Presenting original research at an academic conference is a major achievement for undergraduate students. If you’re considering taking your project to the next level, take some advice from undergrads who have not only survived their first academic conference, but emerged more confident in their capacity as researchers.
Getting Started
As a first-time presenter, select a conference that matches your interests and travel capacity. When researching conferences for the first time, you may want to start small. There are several groups who organize history conferences, such as local historical societies, academic honors societies (like Phi Alpha Theta), and global conferences (like the AHA). Not every conference will be the best fit, so look for regional and state academic conferences near you that share the geographical or thematic focus of your research. I recommend finding a nearby Phi Alpha Theta Chapter and the next PAT regional conference in your area. They are cheaper to attend, and the smaller number of attendees will make networking with other researchers easier. The registration fee for regional conferences usually cost between $20-$30. This pays for breakfast, lunch, and goodie bags. For long-distance conferences, ask conference organizers and your college if they offer travel grants. These grants are usually between $200-$1,500, and they will cover for additional expenses like gas/airfare, lodging and meals. When in doubt, ask about possible conferences with a trusted professor, and encourage your classmates to submit abstracts. Some departments may provide additional financial resources if there is significant student interest in attending conferences.
-Briana Wiggins, University of Mississippi
Controversy is inevitable in history, so you should not shy away from a provocative research project. Determine why your project is controversial. Does it deal with hotly contested issues or go against the academic grain? Does it touch on complex societal issues, such as race, sex, or religion? As you proceed, ensure that you are using appropriate and current terminology. Ask a professor or expert in the subject area for the correct language and apply it to your presentation. Since you are an undergraduate, you will not have a great deal of credibility, so make sure to highlight your sources extensively, especially if there is a big name attached to one of them. Depending on the subject, it might be important to acknowledge common opposing viewpoints. Acknowledge these points and learn enough about them to either refute them or argue that your viewpoint is stronger.
You are unlikely to be directly attacked or confronted by anyone at an undergraduate research conference. Most people are there to support you and encourage your research ambitions. However, if someone takes offense to your presentation, listen to what they have to say. Apologize for upsetting or offending them and tell them that you will take their advice to heart. Remain respectful and professional, even if the offended party is not acting in that manner. After the event has passed, you can examine the situation and determine your path forward.
This article gives some good tips on how to address and prepare for presenting material on controversial topics.
-Simon Berry, University of South Carolina, Aiken
Preparing your Conference Presentation
To transform your research paper into a conference paper, revise with the oral presentation in mind. Your beautifully crafted research papers are lengthy and thorough, which is great for conveying your findings to professors and contributing to scholarship on your topic, but it doesn’t translate well to a conference setting. A conference paper should be accessible to all sorts of audiences, even those who know very little about your subject, and depending on the conference, maybe even those from non-history backgrounds. Include a roadmap at the beginning to make your presentation easier to follow (e.g. “Today, I will be arguing this by first examining this, then this, and finally, this”). As you transition topics, include verbal cues (e.g. “Now that I’ve discussed this, I will now turn to that”). Avoid including too many direct quotes and opt instead for paraphrasing. Be sure to provide context when appropriate and expand upon key terms and concepts that aren’t common knowledge. If it is necessary to condense your paper, pick a few of the most significant findings and choose the most interesting bits of supporting information for each aspect of your thesis. Make peace with losing some details for the sake of the overarching argument. As you go about the process, keep in mind that your audience will listen to your paper, not read it, so stick to direct language and clear sentences to produce a more compelling presentation.
-Savannah Dowell, University of Louisville
Simplify your talk, script it, and practice—a lot. It is perfectly fine for conference presentations and even encouraged to rely on a written script. With practice, you can sound clear and engaging while keeping in time. Remember that nerves speed up your speaking pace, so rehearse aloud and time yourself.
Reading your script out loud is essential. Writing that reads well on the page may sound confusing when spoken, especially if sentences are long and complex. Hearing your words helps you catch mistakes, avoid awkward phrasing, and identify natural pauses.
Start by practicing alone. I presented to a stuffed animal in my room for my first conference. Then, I practiced with my roommates, showing my slides on the TV. I indicate when to change the slides in my script and incorporate these changes during pauses or transitions. Practice with slides at least twice to get the rhythm down. It will sound more natural with practice.
Ensure your talk is accessible. Undergraduate conferences typically include a range of disciplines, so it is crucial that those unfamiliar with your field can follow. Friends and family are the ideal test audience.
Rehearse until you feel comfortable with the text. Familiarity helps you look up from the page, stay on track, and feel less anxious. You don’t need to memorize it but know it well enough so you won’t panic if you stumble or lose your place. Practice will not make your presentation perfect, but it will make it strong, confident, and clear. You got this!
-Carissa Bayack, Binghamton University
Seek genuine, constructive criticism of your draft. The professor that you choose to review your project should be one that is either an expert in your given area, understands you and has worked with you before, or, ideally, both. Send an email to your professor that concisely and directly describes your project and request feedback from them. If possible, try to schedule an in-person meeting to review the project. It may seem like your professor absolutely hates how you write when they hand your work back to you covered in red ink, but they are most likely well intentioned. Your professor is probably not trying to make you feel dumb or insult your intelligence (and if they are, you should ask another professor); they simply want you to go into your upcoming conferences with the best project possible. It’s okay to be upset, especially if you worked hard on your project, but let those initial emotions wash over you and go back to your project with their advice in mind. Ask your professor to clarify and elaborate on their points. Do not be afraid to ask for second opinions from other professors and your peers. Upon receiving conflicting feedback, weigh the type of feedback with its source. For example, value feedback which surrounds your content and theory behind the project more from experts in the field than a peer, and value feedback about information clarity and digestibility from someone outside of the field. Continue to tinker away with your project, and you will feel much more confident and prepared to present your research. Check out this guide for a solid step-by-step process for receiving criticism of your writing and how to respond to it. Good luck!
-Simon Berry, University of South Carolina, Aiken
The best way to practice your tone, delivery, and pacing, is to read your paper out loud, especially to someone other than yourself. It can be a friend, a professor, or even a group of fellow students. Ask for specific feedback, especially about areas where you feel less confident in the strength of your writing and spots where you feel a transition could be improved. I recommend having multiple practice sessions so that you can explore which points you want to emphasize and how to use your tone and body language to do so. Even though you are presenting a pre-written paper, you are still opening up a conversation, and the way you present yourself at a given moment (smiling, sulking, rushing, etc.) can either reflect or detract from the statements you are making. Take note of all the feedback you receive from each session and include those suggestions the next time you practice. You may not keep (or agree with) all the suggested changes, but the ones that you use will surely improve your delivery. Stand up straight, relax your shoulders, and take a deep breath. You’re going to kill it!
– Sophia McSmith, Alfred University
Navigating an Academic Conference Day
Conferences days are long, so bring materials with you that will support your professional success. You may want to take notes before a Q&A or write down a colleague’s information for networking. Bring a small bag with writing materials, such as a notebook and pens or a laptop/tablet. Consider bringing business cards or sticky notes to share your professional contact information with others. Most importantly, save your presentation in multiple forms. In case of an accident or technical malfunction, have printed and online backup copies of your paper/presentation on Google Drive, Dropbox, your email, etc. though most conferences have complimentary refreshments, bring a water bottle and some small snacks with you. You should also consider if your outfit is both professional and comfortable to wear. Conferences often take place at college campuses or at hotels, so you will be doing lots of walking to multiple rooms (and possibly multiple floors). Check the weather in case you need to bring items like an umbrella or a jacket. If you wear makeup or sweat easily, pack a small makeup bag and some hypoallergenic wet wipes to freshen up between sessions. Be mindful when applying perfume and cologne because some people are allergic.
-Briana Wiggins, University of Mississippi
Humanize your audience. The most important thing to remember is that your audience, varying in field expertise and educational experience, wants to hear your presentation. Whether you’re participating in a poster session, delivering a conference presentation, or engaging in a discussion panel, you’ll have an audience of dedicated researchers who have chosen to attend your presentation. Try not to be intimidated at the thought of their expertise and focus instead on confidently delivering your research. Your title has already hooked them, so trust that they want to learn more about your research topic and ideas. Kick off your presentation by engaging with your audience–make eye contact, introduce yourself, and present your topic confidently and clearly. Be aware that many individuals may not be familiar with your topic, so it’s essential to teach with empathy. This means being comprehensive in your presentation, delivering the material clearly, and addressing any potential gaps. Doing so will help ensure that a lengthy paper is effectively understood within a short 10-to-20-minute presentation. This approach will not only foster meaningful connections with individuals worldwide but will minimize the perceived difference between you and your audience that can so easily be manufactured through nerves. You also gain connections to those who share your enthusiasm for your research topic.
Remember, your audience, regardless of experience, are your students in that moment, so teach them confidently and empathetically.
-Courtney Mason, University of Illinois, Springfield
During the Q&A session of your panel, remember that you are presenting for a reason—you are the one who put the effort into doing the research and attending the conference. It is beneficial to prepare for the Q&A by writing a scripted response to potential questions. However, you may be asked a question that you simply do not know the answer to or that is beyond the scope of your study. Don’t stress—this is a normal occurrence. Rather than try to guess, simply respond that you do not know. One unanswered question is not a reflection of your knowledge of the topic.
In the rare instance that an audience member asks a rude question, your first instinct may be to panic. While it is important to be open to being incorrect or misunderstood, being asked a discourteous question can blur the lines between constructive criticism and criticism. Know that this does not reflect poorly on your work. Answer the question respectfully, and if you wish to further discuss the topic, ask if you may elaborate one-on-one.
Though they may seem scary, Q&As are a fun chance to demonstrate what you’ve learned and to satisfy others’ curiosity.
-Hannah Alfieri, University of Florida
Be an attentive and active audience member to elevate your experience at the conference and open opportunities to network. Being a good listener and asking thoughtful questions can lead to a deeper understanding of the topic and lead to many networking opportunities. So, as you listen to the presentations, take notes. You do not need to write everything down, rather focus on any areas you are interested in and want to know more about. Make sure that you mark down the central thesis of the project. This will help you develop a question that is relevant to the thesis.
Each panel will end with a Q&A section that gives the audience the chance to ask questions to the panelist. A good Q&A requires an active and invested audience who ask generative questions. These questions can be the most rewarding part of the panel for all parties. So, when asking these questions make sure that you do not exceed the scope of research. While it can be beneficial to slightly expand upon the scope, you want to make sure that the question is related to the work completed for the presentation. If not, the presenter may struggle to answer.
Finally, make sure to ask a question you genuinely want to know the answer to. You do not need to ask a question at every panel you attend. Out of respect to the presenter you should show interest in the topic and ask an intriguing question.
-Ty Thomas, Alfred University
Know that conferences are for works-in-progress.
Conferences often mark significant milestones for undergraduates, such as completing a thesis or capstone project, but most of these projects are still works in progress. Presenting at a conference is not meant to showcase a perfect, finished product, but to get feedback to improve existing work. At my first conference, I did not feel anywhere near “complete” with my research. Still, I walked away with encouragement and meaningful advice that helped shape the next stage of my project.
During the Q&A, don’t feel pressured to have all the answers. Conferences are spaces for developing ideas, so if you don’t know, it’s completely acceptable to follow up later. Take note of all the questions you receive. Often, these will point you toward areas for future exploration, not flaws in your work.
Occasionally, you will receive suggestions instead of questions, such as ideas for new directions. These can be helpful, but you do not need to incorporate every suggestion. Use your judgment and focus on your research goals.
In undergraduate classes, you usually submit an assignment and never revisit it. But research is an ongoing process. As a researcher and writer, I constantly challenge myself to revise, improve, and develop my work. The best writing relies on peer review, careful revision, and time. Your project will grow with you, and each presentation is an opportunity to expand. You do not need to have everything figured out; just be open, curious, and trust the process.
-Carissa Bayack, Binghamton University
Featured Image Credit: @Kasto via Canva Pro.
Clio and the Contemporary 