Speaking of Executive Presence

By Janine Castro

What is executive presence, other than a very trendy term that has infiltrated into the business lexicon? The best, short definition that I’ve run across is “a strong personal brand” (Susan Bates).  Executive presence is hard to break into components because it is more than a sum of its parts; however, there is general agreement that it is a culmination of appearance, confidence, and voice, but above all, it is authenticity – the quality of being trustworthy and reliable.

Science communication: It’s kids’ stuff

Why is the sky blue?  Why is water wet? Kids ask the really tough questions, questions we adults aren’t brave enough to voice anymore! To really communicate our science, and engage the next generation with real science, not just collections of facts, we need to talk to kids on their level. If we can explain our science to a kid and hold their interest while we teach, we’ve succeeded in our communication efforts.

From Wikimedia Commons

Enter Alan Alda (remember M.A.S.H.?) and the Center for Communicating Science at Stony Brook University. Mr. Alda offers up the Flame Challenge, an international contest where scientists submit their best answers to a question posed by a kid. Last year’s question was “What is a flame?”. This year brings an even tougher question, “What is time?”. The kicker is in the judging - answers are judged not by scientists, but by 11-year-olds, and they aren’t shy about offering their opinion. Talk about trial by fire! (or perhaps, by flame)

If you want more help building skills before subjecting yourself to the Flame Challenge, or to any group of scientifically curious kids (or adults!), check out the course offerings by the Center for Communicating Science. They have a great line-up of science communication courses and workshops and even offer a certificate program. Check out the improv workshop…looks like fun!

Learning Style = Presentation Style?

By Janine Castro, PhD

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Several years ago, one of my colleagues recommended that my prospective field course students take the Index of Learning Styles (ILS) Questionnaire.  Her contention was (and still is) that instructors must expand both their learning materials and delivery style to address the needs of all students … hence, the need to know my students preferred learning styles. The ILS was developed by Richard Felder and Barbara Soloman of North Carolina State University.  In a nutshell, learning preferences are evaluated on four dimensions -- active/reflective, sensing/intuitive, visual/verbal, and sequential/global. 

New Communicatalyst blogger!

I'd like to introduce Dr. Janine Castro, a geomorphologist with the US Fish and Wildlife Service and National Marine Fisheries Service in Portland, OR.  I'll post Janine's full bio soon.  Janine has several years experience teaching science communication workshops and will be a regular contributor to Communicatalyst. We are also developing a website with science communication resources and will be offering workshops.  Very exciting times-stay tuned!

Presentation strength training

From http://www.bboyscience.com/mental-health-strength/

In my quest for eternal youth (or at least slower signs of aging!) I’ve started weight training.  All of those bicep curls and shoulder presses are starting to pay off – I can actually see muscles in my upper body.

Just as we perform exercises to help our bodies look and perform their best, we can (and should!) perform exercises to improve our speaking skills. I developed a quick set of speaking exercises to work on specific aspects of public speaking: voice volume, eye contact, body language, and removing filler words.  These exercises work well in groups of 5-10 people but can be modified for different sized groups or situations.

Fishy science

Me and a midshipman fish.

 

West Seattle is abuzz...literally.  Residents report that a strange humming sound disturbing the peace, and it's possible that plainfin midshipman fish are the source of the sound. Dr. Joe Sisneros, one of my University of Washington colleagues, was recently interviewed by the local news...a great example of science outreach. How did he do?  It's tough to communicate in heavily edited sound bites, but I think he did a good job of explaining some science.  What do you think of the reporter?

This story has garnered a fair bit of skepticism, with comments about conspiracies, but mostly people just had a hard time believing that fish could be so noisy.  This seems like an open opportunity to educate the public, and to have some fun in the process.

To be or not to be…what is the question?

I while back I posted about how to deal with Q&A sessions from the speaker’s perspective. More often, however, we’re in the audience.  As an audience member, how do we ask good questions?

I think the answer is simple, but it’s not always obvious, or at least, not always followed.  Simply state your question, then be silent.  Don’t preface your question with a story or a lot of data.  Don’t make several comments-this is Q&A time, not comment time.  And please, be polite. I’m not saying you shouldn’t engage the speaker if you feel that he or she missed something important, and be all means talk with them if you have findings that fit with theirs, or if you have new insight into their work.  In my opinion, however, these discussions – for that’s what they are, should be left after the talk when there’s time for a lengthier chat, and when a room full of grad students or nervous podium speakers isn’t listening in.

I think that F.D. Roosevelt’s advice on public speaking applies best to asking questions during Q&A:  “Be sincere; be brief; be seated.”