Dissertation Presentation Outline Guidelines

© Paul T. P. Wong, Ph.D., C.Psych., Former Research Director, Graduate Program in Counselling Psychology, Trinity Western University, Langley, BC, Canada


Use the following steps when preparing for the oral defense of your thesis/dissertation.

1. Evaluation of oral examination is based on your presentation and your answers to questions from the examining committee.

2. Be well prepared for your presentation—academically, mentally and physically. Try to be well rested and focused before your oral defense.

3. In your preparation, don’t try to memorize all the studies cited in your thesis, but you do need to know the details of the few key studies that form the basis of your investigation.

4. You need to be familiar with larger issues, such as the basic assumptions, theoretical framework, paradigm, cross-cultural perspectives, Christian integration, etc.

5. More importantly, you need to have a deep understanding of the nature of your research problem and the major issues involved.

6. You may bring with you important materials for easy reference in the course of your defense; these may include key articles, computer print-outs of results, etc.

7. Your presentation is evaluated in terms of content and clarity as well as style.

8. Don’t speak too fast and don’t read from your notes.

9. Treat your presentation as a public address because there may be non-psychologists present at your defense. Therefore, don’t use too many jargons and don’t pack it with details. You need to tell people in simple, concise language:

  1. What you did,
  2. Why you did it,
  3. How you did it,
  4. What you found, and
  5. What the results mean.

10. Prepare handouts or power-points. Typically, they should include

  1. An overview or outline of your presentation,
  2. Introduction (including research question, rationale and hypothesis, if any, and definition of key constructs),
  3. Method (including design, methodology, sample, instruments or questionnaires, and procedure,
  4. Results (including tables or figures summarizing your findings), and
  5. Discussion (including reasons for new or unexpected findings, contributions and limitations, and practical implications).

11. Make sure that you space yourself well. Don’t spend too much time on one section. For example, you should not spend more than 5 minutes on introduction, since you are allowed only 20 minutes for your presentation.

12. Most of the questions are rather general and broad, dealing with substantial methodological, theoretical and application issues. However, some questions focus on specific points regarding sampling, statistical analysis, or some questionable conclusions.

13. Be prepared to clarify or elaborate on your assumptions, theoretical positions, methods, and conclusions. Often, an examiner plays the devil’s advocate to see how well you can think on your feet and defend yourself.

14. Occasionally, an examiner may ask a question which is unfair or cannot be adequately answered. After a few futile attempts, feel free to say that you don’t know the answer. You may even be bold enough to say, “Since none of my answers are acceptable, I would really appreciate it if you could give me some pointers or tell me what would be a correct answer.”

15. Here are some common questions:

  1. If you were to do it all over again, what changes would you make?
  2. What specific aspects of your findings can be utilized by counselors or psychologists in their practice?
  3. What is the most important contribution of your thesis? Can you say it in one or two sentences?
  4. What are some of the competing hypotheses? Could you think of an alternative interpretation of your findings?

16. Don’t rush to any answers. It is perfectly acceptable to think for a couple of seconds, or ask if you are on the right track. If you are not clear about the question, you are entitled to ask for clarification.

17. Try to be concise and to the point, but at the same time demonstrate that you have a good grasp of the complex issues involved. In other words, do not give superficial answers, but at the same time, do not go all over the map.

18. Put up a good defense without being defensive. Be confident without being cocky. A good defense means that you can provide strong logical arguments as well as empirical support o defend your position or conclusion. However, don’t be defensive when people criticize your study. If they are able to point out some real flaws or weaknesses in your study, accept their criticisms with humility, grace and gratitude.

19. Before the oral defense, talk to your advisor about areas of concerns based on external examiner’s comments. Then, discuss with your advisor how to best address these concerns. (Your advisor cannot tell you the specific questions the examiners will ask, but s/he can direct your attention to issues or areas that require some thinking or additional research.)

20. After the oral defense, meet with your advisor for debriefing and seek advice on how to revise your thesis.

How To Make an Oral Presentation of Your Research

You’ve been working on your research for months, and now that it’s finished, or almost there, you need to make an oral presentation.  Perhaps you are applying to attend the ACC Meeting of the Minds undergraduate research conference.  Maybe you would like to participate in the Undergraduate Research Network’s spring research symposium.  Or it could be a requirement for a class or for your major.  Here are some tips to help you bring order to the ideas swirling in your head—and communicate the key points about your research to an audience.

  1. Timing.  Find out how long your talk should be.  As you decide what to present, keep in mind that a ten-minute talk is very different from a 45-minute lecture.  If you only have ten minutes, you’ll need to focus on the most important points.  With more time, you’ll still need to focus on those points, but you’ll be able to present additional supporting detail.  Time yourself giving your talk, and make cuts if you need to.  It is fine to end a bit early.  Going overtime shows your lack of preparation. 

  2. Audience.  Find out what sort of audience will listen to your talk.  Specialists in your field will bring a different sort of understanding to your presentation from a general audience; you may be able to use certain technical terms without defining them, but always beware of jargon and acronyms.  With a general audience, you need to ask yourself what educated people not in your field will know, define any terms that may be unfamiliar to them, and make an effort to explain the significance of your research in terms the listeners are likely to understand.

  3. Content.  Students often think they need to explain every single thing they know or be perceived as knowing too little.  This is not true.  Giving a talk is a great opportunity to think about the big picture rather than focusing on details.  This can be hard if you are immersed in the specifics of your project.
    Step back for a moment to before you became the expert on your particular topic.  What piqued your interest?  Why did you start asking the questions you asked?  Now step into the future. When you look back on this research, what will you remember as the most interesting or compelling thing you learned?  Were there surprises?
    Now you are ready to ask yourself:  What are the points I want to convey?  What do I want the audience to learn?  When audience members remember my talk the following day, what main point do I want them to remember? 

  4. Organization.  Your talk must have a beginning, middle, and end.  You need to (1) introduce yourself; (2) present your research question and why it matters; (3) describe how you conducted your research, (4) explain what you found out and what it means; and (5) conclude with a summary of your main points.  

    Depending on your topic, you may need to provide background information so that the audience understands the significance of your inquiry.  Be judicious in the amount of information you give, and do not let this discussion get you off track.  Once you’ve provided sufficient background, bring the focus back to your research by reminding the audience of your research question.
    Do not even think of opening PowerPoint until you have organized your ideas and decided on your main points.  If you need guidance, see below for a sample oral presentation outline.

  5. PowerPoint.  You should treat PowerPoint as a useful tool.  You can use it to incorporate images into your presentation, to emphasize important points, and to guide your audience in following your argument.  You should not use it for anything else.  This means:   

    Don’t present too much information on the slides.  The audience cannot read a long section of text and simultaneously listen to you speak about it.  If you really must provide a long quotation, then highlight the words and phrases you want to emphasize, and read the quote out loud, slowly, so the audience can absorb it.  Then discuss it. 

    Do explain to your audience what each chart or graph indicates.  Use charts and graphs to convey information clearly, not simply to show that you did the work. 

    Don’t spend extra time on making a fancy PowerPoint presentation with moving images and graphics unless they are vital for communicating your ideas.

    Do be prepared to give your talk even if technology fails.   If your charts don’t look quite right on the screen, or you forget your flash drive, or there’s a power outage, or half the audience can’t see the screen, you should still be able to make an effective presentation.  (Bring a printout to speak from, just in case any of these disasters befalls you.) 

  6. Tone.  It is best to approach your prepared talk as a somewhat formal occasion. Treat your audience—and your topic—with respect.  Even if you know everyone in the room, introduce yourself.   Don’t address audience members as “you guys.”  Dress neatly.  Most of all, share your enthusiasm for your subject.

  7. Practice.  Practice speaking slowly and clearly.  If you want to emphasize an important point, repeat it.  Practice speaking slowly and clearly. 

    You don’t need to read your talk, and in fact you should avoid doing so.  But you should speak it out loud enough times that you know when there are points that tend to trip you up, where you might have a tendency to throw in something new and get off track, and whether some of your transitions are not smooth enough.

    And, of course, time yourself.  Make cuts if you need to. 

    Practice again. 

 

Sample Oral Presentation Outline


Introduction

Hello, my name is ____.  I am a ___-year student at the University of Virginia majoring in ____.  I’m going to talk to you today about my research on _____. 

Context of research

  • I had the opportunity to join Professor ____’s lab, where the research focus is____.
  • This is research for my Distinguished Majors thesis….
  • I got interested in this area because ….

Research question and significance

  • I wanted to find out _______[insert your research question].
  • This is an important question because _____. OR This question interested me because ______.

Research methods/design 

  • I thought the best way to answer this question would be by ______. 
  • I chose this method because….

Research activity
Here’s what I did:  _______.

Results
Here’s what I found out:  ______.

Significance of results/where this research might lead

  • This result matters because….
  • Now that I’ve learned this, I see that some other questions to ask are….

Conclusion/Summary of main points
I set out to answer ______ [research question] by _______ [research methods].  And I discovered that ______ [brief statement of results].  This was interesting because _____ [significance]/This will help us understand ____. 

Acknowledgments

  • I am grateful to my advisor, Professor _____, for her guidance.…
  • My work was supported by a _____ award.  OR I’d like to thank the ____ Family for their generosity.

Questions
I would be happy to take your questions.

 

 

 

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