There has been some
confusion in past years about participation in the Undergraduate Research
Symposium. Hopefully, this FAQ will clear up some of the more confusing
aspects. If you have additional questions you'd like addressed, please send
them via email to: email@example.com
Can I Find Information on Printing My Poster?
When Do I Give My Presentation?
Do I Have Any Choices on How I Do My Presentation?
What Are the Requirements for the Poster Presentations?
When Can I Start Setting Up My Poster Presentation?
Who Is Responsible for Filling out the Abstract Registration Form?
The lead author (LA) is responsible for completing the Abstract Registration and submitting it by the deadline. The LA must be an undergraduate at NC State University. If more than one undergraduate participated on a single project, then one student should be selected to be the LA and accept the responsibility for filling out the registration form, submitting the abstract, listing the mentors, responding to any requests concerning registration, and adding co-authors. Co-authors will need to confirm their information by responding to the email generated by the system.
Please note that graduate students MAY NOT be listed as authors, but may be listed as assisting mentors.
Research mentors may be anyone who assisted or helped direct your research. It is important that you list all your research mentors in your registration since they cannot be listed as co-authors. If the research was done at NC State University, you should select the tenure-track faculty mentor from the pull down list. This is the mentor that will approve the abstract. Other mentors are listed as co-mentors, but cannot approve the abstract. If the research was done at another university, corporate or government site, please request to have your mentor added to the list..
Most students will get the first choice they marked on their Abstract Registration site. However, the symposium organizers reserve the right to switch students from one session to the next if needed. Session times will be indicated on the Participant Listing and on the symposium grid. If no preference is indicated on the form, you will be assigned to the session time that is least full.
The Abstract Registration site has a step for submission of the abstract on the web. All abstracts must be submitted in this manner. A copy of your abstract will be e-mailed to your research mentor, who must approve it by **11:59 p.m., Tuesday, April 13th ** before your abstract can be accepted for presentation at the Undergraduate Research Symposium.
See sample below:
Huston, Rachael M.
Meredith Davis/Graphic Design
Title of Presentation:
Designing Performative Science Materials for Centennial Campus Middle School
Instructional print materials can physically model thought processes, promoting more active learning. In conjunction with classmates' projects, I am producing a booklet that models cognitive processes for use in 8th grade science classes at Centennial Campus Middle School. This design project will illustrate how utilizing an experiential metaphor for graphic design impacts the function of print design. The project will also illustrate how specific instructional objectives can be accomplished through print design. While there is no substitute for a good teacher, I hope to improve the ability of print materials to encourage interaction by working systematically with an experiential conception of design and using schema theory and dual coding theory to inform my design process. The study synthesizes theories of design, psychology and education and will provide rare insight into how a particular design of my making affects the people who use it. A major foundation for our method of making is an understanding of text and image relationships: how they are perceived and constructed by the reader. I have outlined a type/image typology that explores both the formal and functional aspects of such relationships. It gives us insight into how a reader interacts with printed artifacts and thus informs our design process, enhancing our ability to physically model thought processes in printed materials.
If you copy and paste your text from another source, please use the "Paste From Word" function in the text editor and select both "Ignore Font Face definitions" and "Remove Styles definitions".
After you've submitted your abstract, these questions may help you determine the best way to present your project.
Information on printing your poster and a link to schedule an appointment to do so is included with the registration process.
Students may choose either Session 1 (10:30 p.m. – 11:45 p.m.) or Session 2 (12:15 p.m. – 1:30 p.m.)
All presentations will be poster presentations.
Students should design their poster to be oriented horizontally or vertically as a 36" x 48" poster. Only materials that can be mounted on the provided easel board with the provided pushpins are allowed for poster presentations.
You may begin setting up your poster presentation up to 45 minutes before the official start time of the session to which you are assigned, but no later than 15 minutes before the session start time. A registration desk will be established outside of the entrance to the poster session. When you sign in at the registration desk, you will be able to pick up your nametag and your easel-board assignment. Presentations must remain up until the end of your session. For Session 1, this is 11:45 p.m.; for Session 2, this is 1:30 p.m.
There will be break service with minimal food during each session.
Business attire such as sports jackets, suits, dresses, khaki's. etc.
The judges will be looking for how you have
§ indicated the nature of the hypothesis being tested or the research questions being addressed;
§ stated why the problem/issue is important or interesting to you;
§ presented the methods used and the results obtained; and
§ indicated the most important findings/developments and why they are significant.
The judges will also be assessing the quality of your research, the way you respond to their questions, and the clarity and quality of the graphics that you use. The judges will be looking for how the students
§ present their information or the data they collected;
§ analyze their data or information;
§ state their findings or conclusions; and
§ organize their overall presentation.
Last modified March 1, 2010