THIS SESSION IS FULL !!! PLEASE MOVE TO THE CENTER OF YOUR ROW

1. THIS SESSION IS FULL!!! PLEASE MOVE TO THE CENTER OF YOUR ROW PLEASE DO NOT LEAVE ANY EMPTY SEATS BETWEEN YOU AND YOUR NEIGHBOR

2. PLEASE COMPLETE THE PRE-SURVEY (The green form) Keep the pencil for the remainder of the day!

3. Vic Lechtenberg Acting Executive Vice President for Academic Affairs and Provost

4. David Nelson Associate Director, Center for Instructional Excellence

5. Chantal Levesque-Bristol Director, Center for Instructional Excellence & Professor, Educational Studies

6. Presentation Techniques Dr. Pete Bill Director of Veterinary Technology College of Veterinary Medicine

7. Preparing and Organizing

8. Before you give your presentation Set CLEAR goals (objectives) for what you want to accomplish Give an overview at the beginning of your presentation Keep your presentation focused on these goals These goals constitute your summary points also!

9. Before you give your presentation Organize your lecture Using an outline helps Go from simple to complex Move from concrete to abstract If you have tangents, always bring it back to your main points

10. The Delivery

11. During your presentation Utilize “Attention” techniques initially Pose a question Do a demonstration Raise a moral or ethical concern Describe a situation or scenario

12. During your presentation Intersperse “Attention” techniques during presentation Change pace or inflection Use the well-placed pause Switch modes of presentation (e.g., 2 minute buzz session)

13. Use of Humor Thin line between being “humorous” and being offensive, sarcastic, condescending, or politically incorrect. Don’t use politics, religion, ethical issues as topics for humor. It’s safe to use yourself as a foil Self-deprecating humor is okay as long as you don’t appear to be wanting pity Don’t wait for laughter to your humor … keep right on going!

14. Other Tips Get out from behind the lectern Get familiar with the microphone Change direction of your voice (increases attentiveness) Use hand motions to punctuate key points, but don’t wave, gesture randomly Make eye contact with the audience Smile, be sincere, be enthusiastic – but don’t be phony

15. Using Media

16. Rules to remember • Media doesn’t teach, you do • Media should not distract attention from where you want the students to focus • Select a medium with which you are comfortable (chalk board is okay!) • When in doubt, keep it simple so your message is not lost

17. Fonts • No more than 2 font styles per presentation please! • Avoid “wild and crazy” fonts (same for bullets) Times New Roman Arial Narrow Font Arial Font Arial Font Bold

18. 16 pt. lowercase 18 pt. lowercase 20 pt. lowercase 22 pt. lowercase 24 pt. lowercase 28 pt. lowercase 32 pt. lowercase 36 pt. lowercase 40 pt. lowercase 44 pt. lowercase Fonts Size Body of text Titles

19. Font Color & Background Color Provide appropriate contrast between font and background using color and brightness

20. Background Patterns Avoid patterns! Changes in background color or white/dark background can cause loss of contrast!

21. Background Patterns Avoid patterns! Changes in background color or white/dark background can cause loss of contrast!

22. Background Patterns Avoid patterns! Changes in background color or white/dark background can cause loss of contrast!

23. Use of Pictures • Make sure the picture is relevant to your presentation • Realize the “cute” or “humorous” pictures will shift the attention of your audience

26. Use of Pictures • Make sure the picture is relevant to your presentation • Realize the “cute” or “humorous” pictures will shift the attention of your audience • Detailed photograph or image versus simple diagram

27. Expert Novice

28. Often used because they are “fun” Too often are distracting Repeated use becomes annoying First time hear sound = “interesting” Second time hear it = “okay” Third time = “really annoying” Animations, Slide Transitions, Sounds

29. Animations can be effective in helping “pace” the audience • Point #1 • Point #2 • Point #3

30. Use a Wireless mouse Logitech “Presenter”

31. white screen W B • black screen

32. Remember No one knows what you are intending to do or say … so you have freedom to improvise Or, if you screw up and leave something out, no one is going to know EVERYONE gets nervous before speaking … EVERYONE!! It’s normal! Good preparation decreases anxiety.

33. David Nelson Associate Director, Center for Instructional Excellence Creating an Optimal Learning Environment

34. CREATING AN OPTIMAL LEARNING ENVIRONMENT TO DO IT, YOU HAVE TO: know the mandates use the guidelines 34

35. SPECIFIED MANDATES DISABILITIES HARRASSMENT / DISCRIMINATION PRIVACY CREATING AN OPTIMAL LEARNING ENVIRONMENT 35

36. DISABILITIES Mandate: Section 504, Rehabilitation Act of 1973; & Title II of the Americans with Disabilities Act, 1990: Prohibits discrimination based on disabilities, i.e., denial of academic adjustments…. CREATING AN OPTIMAL LEARNING ENVIRONMENT 36

37. DISABILITIES Public entity shall make reasonable modifications.…. unlessit can demonstrate that the modifications wouldfundamentally alter the nature of the service, program or activity. CREATING AN OPTIMAL LEARNING ENVIRONMENT 37

38. DISABILITIES Guidelines Making reasonable accommodations does not mean giving unfair advantage to some Treating all students the same is not necessarily treating them fairly Fair means leveling the playing field, so that students have an equal opportunity to learn. CREATING AN OPTIMAL LEARNING ENVIRONMENT 38

39. CAMPUS CONNECTIONS Center for Instructional Excellence Website: http://www.purdue.edu/cie Office of Dean of Students [Disability Resource Center] Website: http://www.purdue.edu/ODOS CREATING AN OPTIMAL LEARNING ENVIRONMENT 39

40. DISCRIMINATION Mandates: Title VI: Civil Rights Act of 1964 Title IX: Education Amendments of 1972 Prohibit discrimination based on sex, race, color, national origin, sexual orientation, marital status, age, parenting status, pregnancy, campus team membership, etc. CREATING AN OPTIMAL LEARNING ENVIRONMENT 40

41. DISCRIMINATION Guidelines Don’t create or condone a sexually, racially, etc. hostile environment Remember that harassment is a form of discrimination CREATING AN OPTIMAL LEARNING ENVIRONMENT 41

42. DISCRIMINATION Be knowledgeable with examples: [unwanted] Sexual, etc., gestures, touches and advances Racial, etc., stories and ‘dirty’ jokes Sexually, racially, etc., explicit drawings, posters, written materials Allowing age, sexuality, etc., explicit classroom comments CREATING AN OPTIMAL LEARNING ENVIRONMENT 42

43. DISCRIMINATIONPREVENTION Know what it is Ask respected colleagues when unsure Don’t do it Don’t allow it Take action against it once it occurs CREATING AN OPTIMAL LEARNING ENVIRONMENT 43

44. RIGHT TO PRIVACY Mandate: Family Educational Rights and Privacy Act (FERPA) of 1974: Protects the privacy of student education records It is the right of students to have restricted, the disclosure of personally identifiable educational records CREATING AN OPTIMAL LEARNING ENVIRONMENT 44

45. RIGHT TO PRIVACY Guidelines Do not use student names, e-mail addresses, or SSNs when posting grades Do not transmit confidential information over email Do not draw attention to individual grades CREATING AN OPTIMAL LEARNING ENVIRONMENT 45

46. MANDATES SUMMARIZED DISABILITIES HARRASSMENT / DISCRIMINATION PRIVACY CREATING AN OPTIMAL LEARNING ENVIRONMENT 46

47. CREATING AN OPTIMAL LEARNING ENVIRONMENT 47

48. PLEASE LEAVE THE COMPLETED PRE-SURVEY ON THE TABLE (The green form)