that embraces an active learning curriculum

Crowdfunding Education : Objectives, Content, Pedagogy, and Assessment

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Where Science Intersects Pop Culture: An Informal Science Education Outreach Program

Attracting a general audience to STEM topics can be a challenge, and developing engaging and interactive instruction is important for educators in all fields. While many chemical educators have successfully used pop-culture themes to introduce their students to scientific concepts, these encounters are largely limited to formal classroom environments. Inspired by the successes of community science programs such as Science Café and Nerd Nite, science educators from two Nebraska campuses sought to broaden the exposure of their pop-culture themed class lectures, and created the SciPop Talks! program. Now entering its fifth year, this informal educational outreach program has become a model of faculty/librarian partnerships and successful campus outreach. In this article, we discuss the program’s formation, outline its strengths and challenges, and stress the importance of using interactivity to engage with learners. We report on findings from a survey of our attendees, which revealed surprising differences along gender lines. By sharing the motivations, strategies, operational specifics, outcomes, and future goals, we hope that scientists, science educators, outreach coordinators, and librarians will be inspired to launch their own SciPop Talks! programs