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Graduate students emerging from STEM programs face inequitable professional landscapes in which their ability to practice inclusive and effective science communication with interdisciplinary and public audiences is essential to their success. Yet these students are rarely offered the opportunity to learn and practice inclusive science communication in their graduate programs. Moreover, minoritized students rarely have the opportunity to validate their experiences among peers and develop professional sensibilities through research training. In this article, the authors offer the Science Communication (Sci/Comm) Scholar’s working group at The University of Texas at San Antonio as one model for training graduate students in human dimensions and inclusive science communication for effective public engagement in thesis projects and beyond. The faculty facilitated peer-to-peer working group encouraged participation by women who often face inequities in STEM workplaces. Early results indicate that team-based training in both the science and art of public engagement provides critical exposure to help students understand the methodological care needed for human dimensions research, and to facilitate narrative-based citizen science engagements. The authors demonstrate this through several brief profiles of environmental science graduate students’ thesis projects. Each case emphasizes the importance of research design for public engagement via quantitative surveys and narrative-based science communication interventions. Through a faculty facilitated peer-to-peer working group framework, research design and methodological care function as an integration point for social scientific and rhetorical training for inclusive science communication with diverse audiences.
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How interdisciplinary collaboration helps communicate engineering research to community audiences
Does interdisciplinary collaboration make a difference when it comes to communicating engineering concepts to community audiences? This research focuses on the effect of communication strategies on community attitudes toward engineering research. Two cohorts of four academic researchers each, representing eight different disciplinary backgrounds (aviation planning, cancer research, math education, musicology, chemical/biomolecular engineering, material science, soil science, and theater) developed research communication outputs for the public by creating: 1) an individual video presenting their research through the lens of their discipline alone; and 2) a convergent video where they collaboratively discussed their research with others in their cohort around a common theme, integrating all of their disciplinary lenses. Using a panel of respondents (n = 2,938) procured through Qualtrics, and purposefully recruited to create a diverse sample in age and racial/ethnic background, the research team randomly assigned respondents to watch one of three video treatments: one individual video, multiple individual videos, or a convergent video. Then, respondents answered a series of questions about their interest and knowledge of several STEM topics, both before and after watching the video(s). This retrospective pre/post questionnaire technique helps to alleviate response-shift bias present in self-assessed changes in learning attitudes. Our findings show that collaborative presentation videos increased self-reported audience interest in engineering, and perceptions of disciplinary relatedness more than the non-collaborative, individual presentations made by the same researchers. These results suggest a beneficial role for collaborative communication strategies to foster interest in engineering among public audiences, even among people without a background in STEM. Further, collaborative communication led to an increased sense of relatedness among different disciplines, which may be useful for effective public research communication about interdisciplinary engineering projects.
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- Award ID(s):
- 1811119
- PAR ID:
- 10433454
- Date Published:
- Journal Name:
- Zone 1 Conference of the American Society for Engineering Education
- ISSN:
- 2332-368X
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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