Program & Schedule
Truman’s 2021 Student Research Conference will be held as a hybrid conference on Thursday, April 22. Asynchronous virtual oral, poster, performance art, and studio art presentations and a limited number of face-to-face oral presentations will be facilitated. Undergraduate and graduate students from all academic disciplines were invited to present their scholarly or creative work. Questions about the program for the Conference should be directed to the Office of Student Research via email at firstname.lastname@example.org.
Plenary Speaker- Dr. Kalynda C. Smith
The Exploration of Identity Intersectionality of Black Female STEM Undergraduates attending a Historically Black College and University (HBCU)
April 22nd, 12:00-1:00 pm via Zoom
The plenary talk recording can be viewed here
Dr. Kalynda C. Smith is currently an Assistant Professor of Psychology at North Carolina A&T State University. Her current teaching load is primarily social psychology and cultural psychology courses. She is also a Co-PI of several STEM education NSF-funded projects focused on the academic achievement of students of color, especially as it pertains to pursuing research and graduate training. These interdisciplinary projects include faculty from education, engineering, mathematics, political science, social work and sociology and are cross-institutional. Her duties include quantitative and qualitative data collection, analyses, interpretation, and publication. Dr. Smith is primarily interested in how identity impacts the achievement outcomes of students of color, including, but not limited to racial identity, gender identity and academic identity.
This study examined the intersectionality of racial, gender, and academic identity of Black female STEM undergraduates attending a historically black college and university (HBCU). Research has demonstrated that the intersection of race and gender are likely to subject Black women to prejudice and ostracism in STEM disciplines. Data revealed that Black women experienced racial and gender intersectionality, but that quantitative findings demonstrated a decrease in Black racial centrality and private regard over time. Qualitative reports suggested otherwise. Further research must be done to understand the differences between the quantitative and qualitative findings.
Information for Conference Attendees
The asynchronous virtual presentations and discussions will be hosted through Flipgrid. To access Flipgrid, use this link, click ‘Join with Google’ and log in using your @truman.edu email. To toggle between session topics, click ‘View 21 Topics’. A list of presentations that are scheduled for each topic can be found at the conference schedule.
Virtual presentations will be made available before the conference on April 22nd and will remain visible through the end of the Spring 2021 semester. Once student presentations are available, you can watch a video by clicking on the presentation. Questions and comments can be left below each video.
Although the SRC will be a bit different this year, we still hope to facilitate an engaging and exciting day for students to highlight their projects. Please comment on the presentations you watch with questions, comments, or words of encouragement. These students worked hard on their projects, so let’s make sure they know their presentations have been seen!
Face-to-face oral presentations will be held in the Student Union Building on April 22nd. A list of presentations that are scheduled for each session can be found in the conference schedule.
Attendees of face-to-face presentations are required to abide by the university face covering policy. To maintain social distancing, the number of attendees at face-to-face presentations will be limited based on the room capacity. Due to the limited attendance at the face-to-face presentations, we ask that session attendees arrive early and stay for the entire session. A door person will be present at each session to ensure rooms do not go above capacity.
Information for Student Presenters
Asynchronous virtual presentations and discussions will be held through Flipgrid. You will need access to a camera, microphone, and a good internet connection to record and post your presentation.
To find your session and the corresponding link, find your abstract here (you can find your abstract by scrolling down to ‘TOTAL’, selecting ‘Authors’, and then searching for your last name). The corresponding session link will be noted under ‘location’. Pasting this link into your web browser will direct you to your scheduled topic session in Flipgrid where you should post your virtual presentation. To log in to Flipgrid, click ‘Join with Google’ and log in using your @truman.edu email.
If you are creating an individual presentation, it is recommended to record your video through Flipgrid (although it is fine to also upload a previously recorded presentation) by clicking the ‘Record a Response’ button. If you have slides to accompany your presentation, it is recommended to use the screen recording tool within Flipgrid (click ‘Options’, then ‘Record screen’). Please note, Flipgrid will allow you to edit your video before posting it. Student presenter name(s) should be entered into the ‘Display name’ and the presentation title should be entered into the ‘Description’. You can also post a link to supplemental resources if you would like, such as a PDF of slides or a poster. See a tutorial for recording your presentation through Flipgrid here.
If you are creating a presentation as part of a group, it is recommended to record your presentation through Zoom and upload your saved presentation as a .mov, .mp4, or .webm file to Flipgrid (click ‘Record a Response’, then ‘Options’, then ‘Upload clip’). See a Zoom tutorial here. Please note, Flipgrid will not upload presentations over 10 minutes. In Flipgrid, student presenter name(s) should be entered into the ‘Display name’ and the presentation title should be entered into the ‘Description’. You can also post a link to supplemental resources if you would like, such as a PDF of slides or a poster.
Virtual presentations will be allotted a maximum time of 10 minutes. The presentation should be posted to Flipgrid by 5 pm on Monday, April 19th. Please note that these videos will not be available to view on the presentation platform immediately after posting. Presenters should check their presentation on Flipgrid multiple times on the day of the Student Research Conference, April 22nd, to answer questions.
Face-to-face oral presentations will be held in the Student Union Building on April 22nd. To find your scheduled presentation time and location, find your abstract here (you can find your abstract by scrolling down to ‘TOTAL’, selecting ‘Authors’, and then searching for your last name). Each presentation is scheduled within a session, which can be found here. You should arrive at your scheduled session 15 minutes before the session begins to upload your presentation (i.e. 15 minutes before the first presentation within your session). You should stay for the entire session in which you are presenting and dress professionally.
Face-to-face oral presentations are scheduled for 15 minutes each including time for questions (recommend a 12-minute presentation). A computer and projector will be available in each session room. Presenters who wish to deliver computer-based presentations should use software packages that are standardly available on campus computers such as PowerPoint or PDF. It is recommended to bring your presentation on a portable flash drive. Students will not have time between speakers to login to email, so Google Slides should not be used to present. A moderator will be present in each room to help you upload your presentation before the scheduled session begins and keep on track with time while presenting.
Presenters are required to abide by the university face covering policy. To maintain social distancing, the number of attendees at face-to-face presentations will be limited.
What are the benefits to the students?
- the development of skills to function more independently
- the opportunity to put classroom knowledge into practice
- the identification of career interests
- the building of mentor relationships between faculty and students
- the stimulation that comes with critical thinking
- the opportunity to participate in new discoveries
- the ability to better understand research methodologies
- the stimulation of creativity
- the increased likelihood of acceptance into graduate or professional school
- the ability to communicate to a wide audience
- recognition by one’s peers
- the sheer excitement created by intellectual activity
- the opportunity to earn wages or academic credit
- the enhanced ability to grasp the philosophy of life-long learning
Tips for the abstract submission and presentation preparation
- Communicate with your faculty mentor early. Your mentor is a professional; you will soon become a professional. Learn from her/him the proper procedures for designing and presenting your project. Let them know early your hopes and aspirations for the conference, so that they may guide you through this experience.
- Have your mentor review your material. Your mentor should view your abstract before it’s submitted so you can make the necessary revisions. You should also work with your mentor before presenting at the Student Research Conference to make sure your presentation is of professional quality.
- Practice and time your talk. If presenting a face-to-face oral presentation, you will have 10-12 minutes to speak, 3-5 minutes to answer questions. You will not be permitted to exceed this limit. In preparation for a professional conference, the speaker practices and times the presentation. Be professional, and do this as well.
- Use slides judiciously. A professional uses PowerPoint as an aid to outline and guide a presentation, not to substitute for a presentation.
On the day of the Student Research Conference
- You do not need a hard copy of your presentation.
- Dress professionally. Your appearance communicates your competency, both at this conference and in all other professional situations.
- Arrive ~15 minutes before your scheduled session begins and stay for the entirety of your scheduled session.
- If you are presenting virtually, periodically check for questions and comments on your presentation so you can respond to them.
Call for Abstracts: Closed
Abstract Submission Deadline: March 16 at 5:00 pm CST
Presentations will be grouped into disciplinary and interdisciplinary sessions based on the overall distribution of abstracts submitted. Authors select the scholarly area and the presentation type that is most appropriate for their project. The presentation options are listed below.
Oral presentations are scheduled for 15 minutes each including time for questions. A computer and projector will be available in each session room. Presenters who wish to deliver computer-based presentations should use software packages that are standardly available on campus computers. Presenters should indicate on their online submission form if additional audio-visual equipment is needed. A moderator will be present in each room to help you upload your presentation and keep on track with time while presenting.
Information for Faculty Mentors
The size and scope of the Conference preclude any type of peer review of abstracts, and virtually all student submissions are accepted for presentation. Consequently, each student presentation must be sponsored by a faculty mentor, and the Program Committee will rely on faculty mentors to work with their student(s) to ensure that abstracts are correct, complete and the result of eligible work (see submission guidelines above). While the primary goal of the conference is to encourage and reward student research, scholarship and creative activity, faculty mentors should remember that their student’s presentation also reflects upon themselves and their academic discipline and division. At the very minimum, faculty mentors should: 1) ensure that the student(s) have complied with the submission guidelines, 2) proof-read the abstract prior to submission and give the student(s) appropriate feedback and editing, 3) formally approve the abstract submission, and 4) preview the presentation prior to the Conference and give appropriate feedback to enhance the quality of the presentation.
Each presentation must have a faculty mentor. If students are presenting work done off-campus, for example during an internship, they must identify a Truman faculty member as co-sponsor. Abstracts that lack faculty sponsorship will not be accepted. Your involvement in work to be presented at the Student Research Conference is therefore essential; without you, there can be no conference. You should know about the responsibilities of mentoring as well as the significant benefits it can confer.
As a faculty mentor, you should familiarize yourself with the Presentation Types and Submission Guidelines listed in the Call for Abstracts. There is no central review process for this Conference—virtually all submissions that have faculty mentors will be accepted. This means that, before you agree to be a mentor, you should make sure the proposed work is eligible (see Submission Guidelines); and, after agreeing, you should work with the students involved in preparing the abstract and getting ready for the presentation.
At the minimum, faculty should proofread the abstract before submission, give appropriate feedback and editing, and formally approve the submission. You will receive notification via email when a presentation for which you are listed as a mentor has been accepted. Stay in touch with students you are mentoring so you can preview presentations, giving appropriate feedback to enhance their quality.
- the stimulation and confidence that accompanies creative thinking
- the opportunity to mentor enthusiastic, high-quality students
- the enhanced ability to remain current in one’s field and discipline
- the excitement created by intellectual activity and participation in new discoveries
- the recognition by one’s internal and external peers
- the reinvigoration of one’s career
- the chance to improve teaching techniques, such as in investigative laboratories (or workshops)
- the ability to transfer results from one’s scholarship into the classroom
- the ability to promote the concept of life-long learning for students.