Using a poster exercise in an introductory geography course

This paper discusses the nature and application of a research poster exercise in senior (e.g., final year undergraduate) university classes. The exercise consists of three components. First, students are involved in a piece of supervised research in which they set their own research question; design, execute and evaluate research strategies; and communicate the synthesised results of their activities to an audience. Second, the exercise is structured in such a way that it provides students with an introductory opportunity to explore the bureaucratic and competitive structure of the modern research environment. Third, student proficiency in oral, written, and graphical presentation of research results is refined. Expanding on earlier work on the use of posters in the teaching of geography at the tertiary level, the paper gives special emphasis to the rationale for conducting the research and to practical dimensions of poster production.

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“…This is a little different from the experiences at the University of Washington noted in Howenstine et al (1988, …”

Section: Poster Exercisecontrasting

confidence: 51%

“…Some examples of posters completed by first year students arc shown in Howenstine et al (1988). Minimum dimensions for a poster board should be set at about 60 cmx90 cm although larger boards might be encouraged [5].…”

Section: Production Of a Postermentioning

confidence: 99%

Application of a poster exercise in an advanced undergraduate geography course

Hay

Miller

1992

Journal of Geography in Higher Education

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“…The emphasis on the poster minimizes the active role and creative presence of the presenter. Some articles describe the use of posters as a teaching and evaluation device within university courses (Bracher, Cantrell, and Wilkie 1998;Denzine 1999;Hay and Thomas 1999;Howenstine et al 1988;van Naerssen 1984). But not all students experience poster presentations as a component of course content and evaluation.…”

Section: Poster Presentations As a Genrementioning

confidence: 99%

Poster Presentations as a Genre in Knowledge Communication: A Case Study of Forms, Norms, and Values

MacIntosh-Murray

2007

Science Communication

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Learning to communicate research well through posters involves far more than formatting issues such as font size. The conventions of poster presentations as social practices are part of academic apprenticeship in many health disciplines. This case study examines doctoral students’ poster presentations as a research-process genre. The article maps genre knowledge required of novice researchers: poster form, creation processes, presentation practices, and underlying values. Complexity arises from the multiple roles that posters must fulfill, combined with formatting restrictions, the nature of audience interaction, and prestige issues. Posters are often considered as second class compared to oral presentations, perhaps unfairly. The reuse of posters raises questions about publication as academic currency and appropriate knowledge-exchange practices. Poster presentations are evolving with digital media, which may affect competence development in this multimodal form of research communication. Future research should consider how posters’ technology-influenced evolution affects interaction, communicative purposes, and the texts themselves.

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Making sense with posters in biological science education

Hay

Thomas

1999

Journal of Biological Education

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Using a poster exercise in an introductory geography course

Cited by 8 publications

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Application of a poster exercise in an advanced undergraduate geography course

Application of a poster exercise in an advanced undergraduate geography course

Poster Presentations as a Genre in Knowledge Communication: A Case Study of Forms, Norms, and Values

Making sense with posters in biological science education

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