In this methods paper, the development and utility of composite narratives will be explored. Composite narratives, which involve combining aspects of multiple interviews into a single narrative, are a relatively modern methodology used in the qualitative research literature for several purposes: to do justice to complex accounts while maintaining participant anonymity, summarize data in a more engaging personal form and retain the human face of the data, illustrate specific aspects of the research findings, enhance the transferability of research findings by invoking empathy, illuminate collective experiences, and enhance research impact by providing findings in a manner more accessible to those outside of academia. Composite narratives leverage the power of storytelling, which has shown to be effective in studies of neurology and psychology; i.e., since humans often think and process information in narrative structures, the information conveyed in story form can be imprinted more easily on readers’ minds or existing schema. Engineering education researchers have increasingly begun using narrative research methods. Recently, researchers have begun exploring composite narratives as an approach to enable more complex and nuanced understandings of engineering education while mitigating potential issues around the confidentiality of participants. Because this is a relatively new methodology in higher education more broadly and in engineering education specifically, more examples of how to construct and utilize composite narratives in both research and practice are needed. This paper will share how we created a composite narrative from interviews we collected for our work so that others can adapt this methodology for their research projects. The paper will also discuss ways we modified and enhanced these narratives to connect research to practice and impact engineering students. This approach involved developing probing questions to stimulate thinking, learning, and discussion in academic and industrial educational settings. We developed the composite narratives featured in this paper from fifteen semi-structured critical incident interviews with engineering managers about their perceptions of adaptability. The critical incidents shared were combined to develop seven composite narratives reflecting real-life situations to which engineers must adapt in the workplace. These scenarios, grounded in the data, were taken directly to the engineering classroom for discussion with students on how they would respond and adapt to the presented story. In this paper, we detail our process of creating one composite narrative from the broader study and its associated probing questions for research dissemination in educational settings. We present this detailed account of how one composite narrative was constructed to demonstrate the quality and trustworthiness of the composite narrative methodology and assist in its replication by other scholars. Further, we discuss the benefits and limitations of this methodology, highlighting the parts of the data brought into focus using this method and how that contrasts with an inductive-deductive approach to qualitative coding also taken in this research project.
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Paths to Empathy: Heterogeneous Effects of Reading Personal Stories Online
Every day people share personal stories online, reaching millions of users around the world through blogs, social media and news websites. Why are some of these stories more attractive to readers than others? What features of these personal narratives make readers empathize with the storyteller? Do the readers’ personal characteristics and experiences play a role in feeling connection to the story they read? Experimental studies in psychology show that there are several factors that increase empathy in the aggregate, but there is a need for deeper understanding of empathetic feelings at the individual level of storyteller, story, and reader. Here, we present the design and analysis of a survey that studied the impact of story features and reader predispositions and perceptions on the empathy they feel when reading online stories. We use causal trees to find the individual-level causal factors for empathy and to understand the heterogeneity in the treatment effects. One of our main findings is that empathy is contextual and, while reader personality plays a significant role in evoking empathy, the mood of the reader prior to reading the story and linguistic story features have an impact as well. The results of our analyses can be used to help people create content that others care about and to help them communicate more effectively
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- Award ID(s):
- 1801644
- NSF-PAR ID:
- 10148687
- Date Published:
- Journal Name:
- Proceedings of IEEE Conference on Data Science and Advanced Analytics (DSAA)
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Collaborating scientists and storytellers successfully built a university-based science-in-action video storytelling model to test the research question: Can university scientists increase their relatability and public engagement through science-in-action video storytelling? Developed over 14 years, this science storytelling model produced more than a dozen high-visibility narratives that translated science to the public and featured scientists, primarily environmental and climate scientists, who are described in audience surveys as relatable people. This collaborative model, based on long-term trusting partnerships between scientists and video storytellers, documented scientists as they conducted their research and together created narratives intended to humanize scientists as authentic people on journeys of discovery. Unlike traditional documentary filmmaking or journalism, the participatory nature of this translational science model involved scientists in the shared making of narratives to ensure the accuracy of the story's science content. Twelve science and research video story products have reached broad audiences through a variety of venues including television and online streaming platforms such as Public Broadcasting Service (PBS), Netflix, PIVOT TV, iTunes, and Kanopy. With a reach of over 180 million potential public audience viewers, we have demonstrated the effectiveness of this model to produce science and environmental narratives that appeal to the public. Results from post-screening surveys with public, high school, and undergraduate audiences showed perceptions of scientists as relatable. Our data includes feedback from undergraduate and high school students who participated in the video storytelling processes and reported increased relatability to both scientists and science. In 2022, we surveyed undergraduate students using a method that differentiated scientists' potential relatable qualities with scientists' passion for their work, and the scientists' motivation to help others, consistently associated with relatability. The value of this model to scientists is offered throughout this paper as two of our authors are biological scientists who were featured in our original science-in-action videos. Additionally, this model provides a time-saving method for scientists to communicate their research. We propose that translational science stories created using this model may provide audiences with opportunities to vicariously experience scientists' day-to-day choices and challenges and thus may evoke audiences' ability to relate to, and trust in, science.more » « less
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Societal Impact Statement The practice of writing science blogs benefits both the scientist and society alike by providing professional development opportunities and delivering information in a format that is accessible to large and diverse audiences. By designing a project that introduced upper‐level undergraduate students to science blog writing with a focus on plant biology, we piqued students' interest in science writing and the content of a popular plant science blog website. If adopted more widely, this work could broaden the scope of science education and promote the development of effective science communication skills for the next generation of scientists.
Summary Successful scientists must communicate their research to broad audiences, including distilling key scientific concepts for the general public. Students pursuing careers in Science, Technology, Engineering, and Mathematics (STEM) fields benefit from developing public communication skills early in their careers, but opportunities are limited in traditional biology curricula.
We created the “Plant Science Blogging Project” for a Plant Biology undergraduate course at the University of Pittsburgh in Fall 2018 and 2019. Students wrote blog posts merging personal connections with plants with plant biology concepts for the popular science blogs
Plant Love Stories andEvoBites . By weaving biology into their narratives, students learned how to share botanical knowledge with the general public.The project had positive impacts on student learning and public engagement. In post‐assignment surveys, the majority of students reported that they enjoyed the assignment, felt it improved their understanding of plant biology, and piqued their interest in reading and writing science blogs in the future. Approximately one‐third of the student‐authored blogs were published, including two that rose to the top 10 most‐read posts on Plant Love Stories. Some dominant themes in student blogs, including medicine and culture, differed from common story themes published on the web, indicating the potential for students to diversify science blog content.
Overall, the Plant Science Blogging Project allows undergraduate students to engage with plant biology topics in a new way, sharpen their scientific communication skills in accordance with today's world of mass information sharing, and contribute to the spread of scientific knowledge for public benefit.
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