In the early 1980s I had my first experience presenting a poster session at a professional meeting (the ASA is calling this a scholar-toscholar presentation in 1991). I came away from that exchange with a vision of its utility for teaching research methods. For several years now, my research methods students have prepared and hung poster presentations of their research projects the week prior to the final written project report. This activity was designed to enhance their skill in communicating the results of their term research project in a brief and visual way. The timing is such that feedback from classmates can inform a clearer final report. Over the years these poster presentations have evolved far beyond the oral presentation with supporting illustrations. The assignment instructions were originally drawn from the directions supplied to presenters by the Gerontological Society of America. These directions set the expectations for a large readable title, typed abstract, clear models or hypotheses, appropriate results summarized in tables, graphs, or pictures, and a conclusion. While students need to purchase poster board (one to two sheets) and a marker, students have little outside expense, but the labor has often pulled in their roommates and friends as the deadline looms. The students' supporters get exposed to the other projects as they come to hear the oral presentation for the one on which they worked. Aclass period is set aside and open to the public when students are available to discuss their research and answer questions. I send a flyer to all social science colleagues urging them to announce this period in their classes. The event becomes a reception that campus publicity people find interesting for local news stories. Encouraging introductory students to come by during this time (usually extended into the lunch hour to avoid schedule conflicts) piques their curiosity and sets up the research methods students as researchers and peer models. Many recent students have this memory of viewing a poster session earlier in their studies as they prepare their projects for presentation now. They draw on this background to prepare clear displays now that they are on the other side. This activity does not require additional materials beyond standard office supplies. Scheduling the space and arranging to hang the posters is all that's needed. (I usually request a ladder from housekeeping to help adjust track lighting as well as hang posters, but have sufficed with standing on a chair to reach the hooks.) Since a campus renovation made the old library into the social science center with offices and classrooms, we have been able to use the main lobby on the first floor. Displacing the usual art collection of pen and ink drawings that hangs there with the labors of student researchers each fall adds a sense of legitimacy to the use of the space for social science. Track lighting and picture hanging moldings are available with extra flat hooks added and a reusable set of strings cut in appropriate lengths. These strings have pre-tied loops for the hook ends and a loose end to tie through holes punched in the posters' corners (allow adjustment where reachable for easy balance). Everything can be hung in under one hour. To control air current movement of posters we have anchored lower corners with reusable plastic putty. (Warning: some textured wall coverings do not allow complete removal. ) I have used mobile bulletin boards with push pins in previous years. (The art department seldom uses these in the fall.) While the usual poster session at a professional meeting runs two hours, our exhibition lasts a week or more though students are only available to discuss their research at the special class period at the beginning of the week. The browsing between classes in our area lets the research have wider circulation. Those on campus who may have been subjects in some pro* The author wishes to thank Brenda D. Phillips for suggesting the value of sharing this idea and for feedback on one she witnessed. I also thank colleague Dan Schores for comments on an earlier draft and reviewers for helpful clarifications.
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Dec 1, 2020
Cathleen O’Grady 
Open Access