Identity Trajectories of Faculty Members through Interdisciplinary STEAM Collaboration Paired with Public Communication
Bibliographic Data
| ID | 22048536 |
|---|---|
| Authors | Renee M Desing (0000-0002-4052-2423, University of Washington), Renee Pelan (0000-0001-7613-322X, The Ohio State University), Rachel Kajfez (0000-0001-9745-1921, The Ohio State University), Cassie Wallwey (0000-0003-1318-1843, Virginia Tech, corresponding author), Abigail Clark (0000-0002-2214-2160, Ohio Northern University), Abigail M Clark (Ohio Northern University), Sathya Gopalakrishnan (0000-0002-3593-0297, The Ohio State University) |
| Year | 2024 |
| Volume | 14 |
| Issue | 5 |
| Pages | 454 |
| Publication date | 2024-04-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14050454 |
| OpenAlex | W4395464817 |
| Language | EN |
| Citations received | 2 |
| References cited | 35 |
Faculty members in science, technology, engineering, and mathematics (STEM) fields are accustomed to presenting their research findings through journal publications, conference presentations, textbooks, and other academic mediums. However, the audience for these traditional forms of communication are other researchers, which raises concerns about how science research and knowledge are communicated to audiences who have less expertise on these topics. We sought to understand how faculty members develop their identities through collaborative professional development opportunities aimed at growing communication skills to communicate with audiences less familiar with research through interdisciplinary science, technology, engineering, arts, and mathematics (STEAM) activities. We conducted a qualitative, longitudinal study with sixteen STEAM faculty members to explore their identity trajectories as their interdisciplinary cohorts participated in various collaborations to engage with public audiences about their research. Through our analysis, we found that each faculty member’s dominant identity played a significant role in their identity trajectory through their professional development. We observed a significant growth in faculty members’ communication skills, such as learning new presentation techniques to engage others in their research areas of expertise and in their understanding of interdisciplinary STEAM collaboration. Our results provide insights into the identity trajectories of faculty members and how their identity development through these interdisciplinary STEAM collaborations will impact their formal education roles as researchers and teachers moving forward
Faculty Development · Medical education · Pedagogy · Political science · Professional development · Public relations · Sociology · Digital Storytelling and Education · Educational Strategies and Epistemologies · Interdisciplinary Research and Collaboration · Medicine · Psychology
From Interdisciplinary to Transdisciplinary
Teaching and Research
The 95 Percent Solution
STEAM in practice and research
Social Identity Theory and the Organization
Augmenting the Impact of STEAM Education by Developing a Competence Framework for STEAM Educators for Effective Teaching and Learning
Teacher Professional Development in Integrated STEAM Education
Public understanding of science and technology in the Internet era
Thirty years of science–society interfaces
Identity-Trajectories of Early Career Researchers
Possible selves
Practicing engineers
Can Science Communication Workshops Train Scientists for Reflexive Public Engagement
Identity‐trajectory
Handbook of Identity Theory and Research
The Problem of Ego Identity
Defining American Identity in the Twenty-First Century
Chapter 3
Academic identity reconstruction
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |