Presentation on theme: "2014 ASEE International Forum"— Presentation transcript:
1 2014 ASEE International Forum Using Social Media to Create a Global Community of Sustainability-Engaged StudentsMatthew E. VerbylaEnvironmental Engineering, University of South FloridaColleen C. NaughtonCivil Engineering, University of South FloridaAllan FeldmanScience Education, University of South FloridaVanessa Vernaza-HernandezMarilyn E. BrandtMarine Science, University of the Virgin IslandsMaya A. TrotzEnvironmental Engineering, University of South FloridaE. Christian WellsAnthropology, University of South FloridaJames R. Mihelcic2014 ASEE International ForumIndianapolis, IndianaJune 14, 2014
2 International experiences and the global engineering/science skill set “A Global Community of Scholars”Core competencies in science & engineeringHigher cognitive levels in attitudes & identity outcomesLanguage & cultural skillsTeamwork & group dynamic skillsKnowledge of business and education cultures of other countries and international variations in practiceExposure to global concepts of sustainabilitySources: Bielefeldt et al. (2010); Hokanson et al. (2007); NRC (1999); Trotz et al. (2009)
4 Social Media: It’s not just for teens anymore… There is a broad audience for young professionals YouTube reaches more U.S. adults between years than any cable network.More than half of U.S. adults between years use a social networking site.The fastest-growing demographic on Twitter is year-olds.
5 NSF PIRE Grant: Context-Sensitive Implementation of Synergistic Water-Energy Systems Start this slide 1 minute into the presentation
6 Common research objectives NSF PIRE GrantUSAID-NSF PEER Science GrantEPA Nutrient Management CenterGlobal network of professionals dedicated to understanding context-specific engineered systems that recover water, nutrients, & energy resources from “waste”.
7 Spring 2014 Graduate Course: Context Sensitive Implementation of Synergistic Water-Energy-Nutrient SystemsOne-credit course run entirely with a blog, Twitter, & YouTube25 students in Florida, U.S. Virgin Islands, Czech RepublicCourse Objectives:Develop the global engineering/science skill set (slide 2)Learn about strategies that integrate social, engineered, and environmental systems for sustainable resource managementLearn to use social media to discuss scientific research
8 Spring 2014 Graduate Course: Context Sensitive Implementation of Synergistic Water-Energy-Nutrient SystemsStudents prepare video, select reading materials, and discussion questionsParticipants watch video, read articles, prepare answers to questionsNext student group prepares video, etc.Video, reading materials reviewed, posted to blogDay 1Hour-long Twitter discussion takes placeDay 6Each student group (1 – 2 students) prepared 10 – 15 min video, selected reading materials, and prepared discussion questions about a topic chosen by professorMaterials and discussion questions were shared with students via blogHour-long, student-moderated Twitter discussion with 5 – 6 discussion questions about the video and the reading material
9 Research Question and Objectives of Study Research Question: Can Twitter, YouTube, and a blog be used to create a “global community of scholars” that are engaged in learning about the meaning of sustainability across multiple disciplines?Specific Objectives:Document how Reclaim’s YouTube channel is being used.Measure the class participation in weekly Twitter discussions.Describe the nature of participant diversity in the conversation strings that emerged during class discussionsAnalyze the content of individual tweets during class discussionsStart this slide 2-3 minutes into the presentation
10 Methods (approved by University of South Florida IRB) YouTube AnalyticsTAGS software v5.1 with Microsoft ExcelSample of tweets analyzed for contentSample of conversation strings categorized by ‘type of talk’ using a dialogical framework (Wegerif & Mercer, 1997)Inter-coder agreement strategy (Creswell 2013)Pre- and post-course surveys
15 YouTube Videos: Average percentage viewed (30 day avg.) FloridaU.S. Virgin IslandsPossible explanationsSharing with non-participant friends, etc.Multiple views per viewerRepeated viewing of portions of videoFamiliarity with contentNovelty of materialLength of video (Pearson’s c = -0.32)
16 Pace of Twitter Discussions Start this slide 7 minutes into presentationTrends are determined by an algorithm and, by default, are tailored for you based on who you follow and your location. This algorithm identifies topics that are immediately popular, rather than topics that have been popular for a while or on a daily basis, to help you discover the hottest emerging topics of discussion on Twitter that matter most to you.Avg. tweets per discussion: 340Avg. tweets per minute: 5.7Avg. seconds per tweet: 10.6
18 Anthropologists were conversationalists Participation in Conversation Groups (dialogue exchanges initiated by a single comment or question)Anthropologists were conversationalists
19 Content Analysis of Individual Tweets (n = 318 tweets) The majority of participants’ tweets were structured as claims with no premise**9 minutes into presentationParticipants agreed with each other more frequently than they disagreed** p < 0.01** p < 0.001
20 ‘Types of Talk’ in Twitter Conversation Strings (n = 54 conversation strings) EXAMPLE: Exploratory talk in conversation string (5 turns):P1: What are the challenges related to current water management strategies?P2: They are energy intensive and wasteful since they focus more on meeting regulations than sustainabilityP3: Metrics of sustainability can be differentially conceived in particular contexts thoughP2: Agreed though according to … video, water management is very linear and throws away nutrients and energyP3: Current centralized water management, yes
21 Pre- and Post-Course Surveys What social networks do you use?p < 0.002p <p < 0.01Start this slide 12 minutes into presentation
22 Pre-Course SurveyRank the reasons you use social networks (in order of importance):Learning/Professional DevelopmentNews/informationRecreation and entertainmentResearchConnecting with friendsTeaching
23 Post-Course SurveyRank the reasons you use social networks (in order of importance):Learning/Professional DevelopmentNews/information▲ Research (p = 0.145)▲ Teaching (p = 0.082)Connecting with friends▼ Recreation and entertainment (p = 0.321)* p-values calculated using Kendall’s rank correlation coefficient
24 Pre- and Post-Course Surveys Define sustainability in your own words…42%* of students appeared to have changed their definitions of sustainability17%* of those students (10%* of total) appeared to have broadened their definitions.* alpha = 0.05
25 Conclusions Students and faculty learned together Student-driven conversations had a diverse group of participantsStudents’ definitions of sustainability changed and/or broadenedSocial media use patterns changed (more career-focused?)Twitter and YouTube allowed for global participation (but what about internet inequity? who pays for these costs?)Perhaps still not enough evidence to confirm that the types of exchanges between course participants actually do signify the development of a “global community of scholars” (but still more data to analyze)Start this slide 14 minutes into presentation
26 Future Work Code more tweets and conversation strings Analyze qualitative data from surveysMonitor post-course social network use patternsWhen course is offered again, make changes:Platform for discussions (character limit, public/private sphere)Video length <5 min.
27 Thank you! Acknowledgements This material is based upon work supported by the National Science Foundation (NSF) under Grant , as well as a Graduate Research Fellowship awarded to the lead author. Any opinions, findings, and conclusions or recommendations expressed in this report are those of the authors and do not necessarily reflect the views of NSF.
28 References Slides 2, 10 and 11: Social Media Use slide: National Research Council. Engineering Education Tasks for the New Century: Japanese and U.S. Perspectives. National Academy Press, Washington, DCBielefeldt, A.R., Paterson, K., Swan, C Measuring the Value Added from Service Learning in Project-Based Engineering Education. International Journal of Engineering Education, 26(3),Hokanson, D.R., Phillips, L.D., Mihelcic, J.R Educating Engineers in the Sustainable Futures Model with a Global Perspective: Education, Research and Diversity Initiatives. International Journal of Engineering Education, 23(2),Trotz, M.A., Muga, H.E., Philips, L.D., Yeh, D., Stuart, A., Mihelcic, J.R Non-Traditional University Research Partners that Facilitate Service Learning and Graduate Research for Sustainable Development. Proceedings of the World Environmental and Water Resources Congress, S. Starrett, ed., American Society of Civil Engineers, Kansas City, MO, 2038–2048.Wegerif, R. and Mercer, N. (1997) A Dialogical Framework for Investigating Talk. In Wegerif, R. and Scrimshaw, P. (Eds) Computers and Talk in the Primary Classroom, pp Clevedon: Multilingual Matters. ISBN:Bloom, B.S. (1994). Reflections on the development and use of the taxonomy. In Rehage, K.J., Anderson, L.W., Sosniak, L.A. "Bloom's taxonomy: A forty-year retrospective". Yearbook of the National Society for the Study of Education, Chicago: National Society for the Study of Education.Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.Feldman, A. (1999) The role of conversation in collaborative action research, Educational Action Research, 7:1,Social Media Use slide:Images on slides 4 and 5: