The Emergence of Outreach Ambassador Role Identities in Undergraduate Engineering Students

Abstract

One common form of outreach by colleges of engineering is the ambassador program, whereby students interact with middle and high school audiences in an effort to promote STEM-related career choices. Although the impact of such programs on K-12 students' knowledge and attitudes has been examined, less is known about the impact on the ambassadors themselves. In this research study, we use multiple case study methodology to understand the development of the ambassador role and its emergence at an initial workshop in which undergraduate students learn to craft and deliver engineering-related outreach talks. Narrative data from interviews with a purposefully diverse sample of six participants allowed us to analyze emerging ambassador role identities using the Dynamic Systems Model of Role Identity (Kaplan and Garner, 2017). Findings address three questions: (1) How do individuals' existing role identities inform the motivation to become an ambassador? (2) How did the role of workshop participant shape the development of the ambassador role? (3) Which features of the training workshop promoted the formulation of an engineering ambassador role identity? Analyses revealed that the ambassador role identity originates from and was very much aligned with components of students' other, pre-existing role identities. Also evident was a bridging sub-role of presenter, which was anchored in the action possibility of high quality technical communication. Theoretical and practical considerations for preparing undergraduate engineering students to take on an ambassador role are considered.

Toward a framework for understanding translation and interpreting teacher role identity

“…The DSMRI allows extraction and explanation of sub-roles, and their interplay as the T&I teacher is the main role that harbors the sub-roles of trainer/educator, researcher, and practitioner. This model thus enables a holistic and thick description of how different role identities develop, interplay, and result in changes in role identity ( Garner et al, 2018 ).…”

Work in Progress – Development and Validation of the Ambassador Questionnaire

“…pertaining to students' perceptions of specific course experiences or taking engineering courses in specific educational contexts). Items were then grouped thematically using constructs identified in previous research on ambassadorship and outreach participation as a tentative guiding framework [3,[8][9][10]. Groupings emerged as follows: academic confidence (19 items), ambassadorship, engineering career interest and motivation (12 items), engineering beliefs (13 items), professional skills (28 items), and interpersonal skills (20 items).…”

“…Previous, mostly qualitative research has found that ambassadorship can impact various aspects of students' self-perceptions. Ambassadorship has been associated with self-reported changes in leadership and communication confidence, perceived belonging within and representation of the engineering field, and an appreciation for membership within a diverse, supportive professional community [3]. Furthermore, ambassadors often identify with historically under-represented groups and many endorse a role for social engagement and social justice in engineering.…”

Work In Progress: A Systematic Review Describing Impacts on Engineering Undergraduates Who Participate in Outreach

“…The researchers propose that although students may possess multiple social roles, the role of ambassador can impact other roles such as young professional or beginning engineer. In several multiple case studies, Garner and colleagues [4,19] interviewed newly trained and experienced engineering ambassadors, and revealed alignments between the students' personal histories and interests with engineering and the goals of the outreach program in which they were involved. Students' existing values and beliefs were found to align with the solution messages in the National Academy of Engineering Changing the Conversation report.…”

“…Some scholars have argued that outreach participation, like other forms of co-curricular activity, provides students with a sense of community and belonging, increases resilience, and minimizes feelings of marginalization [2]. Others have emphasized that outreach participation can act as an opportunity for undergraduate students to develop critically important professional skills that might not otherwise be learned in typical undergraduate courses such as technical communication, teamwork, leadership, and the ability to integrate across engineering disciplines [3][4]52]. In this systematic review of literature, we sought to better understand affective and cognitive facets of outreach impact and draw conclusions about the overall nature of research conducted in this area.…”