presentation poster rubric

Grading Rubric for Poster Session

Poster ___________________________________________________________

Instructions to reviewer: Use these criteria to rate the poster presentation on a scale of 1-5 (1=strongly dis agree; 3=neutral; 5=strongly agree).

Penn State University Libraries

Poster creation and presentation.

• Getting Started
• Elements of Poster Design
• Images and Graphics
• Design Guides and Rubrics
• Preparing and Presenting
• Sample Posters
• University Libraries Undergraduate Research Awards
• Additional Resources

Judging Criteria

• Judging a Poster Exhibit The Penn State Graduate School rubric for judging posters.

General Guides

• Designing Conference Posters Colin Purrington offers excellent advice on effective layout and presentation of your research poster.
• Designing Communications for a Poster Fair This is a very clear, easy to read and understand guide developed by Pennsylvania State University for the McNairs Scholar Program.
• Designing Effective Posters A very nice guide from UNC Health Sciences Library, this guide walks the reader through design elements, the design process, and tips for using Microsoft PowerPoint or Adobe InDesign to create a poster.

Self-Evaluation

• Better Posters Blog Devoted to posters and offers a lot of constructive criticism for those who have submitted them.
• Score Your Poster (U. Texas @ Austin) This rubric can be used to grade your poster.
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• Last Updated: Mar 1, 2024 11:48 AM
• URL: https://guides.libraries.psu.edu/posters

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The Art and Science of Designing a Poster

Presenter: Cheryl Vaughan, PhD

This 50-minute session, from the Effectively Communicating Research course, focuses on using visual strategies to better communicate your science. The lecture features two parts: overall poster design and data visualization.

Three key elements from Cheryl Vaughan's presentation:

Design a poster that will capture an audience’s attention and make it easy for viewers to process the information without guidance from a presenter.

SCAFFOLDING

Incorporate information that builds on what your audience already knows and connects to your science.

COLOR AND CONTENT

Illustrate points with images, charts, and thoughtful text. Display only the most relevant information and use color intentionally to highlight important elements.

Qualities of a Strong Scientific Poster (PDF)

This handout summarizes the key qualities of strong scientific posters. The document includes information on font choice, text size, poster layout and more.

Rubric for Evaluating Scientific Posters (PDF)

Use this rubric to evaluate the organization, data visualization, layout, and content of your scientific poster. Distribute the rubric to your mentors and colleagues to collect feedback on your draft poster before you present it.

Additional Resources

Creating Posters with IMPACT (HarvardKey Required)

Presenters: Beth Beighlie and Graham, McMahon, MD, MMSc, MRCPI

This 55-minute session, from Harvard Catalyst’s Effectively Communicating Research course, shows how to design scientific posters with a focus on layout and effectively using images.

Step-by-Step Guides

Harvard Medical School (HMS) Research Imaging Solutions

HMS Research Imaging Solutions offers seminars and comprehensive resources to support researchers with the creation of figures, images, posters and presentations. Their library of slides and handouts provide detailed, step-by-step instructions on a number of topics.

Making Posters with PowerPoint and Photoshop

This in-depth guide was created by Beth Beighlie at Harvard Medical School Research Imaging Solutions. The document details poster-building strategy including workflow, poster layout, text, figures, and printing.

• Data Visualization
• Visual Design Tools

University Library, University of Illinois at Urbana-Champaign

Research Posters

• Elements of a poster
• Step by step
• Visualizations & images
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• 2024 Undergraduate Research Symposium This link opens in a new window
• Last Updated: May 13, 2024 2:05 PM
• URL: https://guides.library.illinois.edu/poster

Creating a Poster

• Getting Started
• Design Tips
• PowerPoint Set-Up & Templates
• USD Info: Logo, Tips, Printing

Evaluation Checklist

Evaluation tools & summaries, class exercises-1, class exercises-2, class handout.

• Presenting Your Poster
• Additional Reading & Research

Poster Evaluation Checklist

o  Title and other required sections are present

o  Complete author affiliation & contact information is included

o  The poster conforms to the requirements of the conference or program where it will be presented

o  Font is consistent throughout

o  Spelling is correct throughout

o  Grammar is correct throughout

o  Acronyms are defined on first use

o  Content is appropriate & relevant for audience

o  All text can be easily read from 4 feet away

o  Flow of the poster is easy to follow

o  White space used well

o  Section titles are used consistently

o  Images/graphics are used in place of text whenever possible

o  Bullet points/lists are used in place of text whenever possible

o  All images are relevant and necessary to the poster

o  Charts are correct – i.e. appropriate type for data, data is correct & correctly represented

o  Text color and background color are significant in contrast for easy reading

o  Background color doesn’t obscure or dim text

o  Images are clear, not pixilated or blurry

o  The “story” of the poster is clear

o  The content is focused on 2-3 key points

o  Title is clear & informative of the project

o  Problem, or clinical question, is identified and explained

o  Current evidence related to project is listed

o  Objectives are stated

o  Methods are described

o  Results are presented

o  Conclusions are stated

o  Implications to practice and to other professions are presented

o  References are listed

o  All content is relevant and on the key points

o  Content is not duplicated in text and graphics

Oral Presentation

o  Presenter greets people

o  Presenter is able to give a concise synopsis of poster

o  Presenter is able to explain all diagrams and sections

o  Presenter speaks fluently – i.e. doesn’t stumble, leave sentences/thoughts hanging

o  Presenter has questions to ask viewers

The following links are to surveys & rubrics with questions you can use to critique & improve your poster

• 60-second Poster Evaluation  (by G. Hess) Provides 9 categories with a ranking from 0-2
• Poster Evaluation Rubric (adapted from Hess) Chart format of Hess' evaluation
• Research Poster Evaluation Rubric (by CSEE) Includes evaluation of poster content, not just graphics & design
• Creating effective scholarly posters: A guide for DNP students . (USD only) Discusses poster presentations as an excellent venue for students to successfully share the results of their scholarly projects; includes an evaluation rubric. Christenbery, T. (2013). Creating effective scholarly posters: A guide for DNP students. Journal of the American Academy of Nurse Practitioners., 25(1), 16-23.

As an exercise, apply the criteria in the poster evaluation checksheet on the back of your handout to the examples on this page. Complete an evaluation for your assigned poster. 

The following examples illustrate issues with  content ,  design and layout , and  graphics .

• Can Suburban Greenways Provide High Quality Bird Habitat? https://www.ncsu.edu/project/posters/examples/BirdsInGreenways/BirdsInGreenways.jpg  
• Will Manatees Still Exist in 2100? https://www.ncsu.edu/project/posters/examples/Manatees/Manatees.jpg  
• Gene Flow in Lions https://www.ncsu.edu/project/posters/examples/GeneFlowInLions/GeneFlowInLions.jpg

As an exercise, apply the criteria in the poster evaluation checksheet on the back of your handout to the examples on this page. Complete an evaluation for each example, then compare your evaluation with ours. 

The following examples illustrate issues with  content ,  design and layout ,  graphics , and an  overall example .  Each includes a version needing improvement, and a revised version of the same poster. 

1. Content Example

http://lgimages.s3.amazonaws.com/data/imagemanager/25128/contextexample-first.jpg

2. Design and Layout Example

http://lgimages.s3.amazonaws.com/data/imagemanager/25128/designlayoutex-first.jpg

3. Graphics Example

http://lgimages.s3.amazonaws.com/data/imagemanager/25128/graphicsexample-firstversion.jpg

4. Overall Design Example

http://lgimages.s3.amazonaws.com/data/imagemanager/25128/overallexample-first.jpg

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• Next: Presenting Your Poster >>
• Last Updated: Nov 6, 2023 10:01 AM
• URL: https://libguides.usd.edu/poster

Designing Effective Poster Presentations

• Resources & Preparation
• Instructional Plan
• Related Resources

Students design informational posters, focusing on a current research project. The unit includes an exploration of the genre, a review of informational writing components, and details on effective poster design. Students first analyze a variety of poster examples and list their characteristics, before reviewing the requirements for their own posters. Students then plan their poster design and, after rough drafts are completed, share them in groups and with the whole class for peer feedback. After revisions are made, students share their presentations with the class for additional feedback, and then make final revisions to their posters. Finally, students present their posters in class or at a school-wide research fair.

Featured Resources

Compare & Contrast Map : With this online tool, students map out their ideas for a compare and contrast essay using their choice of a whole-to-whole, similarities-to-differences, or point-to-point format. Finished work can be printed. Persuasion Map : Use this online tool to map out and print your persuasive argument. Included are spaces to map out your thesis, three reasons, and supporting details. ReadWriteThink Notetaker : Using this online tool, students can organize, revise, and plan their writing, as well as take notes as they read and research.

From Theory to Practice

Poster sessions are a great way to ask students to share their knowledge about a topic. Because of their focus on presentation materials that go beyond simple text on a page, poster sessions require sophisticated multimodal literacy skills. The NCTE Beliefs about the Teaching of Writing explain, "Writers need to be able to think about the physical design of text, about the appropriateness and thematic content of visual images, about the integration of sound with a reading experience, and about the medium that is most appropriate for a particular message, purpose, and audience." Poster sessions focus on all of these multimodal skills, as they ask students to design presentation materials and accompanying presentations that blend text, images, sound, and space. Further, because of the close and obvious relationship between presenter and audience, poster sessions foreground the importance of audience, purpose, and voice for students. As a result, poster sessions encourage students to synthesize their research and then adjust their use of spoken, written, and visual language to fit the needs of a particular audience. Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
• 60-Second Poster Evaluation Chart
• 60-Second Poster Evaluation Notes
• Southern Flounder Exhibit (notetaker example)
• Poster Session Rubric
• Compare and Contrast Chart Graphic Organizer
• Persuasion Map Planning Sheet

Preparation

• This lesson is designed to explore poster design, following a class research project. For additional resources on teaching research and inquiry, see the Websites listed in the Resources section.
• This project works especially well for collaborative projects, where classes view each other’s work over the course of two class sessions.
• Choose a location for your poster session with plenty of open space to allow viewers to flow through the presentations. If the classroom is not large enough, the cafeteria or school library are good choices. Depending upon your school, you may also be able to use space in the hallway outside the classroom.
• Arrange for tables and any additional materials that are available at your school. For example, you may have easels that can be borrowed from the art classroom.
• If bulletin boards or wall space is possible for displaying posters, arrange for thumb tacks, staplers, and tape.
• Print copies of the 60-Second Poster Evaluation , 60-Second Poster Evaluation Chart , 60-Second Poster Evaluation Notes (optional) , and Poster Session Rubric .
• As relevant for the different projects that students will complete, make copies of the Persuasion Map Planning Sheet and Compare and Contrast Chart Graphic Organizer .
• If computers are not available in the classroom, make copies of sample posters from one or more of the following sites: ALA Poster Sessions , Images of Physical Posters , and NCSU Example Posters . Students will analyze the posters in small groups. Allow at least three posters per group.
• Review the Poster Presentations Websites listed in the Resources section, and determine which are appropriate for your class. These guidelines can be used as additional resources or read and reviewed in the class, depending upon the level of support students need.
• Test the Persuasion Map , Compare & Contrast Map , and ReadWriteThink Notetaker on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

• review informational writing components.
• determine the criteria for effective poster presentations.
• explore the ways that purpose and audience influence a message.
• design posters that share their ideas and research.

Session One

• Explain that the class will be completing a unit on designing posters that present their findings from a recent inquiry/research project.
• Ask students to share any experiences that they have with poster presentations (e.g., science fairs, job fairs).
• Share the definition of a poster session from the Colorado State University Writing Guide, and invite students to compare their experiences with the information in the definition.
• Display and discuss the information on the purposes for poster presentations and the possible audiences for these presentations .
• ALA Poster Sessions
• Images of Physical Posters
• NCSU Example Posters
• Ask students to jot down general characteristics that they see in the posters. Allow approximately 20 minutes for groups to explore the examples and list their observations.
• If students need more structure or guidance as they explore the posters, you can pass out the 60-Second Poster Evaluation and have them use the questions to shape their observations.
• Gather the class and ask them to share the characteristics that they have noted. Record their observations on the board or on chart paper.
• Be sure that students include observations on both text and graphic design elements in their comments. If necessary, ask questions to encourage wider analysis of both text and graphics.
• After students have had sufficient time to review the posters and list the characteristics, gather the class and ask each group to share the poster they analyzed and point out the characteristics that they noticed.
• Working with the information students have shared, group like observations to create a class list of characteristics of effective posters.
• Compare the characteristics to the requirements on the Poster Session Rubric , asking students to indicate how the posters they examined would be graded with the rubrics.
• Identify the purpose of the posters, connecting to a recent research project that students have already completed.
• Provide details on the event (e.g., a class session, a school-wide history fair).
• Explain who the audiences for the posters will be.
• Describe the physical space and the resources that will be available during the poster session.
• Discuss how the Poster Session Rubric will be used to assess the session.
• Based on this information, ask students to talk about the specific audience and purpose for their posters, reinforcing the information on the purposes for poster presentations and the possible audiences for these presentations , shared earlier in the session.
• Encourage students to think about the specific purpose for their posters and what the audiences will look for on their posters. For homework, ask students to freewrite on their plans for the posters by thinking about who will look at the posters, what they will be looking for, what information is most important to include, and so forth.

Session Two

• Arrange students in groups, and ask them to share information from their homework with one another.
• Ask group members to provide supportive feedback, pointing to pertinent information from the previous session’s discussion of the characteristics of effective presentations and the two rubrics.
• After students have had time to share their ideas (about 10 to 15 minutes), gather the class, and answer any questions that have come up at this point.
• Share the Writing Strategies for Poster Sessions from the Colorado State University Writing Guide. Be sure to drill down and discuss the information for each of the four bullet points in the Guide. If students have already written a paper on their inquiry, be sure to emphasize the ideas in the "Working From a Drafted Paper" section.
• Connect the Writing Strategies information to the Poster Session Rubric .
• Cover the details in the What to Include section of from the Colorado State University Writing Guide as well. Stress the importance of choosing content that communicates the important information without providing more text than the audience will be able to read during the poster session. Save the details on Graphics for the next session.
• Briefly overview the three graphic organizers that students can use to begin structuring the information for their poster session: Persuasion Map , Compare & Contrast Map , and ReadWriteThink Notetaker . Explain what the organizer is used for and which topics it will best fit. For instance, the Persuasion Map can be used if the presenter is trying to argue a specific point about a topic. Use example topics from the class to make the overview more concrete.
• If desired, share the Notetaker Example , based on the Award-winning Southern Flounder Exhibit Temperature-Dependent Sex Determination from the NCSU Example Posters site, to discuss how to use outlining as an organization tool for poster design.
• During the remainder of the class, students can begin work structuring their ideas and planning their posters, according to the information covered in the Writing Strategies for Poster Sessions Web pages.
• In mini-lesson fashion, demonstrate each of the three online graphic organizers, gathering only the students who are most likely to use each online interactive for each presentation.
• For homework, ask students to have completed a graphic organizer for their topics and to sketch a rough outline or design of the information they will include in their poster presentation.

Session Three

• Arrange students in small groups, and ask them to share their graphic organizers and plans with one another. Have students use the Poster Session Rubric to guide their responses.
• Gather the class and answer any questions that students have about the project.
• Review the details on the Poster Session Rubric that apply specifically to the design and graphics used on the posters.
• Share the Graphics section and the Layout section from the Colorado State University Writing Guide. Be sure to drill down and discuss the information for each of the bullet points.
• Return to the Poster Session Rubric and characteristics of effective posters from the first session, and ask students to discuss how the information about the Colorado State University Writing Guide aligns with the information.
• Allow any time remaining in the session for students to work on their presentations.
• Use The Transport Problem from the Colorado State University Writing Guide to review the resources that will be available during the poster session and to discuss how to carry drafts to school.
• For homework, ask students to complete a rough version of their poster presentation to share for feedback during the next session. Allow several days for students to work at home. Add in-class work sessions as desired.

Session Four

• Arrange the class into 4 or 5 small groups. Ask students to set up their drafts for the class to view, keeping each group together in a specified section of the room.
• Give students 5 to 10 minutes to set up their drafts and make any changes.
• Pass out copies of the 60-Second Poster Evaluation Chart and ask students to write their name and the name of their presentation on the sheet. Have them place the chart face down on a table or desk near their drafts.
• Each group will move to the first poster in the next group’s collection, moving clockwise around the room. Students will skip their own collection of posters.
• The group will review the poster, using the 60-Second Poster Evaluation printout to guide their discussions.
• If desired, students can use the 60-Second Poster Evaluation Notes to take notes as they examine the posters.
• After groups have spent 60 seconds evaluating the poster, ask them to turn over the 60-Second Poster Evaluation Chart and add their comments.
• After adding details to the Chart , groups should turn the sheet face down, so that their comments do not influence the next group that reviews the poster.
• All members are to contribute to this process. Comments should be original, not copies of the comments of other groups nor “ditto” marks.
• After each poster is finished, students move to the next poster, rotating through the classroom until every poster has been evaluated by 3 or 4 of the groups.
• At the end of this process, students should arrive back at their own group of posters.
• When the 60-second review is complete, have students return to their posters and read the comments the groups have left them.
• Ask students to take a few minutes to look for similar comments and think about changes that they can make to improve their posters.
• After students have had time to read the feedback and gather their thoughts, ask groups to reassemble. Have group members share the feedback and their plans for revision with one another. Encourage students to make supportive comments and concrete feedback.
• Have group members use the Poster Session Rubric to guide suggestions that they make to others in the group.
• For homework, ask students to create polished versions of their posters to share during the practice presentations.
• If students will complete supplemental handouts (the ideal situation), complete Session Five and ask students to bring a draft of their handout to the session. Otherwise, move on to Session Six.

Session Five (Optional)

If students should include a presentation handout with their poster presentation, review the information from the Prepare Supplemental Handouts from the Colorado State University Writing Guide. Allow time for students to share their handouts in small groups and provide peer feedback. Because handouts should be only one page and easily read, students should have time to review their work and begin revisions during the session. Provide mini-lessons as necessary on any writing techniques that students need help with.

Session Six

• Again, arrange the class into 4 or 5 small groups. Ask students to set up their posters for the class to view, keeping each group together in a specified section of the room.
• Working within their small groups, have students each give a practice presentation for other group members.
• Ask students observing the presentations to keep notes on notebook paper, using the Poster Session Rubric and 60-Second Poster Evaluation to guide their comments.
• To ensure that everyone has a chance to practice, you can set a time or announce when students need to switch to another presentation. If a student has not finished a presentation when time is called, indicate that the student needs to shorten the presentation.
• Once everyone has presented, ask groups share feedback with one another. Emphasize the importance of providing supportive comments and concrete suggestions.
• With 5 to 10 minutes left in the session, gather the class and answer any questions students have.
• For homework, ask students to make any final changes to their poster presentations.
• Remind them of the resources that will be available for the official poster presentations that will take place during the next session.
• Review information from The Transport Problem from the Colorado State University Writing Guide if students need additional tips.

Session Seven

• Before students arrive, make any changes necessary to set up the space for the poster presentations.
• Give students several minutes at the beginning of the session to set up their displays and complete finishing touches.
• Explain the procedure for visiting the displays: students move from area to area in groups of two or three so no display is ever overcrowded.
• During the fair sessions, circulate through the presentations yourself, using the Poster Session Rubric to assess student work.
• After students have had a chance to visit all of the presentations, gather the class together and invite students to share their reactions to the presentations.
• Three poster presentation topics I want to know more about
• The most surprising presentation
• The presentation that had the biggest impact on you
• In their homework responses, ask students not only to share the titles of the poster presentations that match the superlatives but also to explain why they chose the presentations that they did.
• At the beginning of the next class session, collect the homework responses.
• Ask students to discuss how fair use and copyright restrictions apply to the artwork that they use in their posters. The Ball State University: Copyright for Students and The Library Media Center and Citing Sources are useful resources to share with the class as you explore the issue.
• Analyze historical posters with the ReadWriteThink lessons Argument, Persuasion, or Propaganda? Analyzing World War II Posters .
• By the People, For the People: Posters from the WPA
• World War II Poster Collection
• Produce for Victory: Posters on the American Home Front (1941-45)
• World War II Posters
• Turn of the Century Posters
• Circus and Magic Posters

Student Assessment / Reflections

Check graphic organizers, outlines, drawings, and designs as students work for completion and effort. Assess students’ final drafts using the Poster Session Rubric and the criteria for effective effective posters that students created during the first session of the lesson. Keep anecdotal notes on students’ participation during the final poster session, and provide any feedback as you respond to the superlatives that students submit after the project.

• Professional Library
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With full recognition that writing is an increasingly multifaceted activity, we offer several principles that should guide effective teaching practice.

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

Useful for a wide variety of reading and writing activities, this outlining tool allows students to organize up to five levels of information.

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A guide to Professional Communications Projects , with examples and grading rubrics

Assessment By Poster Presentation

What is assessment by poster presentation.

Poster presentations are often used to assess student learning from student individual and group research projects and often used at scientific conferences.

Poster Presentation Guides for Students

• Designing Effective Posters is a tutorial that explains how to develop a scientific poster.
• Creating Effective Poster Presentations is a user-friendly guide to creating posters.
• Presenting Slides or Posters is a page from the State Your Case project with several helpful resources for creating effective poster and slide show presentations.

Poster Presentation Assessment Tips:

• Resources for Poster Presentations includes the "60 second poster evaluation" rubric, the "poster presentation evaluation sheet" handout and judges score sheet for poster presentations for Sigma XI.

Additional Resources

Block, Steven M. 1996. Do's and don'ts of poster presentations. Biophysical Journal 71: 3527-3529.

Gosling, Peter J. 1999. Scientist's Guide to Poster Presentations. Kluwer Academic Press, New York.

Harms, Michael. 1995. How to prepare a poster presentation. Physiotheraphy 81(5): 276.

Hess, George R. and Elizabeth N. Brooks. 1998. The class poster conference as a teaching tool. Journal of Natural Resources and Life Sciences Education 27: 155-158.

Nicol, Adelheid A. M. and Penny M. Pexman. 2003. Displaying your findings: a practical guide for creating figures, posters, and presentations. American Psychological Association, Washington, DC.

Teixeira, Art. 1997. Preparing posters for technical presentations. Resource 4(4): 15-16.

Tufte, Edward. 1983. The Visual Display of Quantitative Information. Graphics Press, Cheshire, CT.

Tufte, Edward. 1995. Envisioning Information. Graphics Press, Cheshire, CT.

Tufte, Edward. 1997. Visual Explanations: Images and Quantities, Evidence and Narrative. Graphics Press, Cheshire, CT.

Tufte, Edward, 2006 Essay, The Cognitive Style of Powerpoint: Pitching Out Corrupts Within, Graphics Press LLC, Cheshire, Conn., available from http://www.edwardtufte.com/tufte/powerpoint .

Show abstract Hide In corporate and government bureaucracies, the standard method for making a presentation is to talk about a list of points organized onto slides projected up on the wall. For many years, overhead projectors lit up transparencies, and slide projectors showed high-resolution 35mm slides. Now "slideware" computer programs for presentations are nearly everywhere. Early in the 21st century, several hundred million copies of Microsoft PowerPoint were turning out trillions of slides each year. Alas, slideware often reduces the analytical quality of presentations. In particular, the popular PowerPoint templates (ready-made designs) usually weaken verbal and spatial reasoning, and almost always corrupt statistical analysis. What is the problem with PowerPoint? And how can we improve our presentations?

Zielinska, E., 2011. Poster Perfect: How to drive home your science with a visually pleasing poster . The Scientist , September 2011.

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The School of Health Professions — Genetic Counseling Program’s class of 2024 graduated alongside graduates in the School of Medicine and Graduate School of Biomedical Sciences Tuesday at the George R. Brown Convention Center in Houston.

Dr. William G. Kaelin Jr., a 2019 winner of The Nobel Prize in Physiology or Medicine, delivered the John E. Whitmore Lecture commencement address. Kaelin is the Sidney Farber Professor of Medicine at Harvard Medical School and Dana-Farber Cancer Institute. He is a senior physician-scientist at Brigham and Women's Hospital and Howard Hughes Medical Institute Investigator.

During Kaelin’s address, he quoted philosopher Confucius to motivate graduates to choose a fulfilling career that will make them happy. “As Confucius said, ‘If you do something that you like for a living, then you never have to work a day in your life,”’ Kaelin said.

The Genetic Counseling Program kickstarted the celebration of its fifth graduating class ahead of commencement by hosting an annual Graduation Celebration Friday, May 24 in the Cullen Auditorium on the main Baylor campus. The event included a reception and ceremony attended by the graduates, the graduates’ family and friends and members of the School of Health Professions and Department of Molecular and Human Genetics communities.

The reception included an in-person and virtual viewing of the graduates’ thesis project posters. The program and department leadership, such as Genetic Counseling Program Associate Director and Assistant Professor Salma Nassef, delivered speeches that acknowledged the graduates’ growth throughout the program.

“Even though you walk the stage next week, today is the day that marks, in my mind and in my heart, the day you transition from being learners here at Baylor to part of our Baylor family to (members) of our alumni network,” Nassef said. I look forward to witnessing all of your amazing professional accomplishments as you transition.”

After remarks from program and department leadership, the graduates, who completed 1,935 cases during the two-year program, were hooded by their thesis project chairs. The ceremony also included an awards presentation and personal remarks to the graduates from faculty, staff and peers.

View the full list of award winners below. 

Faculty and Staff Awards

• Outstanding Clinical Supervisor — Ashley Spector, C.G.C . Based on clinic style and feedback.
• Outstanding Teacher Award — Sarah Scollon, C.G.C. Determined by teaching style, availability and accessibility.
• Outstanding Mentor Award — Andrea Moon, C.G.C. Faculty member who showed warmth and support toward students and provided guidance outside of the class and clinical space.
• Outstanding Non-Genetic Counselor — Jannette Cruz. An instructor, course director, clinical supervisor, thesis committee member or other individual who provides significant input and support to the student learning experience. 

Graduate Awards

• 2024 Best Poster —Grayson Northcutt. A genetic counseling graduate whose thesis project presentation was the most impressive among judges. The impressiveness of the poster is determined by a rubric provided to the judges.
• 2024 Outstanding Class Engagement — Arden Wheeler. A genetic counseling graduate who actively participated in class discussions and activities and was outstanding in representing the profession in different settings, including the classroom and healthcare community.
• 2024 Outstanding Clinical Performance —Sara Stansbury. A genetic counseling graduate who demonstrated exemplary patient care through compassion and skilled communication in the clinical setting.
• 2024 Outstanding Leadership Achievement — Arden Wheeler. A genetic counseling graduate who advocated for peers, the program and the profession. 

Watch the  commencement ceremony . 

Watch the  celebration event .