Lesson Report:
**Class Report: Pre-Defense Preparations and Methodology Review**
**Date:** [Insert Date Here]
**Instructor:** [Insert Instructor Name]
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### Title: **Senior Thesis Pre-Defense Preparation and Methodology Deep Dive**
**Synopsis:**
Today’s session was structured to help students prepare for their upcoming senior thesis pre-defense presentations and refine their thesis methodologies. The key goals were to understand the structure and purpose of the pre-defense as a non-graded exercise while offering students an opportunity to practice both the explanation of their research questions and the articulation of their project’s theoretical and methodological frameworks. The lesson also featured a workshop where students practiced presenting their research in concise, engaging ways.
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### Attendance:
– Number of students absent: Unclear from transcript. No explicit mention of absent students; assumed full attendance.
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### Topics Covered:
**1. Introduction to Pre-Defense Presentations:**
– **Summary of Pre-Defense**:
– **Objective**: To simulate the thesis defense process, where students present their project in front of a faculty panel to receive detailed feedback.
– **Schedule**: Pre-defenses will be held during the two class sessions over the next two weeks, with approximately four presentations per session.
– **Time Per Student**: Each student will present for 10 minutes, followed by 10 minutes of feedback.
– **Committee**: Panel to include the instructor, Gurken, Bura, and Mirko.
– **Participation**: All students must attend each session, regardless of their presentation slot, to offer and receive peer feedback.
– **Not Graded**: These presentations will not be graded but are essential for student growth and preparation for the formal defense.
**2. Presentation Format:**
– **Components of the Presentation**:
Each presentation will consist of the following sections, to be explained in 2 minutes each (approximately):
– *Introduction*: Introduce your topic briefly.
– *Problem*: State the problem your research addresses.
– *Gap in Literature*: Mention the gap your research fills in the existing literature.
– *Research Question (RQ) & Importance*: Clearly articulate your research question and why it matters.
– *Theory & Methodology*: Detail the theoretical framework and methodology used.
– *Hypotheses/Expectations*: Present the hypotheses or expectations you hope to test.
– *Challenges & Limitations*: Acknowledge potential challenges and limitations of the research.
**3. Importance of Engaging Presentations:**
– Key advice was given to students, emphasizing that presenting should not only convey factual information but also engage and persuade the audience of the importance of the research. Students were encouraged to balance academic rigor with clear, accessible communication, aiming to move beyond dry presentations.
**4. Workshop #1 – Elevator Pitch Practice:**
– **Task**: In pairs, students were instructed to re-familiarize themselves with their thesis proposals and summarize their research in a concise, 30-second “elevator pitch”. The pitch had to include the research topic and its importance and be engaging and digestible for a listener.
– **Activity Logistics**: Students paired up in groups of 2 (with adjustments made for online students and odd-numbered groups). After formulating their pitches, they presented them to their partner, with notes taken on clarity and any questions that arose.
– **Goal**: To help students concisely and convincingly present the central elements of their research.
**5. Workshop #2 – Theory and Methodology Summarization Practice:**
– **Task**: Students were asked to take another 1-2 minutes to prepare and present a simplified explanation of the theoretical frameworks and research methods they are using in their thesis, focusing on clarity and applicability to their topic.
– **Goal**: Simplify complex theoretical and methodological concepts to make them more accessible while maintaining their importance to the study.
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### Actionable Items:
**Upcoming Pre-Defense Schedule and Structure:**
– **Key Dates**:
– Pre-defenses will occur across four sessions starting November 29.
– Students are expected to prepare accordingly and attend all sessions.
**Focus Areas for Improvement**:
– **Methodology Concerns**: Some students are struggling with their methodology; dedicate more time in feedback to address these challenges.
– **Restating Final Submission Instructions**: Remind students again about their final submission deadline on December 18, 11:30 PM, and restate detailed assignment instructions on e-course.
**Homework/Preparation Tasks**:
– **Practice Presenting**: Students should continue refining each section of their presentation, especially focusing on the research question, theoretical framework, and methodology.
– **Proposal Feedback**: Instructor will provide shorthand feedback on thesis proposals by the weekend.
Homework Instructions:
NO HOMEWORK
No homework was assigned in the lesson, as the professor explicitly stated that the pre-defense presentations “will not be a graded component” and no additional work was required beyond the previously submitted thesis proposals. Additionally, instructions for the final assignment will be posted separately.