10 Tips for Scholars’ Day Faculty mentors
  1. Website: Faculty mentors and student presenters should familiarize themselves with the Scholars’ Day website content at the inception of their project, and use it as a resource for success. The mentor can start with the suggestions for promoting student work link.

  2. Event date: Note the date of Scholars’ Day. Get an up-front commitment from prospective student presenters that they will attend on that date.

  3. Application deadline: Note the application deadline. Remind your student(s) to submit the form online by the deadline, with a detailed, proof-read abstract, 100-200 words in length, that specifically describes and succinctly summarizes the entire presentation.

  4. Application form: Each separate presentation requires a separate application, which includes the mentor's name. Each student interested in the competitive scholarship awards should determine whether he or she meets the eligibility criteria, and if so, select that option on the application form. Group projects need to list all group members on the application.

  5. Presentation planning: Discuss presentation format options with the student(s). Both mentor and student should view all the material at the MCC Library Guide on presentations and keep these principles in mind when selecting a format and preparing the presentation. Each presentation is limited to 20 minutes (which should include five minutes for Q and A).

  6. Judging criteria: Go over the judging forms with the students early in the project, so they can develop the project and prepare the presentation accordingly, if they are eligible for scholarship awards.

  7. Written materials: If scholarship awards require the submission of written materials (such as an annotated bibliography), work with your student(s) to get these submitted on time and correctly. 

  8. Presentation tactics: Good presentations require eye contact, command of the topic, and a little enthusiasm; students should not just read a paper. Visual aids that contribute to professionalism are recommended.

  9. Supported practice: Students should practice presenting and taking questions with the mentor and others in practice audiences. Students should try to anticipate likely questions and be prepared with informed answers. If this process reveals gaps in the presentation itself, help the students recognize this and revise accordingly.

  10. Student focus: At presentation time, the stage belongs to the students, not the mentor. Plan and prepare accordingly. Mentors should, but are not required to be in the audience for their students' projects.