June 15, 2014
June 15, 2014
June 18, 2014
Minorities in Engineering
24.1277.1 - 24.1277.14
Transformation of Faculty Dissemination Practices Via Social MediaAn expected outcome for academic researchers includes dissemination of their research intraditional venues such as peer-reviewed journals and at academic conferences. With a growingemphasis on broadening the participation of diverse audiences within science, technology,engineering, and mathematics (STEM), federal agencies are encouraging researchers to diversifythe ways that they are communicating their research findings and are presenting themselves tononacademic audiences. Aligned with this goal of broadening participation is Golde andWalker’s (2006) idea of transformation, which focuses upon the ability of scholars tocommunicate their technical research in a variety of ways via activities such as out-of-classteaching, oral presentations, and outreach activities.This paper reports findings of an exploratory study that investigates avenues through whichtransformation within STEM occurs via social media (e.g., Twitter and Facebook) along withways that underrepresented minority (URM) faculty researchers are branding themselves acrossa variety of social media platforms. This study is similar to Pearson’s work (2012) that exploredfaculty’s use of social media and their concerns about social media usage. It differs, however, inits focus on ways in which URM faculty are disseminating information about their scholarshipvia social media, their reasons for selecting the social media that they choose, their frequency ofsocial media use for academic purposes, and their perceived understandings of the effects of suchuse. Research results and expertise from a nationally recognized entrepreneur and mediapersonality will be used to inform a discussion about ways that underrepresented minority STEMresearchers, a group that has traditionally been marginalized and isolated within the academy,may expand their reach to society via social media and may disseminate their work efficientlyand effectively given the rigorous demands of academic life.ReferencesGolde, C. M., & Walker. G. (Eds.). (2006). Envisioning the future of doctoral education:Preparing stewards of the discipline (p. 3). San Francisco: Jossey-Bass.Moran, M., Seaman, J., & Tinti-Kane, H. (2012). Blogs, wikis, podcasts and Facebook: Howtoday’s higher education faculty use social media. Pearson Learning Solutions: Boston, MA.Accessed at http://www.pearsonlearningsolutions.com/assets/downloads/pdfs/pearson-social-media-survey-2012-bw.pdf.
Cox, M. F., & Brunson, P. C., & Sambamurthy, N., & Branch, S. E., & Berdanier, C. G. (2014, June), Transformation of Faculty Dissemination Practices via Social Media Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/23210
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2014 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015