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Elevator Pitch: An Activity to Help Students Communicate Their Research

By Stephanie Conant1, Tom D'Elia2, Arturo Diaz3, Denise L Monti4, Richard Pollenz5, Vassie Ware6, Kathy Takayama7, Viknesh Sivanathan7

1. University of Detroit Mercy 2. Indian River State College 3. La Sierra University 4. University of Alabama at Birmingham 5. University of South Florida 6. Lehigh University 7. Howard Hughes Medical Institute

In this activity, students and the research mentor co-develop an elevator pitch that students can use to communicate their research.

Listed in Teaching Materials | resource by group HHMI Science Education Alliance (SEA) Faculty Group

Version 1.0 - published on 06 Aug 2020 doi:10.25334/T9X4-SQ93 - cite this

Licensed under Creative Commons CC0 1.0 Universal

elevator.png

Description

Is it not trivial for many scientists, especially beginning researchers (e.g. undergraduate students), to concisely articulate the scope, value, and impact of their research and research contributions. Being able to do so can be empowering and can foster the development of a science identity. An elevator pitch is a short oral summary, generally less than 1 minute or the time you would ride in an elevator.  An elevator pitch can prove useful in many contexts - job-seekers will develop an elevator pitch to describe themselves to a potential employer, product developers will develop an elevator pitch to promote a new item, and scientists use elevator pitches to describe their work to colleagues. 

In this activity, students and the research mentor co-develop an elevator pitch that students can use to communicate their research.

    Learning objectives:
    After completing this module, students should be able to clearly articulate to scientists and     non-scientists the scope, value, and impact of their research and research contributions in a     short, 1-2 minute elevator pitch

How is the module structured to promote student development as a scientist? 
By providing students with the language and confidence to concisely articulate their research and research contributions, this activity touches on the following components of the SEA-PHAGES instructional model for developing student Project Ownership Content and Emotion, and Networking, which include 1) peer collaborations, 2) presentation, and 3) encouraging engagement and enthusiasm.

Intended Teaching Setting

Course level:  for all students, particularly for those with little or no prior research experience
Instructional Setting:  in-person classroom
Implementation Time Frame:  ~ 20 minutes

Contents

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HHMI Science Education Alliance (SEA) Faculty Group

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