(542a) STEM Educational Outreach Using An Inquiry-Based Radio Broadcast

A recent report from the National Academy of Engineering, suggested an updated approach to engaging students in a dialogue about engineering and technical careers.[1] This report suggested stressing the aspects of engineering with broad appeal such as its creative-side and positive impact on society, in contrast to its liberal use of math. While this new message is necessary, it is not sufficient to engage young people in a conversation that will recruit the future engineers required in the United States. We contend that the delivery method, as well as the message must be changed to sufficiently engage people in a conversation about technical careers such as engineering. The proposed updated delivery method includes two important elements: (i) the modern infotainment elements used successfully in many educational television programs, and (ii) inquiry based learning.

This updated informal delivery method has been used in a weekly, live radio broadcast in Atlanta since April 2006. The weekly program entitled ?Inside the Black Box,? uses humor to engage the public in a conversation that attempts to demystify science and technology.[2] Humor has been used previously to engage audiences regarding topics that they might otherwise find uninteresting. Examples include everything from the humorous approach to teaching auto mechanics on the radio (NPRs Car Talk), to the successful use of humor in teaching driver safety courses in the State of Texas. Other infotainment techniques such as drama have also been used successfully (the Crime Scene Investigators Television Series). This radio program is hosted by two Georgia Tech Engineering Professors and produced on the Georgia Tech Campus. Technical experts from the Atlanta area and beyond discuss various topics in science and engineering live, as the listening audience calls in with specific questions. Recently, the program has added live teleconferences with High School science classes to its weekly show. The program is then driven by the student questions to the expert guest and the hosts, rather than the technical expert and hosts. A study of one such student inquiry-based interaction produced an increase in the technical level of student inquiry following the radio program.[3]

This program represents a potentially successful formula that can be transplanted easily to any college or university with a radio station. Transplanting such a simple program nation-wide could result in a significant outreach program in a number of technical fields. We will characterize the basic elements of this program and illustrate with examples the best practices that have been learned over the past several years. The specifics of inquiry-based component will also be described.

[1]Committee on Public Understanding of Engineering Messages, National Academy of Engineering, Changing the Conversation: Messages for Improving Public Understanding of Engineering, NAE Press: Washington, D.C., 2008.

[2]www.insidetheblackbox.org, WREK-Atlanta, 91.1FM

[3]Wathen, A.; Hunt, W.; Llewellyn, D.; Ludovice, P.; Usselman ?A Study of Inquiry-Based Informal Science Education in an Urban High School Physics Class,? Proc. ASEE National Meeting, Louisville, KY, Paper AC-2010-674, 2010.