group presentation in university

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Planning for and Giving a Group Presentation

Students working on group projects are often asked to give an oral presentation summarizing the results of their research. Professors assign group presentations because they combine the cooperative learning benefits of working in groups with the active learning benefits of speaking in front of an audience. However, similar to participating in a group project , giving a group presentation requires making decisions together , negotiating shared responsibilities, and collaborating on developing a set of solutions to a research problem . Below are issues to consider when planning and while giving a group presentation.

Before the Presentation

When to Begin

Planning the logistics around giving a presentation should take place as the group project progresses and, most critically, coalesce immediately after results of your study are known and clear recommendations can be made. Keep in mind that completing the basic tasks of giving a presentation [e.g., designating a moderator, designing the slide templates, working on the introduction, etc.] can save you time and allow your group to focus just before giving the presentation on how to effectively highlight the most important aspects of the research study.

Sharing the Responsibility

Everyone in the group should have an equal role in preparing the presentation and covering a similar amount of information during the presentation. However, a moderator should be elected to lead the presentation. The group should then determine what each member will speak about. This can be based on either the member's interests or what they worked on during the group project. This means that each member should be responsible for developing an outline of what they will talk about and drafting the content of their section of the slides or other forms of visual aids.

NOTE: If , for whatever reason, a group member is  particularly anxious about speaking in front of an audience or perhaps they are uncomfortable because English is not their first language, consider giving them a role that can be easily articulated, such as, introducing the purpose of the study and its importance. Everyone must participate in speaking, but be cognizant of the need to support that person by discussing what would work best for them while still being an active contributor to the presentation.

Organizing the Content

The content of the presentation should parallel the organization of the research study. In general, it should include a brief introduction, a description of the study, along with its purpose and significance, a review of prior research and its relevance to your group's project, an analysis of the results, with an emphasis on significance findings or recommended courses of action, and a brief statement about any limitations and how the group managed them. The conclusion of the presentation should briefly summarize the study's key findings and implications and, if time has been allotted, ask for questions from the audience. The conclusion can also be used to highlight areas of study the require further investigation. Note that the group's time should be spent primarily discussing the results of the study and their implications in furthering knowledge about the research problem .

Developing the Content

The narrative around each section must flow together smoothly t o ensure that the audience remains engaged. An initial meeting to discuss each section of the presentation should include the following: 1) deciding on the sequence of speakers and which group member presents on which section; 2) determining who will oversee the use of any technology [and who steps up when it's that person's turn to speak]; 3) determining how much time should be allocated for each section in relation to the overall time limit; 4) discussing the use and content of slides or other visual aids; and, 5) developing a general outline of the presentation. Once everyone's roles and responsibilities have been negotiated, the group should establish a schedule of deadlines for when the work should to be completed.

Creating Transitions

Building the narrative of an oral presentation means more than imparting information; it also requires the group to work together developing moments of transition from one section to the next. Transitional statements ensures coordination among members about what is to be covered and helps your audience follow along and remain engaged. The transition from one section to the next should include both verbal cues [e.g., a recap what you just discussed and an introduction of the next speaker] and non-verbal gestures [e.g., stepping away from the podium or front of class to make room for the next speaker]. An example of this transition could be something like this:

Speaker 1: " ...so to summarize, the literature suggested that allegations of election fraud often created the conditions for massive street protests in democratized societies. Next Mike will discuss how we analyzed recent events in Mexico and determined why this assumption may not apply under certain conditions. "

Speaker 2: " Thank you, Jordan. Next slide. In our study, we coded and analyzed the content of twitter accounts to explore the rise of dissension among.... "

NOTE:   Each member of the group should learn the entire presentation and not just their section. This ensures that members can help out if the speaker becomes nervous and loses track of what to say or if they forget something. If each member knows the entire presentation, then there is always someone who can step up and support the speaker by maintaining the narrative and not losing the audience's attention.

Practicing the Presentation

The most critical thing to do before giving a group presentation is to practice as a group. Rehearse what will be said and how it will be said so you know that the overall structure works, that the time is allotted correctly, and that any changes can be made, if needed. Also, rehearsing the presentation should include practicing use of the technology and choreographing where people will stand. An effective strategy is to rehearse the entire presentation at least twice. Practice with each member taking turns speaking in front of the other members pretending that they are the audience. This way the group members can take turns offering suggestions about improving the presentation and the speaker gets more comfortable speaking in front of people. Practice a second time presenting as a group. This way, everyone can rehearse where to stand and coordinate transitions. If possible, practice in the room where your presentation will take place; standing in the front of a classroom feels very different from sitting there as a student.

During the Presentation

Before the Presentations Begin

If groups are presenting from a shared computer, ask your professor if you could pre-load your slides or other visual aids before the class begins . This will ensure that you're not taking time away from your presentation downloading and setting everything up. In addition, if there is a problem, it can be resolved beforehand rather than it being a distraction when you start the presentation.

Introduction

Begin by having the moderator introduce the group by giving each member's name and a brief description of what they will be presenting on. And, yes, this seems like a pointless formality because it's likely that everyone knows everyone else. However, this is expected because it reflects giving oral presentations in most professional and work settings. In addition, your group has a limited amount of time to present and introducing everyone before the presentation begins saves more time than having each individual introduce themselves before they speak.

When Not Speaking

Assuming your group has practiced at least twice [and preferably more], you have heard and seen the entire presentation multiple times. Keep in mind, however, that your audience has not and they can observe everyone in the group. Be engaged. Do not look bored or distracted while others are speaking. Pay attention to each other by watching what the presenter is doing. Respond positively to the presenter and use nonverbal cues [e.g., nodding your head] as a way to help emphasize keys points of the presentation; audiences notice when those not speaking react to something the speaker is saying.

Coordinate Moving from One Speaker to the Next

The person presenting should take a position in the foreground of where you are delivering the information. Group members not speaking should step back and take a spot behind or off to the side of the speaker. When the person speaking is done, the next person steps forward. This pre-planned choreography may seem trivial, but it emphasizes to your audience who the next speaker will be and demonstrates a smooth, coordinated delivery throughout the presentation.

Visual Aids

Plan ahead how to use slides or other visual aids. The person currently presenting should not be distracted by having to constantly move to the next slide, backup and show an earlier slide, or exit a slide to show a video or external web page . Coordinate who in the group is responsible for taking the cue to change slides or otherwise manipulate the technology. When it's time for that person to speak, have a plan in place for passing this responsibility to someone else in the group. Fumbling around with who does what when, distracts the audience. Note however that the role of moving from one slide to the next does not count as being a presenter!

The presentation should conclude with the moderator stepping forward and thanking the audience and asking if there are any questions. If a question relates to a specific part of the presentation, the group member who spoke during that part should answer the question; it should not be the moderator's responsibility to answer for everyone. If another group follows your presentation from a shared computer, be courteous and close out all of your slides or other visual aids before stepping away.

Aguilera, Anna, Jesse Schreier, and Cassandra Saitow. "Using Iterative Group Presentations in an Introductory Biology Course to Enhance Student Engagement and Critical Thinking." The American Biology Teacher 79 (August 2017): 450-454; Barnard, Sam. "Guide for Giving a Group Presentation." VirtualSpeech Ltd., 2019; Eisen, Arri. "Small-Group Presentations: Teaching Science Thinking and Context in a Large Biology Class." BioScience 48 (January 1998): 53-58; Group Presentations. Writing@CSU. Colorado State University ; Kågesten, Owe, and Johann Engelbrecht. "Student Group Presentations: A Learning Instrument in Undergraduate Mathematics for Engineering Students." European Journal of Engineering Education 32 (2007): 303-314; Lucas, Stephen. The Art of Public Speaking . [Chapter 19]. 12th edition. Boston, MA: McGraw-Hill Higher Education, 2015; McArthur, John A. “10 Tips for Improving Group Presentations.” [blog]. Department of Communication Studies, Furman University, November 1, 2011; Melosevic, Sara. “Simple Group Presentation Tips for Maximum Teamwork Magic.” PresentBetter, November 13, 2018; St. John, Ron. Group Project Guidelines. Department of Speech, University of Hawai'i Maui Community College, January 16, 2002.

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Academic presentations: Group presentations

• Presentation Design
• Slide design
• Conferences
• Group presentations

Jump to content on this page:

“The presentation needs to be cohesive rather than delivered as a collection of separate parts” Barbara Chivers & Michael Shoolbred,    A Student's Guide to Presentations

Many presentation assignments ask you to work as a group to produce and deliver the final presentation. Whilst all the advice on this website about presentation design is equally valid for both individual and group presentations, there are some specific considerations covered on this page.

1. Planning content and structure together

Rather than just dividing up the work into separate sections and working on them separately and then bring them together, plan the content AND the structure as a group. We recommend you have two initial meetings:

Meeting 1: Divide up the content to research

Every subject can be divided up into smaller areas and to be able to research and read about these efficiently it is best to divide it up early. Some of the sections may overlap but don't worry about it at this stage, just make sure all areas are covered. You can now go your own ways to do some initial research on your individual areas. This will prevent too much duplication of effort.

It is a good idea to decide at this meeting who will be your 'finisher' : the person who is perhaps a bit more confident using PowerPoint or who has a good eye for design. Give this person the smallest topic to work on as they will be doing more work than the rest later.

Meeting 2: Decide on the content AND structure of your presentation

Decide together what the title of each slide is going to be and in what order they are going to come. Based on your research you should be able to come up with a sentence that sums up each slide (this should be the title). Make sure there is a clear beginning, middle and end to the presentation. Now decide who is creating each slide.

2. Creating the presentation

This has two separate stages - individual slide creation and then bringing the slides together to create a single, cohesive slide deck.

Creating individual slides

Now that you know who is creating each slide, each individual can once again work separately to create theirs. Don't worry about the look of the slides too much at this stage, concentrate on the visual and textual content rather than the fonts, colours, backgrounds etc.  Titles can be adapted slightly by individuals if necessary at this stage too - but make sure the same basic message is given to that you do not change the 'flow' of the narrative.

Bringing the slides together

3. Delivering together

Get together and practice delivering the presentation. You can book a library group learning room for this here: Book a Group Learning Room . It will be best if you deliver the slides you each created. However, the person who brought it together should also have an equal role, so you may want to decide to give them a few extra too.

Practising tips

• Make it flow by handing over to each other professionally:

"I'm now going to hand over to xxxx who will talk about...."

"Thank you xxxx"

• Decide where the non-speakers are going stand/sit until it is their turn.
• Check your timings over the whole presentation and consider adding a little more detail or simplifying it if necessary.
• Practice delivering small sections of it without notes if you can (making eye contact for even a sentence or two per slide can make a difference to audience engagement).
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• November 2, 2023

Mastering Group Presentations: A Comprehensive Guide

• Public Speaking

I n certain academic and business situations, delivering a group presentation can be more valuable than a solo one. Not only does it help alleviate the pressure on individuals, but it also promotes collaboration and the production of cohesive work. However, preparing for a group presentation requires careful organization and understanding of the audience . In this comprehensive guide, we will explore the key steps to master group presentations, from preparation to delivery, and provide practical tips for success.

Preparing for the Group Presentation

Like any presentation, a group presentation requires significant preparation. The key to success lies in organizing the group effectively, considering multiple personalities and ensuring a cohesive final product.

Choosing a Presentation Moderator

To facilitate organization, the group should appoint a presentation moderator, essentially the “leader” of the group. The presentation moderator has the final say in decision-making and can allocate speakers for specific questions during the Q&A session.

Understanding the Audience

To make a presentation engaging, it is crucial to consider the audience and tailor the content to their needs. Assessing the audience’s prior knowledge and expectations of the topic helps determine the appropriate level of technicality and detail. For example, presenting the topic of bridge building to civil engineers allows for the use of technical language, while presenting to secondary school students requires simpler explanations.

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Defining the Presentation’s Purpose

Before diving into the content, the group must agree on the purpose of the presentation. Defining a clear message ensures that all subtopics contribute to the overall aim. For example, if the presentation aims to explore the effectiveness of different treatments for social anxiety, the group can build key points around this central theme.

Dividing the Presentation

A well-structured presentation should have a clear beginning, middle, and end. Divide the content into main sections, carefully considering the order of subtopics. The typical presentation structure includes:

• Introduction: The first minute of the presentation should capture the audience’s interest and provide an overview of the presentation’s structure. Clearly state the aims and objectives, such as exploring the effectiveness of different treatments for social anxiety.
• Middle Sections: These sections address the main points of the presentation, providing information that supports the overall aim. Depending on the topic, there can be one or more middle sections.
• Conclusion : Summarize the key points and present a clear conclusion that ties everything together. Assign this section to the best speaker who can effectively synthesize the information presented.

Establishing a time sequence and setting deadlines for each task within the presentation ensures smooth progress and timely completion.

Sharing Responsibility

Unequal participation within a group can lead to disharmony and reduced cohesion in the presentation. Avoid this by assigning each speaker a specific section to work on based on their interests and expertise. Clear expectations and time management guidelines should be communicated to all group members.

Building the Presentation Together

To ensure a cohesive and seamless presentation, it is crucial to build it together as a group. This collaborative approach offers several benefits:

Avoiding Duplication of Content

By working together, the group can avoid duplicating content and ensure that each speaker’s section seamlessly connects with the others. This prevents confusion and maintains a coherent flow throughout the presentation.

Creating Consistency in Slides

While each speaker can work on their own slides, one individual should be responsible for merging them to ensure consistency in design and formatting. Collaboration enables feedback and edits to be made collectively, resulting in a polished final product.

Receiving Feedback

Meeting up to build the presentation allows for valuable feedback on speeches before presenting to an audience. The group can collectively review and refine each speaker’s content, ensuring clarity and relevance.

Establishing a Unified Conclusion

Building the presentation together enables the group to agree on the concluding section. This ensures that all key points are summarized effectively and the presentation concludes with a strong and cohesive ending.

Maintaining Balanced Speaking Time

By working together, the group can ensure that each speaker talks for a similar amount of time and covers a similar amount of information. This balance enhances the overall flow of the presentation and keeps the audience engaged .

Crafting a Compelling Opening

To captivate the audience from the start, consider opening the presentation with a relevant and engaging story. For example, when discussing the benefits of pets on physical and psychological health, share a story or study about someone whose quality of life significantly improved after getting a pet. Incorporating stories into presentations helps make them more memorable and relatable.

Knowing Each Speaker’s Content

To avoid repetition and promote seamless transitions, each speaker should be aware of what the other group members will say. This knowledge allows for cross-referencing between sections, enhancing the coherence and flow of the presentation. Additionally, if a team member is unable to attend, it becomes easier to find a replacement within the group.

Writing and Practicing Transitions

Smooth transitions between speakers contribute to a well-structured and engaging presentation. When transitioning, briefly recap the previous section, introduce the next speaker and their topic, and gesture towards them to signal the handover. Practice these transitions to ensure a seamless flow and keep the audience engaged throughout the presentation.

Rehearsing the Presentation

Rehearsing the presentation multiple times as a group is essential for success. This practice allows the group to evaluate the structure, timing, and content of the presentation. It also increases familiarity with the material, boosting confidence and improving responses to questions. Regular rehearsal sessions help the group identify any necessary edits and ensure a polished delivery.

Handling Nerves Before the Presentation

Nervousness before a presentation is natural, regardless of the audience size. Here are some tips to manage pre-presentation nerves:

Remind Yourself of the Audience’s Expectations

Remember that the audience is there to listen and wants you to succeed. They are likely to empathize with your nerves, as they may also have their own presentations to deliver. Recognizing this shared experience can help alleviate anxiety.

Practice and Familiarize Yourself with the Material

Practicing with your group and rehearsing your section at home builds familiarity and confidence. It allows you to become comfortable with the content and delivery, reducing anxiety.

Focus on Controlled Breathing

Nervousness can lead to rapid breathing, increasing anxiety levels. Practicing controlled breathing techniques can help regulate your breathing and reduce anxiety. Before the presentation, sit upright and take deep breaths in through your nose, filling your abdomen. Hold the breath for a few seconds, then exhale through your nose for a longer duration. Repeat this cycle to calm your nerves .

Avoid Filler Words

When nervous, people tend to use filler words like “um” and “uh” to fill gaps in their speech. Practice pausing instead of using filler words. Embrace the silence and speak deliberately, allowing your words to convey your message effectively.

During the Group Presentation

Once the presentation begins, there are several key considerations to ensure a confident and engaging delivery.

Introduce the Team

The presentation should start with the presentation moderator introducing the team, rather than each individual introducing themselves. This approach creates a smoother transition into the content and enhances the overall cohesion of the presentation.

Pay Attention to the Presentation

While waiting for your turn to speak, actively listen to your colleagues’ presentations. Display interest and engagement in their content, even if you have heard it before. This non-verbal support contributes to a positive group dynamic and keeps the audience engaged.

Utilize Body Language and Eye Contact

Body language is a powerful tool for engaging the audience. When it’s your turn to speak, stand slightly in the foreground of the group, smile at the audience, and make eye contact. Keep your arms uncrossed and avoid looking down at your notes or slides. Instead, face the audience and maintain eye contact as you speak.

Vocal Variety

How you deliver your speech is just as important as the content itself. Adapt your voice to emphasize important points, raise or lower your voice for intensity, and avoid speaking in a monotone manner. Sound enthusiastic and confident, as your tone can significantly impact audience engagement. Speak loudly and clearly, ensuring that everyone can hear you. If you notice yourself speaking too quickly, pause and slow down to maintain clarity.

Warm Up Your Voice

Before starting the presentation, warm up your voice by taking short pauses and breathing deeply. This exercise helps you achieve vocal variety and ensures that your voice remains clear and strong throughout the presentation.

Managing Nervous Behaviors

It’s natural to feel nervous during a presentation, but it’s important to manage nervous behaviors. Avoid shifting your weight or fidgeting, as these actions can distract the audience. Remember that the audience is unlikely to perceive your anxiety as strongly as you feel it.

Delivering a Strong Conclusion

The conclusion is a critical part of the presentation, as it is the last section the audience will remember. Summarize the key points and lead into a clear concluding statement that reinforces the main message. For example, when discussing the impact of social media on self-esteem, list the main points covered and conclude with a definitive statement based on the evidence presented.

Handling Questions and Answer Sessions

The Q&A session after the main presentation can be challenging, as the questions asked may be unpredictable. However, working as a group allows for a distributed knowledge base and ensures that each question is addressed by the most knowledgeable speaker. When answering questions:

• Pause before responding to gather your thoughts.
• Focus on directly answering the question without providing unnecessary information.
• If you don’t understand a question, ask for clarification to avoid providing irrelevant answers.
• It’s okay not to have all the answers. If you’re unsure, acknowledge it and offer to follow up with additional research.

Ending the Presentation

A strong ending is crucial to leave a lasting impression. The presentation moderator should thank the audience and, if applicable, smoothly transition to the next group or topic. This final gesture provides closure and ensures a professional conclusion to the presentation.

Mastering group presentations requires effective organization, collaboration, and preparation. By following the steps outlined in this comprehensive guide, you can confidently navigate the process from start to finish. Remember to choose a presentation moderator, understand your audience , divide the presentation into sections, share responsibilities, build the presentation together, utilize stories to engage the audience , practice transitions, manage nerves, and deliver a strong conclusion. With practice and a collaborative mindset, you can excel in group presentations and effectively communicate your message to diverse audiences . So, embrace the opportunity to work as a team, learn from one another, and grow your public speaking skills through group presentations .

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Key Takeaways

I. Introduction A. Importance of group presentations in academic and business contexts B. Benefits of group presentations, including pressure alleviation, collaboration, and cohesive work C. Overview of the comprehensive guide

II. Preparing for the Group Presentation A. Choosing a Presentation Moderator B. Understanding the Audience C. Defining the Presentation’s Purpose D. Dividing the Presentation E. Sharing Responsibility F. Building the Presentation Together G. Crafting a Compelling Opening H. Knowing Each Speaker’s Content I. Writing and Practicing Transitions J. Rehearsing the Presentation K. Handling Nerves Before the Presentation

III. During the Group Presentation A. Introduce the Team B. Pay Attention to the Presentation C. Utilize Body Language and Eye Contact D. Vocal Variety and Warm-Up Exercises E. Managing Nervous Behaviors F. Delivering a Strong Conclusion G. Handling Questions and Answer Sessions H. Ending the Presentation

IV. Conclusion A. Recap of key points in mastering group presentations B. Encouragement to embrace teamwork and collaborative learning C. Call to action: Build career skills online with public speaking classes and executive coaching

V. Call to Action A. Invitation to start a free trial for online public speaking classes and courses B. Information on how to access executive coaching and business coaching services

This comprehensive guide provides a step-by-step approach to mastering group presentations, emphasizing the importance of organization, collaboration, and preparation. By following the outlined strategies, individuals can confidently deliver engaging and impactful presentations, enhancing their public speaking skills and professional development.

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Communication is a cornerstone of high-performance leadership., clear communication aligns teams with goals and objectives., leaders must convey their vision and expectations clearly., listening skills are essential to understand team members., communication fosters trust and builds strong relationships within the organization..

Group presentations

There is a different dynamic to group presentations because different individuals bring with them different ideas.

Working together

• Exchange phone numbers and/or emails
• Google docs or Prezi can be used so all members can contribute
• Establish a timeline, when and where to meet, practice, etc.
• Each individual may have a different idea
• Come to an agreement on one topic
• Topic needs to be relatable to the entire group
• Identify a lead member to keep the group organized
• One member can send out reminder emails/texts
• One member can compile the various components needed for presentation

After the research

• Symposium – a short speech given by the group
• Forum – the group answers questions from the audience with short spontaneous speeches
• Panel – each group member provides information and answers questions
• Identify the role each member will have during the presentation
• Who is speaking, when, and what points
• Everyone will know transition points, especially if each member needs to speak
• By chance someone is unable to make presentation other members will be familiar with the information and be able to fill in the gaps
• All members will be confident with material

The presentation

• The goal of the speech
• The purpose
• Should look and feel coordinated
• All visual aids support the topic
• Provide structure
• Keep track of time
• Ensures not one individual dominates the conversation
• Use outline if needed
• All group members need to be prepared to answer questions

Group appearance

• Goal of speech is to keep it conversational
• Think of a group of friends standing together. They do not necessary go in an order, they talk as the topic comes to interest them.  Organize the delivery of your speech in the same manner
• Smiling, acknowledging one another will give the group credibility with the audience

Beebe, S. A., & Beebe, S. J. (2012). A concise public speaking handbook . Boston: Allyn & Bacon.

Lucas, S. (2012). The art of public speaking . New York, NY: McGraw-Hill.

Sprague, J. & Stuart, D. (2013). The speaker's compact handbook, 4th ed . Portland: Ringgold, Inc.

Vrooman, S. S. (2013). The zombie guide to public speaking: Why most presentations fail, and what you can do to avoid joining the horde . Place of publication not identified: CreateSpace.

Group Presentations and Report Writing

This page contains ideas for supporting students as they prepare group presentations and write reports of their group activity. (Other pages under the Group Work heading discuss the benefits and challenges of group work more generally.)

Your students can learn from the experience and findings of other groups by having groups share the results of their work with the rest of the class through group oral presentations, poster presentations and group reports. If you use group writing, you can ask students to provide feedback on the reports of other groups, based on the specified marking criteria.

Presentations and reports might be about the key issues and findings associated with the group task, or the processes of group work – what worked, what didn’t work, and how the group could improve next time – or they might involve a combination of the two.

Helping students plan for group presentations

It's important to be extremely clear about exactly what you want to see in your students' presentations. Ideally, you will guide them around the most common pitfalls that could prevent them from producing high-quality work. A rubric with specific evaluation criteria can be very helpful as students decide how they want to approach the task. At the very least, you will need to tell them their time or word-count limitations and the degree to which you want them to rely on formal, scholarly sources.

You can also give your students some simple guidelines for giving group presentations, to enhance the quality of their future presentations both at university and professionally. You might like to give them the following questions on planning their group presentation. Allow them time in class to discuss the questions and plan their presentations. You might ask them to submit their question responses, so that you can provide some formative feedback before they present.

Student handout 1

In addition, you could provide groups with a checklist, such as the one below, to help them develop a thoughtful and engaging presentation.

Student handout 2

Griffiths University's Oral Communication Toolkit contains resources for you as you support your students in learning oral-presentation skills, as well as a number of handouts that students might find useful when preparing presentations. These include:

• Basic principles of effective communication
• A checklist to help students prepare for oral presentations
• Guidelines for giving seminar presentations
• A planning tool to help students structure their presentation
• Tips for speaking to an audience
• Guidelines for producing visual aids
• Guidelines for answering questions.

Supporting students in writing a group report

Writing a group report requires effective organisation, time management and communication skills. Students often find report writing on their own challenging, and group writing can be even more intimidating if students are not given some guidelines on how to approach it. Without guidelines, one or two students in a group often end up writing the group report, and this can create workload issues, and resentment when marks are distributed.

Support students in writing a group report by providing guidelines for structuring the report and dividing the workload – who will write what sections and take responsibility for tasks such as editing, proofreading and publishing.

Students' approach to a group writing task will depend on the nature of the task. One of the following three options may suit:

Option 1 – One student in the group writes the report on behalf of the group.

This option can result in the writer taking on too much of the workload. It may be suitable, however, if the non-writing members of the group have been given responsibility for other major tasks. The advantages include:

• Groups can choose the best writer in their group.
• The report will have a consistent style.
• The writing will take up less of the group’s time (although it is time consuming for the writer).

The obvious disadvantage is that students, particularly those who could improve their writing skills, do not get the opportunity to practise their writing. In addition, the report does always not benefit from the diverse ideas and experience of the group, and having one writer doesn’t in itself prepare students for a team presentation.

Option 2 – Group members write one section of the report each.

Students divide the task into sections. Each student writes one section, and then the group assembles the report by piecing the sections together.

This might be a suitable option if students are writing about their particular areas of research or expertise. Students may consider this approach more equitable. It also breaks the task down into more-manageable sections.

However, it does not require students to work collaboratively on the report in terms of developing its ideas and shaping its overall structure. Also, it may be difficult to link the sections together and make the report flow; some sections may require more time and effort than others; it may be difficult to coordinate; and students do not get the opportunity to explore other sections through the writing process. Like Option 1, this approach does not always allow students to draw on the collective ideas and diverse experience of the group.

Option 3 – Students write the report collaboratively and experience various roles

While this option may be more time-consuming, it gives students the opportunity to experience report writing as a staged process involving several drafts, revision, rewriting and, importantly, the giving and receiving of feedback.

The following handout makes suggestions for how students might approach a collaborative group report.

Student handout 3

Reporting on group processes.

When students review and report on the processes of group work, they reflect on their experiences as a group and understand better what makes a group work well together.

You can ask students to write their report as individuals or as a team (or perhaps a combination of the two). Encourage them to draw on specific incidents and examples and take an analytical approach (rather than a descriptive one). Instead of focusing on content, students should consider the group's methods and processes and assess their effectiveness. That is, concentrating on how the group worked as a whole rather than on individual members' actions.

Ask your students to reflect on their own individual role within the group: what their contribution was, what role(s) they played, how well they fulfilled their responsibilities and how they could work more effectively in groups in the future.

Use some or all of the following questions to provide a framework for students to report on the processes of group work.

Student handout 4

• Academic presentations: Group presentations
• Student Presentations in a large class setting
• Tips and Strategies Supporting Learners’ Oral Presentations

Aguilera, A., Schreier, J. & Saitow, C. (2017). Using iterative group presentations in an introductory biology course to enhance student engagement and critical thinking . American Biology Teacher , 79(6), 450-445.

Brady, C. & Jung, H. (2019). Group presentations as a site for collective modeling activity . Mathematical and Statistical Science Faculty Research and Publications. Marquette University.

Kawamura, M. (2019). Perceived difficulties in group presentations: Action research as an intervention . International Journal of Learning and Teaching , 5(2), 119-124.

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Skills for Learning : Presentations & Group Work

Presentations.

Discover what makes a good presentation. Watch other people presenting and make a note of what they do well. Think about how they could improve and learn from their experience. When you plan your own presentation, focus on how to make it excellent. Think about what your audience needs to know, as well as considering your delivery style.

Develop your group working skills. Perform better at group assignments and make yourself more employable. Most students are nervous about group assignments; they can be challenging. Get ready with some plans, ideas and strategies before you start .

We run interactive workshops to help you develop your presentation skills. Find out more on the Skills for Learning Workshops page.

We have online academic skills modules within MyBeckett for all levels of university study. These modules will help your academic development and support your success at LBU. You can work through the modules at your own pace, revisiting them as required. Find out more from our FAQ What academic skills modules are available?

Planning your presentation

Structure your presentation to suit your content and any module assessment requirements.

Download the Presentation Plan and Practice Worksheet to help you with this.

• Presentation Plan and Practice Worksheet

Most presenters choose a simple structure:

Start by introducing yourself and the topic of your presentation. Explain in one or two sentences what you are going to cover.  Mention something about the topic to engage the audience. This is called ‘hooking’ your audience.

Example : 'Today, I am going to explain how student finance works and why it needs to change'.

Decide what your main points need to be. Next, arrange the points in the order you want to present them. For an assessed presentation, follow your module assignment brief. Check you have included what is required to maximise marks.

Example : 'The main features of our student finance system are…. The main problems with this system are…. Possible solutions are…'.

Add detail and examples for each main point. Decide what your audience needs to know, and in how much detail. You must also fit the material into the time you have. Quotations are helpful, but only when they add to your meaning. Include sources for quotations and any other information you use from published sources. For example, you might want to include statistics, research data, authors’ viewpoints, or established theories. Check your assignment brief for the citing and referencing requirements for your presentation.

Avoid jokes, as these can backfire or seem inappropriate.  A few topical references can add currency and interest.

Summarise what you have said. In other words, tell them what you have told them! This enables you to show that you have done what you intended.

Example : 'I have outlined the main features of student finance, the problems with X, Y and Z, and some possible ways forward...'.

Ask your audience if they have any questions and thank them for listening. If there are no questions, you could finish by asking and answering one yourself. This can avoid an awkward silence and help you appear polished, professional and in control.

Example : 'One common query about this topic is…', or 'When preparing this presentation, I wondered about…'.

Leave your audience with a positive impression. A clear and professional ending tells the audience when your presentation has finished.  Write a final sentence and memorise it. Remember to thank your listeners for their attention.

Watch some good presenters online

TED Talks: Thousands of speakers covering a huge range of topics.

University of Queensland Three Minute Theses: Competitors present their research in just three minutes.

You might want to evaluate presentations you have watched - or to review your own practice presentations. Download the Presentation Evaluation Form to help you.

• Presentation Evaluation Form

Planning a group presentation

Group presentations can be challenging. Before you divide up the content, appoint one person as ‘editor’. This person will blend your contributions into one unified presentation. Choose someone who is good at synthesising information. 'Synthesising' means combining all the different elements and ideas together. The editor might need a design 'helper' to make the presentation slides look good. Be fair and give these people less research and content work.

Arrange one or two further meetings:

1. Meeting to discuss and agree on the editor’s work.

2. Meeting to practise the final version of the presentation as a group.

Presentation style and language

The style of your presentation is almost as important as what you say.  Tone of voice, facial expressions and body language all help the audience. Visual aids, such as PowerPoint, are important. Remember, though, that they will not do the work for you.

• Style and body language
• Visual aids

Think about:

• Your posture

Your speaking voice needs to be clearer, calmer and slower than usual. Slowing down will affect the length of the presentation, so make sure you check timings.

Pick some friendly faces in the audience. Make eye contact with these people as you make your points as this will help your confidence. Use notes, but do not read from a script as this can seem unnatural. Bullet points on cards allow you to make eye contact as you speak. If you lose your place, sip some water, take a breath and carry on.

Memorise your opening and closing sentences to make a good impression.

Poor posture can show your nerves. Inexperienced speakers might shuffle from one foot to the other. So, decide how you will stand and try to keep your legs still.

Factors which might affect your presentation include:

• Room size and acoustics
• Seating and position of the audience
• Presentation equipment, especially screen size
• Direct sunlight from windows
• Any open windows
• Room temperature (too hot or too cold?)

If you can, check the room before your presentation. At the very least, ask about the equipment available so you can prepare appropriately.

It can help to visualise yourself giving the presentation. Imagine how you might feel as you stand up. If you think that you will be nervous, decide how to appear confident. In other words, fake it till you make it!

On the day, once you start, keep going. Expect a few latecomers and don’t let them put you off. Make eye contact with some of the other audience members and carry on.

Group presentation logistics

Make your group appear polished and professional. Decide beforehand where you will each stand and wait for your turn to speak. Your tutors will look for evidence of teamwork and good planning. Practice will help you to achieve this.

PowerPoint and other visual aids are useful, but do not over-rely on them. Most students have experienced ‘Death by PowerPoint’: where the presenter just reads out the slides. When this happens, the audience can lose interest. There is lots of advice online about making good slides. Here are a few pointers:

• Use the design suggestions provided
• A well-chosen image is powerful
• Text on screen can help you, but might not interest your audience
• Make everything big enough to see from the back of the room
• If the detail is important, consider providing a handout
• Take a few slides out – you probably have too many

Download the Create a Presentation with Powerpoint Booklet to help you.

• Create a Presentation with PowerPoint

Poster presentations

Prepare for a poster presentation by considering the same factors as for a conventional presentation. Think about the audience, content and delivery.

The audience might be other students, researchers or even the general public. Aim to attract their interest. Make the content of your poster suitable for their level of knowledge and understanding.

Design a good poster:

• Put the title at the top to attract attention
• Start your content at the top left-hand corner
• Use positioning and arrows to direct attention
• Make the lettering large enough to be read at a short distance
• Double-space text
• Diagrams or illustrations should be as large as possible
• Leave some space so your content is not crowded
• Make the poster self-explanatory; aim to be clear

You can use specialist software such as Publisher to make a poster. Publisher is available on desktop PCs in the Library. An excellent poster can also be produced using something more basic, such as Powerpoint. 

Delivering your poster presentation

Stand next to your poster so that your audience can see it. Point to relevant areas as you speak. Practise beforehand, keep to time and be prepared for questions. If you are presenting at an event, be sure to stay with your poster at the allocated time.

Download the Designing Posters with Publisher worksheet to help you use this software, if you wish to.

• Designing Posters with Publisher

Plan and prepare for group work

Get yourself prepared for one of the most rewarding and challenging experiences of your time as a student:

• Focus on the finish
• Be open with your group
• Agree some ground rules

Think about your assignment brief – what has your group been asked to produce? The brief will tell you how many marks are allocated for different aspects of the project. For example, there might be marks for how well your group works together. Usually, the final ‘product’ carries the most marks. This might take the form of a written report, a group presentation, or perhaps an artefact or design. In some cases, you could be asked to score the other students in your group.

Group work is challenging. Certain issues are common to most student groups. Raise these at the start to give your group a better chance of success. Areas that can cause problems are:

• Allocation of work
• Ensuring work gets done
• Communication

It is hard to take the lead in meetings, but you need a chairperson. You could suggest taking turns. Allocate tasks based on people’s strengths and what seems fair. Decide how you will make sure tasks get done. For example, you could create a shared spreadsheet or progress log. You might also decide to appoint one group member to check on progress. Then, arrange further meetings and agree on the methods your group will use to share information. Download the Group Meeting Record Worksheet to help you with organising and planning meetings.

• Group Meeting Record Worksheet

Ground rules can help avoid problems. Ground rules should include:

• Organisation of group meetings
• Group communication
• Behaviour towards other group members 
• How disagreements will be resolved
• Obligations to get work done
• What happens if someone is ill
• When the module tutor might be involved

A written group contract or agreement can help. Download the Group Work Agreement to help you. This example contract covers group behaviour and getting work done.

• Group Work Agreement

Successful group meetings

In each meeting, members of the group will need to take on the following roles:

• A chairperson to organise and run the meeting.
• A note-taker to record the discussion and agreed actions.

All group members share responsibility for the success of the discussion. You could use the ‘SMART’ method to agree on and record actions.

‘SMART’ means that actions should be:

• M easurable
• A chievable
• R elevant/Realistic
• T ime-bound

Make sure the note-taker records who is doing each task. They should also note down exactly what each person will do and when. The most important question for all group members is probably: ‘When do we need this done by?’ This simple question reminds everyone about their obligations to complete work and meet deadlines.

Download the SMART Technique Worksheet to help you.

• SMART Technique Worksheet

Agree about your IT

Your group will need to:

• Share work and other documents
• Monitor progress on tasks
• Arrange meetings

You might use official University IT software or other apps. Agree on what is easiest for everyone.

Example: you could use a WhatsApp group to arrange meetings, shared Word documents on the University filestore for a group report and a shared Excel spreadsheet for recording progress.

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Guide for Giving a Group Presentation

February 21, 2018 - Dom Barnard

In certain academic and business situations, it is more valuable to deliver a group presentation than a solo one. Many people prefer group presentations because there is less pressure on the individual. However there are also unique challenges, such as having to ensure multiple individuals collaborate in order to produce a cohesive piece of work.

Preparing for the group presentation

As with any presentation, there is a significant amount of work during the preparation stage. The group must be well organised because there are multiple individuals, and therefore multiple personalities involved.

Presentation moderator

To assist with organisation, the group should first decide on a presentation moderator – this is essentially the “leader”. The presentation moderator can have the final say when decision-making is needed and, during the Q&A portion of the presentation, can decide which speakers will answer certain questions.

Understanding the audience

To make your presentation engaging you need to  think about the audience  so you can tailor it towards their needs. How much will the audience already know about this topic? What will they want to get from this presentation?

For example, if you are presenting the topic of building a bridge to a group of civil engineers, you can confidently use technical language. However, if you are presenting to secondary school students, you would need to use simpler language and not explain the methods in as much detail.

The presentation’s purpose

As a group, ensure you agree on the purpose of the presentation so that you all understand the message that needs to be conveyed e.g. “We want to find out which treatment works best for social anxiety.” Deciding on your message means that the group can start building key points around this – just keep in mind that each subtopic must contribute to the presentation’s aim.

Divide the presentation

The presentation needs to be  divided into main areas  so there is a clear beginning, middle and end. This is where can you decide on the order of the subtopics. Presentations usually follow this structure:

1. Introduction:

• It is useful to agree on the first minute of the presentation as a team. This is because the audience should be interested from the start and convinced to listen.
• The presentation’s aims are also discussed and an overview of the presentation’s structure is provided. For example, “We set out to explore the effectiveness of different treatments for social anxiety. We will first cover the symptoms and prevalence of social anxiety, before explaining the different treatments. This will then lead into a discussion about the pros and cons of each treatment route. Finally, we will explain which treatment route we decided was the most effective for this disorder.”

2. One or two middle sections:

• These sections consist of providing the information that addresses your presentation’s aim.
• There can be more of these sections depending on your topic.

3. Conclusion:

• After summarising all of the key points, there must be a clear conclusion. It is beneficial to appoint the conclusion to the best speaker as this is where all the information is pooled together.

After segmenting the presentation, a time sequence can be created so the group understands the order in which tasks must be completed. It is important to set deadlines for this.

Share responsibility

A frequent problem when working within a group is unequal participation as this can subsequently cause disharmony.

But this is easily avoidable by assigning each speaker a section of the presentation to work on depending on their interests. This means that each speaker should be doing the research for their section and putting together a speech and slides (if being used).

• It is important to specify exactly what each group member should be doing with their time.
• Make sure the length of time per speaker is agreed on.
• Do not change speakers more than necessary because this can reduce the coherency of the presentation.

Build the presentation together

For an audience to follow and enjoy a presentation, it must flow together. Meeting up and building the presentation helps with this because:

• This prevents the duplication of content.
• You can put the slides together, although only one individual should be responsible for merging the slides so there is consistency within the presentation.
• It is useful to receive feedback on the speeches before presenting to an audience.
• The team can agree on any edits.
• The team can agree on the conclusion.
• You can make sure that each speaker will talk for the same amount of time and cover a similar amount of information.
• The team can come up with the first minute of the presentation together.

Use stories to engage the audience

A good presentation opening could  start with a story  to highlight why your topic is significant. For example, if the topic is on the benefits of pets on physical and psychological health, you could present a story or a study about an individual whose quality of life significantly improved after being given a dog.

The audience is more likely to remember this story than a list of facts and statistics so try and incorporate relevant stories into presentations.

Know what each speaker will say

Each speaker must know what the other group members will say as this prevents repetition and it may be useful to refer to a previous speaker to assist in explaining your own section.

Also, if a team member is unable to attend on the day it will be easier to find cover within the group.

Write and practice transitions

Clean transitioning between speakers can also assist in producing a presentation that flows well. One way of doing this is:

• Briefly recap on what you covered in your section: “So that was a brief introduction on what social anxiety is and how it can affect somebody”
• Introduce the next speaker in the team and explain what they will discuss: “Now Sarah will talk about the prevalence of social anxiety.”
• Then end by looking at the next speaker, gesturing towards them and saying their name: “Sarah”.
• The next speaker should acknowledge this with a quick: “Thank you Nick.”

From this example you can see how the different sections of the presentations link which makes it easier for the audience to follow and remain engaged.

Practice the presentation

Rehearse with the group multiple times to make sure:

• The structure works
• Everyone is sticking to their timing.
• To see if any edits are needed.

The more you  rehearse a presentation  the more you will feel comfortable presenting the material and answering questions as your familiarity with the content increases.

Handling nerves before the presentation

It is  natural to feel nervous  when presenting in front of others, regardless of the size of the audience. Here are some tips:

• Remind yourself that the audience is there to listen to you and wants you to do well; there is no need to be afraid of them.
• Remember that the audience members will have to present their projects later and are almost certainly feeling just as nervous.
• Practicing with your group and practicing your section at home will make you more comfortable and familiar with the material and increase your confidence.
• Practice pauses  – when people feel nervous they tend to find silences uncomfortable and try to fill gaps, such as using “um” multiple times (filler words). Practicing pauses will help the silences feel less unnatural when you present therefore reducing the need for filler words.
• When we are nervous we often begin breathing quickly and this in turn can increase our anxiety. Controlled breathing is a common technique that helps slow down your breathing to normal thus reducing your anxiety.

Exercises to control your breathing:

• Sit down in an upright position as it easier for your lungs to fill with air
• Breathe in through your nose and into your abdomen for four seconds
• Hold this breathe for two seconds
• Breathe out through your nose for six seconds
• Wait a few seconds before inhaling and repeating the cycle

During the group presentation

Introducing the team.

The presentation should begin with the presentation moderator introducing the team. This is smoother than each individual presenting themselves.

Pay attention to the presentation

You may feel nervous as you wait for your turn to speak but try to listen to the presentation. The audience is able to see the whole team so it is important that you look interested in what is being said and react to it, even if you have heard it multiple times.

Body language and eye contact

Body language is a useful tool to engage the audience:

• If it is your turn to speak then stand slightly in the foreground of the rest of your group.
• Smile at the audience as this will make you look more confident.
• Make eye contact  as this helps you engage with the audience.
• Keep your arms uncrossed so your body language is more open.
• Do not look down and read from your notes- glancing down occasionally is fine but keep in mind that you are talking to the audience.
• This is the same for  presenting visual aids ; you may need to glance at the computer slide but make sure you predominantly face the audience as you are still speaking to them.
• Keep your hands at your sides but use them occasionally to gesture.

Vocal variety

How you say something is just as is important as the content of your speech –  arguably, more so . For example, if an individual presented on a topic very enthusiastically the audience would probably enjoy this compared to someone who covered more points but mumbled into their notes.

Here are some pointers:

• Adapt your voice depending on what are you saying- if you want to highlight something then raise your voice or lower your voice for intensity.
• Avoid speaking in monotone.
• Sound enthusiastic – the more you sound like you care about the topic, the more the audience will listen.
• Speak loudly and clearly.
• If you notice that you are speaking quickly, pause and slow down.
• Warm up your voice  before a speech

Take short pauses and breath deeply. This will ensure you have more vocal variety.

Handling nerves during the presentation

• If you find that you are too uncomfortable to give audience members direct eye contact, a helpful technique is to look directly over the heads of the audience as this gives the impression of eye contact.
• Try not to engage in nervous behaviours e.g. shifting your weight or fidgeting.
• Remember that it’s unlikely that the audience knows that you are feeling nervous – you do not look as anxious as you feel.
• Notice whether you are speaking too quickly as this tends to happen when nervousness increases. If you are, pause and then slow down.

Strong conclusion

Since the conclusion is the last section of your presentation the audience is more likely to remember it. Summarise the key points and lead into a clear concluding statement. For example, if your presentation was on the impact of social media on self-esteem you could list all the main points covered in the presentation and conclude “Therefore, from the amount of evidence and also from the quality of evidence, we have decided that social media is negatively/positively impacting self-esteem.”

Questions and answer session

The questions and answers session after the main presentation can be a source of anxiety as it is often difficult to predict what questions will be asked. But working within a group setting means that individually you do not have to know everything about the topic.

When an  audience member asks a question , the presentation moderator can refer a speaker who has the relevant knowledge to provide an answer. This avoids any hesitant pauses.

If you are answering group presentation questions:

• Pause before answering- take the time to gather your thoughts and think about your answer
• Make sure you answer the question- sometimes you may start providing more information than necessary. Keeping answers as concise as possible will help with this.
• Ask the questioner for clarification if you do not understand- it’s better to ask rather than answering in a way that does not address the question.
• You’re not expected to know everything- challenging questions will emerge and if you do not know the answer you can respond with: “That’s a really good question, I’m not certain so let me look into that.”

Ending the presentation

A good ending usually consists of the presentation moderator thanking the audience. If there is another group afterwards they should transition to the next group.

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Physical Arrangements for a Group Presentation

You’ll need to make a number of decisions about setting up the space for your presentation. Because these items seem so trivial, they’re often either neglected or handled without much thought. The result of inattention to these matters is that your presentation will have unanticipated awkward moments — all of which could have been easily avoided with a little planning!

• Where will group members place themselves in relationship to the audience?
• Will group members stand to speak, or speak from their seats?
• When one person is speaking, where will the other group members be? Will they be standing or sitting? Where? (It’s a good idea to be sure than non- speaking members are not placed where they’ll be distracting to the speaker and the audience.)
• How do you want the audience arranged?
• Where will the group’s visual aids be placed? Does the group have the necessary items (easels, tape, extension cords, etc.) so that all visuals can be properly set up?
• Which group member, or members, will be responsible for “technical support”? (Who operates the VCR, if you’re using one? Who turns the lights on and off — if lighting needs to be changed? Who distributes handouts? etc.)
• Are there any special “props” that the group will use to create an attractive discussion environment? If so, who is bringing what to the presentation? Does everyone know when to arrive with those materials?
• Does the group have an organized plan to set up for the presentation in a way that will not take too much time? (It’s not a good idea to fumble around while your audience is waiting to begin.)
• How will the group “clean up” after the presentation? (Another class will use the room after you, so put everything back to the way it was at the start of your class.
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Home > Resources > Group presentation rubric

Group presentation rubric

This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment.

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5 Powerful Group Presentation Examples + Guide to Nail Your Next Talk

Leah Nguyen • 04 Apr 2024 • 5 min read

A group presentation is a chance to combine your superpowers, brainstorm like mad geniuses, and deliver a presentation that’ll have your audience begging for an encore.

That’s the gist of it.

It can also be a disaster if it’s not done right. Fortunately, we have awesome group presentation examples to help you get the hang of it💪.

Table of Contents

What is a good group presentation, #1. delivering a successful team presentation, #2. athletetrax team presentation, #3. bumble – 1st place – 2017 national business plan competition, #4. 2019 final round yonsei university, #5. 1st place | macy’s case competition, bottom line, frequently asked questions, tips for audience engagement.

• Manager your timing in presentation better
• Learn to introduce team member now

Start in seconds.

Get free templates for your next interactive presentation. Sign up for free and take what you want from the template library!

Here are some key aspects of a good group presentation:

• Organisation – The presentation should follow a logical flow, with a clear introduction, body, and conclusion. An outline or roadmap shown upfront helps guide the audience.

• Visual aids – Use slides, videos, diagrams, etc. to enhance the presentation and keep it engaging. But avoid overly packed slides with too much text. For the sake of convenience of quickly sharing the content, you can attach a QR code directly in your presentation using slides QR code generator for this goal.

• Speaking skills – Speak clearly, at an appropriate pace and volume. Make eye contact with the audience. Limit filler words and verbal tics.

• Participation – All group members should contribute to the presentation in an active and balanced way. They should speak in an integrated, conversational manner. You can also gather attention from your audience by using different interactive features, including spinner wheel live word clouds , live Q&A , online quiz creator and survey tool , to maximize engagement.

🎉 Choose the best Q&A tool with AhaSlides

• Content – The material should be relevant, informative, and at an appropriate level for the audience. Good research and preparation ensure accuracy.

• Interaction – Involve the audience through questions, demonstrations, polls , or activities. This helps keep their attention and facilitates learning.

• Time management – Stay within the allotted time through careful planning and time checks. Have someone in the group monitor the clock.

• Audience focus – Consider the audience’s needs and perspective. Frame the material in a way that is relevant and valuable to them.

• Conclusion – Provide a strong summary of the main points and takeaways. Leave the audience with key messages they’ll remember from your presentation.

🎊 Tips: Icebreaker games | The secret weapon for connecting a new group

Present in powerful and creative visual

Engage your audience in real-time. Let them imprint your presentation in their head with revolutionising interactive slides!

Best Group Presentation Examples

To give you a good idea of what a good group presentation is, here are some specific examples for you to learn from.

The video provides helpful examples and recommendations to illustrate each of these tips for improving team presentations.

The speaker recommends preparing thoroughly as a team, assigning clear roles to each member, and rehearsing multiple times to deliver an effective team presentation that engages the audience.

They speak loudly and clearly, make eye contact with the audience, and avoid reading slides word for word.

The visuals are done properly, with limited text on slides, and relevant images and graphics are used to support key points.

The presentation follows a logical structure, covering the company overview, the problem they are solving, the proposed solution, business model, competition, marketing strategy, finances, and next steps. This makes it easy to follow.

The presenters speak clearly and confidently, make good eye contact with the audience, and avoid simply reading the slides. Their professional demeanor creates a good impression.

They provide a cogent and concise answer to the one question they receive at the end, demonstrating a good understanding of their business plan.

This group nails it with a positive attitude throughout the presentation . Smiles show warmness in opposition to blank stares.

The team cites relevant usage statistics and financial metrics to demonstrate Bumble’s growth potential. This lends credibility to their pitch.

All points are elaborated well, and they switch between members harmoniously.

This group presentation shows that a little stutter initially doesn’t mean it’s the end of the world. They keep going with confidence and carry out the plan flawlessly, which impresses the judging panel.

The team provides clear, supported responses that demonstrate their knowledge and thoughtfulness.

When answering the questions from the judge, they exchange frequent eye contact with them, showing confident manners.

🎉 Tips: Divide your team into smaller groups for them to practice presenting better!

In this video , we can see instantly that each member of the group takes control of the stage they present naturally. They move around, exuding an aura of confidence in what they’re saying.

For an intricate topic like diversity and inclusion, they made their points well-put by backing them up with figures and data.

🎊 Tips: Rate your presentation by effective rating scale tool , to make sure that everyone’s satisfied with your presentation!

We hope these group presentation examples will help you and your team members achieve clear communication, organisation, and preparation, along with the ability to deliver the message in an engaging and compelling manner. These factors all contribute to a good group presentation that wow the audience.

More to read:

• 💡 10 Interactive Presentation Techniques for Engagement
• 💡 220++ Easy Topics for Presentation of all Ages
• 💡 Complete Guide to Interactive Presentations

What is a group presentation?

A group presentation is a presentation given by multiple people, typically two or more, to an audience. Group presentations are common in academic, business, and organisational settings.

How do you make a group presentation?

To make an effective group presentation, clearly define the objective, assign roles among group members for researching, creating slides, and rehearsing, create an outline with an introduction, 3-5 key points, and a conclusion, and gather relevant facts and examples to support each point, include meaningful visual aids on slides while limiting text, practice your full presentation together and provide each other with feedback, conclude strongly by summarising key takeaways.

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10 Tips for Improving Group Presentations

Group presentations are only different from typical, individual public speaking because they are performed by more than one person. They still need to be internally cohesive, include an introduction and conclusion, and have common themes.

Here are 10 lessons learned from a recent group presentation project in my integrated strategic communication class at Queens University of Charlotte .

• Hook the audience at the beginning. Every good speech entices the listener at the beginning of the speech. A group speech is no different. The introduction matters.
• Introduce the team. Somewhere in the introduction, the cast of characters presenting should be introduced.
• Write transitions. Everytime members of the team switch into a speaking role, the speech should include a coordinated transition. Something simple might work: “Next, Emily will discuss the financial piece of this event.” Followed by a  quick, “Thanks, Will.”
• Move. The speaker should take center stage or a position in the foreground of the delivery area. Other members should flank the speaker by being visually “behind” the speaker.
• Utilize visual aids well. Look at the audience while presenting, not the visual aid.
• Share the work with visual aids. During a group presentation, the speaker should not be behind a computer or podium. Switch this job to a current non-speaker.
• Build in strategic pauses. Rushing through your thoughts is a bad move in individual speeches, but in group speeches, rushing inspires more rushing. Slow it down. Pause. Don’t try to fill every moment with sound.
• Pay attention to each other . There’s nothing that inspires audience boredom like presenter boredom. If you’re not the speaker, but you’re on the team, at least feign interest. Watch the speaker, respond nonverbally to the speaker. This sets the tone for how your audience will view the speaker and his/her information.
• Conclude the speech. The speech should be tied together at the end with key repetition of ideas and closing remarks. This is your chance to make the speech a cohesive one.
• Practice. Rehearse the speech together at least three times. You should be able to predict the moves of your co-presenters to forgo the awkward stares at each other when someone misses a cue.

What other tips do you have for group presentations? Leave your best tip below.

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18 responses to “10 Tips for Improving Group Presentations”

I am preparing my course file on group presentation and this article is really useful for me.

HI Mary, I’m glad you found it so helpful. Let me know if I can assist with any resources!

Im preparing my group for presentation,in university,these tips will be very beneficial for me.thanks

I am doing a speech on how to interact with others in a group presentation I found this article to be extremely helpful. Thank you!

I got much information from it…thanks

its really useful

This article has been featured in the Houston Chronicle and on ThePublicSpeakingProject.org. If you’d like to feature this article or use its resources, please do, and leave a comment here!

Houston Chronicle: http://smallbusiness.chron.com/good-ways-improve-group-presentation-36972.html Public Speaking Project: http://www.publicspeakingproject.org/webresources/groupsweb.html

[…] You've been asked to do a group presentation and don't know where to start. Many group presentations fail because of diffusion of responsibility. You think, "as long is my part is good, I don't need…  […]

Thank you for another excellent post. The place else may anybody get that kind of info inn such a perrfect mesns of writing?

I’ve a presentation next week, and I am on the look for such information.

Thanks for the tips , having our group presentation on next week

Yes, I agree! These tips are crucial to a great group performance!

hi I am Mosherraf.

I am preparing a group presentation for the lawyers for a real state product.

this was very helpful but I am glad if something for you have regarding that.

Looking forward. Thanks again for the helpful article.

[…] part is – however export function in different file forms. This way, it could be used for group presentations, websites, and printed […]

My thoughts are being in a project with group is going to need a leader . For the can be Focus doing the work . and going to need a writer to do they work.and going to need an art person the can work together

It made sense to me when you said that the job of a speaker is to take care of their audience, so they must know their audience well. One of my coworkers will surely consider this tip since she is looking to hire a spiritual conference speaker for an event to be held on the 31st. She said that they are expecting more than 300 guests, and it is important for her to ensure that the attention of their audiences is going to be caught. Thanks for sharing this.

Tips are really good I think so if we understand our team well that we have speakers of different styles but we have to arrange these different good styles in a way that the listener inspire and love to hear it. A good flow.

There’s a place in Solana beach called One Life, its a weight loss center but they offer deals on B-12 packages!

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University of Bridgeport News

7 Strategies for Taking Group Projects by Storm

It’s day one of the new semester, and you see it…staring ominously from the syllabus, it lurks in eager waiting…haunting unlit corners of your lecture hall, the beast inches closer every class until one day, it strikes — sinking its teeth in. No silver tokens or wooden stakes will save you now. It’s time for mandatory group projects.

For even the most scholarly students, the mere suggestion of a group project can send shivers down the spine. These projects plague the mind with many questions. What if I get stuck with someone who does nothing? Will communication break down into a chaotic mess of emojis? And, sometimes, above all else, why do I have to do this?

So, fellow Purple Knights, let’s turn that stress into success — equip yourself with these 7 strategies to help you make the most of group assignments.

1. Acknowledge your anxiety and self-assess

Let’s take a moment to commemorate the ghosts of group projects past. Remember that paper from history class? The one on the American Revolution? Your whole team was supposed to write it, yet your group dedicated more time to scrolling through TikTok than typing. Oh, and how about that PowerPoint presentation for your accounting class? You know, the one nobody pulled their weight on, shaving a few precious points off your final grade?

Although you should never begin a group project with the attitude that failure is inevitable, being honest with yourself about any anxiety you feel helps repurpose the stress of past projects into lessons with future applicability.

So, when you see a group assignment on your syllabus, don’t panic. Instead, ask yourself a few questions, such as:

• What were some issues I encountered during previous group projects?
• How could these issues have been avoided or addressed?
• Did I give the project my all and contribute to the best of my ability?
• What did I learn about the subject I was studying?
• What did I learn about working with a group?
• More specifically, what did I learn about how I work with others?

If this self-assessment only serves to raise more questions, consider talking to your instructor or visiting the Academic Success Center . Expressing your concern about group work, and consulting with supportive and experienced professionals, can help you kickstart your collaboration with confidence.

2. Assemble your A-Team

Now that your head is in the game, it’s time to assemble the A-Team! Whether your group is self-selected or pre-assigned, first things first — for a cohesive collaboration, every teammate must cooperate.

Think of it like building a boat. Each crewmate takes on a different, albeit pivotal, role to ensure the ship will stay afloat. While some people lay floor plans and foundations, others gather materials, create sails, or complete safety assessments. Although every team member has their own purview, everyone must cooperate to achieve a common goal. If one person drops the ball, the vessel might not be seaworthy. The same goes for your group project — without joint effort, your crew may flounder in the face of challenges.

To take the helm, create team roles with the project’s guidelines in mind. Weigh the academic expectations with the skills and strengths of your teammates. Does one partner have a head for facts and figures? Group Researcher , reporting for duty! How about the group member with an eye for design? PowerPoint Coordinator may be the perfect fit!

Scenario snapshot

You and your best friend want to be in the same group for an English presentation. They’re a stand-up pal and astute problem-solver, but they often slack off on assignments. Let’s turn procrastination into collaboration. How can you help establish a healthy group dynamic without boxing out your bestie? 

3. Planning is power

Collaborating on an assignment isn’t as simple as casting roles for each group member. You will also need a plan of attack outlining what must be done (and when).

During your initial group meeting, roll up your sleeves to brainstorm ideas and generate timelines for the different components of your project. To keep all the most vital information in an accessible location, utilize project management tools like Google Docs or Trello — providing a clear, shared resource teammates can refer to when working independently.

What would you do?

It’s been two weeks, and one of your group mates still hasn’t opened the shared document outlining their role and the project schedule. They were attentive when your team first met to discuss the presentation, but you’re concerned the assignment has fallen from their radar. How can you address your concerns?

At University of Bridgeport, your personal and professional success is our priority. Learn more about our comprehensive support services today!  

4. keep up communication.

Determining guidelines for group check-ins is essential to success. Whether you’re meeting in person or virtually, it’s critical to establish when, where, and how your team will update one another.

You may even consider setting parameters for your group pow-wows. How long should each check-in last? Should one teammate have the floor during each meeting, or will everyone provide updates? Agreeing on these expectations can facilitate smooth sailing ahead.

Your four-person biology group includes a pair of close friends. Each time your team meets to discuss the project, the duo brings little to the table, filling most of the hour with fits of giggly gossip.

The last group check-in was the biggest bust yet — extending an hour longer than the agreed-upon time due to constant distractions and derailments. The following afternoon, your third partner privately messaged you, expressing the same frustrations you’re feeling. How can you and your partner constructively address this issue with your other teammates?

5. Be fair and flexible…

When collaborating with classmates, it’s crucial to remember that   is difficult. With academic, personal, and professional demands competing for space, everybody has more than one ball in the air. If someone on your team needs an extension for their part of an assignment, show grace and understanding — most people are doing their best to meet all the expectations tossed their way, and a little leniency can go a long way.

6. …but remember to set boundaries

Flexibility may be paramount, but have you ever flexed too far? If you’re always happy to go with the flow, your willingness to bend could cause your group to break. If you and your teammates are always cleaning up after one partner, burnout will ensue — potentially leading to an underwhelming final project.

If you have a teammate who isn’t pulling their weight, it’s time to set boundaries and reiterate your group’s agreed-upon expectations. If you’re uncomfortable breaching the topic, consult with your professor. Even if they expect you to start the conversation on your own, they can offer support and strategies for addressing conflicts in your group. Moreover, communicating these concerns keeps your instructor in the loop about your team’s progress.

Last month, you were randomly assigned to group for your nursing project. You were pleasantly surprised by how well it was going — at least, at first. Over the past few weeks, one of your partners has missed every meeting due to a personal problem. While they didn’t disclose the specifics, they’ve missed three deadlines and have been completely incommunicado.

With the deadline quickly approaching, you and your other teammates are starting to sweat. What could you do to help your team overcome this challenge?

7. Celebrate success

Group projects are full of peaks and valleys alike. When you hit “submit” and the game is over, take some time to acknowledge your dedicated team. Collaborative assignments can present an invaluable opportunity to connect with classmates, learn from each other, and create something truly impressive.

While the anxiety of an impending group project can be overwhelming, don’t let it overshadow the fact that these ventures can be rewarding and, dare we say, enjoyable experiences. Furthermore, in our increasingly interconnected world, nurturing your collaborative aptitude provides you with a career-ready skill — sought after by employers across all industries.

At University of Bridgeport, #UBelong. Begin your UB journey today — learn more about becoming a Purple Knight !

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Students design outdoor story walk for Keller schools

A group of Washington State University landscape architecture students is gaining hands-on experience by designing an outdoor classroom with members of the Confederated Tribes of the Colville Indian Reservation.

The students will give final presentations on their project at 1:30 p.m. on Monday, April 22, at the Elson S. Floyd Cultural Center.

The project is with the Keller School District whose students are members of the Confederated Tribe. The product, called a story walk, is a linear outdoor classroom with stopping points along the way. Signs will provide information and background about the San Poil Band and their cultures, said Michael Sánchez, assistant professor in the School of Design and Construction.

“They have a lot of cultural goals for this — a lot of the connection with the plant material and how they use that material for different things, such as for food, fibers, structures, and buildings,” he said.

The project started several years ago with an effort from a group of fifth and sixth grade students in the Keller School District who proposed the idea and drew up plans for it. The Washington State legislature provided funding for the project, but the district needed help with its design. Grant writer Pat Hayes turned to the School of Design and Construction for design help, and earlier this year, the WSU students visited the Colville reservation to meet with students and community members.

The project will introduce the school’s students to traditional cultural values of the community, but it is also giving them an introduction to opportunities in higher education, said Hayes. The children who came up with the project idea are now in high school, and the WSU team is hoping they can attend the final presentation.

“It is very common for a Native kid to graduate from high school and get to go to a good college and quite often, that kid never comes back to the reservation because there are so many opportunities outside,” he said. “If my kids can start seeing the value of higher education here on the reservation and get introduced to young people who are interested in and engaging with them, it’s definitely a benefit.”

For the WSU students, the project provides experience with community engagement as well as working in an ecologically-oriented landscape, said Kate Kraszewski, assistant professor in the School of Design and Construction.

“It’s a real-life project, so it’s something that they will hopefully be able to interact with in their future profession,” she said.

Robin Lickness, a sophomore in landscape architecture, is excited to work on the project because she is interested in native plants and restoration. She is taking the opportunity to learn about different plant species in the Pacific Northwest. Her part of the project is to create areas throughout the site for placing culturally and historically significant plants.

“Being able to understand those plant materials a lot better, plus understanding their cultural significance, makes it a lot easier to be able to find a place of importance within design,” she said. “I’m building up my own portfolio of plant materials and not just using landscape plants but using native plants in an artistic way.”

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Leadership Tuscarawas Class of 2024 Graduates May 14, 2024

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The Leadership Tuscarawas Class of 2024 will present an overview of their community projects at the Graduation Celebration on May 14, 2024, at Kent State Tuscarawas. At the graduation celebration, thirty-two class members will be recognized for their achievements in the 10-month leadership development program.

Each year, the Leadership Tuscarawas class is assigned community projects focused on enhancing the quality of life for people who live and work in Tuscarawas County. Throughout the program, class members work with project partners and other community members to complete their projects. This year’s class worked on six projects. Projects include Tuscarawas Co Senior Ctr Mobility Management plan; COAD Child Care Provider Recruitment; Empower Tusc Suicide Prevention; Tuscarawas County Farmers Market sustainability plan; Tuscarawas Arts Partnership, and Dennison Depot Railroad Museum, Dennison &Ohio Railroad Plan.  Each group will present an overview of their project as part of the evening’s events. Following the presentations, a graduation ceremony will be held with Dean Brad Bielski, Kent State University at Tuscarawas, as the featured speaker.

In addition to working on community projects, Leadership Tuscarawas participants attend monthly program days focused on servant leadership, community awareness and a variety of leadership professional development programs.

During the program, participants have the opportunity to network and learn from each other as well as from many community leaders who are invited to present at monthly program days. Topics of the program days vary and include agriculture, justice, manufacturing, tourism, and government, among others.  Each year, class members take a bus tour of Tuscarawas County, visit local businesses and manufacturers, and tour the Tuscarawas County Jail and Juvenile Attention Center.

Members of the graduating class include Benjamin (Ben) Alderfer; Aultman Health Foundation; Casey Allison, Cleveland Clinic/Union Hospital; Kamie Anderson, The Commercial & Savings Bank; Nichole Bache, New Phila Health Dept.; Jenn Case, Boltaron; Hilary Celuch, Muskingum Watershed Conservancy District; Jacob Christ, First Federal Community Bank; Kevin Cochenour, Kraton; Taylur Cunningham, Dennison Depot Railroad Museum; Kimberly Downin, Tusc. County Probate & Juvenile Court; Joey Ellwood, FNB Corp.; Mary Jo Hanlon, Allied Machine and Engineering; Kimberly Harper Gray, Smartway/Lauren; Allison Hoffman, ECO-ESC; Andrew Hopwood, Allied Machine and Engineering; Kimberly Huston, Kent State; Angel Jewell, Boltaron; Michael Mahaffey, Muskingum Watershed Conservancy District; Briana March, Kraton; Christi Otte, Tusc County Board of DD; Dhruba Panthi, Kent State; Teresa Parrish, Tusco Manufacturing; Jeffrey Pike, Cleveland Clinic/Union Hospital; Raquel Pittman, Mako's Market; Nathan Polen, Allied Machine; Shelagh Pruni, Reeves Victorian Home and Carriage House Museum; Alicia Robertson, Battle Motors; Lisa Sidoti, Tusc Co. Board of DD; Nicole Stephan, Tusc. Co. Public Defenders Office; Michelle Stephens, Dover Chemical; Jessica Warfield, Kraton; and Natasha Yonley, Tusc. County Health Dept.

The community is invited to celebrate the graduating class at Kent State Tuscarawas Founders Hall on Tuesday, May 14 th starting with a reception at 5:30 p.m. Hors d’oeuvres will be served before the opening remarks that begin at 6 p.m.

Please RSVP to William H. Beisel at  [email protected] .

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Science Advisor for Public Access (Program Director)

Application timeline, position summary.

The Office of Integrative Activities (OIA) within the Office of the Director at the National Science Foundation (NSF) announces a nationwide search to fill the Science Advisor for Public Access position.  The position coordinates agency responses to federal public access mandates, oversees development of the NSF Public Access Repository, coordinates with other agencies via involvement in the NSTC and other cross-agency groups, and contributes to the NSF Knowledge Management activity.

Formal consideration of interested applications will begin immediately and continue until a selection is made.

OIA works across disciplinary boundaries to lead and coordinate strategic programs and opportunities that: advance research excellence and innovation; develop human and infrastructure capacity critical to the U.S. science and engineering enterprise; and promote engagement of scientists and engineers at all career stages and the personnel who support them.

For more information on the NSF Public Access Initiative, see: https://new.nsf.gov/public-access  

Position Description

Serves as the primary representative and point of contact for the NSF Public Access Initiative and Open Science matters, in consultation with other concerned entities within the Foundation (e.g., Office of the Director, Office of General Counsel, etc.) and the members of the cross-agency Public Access and Open Science Working Group (PAOSWG).  Creates and maintains linkages to other NSF units and other Federal agencies in pursuit of the overall NSF mission.

Works closely with the NSF Chief Information Officer staff on implementation and refinement of NSF's public access policies and systems (e.g., NSF-PAR, see: http://par.nsf.gov ).  Provides oversight and direction to system developers at NSF and DOE in the collaborative development and maintenance of the subsystems comprising NSF-PAR.

Contributes to the NSF Knowledge Management activity (e.g., change management) and its work with internal, enterprise-wide policies.

Assists the Office of Legislative and Public Affairs (OLPA) in communicating NSF’s Public Access and Open Science goals to the range of research communities served by NSF. 

Provides strategic and technical advice to the PAOSWG and the Office of the Director on policy development and implementation regarding public access to the outcomes of federally funded research, and other related science policy issues as they arise.

Analyzes and integrates scientific input and policy guidance from OMB, OSTP, Congress, the National Academy of Sciences, professional societies, the National Science Board, NSF policy groups, the Advisory Committee for Cyberinfrastructure, and other agencies and organizations into the Foundation’s plans for implementing public access and other science policy issues.

Advises OIA on advanced technology for knowledge management, including but not limited to taxonomy, ontology, machine learning, artificial intelligence, and semantic search.

Applies contemporary methods of organizing data, information, and knowledge to internal NSF information.

Provides leadership and support for the NSF Public Access Working Group. The NSF Public Access Working Group is charged with oversight of the implementation of the NSF Public Access Plan 2.0 (NSF 23-104, see: https://www.nsf.gov/pubs/2023/nsf23104/nsf23104.pdf ) and is comprised of senior leadership from across the Foundation. 

Serves on or leads NSF-wide groups addressing public access and other policy issues.  Serves on or leads teams of experts on interagency studies and, working with the Public Access working group and the Office of the Director, helps to coordinate NSF involvement in relevant interagency activities. 

Working with the Office of the Director and other NSF leadership, works to coordinate with the international science community on public access (and related policy issues as they arise) with the appropriate units within NSF, and to facilitate NSF interaction/participation in international science policy bodies.

Represents NSF as appropriate on internal committees, interagency committees, at meetings of other Federal agencies, professional organizations, and universities; participating, providing advice, and drafting recommendations and reports representing the outcome of such meetings.

Prepares background papers, presentations, and reports for use by senior NSF leadership in discussions with the National Science Board and for hearings and congressional testimony, as needed. Initiates, conducts, and manages studies and analyses to assess the scientific and technological contributions of public access to the achievement of national goals and objectives, as needed.

Serves as liaison with other Federal agencies, particularly in interagency programs involving public access policy development and implementation, and conducts other duties as assigned.

Appointment options

The position recruited under this announcement will be filled under the following appointment option(s):

Intergovernmental Personnel Act (IPA) Assignment: Individuals eligible for an IPA assignment with a Federal agency include employees of State and local government agencies or institutions of higher education, Indian tribal governments, and other eligible organizations in instances where such assignments would be of mutual benefit to the organizations involved. Initial assignments under IPA provisions may be made for a period up to two years, with a possible extension for up to an additional two-year period. The individual remains an employee of the home institution and NSF provides the negotiated funding toward the assignee's salary and benefits. Initial IPA assignments are made for a one-year period and may be extended by mutual agreement. 

Eligibility information

It is NSF policy that NSF personnel employed at or IPAs detailed to NSF are not permitted to participate in foreign government talent recruitment programs.  Failure to comply with this NSF policy could result in disciplinary action up to and including removal from Federal Service or termination of an IPA assignment and referral to the Office of Inspector General. https://www.nsf.gov/careers/Definition-of-Foreign-Talent-HRM.pdf .

Applications will be accepted from U.S. Citizens. Recent changes in Federal Appropriations Law require Non-Citizens to meet certain eligibility criteria to be considered. Therefore, Non-Citizens must certify eligibility by signing and attaching this Citizenship Affidavit to their application. Non-Citizens who do not provide the affidavit at the time of application will not be considered eligible. Non-Citizens are not eligible for positions requiring a security clearance.

To ensure compliance with an applicable preliminary nationwide injunction, which may be supplemented, modified, or vacated, depending on the course of ongoing litigation, the Federal Government will take no action to implement or enforce the COVID-19 vaccination requirement pursuant to Executive Order 14043 on Requiring Coronavirus Disease 2019 Vaccination for Federal Employees. Federal agencies may request information regarding the vaccination status of selected applicants for the purposes of implementing other workplace safety protocols, such as protocols related to masking, physical distancing, testing, travel, and quarantine.

Qualifications

Candidates must have a Ph.D. in an appropriate field plus after award of the Ph.D., six or more years of successful research, research administration, and/or managerial experience pertinent to the position; OR a Master's degree in an appropriate field plus after award of the degree, eight or more years of successful research, research administration, and/or managerial experience pertinent to the position.

Knowledge of current and historical developments in federal public access policies and mandates is highly desirable, as is familiarity with scientific communication practices and research data practices. Candidates must be able to communicate and interact with senior science, engineering and managerial personnel throughout the Foundation, with other agencies, and the general science and engineering community, and are expected to know and diplomatically express the views and goals of the NSF on Public Access topics in many situations both within and outside of the National Science Foundation. Candidates must also be skilled and experienced in operating both independently and interdependently with others. Outstanding oral and writing skills and the capability to deal with a wide variety of materials, frequently changing venues, and tight deadlines is imperative.

How to apply

To apply, email the following (i) a cover letter outlining qualifications and interest in the position, and (ii) an up-to-date curriculum vitae, to [email protected] .