Chemistry Everyday for Everyone
Etiquette in Departmental Seminars Bal Ram Singh and Joseph C. Deck Department of Chemistry and Biochemistry, University of Massachusetts Dartmouth, Dartmouth, MA 02747
An extension of scientific lectures at professional conferences in the form of seminars has become part of the core curriculum at most colleges and universities. Visiting scientists present the results of their experimental work, presumably at the cutting edge of research in their fields. These seminars have become tools not only of learning for both faculty and students (the audience) but also of exposure for departments and institutions to their peers (the presenters). Peer evaluation is a critical component of the national and regional reputation of departments and programs of studies. This reputation gets attention from prospective students and faculty, funding agencies, governing bodies, and legislatures (in the case of public institutions). Seminars thus take on an importance beyond scientific discourse. Departmental seminars are run in a variety of ways in terms of regularity of schedule, type of speakers, and audience. Scientists from national and regional institutions (universities, colleges, industries, and government agencies) are invited by faculty of the host departments. Topics of seminars are announced in advance and publicized on the campus as well as in the region. Seminar speakers generally spend time meeting with faculty individually and with students and other researchers in small groups before the seminar. These interactions give students an opportunity to ask questions about the speaker’s institution and philosophy and to obtain advice about research and other professional opportunities. Speakers also are able to promote their institution and department and, importantly, to attract good graduate students or future employees. Everything seems ideal as far as the goals and utility of these seminars are concerned. However, a major concern to both a seminar speaker and the seminar host relates to the attendance at seminars. A variety of reasons for “lack of interest” can be given, ranging from busy schedules to outright lack of interest in the seminar topic(s). Problems are especially acute in chemistry departments that have well-developed specializations (Analytical, Biochemical, Inorganic, Organic and Physical) but are not large enough to offer separate programs in each division. One solution is to require students to enroll in the seminars for credit and then to require attendance to pass the course (1–3). Little can be done about faculty members’ occasional indifference to scheduled departmental seminars except to threaten them with unsavory committee assignments. At the same time, a sense of value for the seminars must be instilled in students. In addition to the utility of learning advanced material, students have an opportunity to learn different styles of presentation. This exposure can be useful in students’ development of their own presentation style, for it is often the case that the “how” of what is being said is as important as what is being said. Students also have the opportunity to be exposed to a field of study that may not be available in their own department, to ask critical questions in a public meeting, and to learn about the research at other institutions in which they might be interested. Attendance at seminars also
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portrays a positive image of the host departments to visiting academicians. In spite of the advantages, both intellectual and practical (such as meeting a graduation requirement), students often lack “seminar etiquette” and generally do not get much coaching in how to utilize their seminar attendance time in the best possible way. A list of Do’s and Don’ts could prove most useful to undergraduate and beginning graduate students and even to some faculty members (both tenured and nontenured). Don’ts of Seminar Attendance 1. Do not come late for a seminar. Late arrival not only disturbs the speaker but also inconveniences the audience. If late arrival is unavoidable, plan to enter in a way that will draw minimum attention, through a back door if possible. Do not try to take quickly an empty seat available in the middle of the room. It is better to stand in the back in order to cause the least disruption. 2. If being late is unavoidable, do not enter the seminar room while finishing a conversation just outside the door. Even though you might be trying to be considerate, talking, although muffled, catches the attention of people inside the room. 3. Do not whisper or talk unnecessarily during the seminar even if the discussion relates to a point made by the speaker. Other members of audience and the speaker will be distracted and probably annoyed. 4. Do not yawn repetitively and with gusto in the seminar, especially if you are sitting in the front rows. Speakers get nervous thinking they are presenting a boring seminar or, even worse, speaking in an environment with oxygen deficiency. Even if the seminar is boring, act as a good host. In many cases a seminar may be boring to you through no fault of the speaker. 5. Never consider the seminar time as nap time. It is rude, inconsiderate, and unprofessional even though you were up the previous night studying for an exam in physical chemistry. If you do doze under certain unavoidable circumstances, you must never snore during a seminar. It bothers both the speaker and members of audience. (The condition, if it persists, may need medical attention.) Do not get upset if someone next to you tries to remind you quietly that you are being obnoxious. 6. If you believe you have noticed an error in the presentation, do not feel compelled to correct or question it immediately even though the speaker may have announced at the beginning of the seminar to interrupt at any time. However, a simple mistake or an oversight may be brought courteously to the attention of the speaker to clarify a point of confusion. 7. When you get a chance to ask a question or to make a critical comment, do not use judgmental and harsh words such as “trash”, “rubbish”, or “nonsense”. Your characterization
Journal of Chemical Education • Vol. 75 No. 7 July 1998 • JChemEd.chem.wisc.edu
Chemistry Everyday for Everyone
may be wrong and such words generally run contrary to the spirit of academic discourse. (On the other hand, exaggerated hyperbole is also inappropriate such as complimenting the speaker for a “superb” presentation when it was actually mediocre.) 8. Do not ask questions for the sake of asking. Sometimes there are no questions asked from the audience for a variety of good reasons. However, a better impression is usually given to the speaker (both about the seminar and the audience) if some questions are posed, especially if they are made in light of enthusiasm for the material. Nevertheless, questions should be relevant and informative. 9. Do not monopolize the question and answer period at the end of the seminar even if you have several relevant points to be made. Give other members of the audience a chance to talk. Also, do not keep insisting on your point of view to prove you are right and the speaker is wrong. Such action degrades the level of discussion and serves to rile the speaker. 10. Do not plan on leaving in the middle of a seminar unless absolutely necessary. Leaving the room before the end of the seminar is degrading to the speaker and distracting to the audience. If you must leave before end of the seminar presentation (e.g., to catch a plane), you should approach the speaker beforehand to explain why you will get up and walk out in the middle of the seminar. 11. Seminar time should not be used to catch up on reading scientific and popular magazines or scientific journals, let alone newspapers. The period is not used appropriately to grade quizzes, write term papers, or send letters to your father asking for money. Such obvious signs of indifference are insulting to the speaker. Do’s of Seminar Attendance 1. Arrive for the seminar at least a few minutes early. If you have not seen the speaker earlier in the day and if the speaker seems to be available, try to say hello and introduce yourself. Ask if the speaker needs anything during the presentation such as water, a pointer, chalk or assistance with audiovisual equipment. Speakers are often unfamiliar with the host institution and generally need assistance in locating services. 2. Be considerate when consuming the refreshments which are generally available at the beginning of the seminar. They are meant for all the people attending the seminar as a little snack, and not as lunch or dinner. They are not pro-
vided as a payoff for having come to the seminar. (However, departments have discovered that seminar attendance is often directly proportional to the quality of the pre-seminar goodies.) 3. Pay attention to the announcements made before and after the seminar. Departments often use the seminar gatherings to give important information about department activities, scholarships, job and volunteer opportunities, etc. 4. Maintain a seminar folder to keep notes and records. Do not be totally consumed in note-taking and make an effort to keep frequent eye contact with the speaker, who will be impressed with your wishing to remember the key points being made. Seminar notes need not be extensive but should be enough to develop a general understanding of the subject. They could prove to be very useful in the future when you may have to prepare for a term paper or seminar of your own on a similar topic. They could also help you refine an understanding of related subject matter. Many times you could learn from a seminar presentation a new approach or a technique to apply in your own research projects. 5. Before seeking clarification of any point made during the seminar presentation or asking a relevant question, make a note of the point or question during the presentation along with a reference to the slide title or figure or table title when appropriate. It is best to ask the question at the end of the seminar during the question and answer period. Raise your hand to be recognized either by the seminar convener or by the speaker. 6. If you have a strong disagreement with the speaker’s answer, wait until the end of the question session and approach the speaker to further clarify the answer. Speakers usually appreciate this approach and it avoids a confrontational situation during the public seminar. 7. If you do not have questions but have been impressed with certain points made in the seminar, it is appropriate to make a positive comment about it. If you liked the seminar presentation in general, try to inform the speaker when you say good-bye. Speakers like to know that you were paying attention to the entire seminar or at least to a part of it. 8. Plan to leave at the end of the question and answer period, where the most interesting points are often made. It is gauche to leave immediately after the formal seminar presentation. Participate in applauding the speaker at the conclusion of the presentation and at the end of the question and answer period. 9. Sometimes the best plans must be altered. Your remaining at the seminar may cause more disruption than your
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Chemistry Everyday for Everyone
leaving quietly. Justifiable reasons for leaving include the onset of illness, continued coughing or sneezing, and uncontrollable yawning that is related to that fact that the physical chemistry exam was more difficult than you had expected. Suggestions for Utilization of Seminar Time Ideally, seminar attendance should lead to learning about an advanced field of inquiry as presented by an expert. However, it is often the case that interest is lost for one reason or another. While different branches of chemistry have certain useful links, some specialized seminars may be very difficult to follow after the introductory comments. Certain strategies can be developed to utilize the seminar time effectively even when the topic is of little interest. 1. Pay attention to introductory slides and remarks, which are likely to provide you with some basic understanding of the topic. After that, you may decide to focus on one or two aspects (such as a technique) of the seminar that could make sense to you without your needing to understand everything in the presentation. 2. If the topic itself is too complex to understand, consider the speaker’s approach taken in the presentation. Changing your focus from trying to understand the topic to observing the method of topic development can provide a unique vantage point to learn some very good ways to present a seminar. After all, the best way to be an effective communicator is to emulate what is good and to avoid what is not. You might notice how one speaker poses a scientific question first and then proceeds to build an answer by presenting experimental results step by step detailing all the pitfalls of the approach while outlining strategies that were used to circumvent the problems. Another speaker posing a similar scientific question might outline a variety of results that are available in the literature that did not correspond to the predictions of theory. The speaker might either question the theoretical assumptions or present a new approach or technique that could provide satisfactory congruence. The lessons learned from observing lecture techniques are invaluable for budding scientists. If any aspect of a seminar style is not liked, make note to remember so as to not repeat that mistake yourself. 3. You could also attempt to spend your time learning how to give an effective seminar. Consider whether the
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speaker is facing the audience, has reasonable visual aids, is speaking at a reasonable speed, is writing legible words, is excited about the presentation, is making frequent eye contact with the audience, is humorous, is not using meaningless words (such as “uh”, “you see”, “you know”, “I mean”), is finishing on time, is waiting for a question to be finished before beginning to reply, is graceful in accepting another point of view, etc. We all need to learn these lessons sooner or later, but the sooner the better. You may like to make written notes of some of your observations. 4. If you find a certain seminar aspect, such as the use of a particular technique or approach, to be useful in your own research, you should use the seminar time to sketch an outline of your ideas. Like dreams, these insights are often fleeting and may be forgotten by the end of the seminar. Such an exercise could become particularly effective if you develop some questions while making your plans, which could be checked with the speaker at the end of the seminar. You may also get additional suggestions and good ideas from the speaker and possible help in obtaining reagents exclusively available from the speaker. 5. Finally, you could use the time to daydream (hopefully about the joys of a career in chemistry). It is a better alternative than snoring. Concluding Remarks With the explosion in scientific knowledge and the development of advanced subfields within traditional areas of study, seminars have major roles to play both in academic research and in teaching and learning. Speakers can take advantage of the excellent list of guidelines recently published (4 ). Speakers, and conveners, should be aware of the problems and opportunities inherent in seminar presentations. Importantly, they should consider the abilities and needs of the students as well as the broader audience when preparing for the seminar. Literature Cited 1. Heppner, F.; Hammen, C.; Kass-Simon, G.; Krueger, W. BioScience 1990, 40, 130–134. 2. Laidler, K. J. J. Chem. Educ. 1971, 48, 671–674. 3. Youmans, H. L. J. Chem. Educ. 1973, 50, 565. 4. Bunnett, J. F. J. Chem. Educ. 1995, 72, 1119.
Journal of Chemical Education • Vol. 75 No. 7 July 1998 • JChemEd.chem.wisc.edu
