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\title[Good Presentations \hspace{7mm}\insertframenumber/\inserttotalframenumber]{Giving a Good Presentation}
\author[Fletcher Christensen]{Fletcher G.W. Christensen}
\institute[University of New Mexico]{Department of Mathematics \& Statistics\\University of New Mexico}

\begin{document}

    \begin{frame}
        \titlepage
    \end{frame}

    \begin{frame}{Outline of Presentation}
        \begin{enumerate}
            \item Introduction
            \item Constraints
            \item Audience
            \item Content
            \item Style
            \item Conclusion
        \end{enumerate}
    \end{frame}

\section*{Introduction}

    \begin{frame}
        \begin{centering}
            {\huge Introduction}
        \end{centering}
    \end{frame}
    \begin{frame}
        \begin{itemize}
            \item As a professional statistician, you'll probably be expected to give many presentations over the course of your career.
            \item These happen in many contexts: research talks, job interviews, educational settings, etc.
            \item Knowing how to give a good talk is a critical job skill for statisticians.
            \item This presentation will discuss some of the key issues to be considered in preparing a good talk.
        \end{itemize}
    \end{frame}


\section*{Constraints}

    \begin{frame}
        \begin{centering}
            {\huge Know Your Constraints}
        \end{centering}
    \end{frame}
    \subsection*{Time}
    \begin{frame}{Time Constraints}
        \begin{itemize}
            \item The most important constraint to deal with is your presentation time.
            \item Never go over your allotted time. Many people consider this to be exceptionally bad form.
            \item Always leave time (around 5 minutes) for answering questions.
            \item {\bf Practice your talk at least 2-3 times!} This helps you learn your timing, and how you may need to modify your presentation.
        \end{itemize}
    \end{frame}
    \begin{frame}{Time Management I}
        What if I'm going too long?
        \begin{itemize}
            \item Think ahead about material you can cut.
            \item Keep an eye on the clock, try to make sure you can skip forward to key results and conclusions around the last 5 minutes.
            \item Be willing to acknowledge that you're running short on time. Most audiences will understand, and will be more sympathetic to you if you show you're trying to stay on schedule.
        \end{itemize}
    \end{frame}
    \begin{frame}{Time Management II}
        What if I'm going too short?
        \begin{itemize}
            \item Include extra slides with technical details that you intend to skip past during the presentation. This gives you the ability to slow down and talk about them, as needed.
            \item Extra technical detail slides can also be a big help for addressing questions after the presentation.
            \item Slow down your delivery. Most people talk too fast when they're presenting because of nervousness; it's almost always the case that your audience will welcome a slower pace.
        \end{itemize}
    \end{frame}
    \subsection*{Format}
    \begin{frame}{Format Constraints}
        Understand your goal with your presentation. Are you trying to:
        \begin{itemize}
            \item Teach a topic?
            \item Present original research?
            \item Interview for a job?
        \end{itemize}
    \end{frame}
    \begin{frame}{Teaching Presentations}
        \begin{itemize}
            \item These function differently to other presentations.
            \item Your goal is to get your audience to understand and remember the maximum amount of information.
            \item Be slow and deliberate, cover all the details, take questions.
        \end{itemize}
    \end{frame}
    \begin{frame}{Research Presentations}
        \begin{itemize}
            \item Most professional presentations are research presentations.
            \item Goals for these presentations differ depending on the context.
            \item Consider how much you're trying to sell the research vs. how much you're trying to sell yourself.
        \end{itemize}
    \end{frame}
    \begin{frame}{The Difficulty Curve I}
        \begin{itemize}
            \item Think of your presentation as having three parts: a topic introduction, groundwork, and the original research.
            \item If you want to sell the research, spend more time making sure everyone understands what you're doing. Paradoxically, this means spending {\em less time} on your original research and {\em more time} on topic introduction and groundwork, so your audience understands why your work is important.
            \item It's fine, actually, for the audience to not fully understand your original research if you're trying to sell the research. Your goal is to get them interested. They can come to you for details afterwards.
        \end{itemize}
    \end{frame}
    \begin{frame}{The Difficulty Curve II}
        \begin{itemize}
            \item If you're trying to sell yourself more than the research (e.g. if you're giving a talk for a professional interview), your priorities change.
            \item An interview talk is selling your ability to do hard, complex work. You want to show off the original research more, and spend less time setting up the problem. This focuses the audience on your contribution.
            \item You still want to spend enough time on introduction and groundwork to convince your audience that you're tackling a worthwhile problem, though.
        \end{itemize}
    \end{frame}
    \begin{frame}{Research Talks}
        An example time breakdown for a 50-minute research talk:
        \begin{itemize}
            \item (10-15 min) Topic introduction
            \item (15-20 min) Groundwork
            \item (10-20 min) Original Research
            \item (5 min) Questions
        \end{itemize}
    \end{frame}
    \begin{frame}{Job Talks}
        An example time breakdown for a 50-minute job talk:
        \begin{itemize}
            \item (5-10 min) Topic introduction
            \item (10-15 min) Groundwork
            \item (20-30 min) Original Research
            \item (5 min) Questions
        \end{itemize}
    \end{frame}

\section*{Audience}

    \begin{frame}
        \begin{centering}
            {\huge Know Your Audience}
        \end{centering}
    \end{frame}
    \begin{frame}{Audience Knowledge}
        \begin{itemize}
            \item The same presentation can be given to many different audiences with the same slides, but the details of the presentation should change based on the audience.
            \item Think about what your audience knows and what they don't know.
            \item Focus your presentation on things that are just outside your audience's knowledge base, but close enough to their knowledge base that they can be brought to understand.
        \end{itemize}
    \end{frame}
    \begin{frame}{Statistical Audiences}
        \begin{itemize}
            \item Stats audiences don't need as much scientific setup for a problem; you can assume they understand general scientific goals and how statistics can be applied to satisfy those goals.
            \item Stats audiences will usually need more of an introduction to the particulars of an applied setting, however.
            \item You can (and should!) go deeper into the details of a new method for a statistical audience.
            \item Stats audiences have an easier time parsing statistical results and are more likely to care about issues relating to precision, bias, and variability.
        \end{itemize}
    \end{frame}
    \begin{frame}{Applied Audiences}
        \begin{itemize}
            \item An applied audience will often understand the application and topic background well, but may not understand scientific goals or how statistics helps those goals be realized.
            \item Spend more time explaining the core rationale for statistical methods and what precisely they're going to do to answer an applied researcher's scientific questions.
            \item Focus discussion of results on how this informs the applied setting; deemphasize technical details of modeling and in-depth statistical results.
            \item Your goal is to communicate what the data do and don't say about the applied problem. Where can you draw clear conclusions? Where are the data insufficient for this? What story do the data tell about the applied setting?
        \end{itemize}
    \end{frame}

\section*{Content}

    \begin{frame}
        \begin{centering}
            {\huge Content Issues}
        \end{centering}
    \end{frame}
    \begin{frame}
        \begin{centering}
            {\huge Really? Who cares about content?}
        \end{centering}
    \end{frame}
    \begin{frame}
        \begin{centering}
            {\huge Content is totally overrated.}
        \end{centering}
    \end{frame}
    \begin{frame}{``Snowing'' I}
        \begin{itemize}
            \item One content issue that's really worth mentioning is the phenomenon of ``snowing'' your audience -- bombarding them with so much high-level material and denying context so that the audience gets lost and can't follow the work.
            \item Some people do this accidentally by not properly motivating their work, others do it intentionally because they want to avoid questions or seem particularly smart.
            \item Generally speaking, ``snowing'' should be avoided. I consider it a sign of either poor preparation or fear that one's work won't hold up under scrutiny, both of which are bigger negatives to me than being forthright about what you do and don't know.
        \end{itemize}
    \end{frame}
    \begin{frame}{``Snowing'' II}
        \begin{itemize}
            \item Occasionally, {\em very} high level talks will manage to snow the audience anyway because no one can keep up with the presenter.
            \item To a sophisticated audience, the difference between someone being so good you can't keep up and someone just obfuscating the details of their work is usually obvious.
            \item I've only been legitimately snowed -- unable to keep up with a presentation because it was over my head, but dead certain about its quality -- once or twice that I can remember.
            \item Ed Bedrick, a former UNM Stats faculty member who's now at the University of Arizona College of Public Health, is the most memorable of those.
        \end{itemize}
    \end{frame}


\section*{Style}

    \begin{frame}
        \begin{centering}
            {\huge Style Issues}
        \end{centering}
    \end{frame}
    \begin{frame}{Presentation Modes}
        \begin{itemize}
            \item Remember that your presentation is a combination of three things:
            \begin{enumerate}
                \item Your slides
                \item Your speech
                \item Your actions
            \end{enumerate}
            \item These three facets of the presentation should work together to complement each other.
        \end{itemize}
    \end{frame}
    \begin{frame}{Slides I}
        \begin{itemize}
            \item Your slides are a visual medium. Take advantage of this fact.
            \item Whenever you've got good data visualizations to help the audience understand the points you're trying to communicate, use them. Figures are your friend.
            \item Photos and diagrams can break up the monotony of text. These can be especially useful in the topic introduction, to help concretize your work for the audience.
            \item Equations are often overused, but can be useful if you want to dig into the particular details of the mechanics of a model. (If you're not going to dig in and discuss, consider equation slides to be extra technical detail slides you'll probably skip past.)
        \end{itemize}
    \end{frame}
    \begin{frame}{Slides II}
        \begin{itemize}
            \item Your slides are also acting as a visual brand for your presentation.
            \item If you belong to an organization (e.g. a university, a national lab) with their own presentation template, style guide, or branding, try to incorporate those features.
            \item This presentation is using my prototype Beamer template for the UNM color scheme, though I haven't included standard UNM branding yet.
        \end{itemize}
    \end{frame}
    \begin{frame}{Speech I}
        \begin{itemize}
            \item Your goal with the verbal presentation is to make your audience engaged.
            \item Speak slowly and clearly, and project your excitement with the project you've been working on.
            \item Try to be prepared for questions, and treat questioners with respect. It's okay to not have all the answers.
        \end{itemize}
    \end{frame}
    \begin{frame}{Speech II}
        \begin{itemize}
            \item Avoid reading your slides! Nothing is more boring than watching someone read their slides out loud to the audience.
            \item Your slides should act as an outline and a guide, but you should practice speaking extemporaneously on the same subjects presented on the slides.
            \item The slides provide the core, your speech provides the elaboration.
        \end{itemize}
    \end{frame}
    \begin{frame}{Actions}
        \begin{itemize}
            \item Again, your goal with the presentation is to make your audience engaged. This works best if you seem engaged.
            \item If you can, walk around while presenting and engage with the projections of your slides.
            \item Be dynamic and active instead of staying tied to a podium. The more energy you demonstrate, the easier it will be for your audience to remain engaged.
        \end{itemize}
    \end{frame}
    \begin{frame}{Chalk Talks}
        \begin{itemize}
            \item One of the best ways to bring a presentation together is to abandon slides entirely and give a ``chalk talk'' -- an old-style presentation where you write important details on a chalk- or white-board.
            \item Chalk talks require better time management skills. The presentation slows down when you go to write something on the board. This can keep you from going through the material too fast, but it can also bog you down if you haven't figured out precisely what does and doesn't need to go on the board.
            \item Chalk talks are more exiting and dramatic. You're revealing research in real time, and engaging with it directly, instead of using pre-prepared slides.
            \item You can't use detailed figures in most chalk talks, which limits the visual resources you have at your disposal.
        \end{itemize}
    \end{frame}


\section*{Conclusion}

    \begin{frame}{In Summary}
        \begin{itemize}
            \item Spend some time rehashing the highlights of your work.
            \item Mention some possibilities for future research.
            \item If there are any serious methodological difficulties you had to contend with, it's often worth mentioning them too; make sure your audience understands your results in their full scientific context, and don't oversell them.
        \end{itemize}
    \end{frame}
    \begin{frame}{References}
        \footnotesize
        \begin{itemize}
            \item R.A. Fisher (1945) ``Always provide enough references to allow people to learn more about your key points,'' {\em JASA}, {\bf 22}, 189-844.
            \item P.S. Laplace (1798) ``Presentation references are there for highlighting important work, not for completeness,'' {\em French Journal of Revolutionary Statistics}, {\bf We don't need numbers, we're the Committee on Public Safety}, Numbers are for dead kings.
            \item A. Lincoln (1868) ``Not every quote comes from a valid source, c.f. the ones on this slide,'' {\em Journal of Posthumous Studies}, {\bf 1}, 3-4.
        \end{itemize}
    \end{frame}
    \begin{frame}{Acknowledgements}
        \begin{itemize}
            \item \includegraphics[height=1cm]{collab1} Acknowledge the work of your collaborators.
            \item \includegraphics[height=1cm]{collab2} Photos can be nice.
            \item \includegraphics[height=1cm]{collab3} This is basically a point of politeness.
        \end{itemize}
    \end{frame}
    \begin{frame}{Thank You}
        \begin{centering}
            {\huge Thank Your Audience!}
        \end{centering}
    \end{frame}






\end{document} 