Presentation
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Presenting at the UnConference
You will present with several other people as part of 60- or 75-minute panels. These panels will be hybrid, meaning that some panelists will present over Zoom while others will be in the physical presentation room. There will be UnConference staff available to assist you with getting your presentation set up.
Presentations may include visual elements if you desire, but these are not required. Presenters may choose to use PowerPoint slides or handouts, for instance. If you are using slides, be sure you have them available via a USB drive or an online drive.
Presenters have the option of pre-recording their presentation and playing it at the panel session. If they do so, they should communicate with the panel moderator to make arrangements.
All panel sessions will leave open time for question and answer with the audience and among the presenters. Even if you are submitting a pre-recorded presentation, you should still participate in the question and answer time.
Presentation Types
One option for presenting is to give a traditional talk or lecture. These will be either 10 or 15 minutes long.
Another option is to give a 5-minute discussion starter presentation. This format is highly adaptable. The presenter names a specific topic they find interesting or important. They explain about their interest in the topic and suggest some reasons why it would be important for others to think about. They then pose two or three questions for the panelists to discuss related to the topic. All of the panelists respond to the prompt, if they are able to, before they move on to the next question from the presenter. All told, the discussion starter presentation should represent 10-15 minutes of time for the panel: 5 minutes for the initial presenter, then 5-10 minutes for the discussion with the panel.
Here is an example:
- I might give a discussion starter on the topic of graduate student teachers with disabilities. I might point out the challenges they face managing their own needs for accommodation as a graduate student, while also learning to be teachers for the first time. I might point out the emotional complexity of having to provide accommodations to their students while being disabled themselves and struggling to understand their role as teachers.
- Then I might ask three questions: 1. How can we provide a more empowering place for new grad students to explore their own disability identity, and why might it matter? 2. How can we put disabled teachers in the position to be mentors for their disabled students? 3. How can we help new disabled teachers work sustainably?
- Then everyone on the panel might respond to these questions one at a time
Note that the discussion starter conversation is not meant to replace the standard Q&A at the end of the panel.
Accessibility
Please prepare your presentation to be as accessible as possible. If you use visual aids, make sure you are allowing for the full participation of audience members and panelists with visual impairments. For instance, when you include images or quotations on your slides, pause to describe them or read the quotation aloud. If you provide a handout, explain what is included and provide a link people can follow to download it during the presentation or after the fact.
Getting Help
Reach out to lucchea@wwu.edu if you have any questions about the presentation sessions. Individual coaching is available at these times:
- Mon, Sept 25 12-1:30
- Tue, Sept 26 4-5:30
- Wed, Sept 27 1:30-3
- Mon, Oct 1 5-6:30
- Fri, Oct 6 9-10:30
- Mon, Oct 9 5-6:30
- Thu, Oct 12 11-12:30