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Transformation of Faculty Dissemination Practices via Social Media

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Beyond Students: Issues of Underrepresentation among Parents and Professionals

Tagged Division

Minorities in Engineering

Page Count

14

Page Numbers

24.1277.1 - 24.1277.14

Permanent URL

https://peer.asee.org/23210

Download Count

36

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Paper Authors

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Monica Farmer Cox Purdue University, West Lafayette

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Monica F. Cox, Ph.D. is an Associate Professor in the School of Engineering Education and is the Inaugural Director of the College of Engineering’s Leadership Minor at Purdue University. She also serves as the Executive Director of the International Institute for Engineering Education Assessment (i2e2a). She obtained a B.S. in mathematics from Spelman College, a M.S. in industrial engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Her teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in STEM education. Primary research projects explore the preparation of graduate students for diverse careers and the development of reliable and valid engineering education assessment tools. She is a NSF Faculty Early Career (CAREER) and Presidential Early Career Award for Scientists and Engineers (PECASE) recipient.

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Paul Carrick Brunson Paul Carrick Brunson Agency

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Nikitha Sambamurthy Purdue University, West Lafayette

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Nikitha Sambamurthy is pursuing a Ph.D. in Engineering Education at Purdue University. Her research interests include: blended-learning in science, technology, engineering, and mathematics (STEM) education, and the implementation and assessment of games for engineering knowledge transfer.

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Sara E. Branch Purdue University, West Lafayette

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Sara E. Branch is a graduate student in the Department of Psychological Sciences. She studies motivation in the context of academic and career choices.

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Catherine G.P. Berdanier Purdue University, West Lafayette Orcid 16x16 orcid.org/0000-0003-3271-4836

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Catherine G.P. Berdanier is a Ph.D. student in the School of Engineering Education at Purdue University. She earned her B.S. in Chemistry from The University of South Dakota and her M.S. in Aeronautical and Astronautical Engineering from Purdue University. Her current research interests include graduate-level engineering education, including inter- and multidisciplinary graduate education, innovative and novel graduate education experiences, global learning, and preparation of graduate students for future careers.

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Abstract

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