objectives of research colloquium

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Innovative Approach to Research Training: Research Colloquium for Junior Investigators

Dr. richard balon.

Department of Psychiatry and Behavioral Neurosciences at Wayne State University in Detroit, Michigan

Mr. Ernesto Guerra

American Psychiatric Institute for Research and Education in Arlington, Virginia

Dr. James H. Meador-Woodruff

Department of Psychiatry and Behavioral Neurobiology at the University of Alabama at Birmingham in Birmingham, Alabama

Dr. Maria A. Oquendo

Department of Psychiatry at Columbia University & New York State Psychiatric Institute in New York

Dr. Ihsan M. Salloum

Department of Psychiatry and Behavioral Sciences at the University of Miami Miller School of Medicine in Miami, Florida

Dr. Delane E. Casiano

Center for Psychotherapy Research at the University of Pennsylvania in Philadelphia

Dr. Charles B. Nemeroff

Training future clinical researchers is clearly a critical issue for psychiatry and medicine. With the advent of new technologies, the development of new methodological approaches and study designs, and more sophisticated statistics, conducting research has become increasingly more complicated. How will a new generation of competent researchers be prepared to face these new challenges? Research training should be an essential part of all physician training. Because of the dearth of young investigators in our field, the importance of research training in psychiatry has been a focus of an Institute of Medicine report (1). Numerous avenues for research training have been explored (1). However, as the number of young researchers remains low, new approaches to research training and mentoring need to be explored.

There are basically two main areas of research training. A general one, focused on an often vaguely defined concept of “research competency,” includes the ability to understand research literature (research literacy) and learning to conduct simple studies. A more specific area of research training focuses on preparing young investigators for a research career and includes learning specific research skills such as molecular biology, brain imaging, or genetics; conducting more complicated studies; and obtaining research funding.

Most departments of psychiatry offer some education in the first area. However, only a small fraction of the departments of psychiatry in the United States are able to offer formal research training (2) that is focused on the preparation of young investigators for a research career. In addition, even the highest-ranked research departments with substantial resources do not possess expertise in all research areas. Two crucial questions in the development of a new generation of researchers are: How do we connect the pool of talented potential young researchers with experts in the field and/or mentors? How do we advise and help talented potential young investigators affiliated with nonresearch oriented departments of psychiatry to launch their research career? Frequently, contacts between young investigators and interested senior investigators are fostered at professional meetings (e.g., in a form of special sessions or travel fellowships). However, these programs are offered to a relatively small number of young investigators or are not well structured. It is critical to enhance the connection between young investigators and potential mentors and to focus and formalize the mentoring process.

During the mid-1990s, APA Committee on Research Training (CRT) conceived the idea of a yearly Colloquium for Junior Investigators (i.e., residents, research fellows, junior faculty members, and occasionally medical students). The Colloquium addresses, at least in part, the need to connect experts in the field with young investigators who can obtain much-needed advice about their research career, both regarding its scientific focus and issues of grantsmanship and academic advancement. The Colloquium, led by Ronald M. Rieder, M.D., of Columbia University, held its inaugural event in 1996. Since that time, the Colloquium has been chaired by John Greden, M.D., Ellen Leibenluft, M.D., Alan Schatzberg, M.D., Michele Pato, M.D., James Meador-Woodruff, M.D., and Charles B. Nemeroff, M.D., Ph.D.

What Is The Colloquium and How Is It Organized?

The Colloquium is a 1-day program for young investigators held on the Sunday of the APA Annual Meeting. It has recently been conducted at a hotel adjacent to the main APA venue. The Committee on Research Training selects three broad areas for each year’s Colloquium. The day begins with a few brief lectures about research and research funding. The participants then spend 2–2.5 hours in their first mentoring session. They are divided into groups of five, with two primary mentors—experts in the field. The leader of each of the three topic areas and the Chair of the Committee on Research Training also rotate through the groups. Junior investigators present their research projects (see below in “Who May Apply and How?”) and their career plans/goals (each discussion 45–50 minutes). In 2003, a group of senior statisticians were added to the mentors to fulfill an unmet need. In addition, in recent years experienced psychiatrists employed by pharmaceutical companies have been added as mentors because of their expertise in clinical trial design. The project and career plans or goals are discussed by the two mentors, the other investigators, and by one of the statisticians. The major focus of the discussion is on the scientific value of the project, its feasibility and on the junior investigators’ future goals: How does the project and the junior investigator’s other research, clinical and teaching activities comport with these goals? Do such activities help build their careers?

The lunch period (food provided) is devoted to poster presentations by all junior investigators. The purpose is to leverage the expertise and feedback of mentors and junior investigators from other mentoring groups who view the posters and interact with the presenters. The poster session is followed by a second mentoring session allowing all five junior investigators in each group to present projects. The Colloquium concludes with a series of brief presentations by representatives from funding agencies (NIMH, NIDA, NIAAA, Veterans Administration, NARSAD, American Foundation for Suicide Prevention) about available funding and, at times, by concluding remarks and feedback from each mentoring group.

Who May Apply and How?

Junior investigators from the United States and abroad apply to the APA Committee on Research Training each fall. We have had several international participants (from Africa and Europe). Applicants must submit their curriculum vitae (CV), letter(s) of recommendation, a 250-word personal statement (including goals), and a 500-word abstract of their research proposal. Applications from previous attendees seeking further mentoring are encouraged, and one of the mentoring groups is usually comprised of these individuals.

All applicants are rated by all faculty members of the broad research area they applied to be part of. They are rated in three areas—strength of their research proposal, strength of their CV and of the CV of their sponsor, and their potential benefit from participating in the Colloquium. The final score and ranking is based on these three factors.

The Colloquium has grown a bit—the first Colloquium served 45 junior investigators and recently this number has increased to 54 junior investigators. A total of 684 young investigators have participated from 1996 through 2009. A total of 217 senior faculty have served as mentors during the last 14 years.

The information about the Colloquium and how to apply is available at http://www.psych.org/MainMenu/Research/FellowshipOpportunities.aspx .

Is There Any Financial Support for the Junior Faculty?

The original support was $300 per participant. This was later increased to $1,000 per participant to defray travel costs. Travel and lodging support is provided for non-APA member Ph.D. mentors and five statisticians. From 1996 to 2001, the Committee on Research Training relied on unrestricted educational grants from pharmaceutical companies as well as small grants provided by NIMH, NIDA, and NIAAA. The Colloquium has been funded by an NIMH conference grant ( R -13 see Sonis et al. [ 3 ]) since 2001. The American Psychiatric Institute for Research and Education (APIRE) served as the grantee.

Is the Colloquium Helpful to the Career Trajectory of its Participants?

The Committee on Research Training sent questionnaires to 377 participants who attended between 1996 and 2004 to determine the impact of the Colloquium on their careers and to obtain current career data. A total of 309 surveys were received, an overall 82% response rate. The questionnaire focused on several areas: effects of the Colloquium on the participants’ career trajectory; present participant position and activity; participant’s efforts in obtaining research funding from both internal and external sources, and those sources; and research productivity in terms of presentations and publications. Additionally, in order to provide a more complete picture of the research productivity of Colloquium participants, the APIRE staff conducted an online search of NIH Project Reporter (formally known as CRISP) to ascertain the number of former Colloquium participants that had been able to secure federal funding to support their research training and studies. The APIRE maintains data on 679 participants (623 of them attended the Colloquium from 1996 through 2009, 56 of them more than one time). Findings are summarized in Appendix 1 .

Whether the Colloquium had “a definite causal effect” is impossible to gauge. The results on research productivity need to be viewed with caution—it is probable that those who did not respond to this area had lower research productivity on average than those who did respond.

The Colloquium for Junior Investigators represents a unique approach to research training at a national and international level. It provides an opportunity for research project evaluation, career advice, cross-pollination, development of research and mentoring contacts, and even an avenue to identify future academic positions. The outcome data suggest that the Colloquium may address some shortcomings in the availability of research training/mentorship for many junior investigators, though the absence of a comparison group does not make definite conclusion possible. It is not clear whether the Colloquium does enough to draw or retain researchers who would have otherwise not been in the field. It is possible that it just provides additional nurturance to a highly motivated and selected set of young investigators. The Colloquium has been the first activity of its kind, but it fits into the recent and future activities of NIMH (e.g., NIMH workshop “Navigating your way through a successful research career,” available at www.nimh.nih.gov ) and other organizations (e.g., Latino mental health senior mentor national network [ 4 ]). However, the Colloquium is certainly not the only way or effort to draw trainees into research as demonstrated by numerous publications on research training (e.g., Abrams et al. [ 1 ] and Gilbert et al. [ 5 ]). Nevertheless, we hope that the Colloquium can become a template for activities of international organizations such as World Psychiatric Association, Collegium Internationale Neuro-Psychopharmacologicum, and European Psychiatric Association to increase the networking, cross-pollination, and mentorship in research training.

APPENDIX 1. Impact of Colloquium and Participants’ Achievements

Disclosures of Academic Psychiatry editors are published in each January issue. Mr. Guerra receives salary support provided by two different research training grants funded by AstraZeneca and Ortho-McNeil Janssen. Funds are received by the American Psychiatric Institute for Research and Education through grants funded to the American Psychiatric Foundation. Other salary support is provided by two different grants and one contract that are funded by the NIMH directly to the American Psychiatric Institute for Research and Education. Dr. Salloum received grant support for NIAAA and NIDA; Dr. Meador-Woodruff receives honorarium from the American College of Neuropsychopharmacology for his role as editor-in-chief of Neuropsyhopharmacology. Dr. Oquendo has received funding in the last year from NIMH, NIAAA, and AFSP. In the past 3 years, she has also received unrestricted educational grants from AstraZeneca, Janssen, Bristol Myers Squibb, Pfizer, Eli Lilly, and Shire. Her family owns stock in Bristol Myers Squibb. Dr. Casiano is a participant in the Program for Minority Research Training in Psychiatry (APA). Dr. Nemeroff currently serves on the scientific advisory boards of American Foundation for Suicide Prevention (AFSP); AstraZeneca; NARSAD; PharmaNeuroboost. He holds stock/equity in Corcept; Revaax; NovaDel Pharma; CeNeRx, and PharmaNeuroboost. He is on the board of directors of the AFSP; George West Mental Health Foundation; NovaDel Pharma, and Mt. Cook Pharma, Inc. Dr. Nemeroff holds a patent on the method and devices for transdermal delivery of lithium (US 6,375,990 B1) and the method to estimate serotonin and norepinephrine transporter occupancy after drug treatment using patient or animal serum (provisional filing April, 2001). In the past year, he also served on the Scientific Advisory Board for Forest Laboratories, Quintiles, and Janssen/Ortho-McNeil, and received grant support from NIMH, NARSAD and AFSP; and served on the Board of Directors of APIRE.

Contributor Information

Dr. Richard Balon, Department of Psychiatry and Behavioral Neurosciences at Wayne State University in Detroit, Michigan.

Mr. Ernesto Guerra, American Psychiatric Institute for Research and Education in Arlington, Virginia.

Dr. James H. Meador-Woodruff, Department of Psychiatry and Behavioral Neurobiology at the University of Alabama at Birmingham in Birmingham, Alabama.

Dr. Maria A. Oquendo, Department of Psychiatry at Columbia University & New York State Psychiatric Institute in New York.

Dr. Ihsan M. Salloum, Department of Psychiatry and Behavioral Sciences at the University of Miami Miller School of Medicine in Miami, Florida.

Dr. Delane E. Casiano, Center for Psychotherapy Research at the University of Pennsylvania in Philadelphia.

Dr. Charles B. Nemeroff, Department of Psychiatry and Behavioral Sciences at the University of Miami Miller School of Medicine in Miami, Florida.

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What's the role of colloquiums in academia?

During my bachelors and masters degree I have attended some brief talks called colloquiums in which a researcher was invited by a professor at the university and s/he gave a one-hour talk about a scientific topic most of which about his/her own research interests.

These talks are a little different from normal conference presentations and seminars because the speaker is invited to give a talk and he is not presenting a specific paper; but in a conference, except from keynote speakers; people normally submit their papers to be peer-reviewed.

I don't know what's the role of colloquiums in academia and what the speaker is seeking by giving such talks? Also, who can give such talks (a researcher, somebody from industry, an outstanding professor, etc.)?

• research-process

• I would not consider a 1 hour seminar to be "such a small talks" –  ddiez Commented Sep 10, 2014 at 14:19
• @ddiez I was under the impression that the OP meant "small" in terms of audience (which may or may not be true for colloquiums) –  xLeitix Commented Sep 10, 2014 at 14:41
• @xLeitix It was in my mind that in a colloquium, the speaker does not necessarily go into the depth of the topic he is talking about, and at least his talk is more brief [or smaller] than a conference/workshop presenter. –  enthu Commented Sep 10, 2014 at 14:45
• 3 @EnthusiasticStudent ok, understood. However, at least in my field, most colloquiums are much longer talks that conference presentations (1-2 hours vs. 20-30 minutes) –  xLeitix Commented Sep 10, 2014 at 14:49
• 1 Agree, colloquiums tend to be longer and more similar to keynotes than to conference presentations. At least that is my biased feeling. –  ddiez Commented Sep 10, 2014 at 14:50

3 Answers 3

what the speaker is seeking by giving such small talks?

One word: exposition .

As a rule, the more senior a researcher gets, the less of her/his attention is devoted to writing single research papers. It becomes more central to be known for a specific niche, a specific topic where (s)he is the world's foremost expert. One does not become such a figurehead for a specific niche by writing good papers in the area alone (although, clearly, this is still required). One also needs to be an ambassador for the niche. This includes giving keynotes at conferences, as well as giving seminars and colloquia.

Also, who can give such talks

Everybody who gets invited by somebody. However, typically, one does not give keynote-level talks before senior postdoc or assistant professor level, simply because most PhD students do not have all too much of a vision going beyond their thesis yet. And, frankly, the keynotes of most postdocs also suck. Like most skills in academia, giving good exposition talks is also a skill that comes with training.

(there are exceptions, of course - I can think of at least one outstanding PhD student in software engineering who was regularly invited to give keynote talks at conferences midway through her dissertation)

• 1 A keynote talk at a conference is pretty different from a colloquium, though. –  Nate Eldredge Commented Sep 10, 2014 at 14:33
• 1 @NateEldredge Hmm. Not in my field, usually. –  xLeitix Commented Sep 10, 2014 at 14:40

In addition to other answers, a colloquium series is often used as a way to indirectly fund research collaboration.

In many cases, the colloquium speaker is a collaborator of one of the institution's own faculty (call her X), or at least X is specifically interested in the speaker's work. X may suggest that the speaker be invited. The speaker will usually be on campus for a day or two (or more), during which he and X can have longer technical discussions. The colloquium talk is for the benefit of the rest of the department: they can learn about the speaker's work at a higher, less technical level. (Colloquiua are usually meant to be pitched to an audience of faculty and grad students with a general background in the field, not necessarily the speaker's specific subfield; of course, that isn't always the way the talk turns out!) The department pays for the speaker's travel expenses, and everybody is happy. Next week, someone else's collaborator is invited.

• Why do you call it a colloquium series . In most of the colloquiums I have attended, separate sessions had separate topics and the talks were not necessarily connected to each other. –  enthu Commented Sep 10, 2014 at 14:40
• 4 @EnthusiasticStudent: It's a "series" in the sense that there is a talk each week at a regularly scheduled time. But there is no relationship between the talks or speakers. –  Nate Eldredge Commented Sep 10, 2014 at 15:10
• If a department has not regular talks and it has one talk per month; is it still called a colloquium series or just colloquium? Or these talks are not colloquiums? –  enthu Commented Sep 13, 2014 at 7:36

In addition to @xLeitix answer , another reason comes from the inviting part point of view. For example, in my institute from now and then researchers (at the levels mentioned by @xLeitix ) are invited to give talks. The goal is that researchers in the institute get to know about other researchers vision, topics and approaches. The aim is mainly to broaden our knowledge in order to stimulate new ideas and collaborations between researches from different topics or even fields. This is why typically these presentations are not just about a specific paper (likely niche topic), and look more like keynote presentations in conferences.

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Office of Undergraduate Research

Summer Research Colloquium

Photo by Danielle Alio, Office of Communications

The Summer Research Colloquium (SRC) is a weekly workshop series that runs concurrently to the ReMatch+ and OURSIP summer research programs. SRC workshops focus on best practices in mentorship, communicating research (e.g., writing a research report, presenting research to a general audience), and contributing to a diverse research community. SRC also hosts lunch lectures to expose students to Princeton faculty members, their research, individual paths through academia and experiences with mentorship.

In addition, the Summer Research Colloquium (SRC) extends beyond the classroom setting.  Weekly social events are offered to those participating in SRC to facilitate community among undergraduate and graduate student researchers during the summer months.

Finally, the Summer Research Colloquium (SRC) culminates in a research conference, where SRC undergraduates present their summer research to other students in the Summer Research & Learning village, graduate and postdoctoral mentors, faculty, and administrators.

The SRC is a collaborative initiative between the Office of Undergraduate Research and the Office of the Dean of the Graduate School, with support from the Office of the Dean of the Faculty.

SRC Objectives

The Summer Research Colloquium (SRC) workshop series has several, related objectives broadly aimed at building a structured and welcoming community of scholars. Generally, the weekly undergraduate workshop series provides undergraduates with introductory lessons in making the jump from the classroom to academic research. They will ask: What are the kinds of questions asked in my discipline? What types of data or sources will I collect and how will I analyze them? How does my discipline talk about the type of work I will do in general, and what kind of guidance can I expect from my faculty adviser and graduate student mentor? By the end of the summer, undergraduates will compile a research report and present their work to a larger scholarly audience at the SRC academic research conference. In addition, the graduate mentor professional development workshop series introduces graduate students to pedagogical approaches involved in advising undergraduate research and provides graduate students with teaching experience in anticipation of the academic job market. Overall, the SRC is an opportunity for undergraduate and graduate students to participate in a diverse community of scholars and build a culture of scholarship.

Specifically, for undergraduate students:

• SRC offers explicit instruction in easing the transition from the classroom to the places where research takes place (e.g., laboratory, field, archive, nonprofits and communities)
• SRC offers a candid behind-the-scenes look into the daily life of scholars across the university
• SRC presents the variety of research objectives, questions, and methodologies, and how they are discussed in specific disciplines
• SRC helps articulate the structure of academic research design and process
• SRC offers pointers on getting the most out of mentor-mentee relationships
• SRC offers a guide to finding near-peers and proximal mentors, such as graduate students and postdocs

For graduate students:

• SRC presents opportunities in teaching and advising undergraduate independent work and research
• SRC offers a universally accessible and adaptable pedagogy that they can deploy in their own disciplinary settings
• SRC offers personalized teaching support, troubleshooting, and resources
• SRC helps reinforce and extend awareness of the graduate student’s own disciplinary research practices
• SRC offers an opportunity to connect personally with the undergraduate campus community at Princeton

For Research Interns: Summer Research and SRC Participation and Attendance

OUR summer programs represent a full-time commitment for the 9 weeks of the program, and the stipend is provided to make full participation possible. Research interns should be participating in full-time research during the program weeks. Research interns are required to attend all SRC workshop sessions, to be physically present on campus Monday-Friday every week for the duration of the program, and to schedule vacations outside of the program dates. As the funding program, OUR makes the final determination around program attendance. For absences related to illness and emergency, please contact OUR as soon as possible. Mentees who receive OUR approval for any planned or unplanned absences are responsible for informing their mentors and coordinating alternative arrangements. This participation policy is designed to ensure fairness among all the students in the program by asking the same commitment of all participants, as well as to achieve the program’s goals of giving each student a full-time research experience and providing a supportive learning community.

LPL Grad Site

Graduate Student Colloquiums (GSCs) and Tips to Give an Excellent Colloquium Presentation

Each student must make three Colloquium presentations--normally one each in your second, third, and fourth semesters. All three presentations must pertain to the student's graduate research at LPL with two presentations being oral presentations and one being a poster. Oral presentations should be roughly 12 minutes long, with up to 5-minutes for Q&A. The audience completes feedback forms after your presentation which the student will review with their faculty mentor within one month of the presentation. Grad student colloquia shall be given either at the Lunar and Planetary Lab Conference (LPLC) in the Fall (typically the last Thursday & Friday before classes start) or at GSC Day in the Spring.

The purpose of the Grad Student Colloquia is to give you practice in public speaking on scientific topics so that you will be well-prepared to give conference presentations and be able to communicate effectively in your scientific career. The audience is generally friendly, and the forms offer constructive criticism about how you may improve your presentation skills. Some potentially useful tips:

• PRACTICE!!!!! Learn the use of the audio-visual equipment in the lecture halls and make sure there's a pointer. Make your visual aides in advance and ask some students to sit in on your run-throughs. We're only too glad to take a few minutes to help you, and this is the best time to make sure you don't stand in front of the projector or tap absentmindedly on the lectern.
• Dress is not formal, but try to look nice. You are the center of attention.
• The Planetary Sciences community contains many disciplines; you will be speaking to a mixed audience in terms of interest in the subject and level of understanding. Assume your audience is intelligent but keep the intricate details to a minimum.
• Use a large font on your visual aides, and be concise! The visual aides are there so your audience can see where you are if they fall asleep, not to display a verbatim transcript of your talk.
• If you are giving a talk over zoom or have participants on zoom, make sure to practice in a virtual format. Make sure the room audio works and the correct screen shares for your slides. If it isn't your meeting, make sure the host is there early or request to be made co-host in advance so the meeting can start on time.

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Each year, CLACS hosts a Research Colloquia series which combines a graduate-level course with a speaker series. The course is co-taught by faculty of distinct disciplines, bringing together different academic fields of study. The event series invites top scholars and practitioners to present their work and research to the NYU community as well as the general public. These cutting-edge themed colloquium series and conferences are the result of faculty working groups.

Recent Research Colloquia (2023-2018)

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Psychology Undergraduate Research Colloquium

March 25, 2024; 4:00PM - 6:00PM Psychology Building Lobby

The Department of Psychology Undergraduate Research Forum is an opportunity for undergraduate students to showcase their research in the field of psychology. The Research Colloquium is a poster session (similar to the Denman Undergraduate Research Forum ) that allows students to display and talk about their work with faculty, staff, graduate students, and undergraduate students in the Department of Psychology.

At the Department of Psychology's Annual Undergraduate Research Colloquium, which takes place spring semester, student researchers present their research in the form of an academic poster session. All psychology students who are involved in research projects are invited to present their research at this colloquium, including Psychology Theses, Honors Theses, independent research projects, Psychology 4998 experiences, and course research projects (e.g., Psych 4520). 

If you are interested in other research opportunities, contact the Office of Undergraduate Research & Creative Inquiry .

2024 Presenter Information

What is a Colloquium?

The colloquium is a unique form of academic examination that provides both a challenge and an opportunity to present and discuss in depth one's knowledge and understanding of a particular topic.

Relevance and importance of the Colloquium

A colloquium is more than just a form of examination; it is an opportunity to demonstrate in-depth knowledge in a subject area and to enter into a dialog with experts. Whether in the context of a bachelor's or master's thesis, a dissertation, or as a stand-alone examination format, the colloquium is highly valued in the academic world. But a colloquium can also occur in school contexts, for example as part of the Abitur examinations.

Objective of the article

The article aims to shed light on the often mystified colloquium. We will present different types of colloquia, go into preparation and execution, and provide useful tips and strategies for a successful colloquium. Frequently asked questions will also be answered so that there should be no uncertainties left at the end.

Different types of colloquia

Colloquia can serve as valuable academic and professional forums, depending on how and where they are conducted. The following is a more detailed explanation of the different types of colloquia:

Bachelor's or Master's Colloquium:

This form of colloquium is primarily about presenting and defending one's thesis. The audience usually consists of an examination board made up of lecturers and sometimes external experts. The challenge here is to present one's research topic not only in a technically correct manner, but also in a way that is understandable to a non-specialist audience. This is usually followed by a question and answer session in which the students have to defend their theses.

Research Colloquium

In this format, the goal is to facilitate open and dynamic discourse among researchers. Here, experts in a field meet, often in a relaxed setting, to present and discuss new research ideas, preliminary results or innovative methods. The participants are usually at the same scientific level, which is why the discourse can be very specialized.

Colloquium as a course

This form of colloquium is located in academic teaching and aims to provide students with a deeper understanding of a particular complex of topics. In contrast to regular lectures, more interaction and discussion is desired here. Participants are often expected to actively contribute, whether through presentations, contributions to discussions, or the joint development of approaches to solving complex problems.

Professional colloquium

In the professional world, colloquia are often used for continuing education and networking. The focus here can be on current challenges, industry trends or new technologies. These colloquia are often interdisciplinary and bring together experts from different areas of a company or industry.

Different types of colloquia and their characteristics

Preparation for a colloquium

Preparation for a colloquium is a crucial factor for success and the personal enrichment one can derive from the event. This section is intended to provide you with a comprehensive overview of the key areas you should focus on in order to be best prepared.

Understand the topic and target audience: Before you start the actual preparation, it is important to thoroughly research the topic of the colloquium. Read relevant literature and talk to experts to get a comprehensive overview. Identify the target audience to adjust your arguments and the tone of your presentation accordingly.

Gather materials and resources: After you have gained a deeper understanding of the topic, begin collecting key materials. This can include scientific articles, statistical data, case studies, and personal anecdotes. Sort them according to their relevance and credibility.

Practice presentation skills: The best material is of little use if you can't communicate it effectively. So use different methods to improve your presentation skills. This can include practicing in front of a mirror, recording your presentation, or rehearsing with friends or colleagues.

Seek feedback: No matter how well-prepared you feel, an outside perspective can be very insightful. Therefore, seek feedback from people who are either knowledgeable about the topic or experienced in presenting. They can give you valuable insights that you may have overlooked.

Clarify technical aspects: Technical glitches can ruin even the best presentation. Therefore, check all equipment in advance, from the sound system to the projector. If possible, do a test run in the actual event space.

Mental preparation: A good presentation requires not only expertise, but also confidence and mental strength. Methods such as breathing exercises or short meditation sessions can help you reduce stress before the event.

• Topic Research: Before the colloquium takes place, it is helpful to familiarize yourself with the topic and the scheduled speakers. This will allow you to better understand the presentations and ask meaningful questions.
• Formulate questions: Think about what questions you want to ask ahead of time. Well-formulated questions can stimulate discussion and provide you with valuable insights.
• Materials and notes: Take a notebook or tablet with you to record important points during presentations and discussions. This will help you better process and use the information later.
• Dress code: Find out about the dress code of the event. In academic circles, the choice of dress is often more conservative, while in start-up colloquia a casual look may be acceptable.
• Time management: Plan your arrival and departure carefully so that you are on time. There are often networking opportunities before or after the official part that you shouldn't miss.
• Active Participation: Consider how you can actively participate, whether by asking questions, contributing to discussions, or even presenting your own research if the format allows.

Procedure and structure of a colloquium

The flow of a colloquium can vary depending on the topic, target audience, and type of event. In this section, we will discuss in detail the basic structure of a typical colloquium and the stages you can expect.

Welcome and introduction

Here, the organizer or a moderator usually introduces the speakers and gives a brief overview of the topic and the course of the colloquium.

Lecture phase

In this phase, the speakers give their presentations. The duration can vary, but is usually fixed in advance. It is common for each speaker to have a presentation with visual aids such as slides.

Question and answer phase

After each presentation or at the end of a series of presentations, there is usually a question and answer period where the audience can ask questions. This is the moment when discussions can arise and the topic is deepened.

Discussion round

Sometimes a separate discussion round is also scheduled, in which the participants discuss in smaller groups or in the plenum. This serves as a more in-depth discussion of the topic.

Conclusion and summary

In the closing section, the most important points and findings of the colloquium are summarized. There may also be a concluding discussion or an outlook on further events or research projects.

Networking and informal exchange

After the official event, participants often have the opportunity to network and exchange ideas in a relaxed atmosphere.

Tips and strategies for a successful colloquium

A colloquium can be an exciting but stressful experience, especially if you have to present yourself. The key to a successful colloquium is effective preparation and confident execution. In this section, we provide you with tips and strategies to face your colloquium confidently and successfully.

A good structure of your presentation makes it easier to understand and keeps the audience's attention.

Open body language and a secure stance can convey competence and self-confidence.

Appealing slides or other visual aids support your argument.

Allow time for questions and discussion to make your presentation interactive and lively.

Breathing exercises and positive thinking can help reduce nervousness.

Be prepared for potential technical glitches or unexpected questions to take the pressure off.

In this section, we clarify some of the most frequently asked questions about colloquium to give you a comprehensive overview.

What is the difference between a colloquium and an oral exam?

A colloquium is often an academic dialogue and is usually given after a written paper or research project. Oral exams tend to be one-page question-and-answer situations and test knowledge from the entire semester.

How long does a typical colloquium take?

The length of a colloquium varies depending on the department and the requirements of the university, but is often between 30 and 60 minutes.

How important is the colloquium compared to other examination performances?

The weight of the colloquium varies depending on the course of study and the university. However, it is often an important component of the overall grade for the thesis or research project.

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• Research Colloquium

Call for Abstracts!

6th annual research colloquium, friday, september 13, 2024.

The purpose of this Colloquium is for SOM research scientists and trainees to share their research or clinical scholarly activity. This is your opportunity to submit an abstract for an oral or poster presentation to share your work with your peers!

For questions, read our Frequently Asked Questions section below.

Abstract Format

Questions? Email us at [email protected]

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I. What is the Colloquium about?

The Colloquium is your opportunity to share an update of your current research with all your peers! UTRGV SOM students, residents, fellows, faculty, staff and other UTRGV SOM affiliated researchers who are doing research or are currently in the active phase of any research or scholarly activity are welcome to submit an abstract!

II. Is it an oral presentation, or is it a poster?

At the time of abstract submission, you will have the option to select your preference. However, during the Abstract Review Process, our committee will make the final determination on the final number of oral presentations approved. Any oral not selected for presentation will automatically be approved for a poster presentation.

III. How and when do I submit my abstract/description of my research or scholarly activity?

The deadline to respond to our “ Call for Abstracts” is Friday, July 26, 2024 , and it can be submitted here https://scholarworks.utrgv.edu/colloquium/ . Limited oral presentation time slots available, so submit early. There is no cost to submit an abstract .

IV. How do I know if I am selected to present?

The Colloquium committee will send the Notification of Abstract Approval to all presenters via email by Friday August 9, 2024 . The Presentation Guidelines will also be sent on this date and will let you know in what format to submit your final presentation as well as the deadline to submit it. The top 3 oral and poster presentations will be recognized.

V. When do I submit my final presentation?

The final oral and poster presentations will be due by Thursday, September 5, 2024 . The top 3 oral and poster presentations will be recognized.

VI. How do I register? When will the Program Agenda be sent to us?

Registration will open Friday, June 28, 2024 and there is no cost to register . The Agenda will be released Monday, September 9, 2024, and will have the schedule for all oral & poster presentations.

VII. If I have any more questions who can I contact?

For any additional questions, feel free to contact Jorge Teniente at [email protected] or visit our Research Colloquium web page.

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As digital highways rapidly developed and re-engineered the field of research, a variety of new trends and thrusts, directions and demands, issues and challenges emerge for all research writers and practitioners.  These constitute a new paradigm which the academe must upload to keep up with the times.

The UE-GS Research Colloquium, on its second year, offers a discursive forum that focuses on a wide range of initiatives and new thinking in this field of research.  Like a platform, it exposes students to the most current research in the field of communicative arts and sciences, and the opportunity to discuss papers with the speaker.

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UB International Research Colloquium

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The International colloquium was an opportunity for graduate school students and employees from various disciplines to share their research ideas and outputs with the academic community. The activity allowed students, faculty members, and staff to demonstrate their research capabilities and skills developed from the research endeavors.

With the theme; “UB International Research Colloquium: Addressing Sustainable Goals through Research,” the first international research colloquium was held last November 18, 2022, from 8:30am to 12:00nn via Zoom application and FB live on the RDC FB page.

The colloquium’s objectives were to help meet the objectives of internationalization by addressing the 17 UNSDGs through research dissemination and utilization and encourage participation from local, national, and international partners for research dissemination. There were 21 presentations by 12 research grantees, 1 dissertation grantee, 5 thesis

Asst. Prof. Dr. Artit Chutchailpolrut, the Dean of Education and Liberal Arts of the College of Asian Scholars (CAS) in Thailand was the first speaker and talked about Research Collaborations in the Now Normal. It was followed by Dr. Jonathan Rante Carreon, the Vice President of Huachiew Chalermprakiet University (HCU) in Thailand, who discussed building an international research network and publication. grantees, and 2 external presenters from Thailand.

He also highlighted the 17 SDGs that the University can adopt and the roles of higher educational institutions in the attainment of the SDGs. The Section Chief of International Education Center of Luoyang Polytechnic China, Mr. Gui Kaixuan, also gave his message to the attendees and participants.

Engr. Javier Herminio D. Bautista, the President of the University of Baguio, gave his welcoming remarks while Dr. Isagani Paddit, the Director of R & DC, delivered the closing remarks. The event was attended by faculty members, students, staff, and guests from other academic institutions.

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Undergraduate Research Colloquium

Once a year, Loyola University Maryland hosts a campus-wide forum highlighting undergraduate student research. The goal of the Colloquium is to encourage scholastic endeavors that focus on the generation of new knowledge and the creative integration of existing scholarship.

This year’s Colloquium will be held in-person.  Students have the option to participate by presenting their research projects in oral or poster presentation sessions.

The 24th Annual Colloquium will be held on campus on Friday, April 19, 2024, from 3 to 6 p.m .  Please check below for updates on the times and building/room locations for individual presentation sessions.

Undergraduate students wishing to present their research at the Colloquium should submit a brief proposal by Tuesday March 19, 2024 .  Proposals take the form of an abstract.  Please see the Application tab and the FAQ tab for more information regarding project presentations. 

Competition Divisions

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Schedule of Events

3:00-4:30 pm · Beatty Hall Oral Presentations

• Beatty Hall 106   –   Social Sciences Session 1
• Beatty Hall 108   –   Social Sciences Session 2
• Beatty Hall 112   –   Natural & Applied Sciences Session
• Beatty Hall 114   –   Humanities & Fine Arts

3:00-3:30 pm · McGuire Hall East Poster Judging (presenters and judges only)

3:30-5:30 pm · McGuire Hall East Poster Presentations and Reception (open to public) Poster Judging continues

5:30-6:00 pm · McGuire Hall West Awards Ceremony

View the 23rd Annual Colloquium Award Winners

Event Information

Application proposals, volunteer to judge.

If you are a faculty member willing to serve as an abstract reviewer (March 19-27) and/or a judge (either for oral or poster presentations at the Colloquium on April 19 th ), please submit your contact information here to register your interest.

Research Colloquium 2021

Midway’s first ever Research Colloquium with the theme “ Architecturing research culture: Prospects and Perspectives ” was spearheaded by the Research Coordinator of Midway Colleges, Inc., Mr. Christian M. Santiago. It was held last April 30, 2021, using zoom and MS Teams as the platform.

The purpose of this colloquium is to promote the culture of Data-driven decisions, planning, strategy creation and evaluation through research amongst students, faculty and employees across all programs and departments.

The colloquium ran from 0800H-1700H. The morning session started with a prayer and followed by singing of the national anthem through the help of the supreme student council.

After, the CEO of Midway Colleges, Inc, Mr. Sabino Czar Cloma Manglicmot II, was introduced by the Masters of Ceremony, Ms. Ria Luz R. Celindro and Mr, Robie Mar A. Dayto, for the welcome remarks. The welcome remarks was then followed by the introduction of the keynote speaker by the Institution’s Academic Director, Dr. Richard L. Oandasan.

Dr. Jerome Buenviaje discussing the CARS model during his keynote address.

The keynote address during the colloquium is about “Constructing Research Habit: Rationale and Fundamentals of Research Process” delivered by the Dean of the College of Education of University of the Philippines, Dr. Jerome T. Buenviaje. During his talk, he gave tips on conducting the research, the steps and the fundamental process of research as well as the importance of conducting researches. He also shared his journey conducting his researches.

The first  session,  with the theme   “Mining the Rudiments: Assay of Quantitative Experimental Research”  was deliver ed by Mr. Christian M. Santiago. During his talk he shared his research entitled  “Flipped Mendelian Genetics Class: Effects Differentiation on Student’s Motivated Strategies f or Learning and Concept Mastery a gainst Lecture Discussion”.

Mr. Christian M. Santiago during his plenary talk on “Mining the Rudiments: Assay of Quantitative Experimental Research” .

Ms. Princess A. Garcia delivered her talk on the theme “Knitting the framework: Analyzing the Landscape of Qualitative Designs” for the second session. She shared about her research on “Shaping the Duty of a Filipino: An Investigation of the Practice of the Philippine Flag and Heraldic Code in Talavera Senior High School.” 

Dr. Richard L. Oandasan sharing his research entitled “Linguistic Schoolscape: A Pedagogical Tool for Increasing Critical Language Awareness and Positive Language Attitude.”

For the third session, Dr. Richard L. Oandasan shared his ideas on “Forging All Up: The Interplay of Research Designs”, through his research “Linguistic Schoolscape: A Pedagogical Tool for Increasing Critical Language Awareness and Positive Language Attitude.”

The plenary talk was followed by an open forum where the participants had the chance to ask the speakers about the topics they talked about. It was then followed by the awarding of certificates.

Sir Sabino Czar  Cloma   Manglicmot , the CEO of Midway Colleges, asking the first plenary speaker about the reasons why students are more anxious taking pen and paper test than taking practical tests.  

The afternoon session of the Colloquium is allotted for what we call the Breakout Sessions. Months before the Colloquium, the institution announced a call for paper where researchers from various fields were given the chance to share their researches and its findings to the participants of the colloquium. The first 30 minutes were allotted for orientation of the breakout sessions.  

There were three breakout sessions during the colloquium. We have the session for Educational Research, with Ms. Ria R. Celindro as the moderator, Social and Psychological Research, with Ms. Amy Grace Collado as the moderator, and also Business, Administration and Management Research, with Mr. Prince Ace Cutaran as the moderator.   

In the first breakout session, Educational Research, Ms. Lynjane Tabelisma, presented her research entitled  “Technological, Pedagogical and Content Knowledge (Tpack) Of Grade VI Mathematics Teachers and Learners’ Mathematics Performance: An Assessment”.  Followed by Ms. Khaysielyn Nortez’ presentation on her research entitled  “Effectiveness of The Procedure of E- Review in Passing on all the Functions of STCQ for Marine Engineering”.  The last presenter for the breakout session is Mr. Jerome A. Abanilla who presented his research entitled  “Technological Approaches in Teaching Biology: Module Development and Validation.”  

The second breakout session is on Social and Psychological Research where the first presenter is Mr. Jan Ashley D. Casco who presented his research entitled  “Ethnographic Study: The Religious Practices of the Cult Iglesia Kritiana Adarnista”.  It was followed by the presentation of Mr. Robie Mar A. Dayto with his research entitled “ Pearl Among Fins: The Effects of Classroom-Based Gender Stereotyping on the Perception of MMFI Female Maritime Students on Job Opportunities at Sea.  After, students from the Senior High School Department of Midway Colleges presented their research entitled  “Quantitative Analysis of Career Interest of Grade 12 Technical Vocational-Livelihood Maritime Specialization and Pre-Baccalaureate Maritime Students in Midway Senior High School Class 2020-2021” . The last presentation in this breakout session is a presentation on the research entitled  “Stress Strata of Midway Pre-Baccalaureate Maritime Students during Remote Flexible Learning: Measurement Across Selected Variable”.   

The researches on last breakout session are researches on Business, Administration, and Management. Dr. Jemmuel C. Roque presented his research  “Service Standards of Student Affairs and Services (SAS) Among Maritime Higher Institutions (HEI) In   Central Luzon: Basis for Strategic Plan”.  It was followed by the presentation of Mr. Kevin Juan of his research entitled  “Facets of Absenteeism among College Students: Basis for Developing Attendance Intervention Program”.   

Presentations from the breakout sessions happened simultaneously as well as all the open forums for each breakout session.   

After all the presentations and open forums, awards were awarded to the presenters followed by the closing remarks from Midway’s Research Coordinator and the over-all in charge for the Research Colloquium, Mr. Christian M. Santiago.  

Survey forms and evaluation forms were disseminated after the colloquium.  

All in all, the research colloquium was a success and it delivered its goal of promoting the Research Culture in the institution and also to the other participants.

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