Activities - Introduction (Week 1, 2 hours)

Begin the first session by running a short ice-breaker session. One proven technique is to pair students who don't already know each other and form two groups of six. Each student then spends two minutes finding out about their partner (subjects studied before University, school, siblings etc.). Finally the students introduce each other to the other four students in their sub-group. Of course there are variants on the above theme that are equally acceptable.

Demonstrate the importance of good communication. One of the stated aims of the exposition is to allow the students to get to know a member of staff. So it is also good to talk about your own research experience in this slot.

Variant 1

Get the students to agree the timetable for the exposition activities. Make it appear that this is being achieved by mutual consent. (There is actually very little scope for variation). Once the 'contract' has been made between students and leader, then show them your pre-prepared actual timetable. This is a good demonstration showing how they have been lead to an agreement, which they thought was in the gift of their own free will.

Variant 2

Give the students an article to read critically. It is best if you use an article that is poorly written and establish what is wrong with it (do not tell the students first that it is a poorly argued case) e.g. article by T. Daws, Farmer's Weekly, 11th November 1994.

Variant 3

Get students to do a number of exercises. e.g. write a letter to the Chairman of the Parish Council of Grantchester, explaining that having looked at the route of a new bypass (being built to avoid a section of road where there have been a number of fatalities, including children), the only feasible option is a route which knocks down the old mill.

This is to establish how well they write a formal letter, and whether they can explain a decision that is not clear-cut but relies on balancing arguments (human life versus preserving old building).

Also go through different forms of communication - conversation, lectures/presentations, emails, text messages, letters to their Mum, letters to girl/boyfriends, formal letters. Also go through things they may not be familiar with - legal contracts, engineering drawings which might be the basis of a legal contract, specifications etc. Try to get them to think about the purpose of each type of communication and how they alter the way they produce the material to suit the medium and the type of document.

The message is that they have to be able to get an idea from their brains, via a piece of paper to someone else's brain, in such a way that it means the same thing to the recipient as it did to them.

Variant 4

Having explained the different activities that will take place during the term, under the title of 'Exposition' put the responsibility for time management of their work with the students. Discuss which times during the term they are likely to have a demanding schedule (e.g. when they are involved with the structural design project). Make sure they understand that they may have to prepare their presentations ahead of time, to avoid too heavy a workload at particular times in the term.

Dos and don'ts for making a presentation

Discuss methods of presenting information using overheads:

  • How to highlight/emphasise important points during the talk by using a marker pen;
  • Consider whether to use a pointer;
  • Do not put loads of text up on a slide;
  • Be aware that people try to read the text presented whilst you are talking, so don't give too much away-use a cover which you can slide out of the way to reveal text as you talk;
  • Don't make your talk too complicated-the idea is to get information across;
  • Don't put up lots of complex equations-there is no chance of your audience following them;

Show some alternative ways of presenting information e.g. bullet points, spray diagrams, scatter diagrams. This takes about 45 min to go through. Also point out that they need to use the appropriate type of overhead-there are specific types for printing and for photocopying and just for writing on.

The first exercise should be introduced in this session.