Each abstract web page (for oral and poster presentations) and activity web page (for teaching demonstrations) is pre-populated with information from the abstract/activity form. Author names, institutions, pictures, and linked biographies can be updated by logging into (or creating) your SERC account. If you don't have an existing account please create one using the e-mail address you provided on the abstract submission form; if you have an existing account under a different email address, please contact David Huyck (firstname.lastname@example.org). Once on your account page, you'll see links along the left side of the page to "Edit your Bio," "Change your Photo," and "Edit Personal Info." Any changes you make to these sections will propagate to your abstract page.
Oral Presentation Guidelines
Oral sessions will be held on Monday, Wednesday and Friday afternoons. Sets of talks are followed by discussion, allowing time to synthesize current findings and plan for next steps. We also encourage you to attend the poster session devoted to your oral session theme. Oral session chairs are drawn from both oral and poster presenters, and both types of presentations will be represented in the discussion at the end of the oral session.
Your presentation can be linked to your abstract page for sharing with the broader audience outside of the Rendezvous; this can only be done for presentations that meet the copyright requirements for online publishing.
- Presentation length: 12-13 minutes in length with 2 additional minutes available for questions.
- File format:
- PowerPoint (.ppt, .pptx)
- Adobe PDF (.pdf)
- Word (.doc, .docx)
- File size: 100MB or less is highly recommended
- Operating system: The presentation laptop will be a Mac with current versions of PowerPoint, Word, and Adobe. Use only standard fonts to ensure that your presentation will load properly.
- Uploading: Upload presentation using this link by 8:00am the morning of your talk. Be sure to include video files, if applicable.
- Testing file: If you are concerned about your presentation displaying properly, you can stop by your presentation room starting at 12:30 the day of your talk and check it on the official laptop.
Abstract submission has closed.
Poster Presentation Guidelines
Poster sessions will be held on Tuesday and Thursday, and posters should be posted for the entirety of the day that you are presenting so that people may peruse posters throughout the day. You are expected to be at your poster during the 4:30-5:30 poster presentation session itself.
Additionally, we encourage you to attend and contribute to the discussion session at the end of the oral session devoted to your session theme. Oral session chairs are drawn from both oral and poster presenters, and both types of presentations will be represented in the discussion at the end of the oral session.
Your poster file may be posted on your abstract page if you would like to share your findings with the broader audience outside of the Rendezvous; this option will only be available to presentations that meet the copyright requirements for online publishing.
- Size: Maximum poster dimensions are 36" height x 48" width
- Supplies: Push pins will be available
- Setup/Takedown: Poster up by 8:30am, down by 5:45pm (poster hall is open at 7:30am and closes at 6:00pm)
- Presentation time: 4:30pm-5:30pm
- Uploading: Upload presentation using this link
Abstract submission has closed.
Teaching Demonstration Guidelines
Teaching demonstrations will occur during Tuesday, Thursday, and Friday afternoon sessions. If you are interested in proposing a teaching demonstration, please fill out the proposal form by the March 1 deadline. You will be notified by April 1 if your demonstration has been accepted, at which point you will be asked to submit a full online activity description in the style of an On the Cutting Edge activity, or to update an already existing activity page. Activities already in the Cutting Edge Exemplary collection would not need updating.
- Demonstration length: 20 minutes
- Demonstrations should be active, e.g. something that audience members participate in, or a a video or slide show of students performing the activity.
- Presenters should consider bringing handouts or examples of materials that can be shared with the audience.
Teaching demonstration submission has closed.
Example of a Teaching Demonstration proposal:
URL of existing teaching activity (if applicable):
Title of the Activity: Analyzing "Hometown Streams" using Online USGS NWIS data
Type of activity (choose all that apply): Lab activity, Project, Writing Assignment
Description of activity and your outcomes (200 word limit): During the previous lab session, students have visited a local stream (Stony Brook) and its flood plain, evaluated evidence for high-discharge events, measured discharge, seen the USGS gauging station for the stream and examined historical discharge records. To prepare for this "hometown stream" exercise, students choose a stream of personal interest to them that has at least 30 years of NWIS discharge data, and gather personal knowledge and background information about their stream. The instructor models the project by downloading discharge data for Stony Brook and a) illustrating the typical annual pattern of discharge; b) highlighting significant extreme events (e.g. floods, droughts), and c) making graphs of annual peak discharge and peak discharge frequency. Then students do this for their own streams. The activity involves students in accessing and analyzing real data, and compiling a report that integrates background information into a technical analysis. They also gain experience with spreadsheets and graphing, and via other students' work, learn about streams that can be quite different from their own.
How the activity is used in your teaching, including target audience: This activity is used in our introductory level Natural Hazards course, taken mostly by non-majors seeking to fulfill their laboratory science requirement.
Why the activity is particularly effective, innovative and/or worthwhile: Compared to previous versions of the activity that were more instructor-directed, choosing their own river to investigate increases student engagement and deepens understanding of river processes as well as anthropomorphic influences on river systems.
What will be demonstrated at the Rendezvous: I will distribute a variety of examples of student work on their "hometown streams," and then have audience members compare and contrast the various rivers. This models how students learn from their own work, as well as deepening their understanding and range of experience by comparing and contrasting their work with that on other rivers.