National Academies Press: OpenBook

Changing the Conversation: Messages for Improving Public Understanding of Engineering (2008)

Chapter: Appendix B: In-Depth Interviews: Interviewer's Guide

« Previous: Appendix A: Biographies of Committee Members
Suggested Citation:"Appendix B: In-Depth Interviews: Interviewer's Guide ." National Academy of Engineering. 2008. Changing the Conversation: Messages for Improving Public Understanding of Engineering. Washington, DC: The National Academies Press. doi: 10.17226/12187.
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Page 115
Suggested Citation:"Appendix B: In-Depth Interviews: Interviewer's Guide ." National Academy of Engineering. 2008. Changing the Conversation: Messages for Improving Public Understanding of Engineering. Washington, DC: The National Academies Press. doi: 10.17226/12187.
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Page 116
Suggested Citation:"Appendix B: In-Depth Interviews: Interviewer's Guide ." National Academy of Engineering. 2008. Changing the Conversation: Messages for Improving Public Understanding of Engineering. Washington, DC: The National Academies Press. doi: 10.17226/12187.
×
Page 117
Suggested Citation:"Appendix B: In-Depth Interviews: Interviewer's Guide ." National Academy of Engineering. 2008. Changing the Conversation: Messages for Improving Public Understanding of Engineering. Washington, DC: The National Academies Press. doi: 10.17226/12187.
×
Page 118
Suggested Citation:"Appendix B: In-Depth Interviews: Interviewer's Guide ." National Academy of Engineering. 2008. Changing the Conversation: Messages for Improving Public Understanding of Engineering. Washington, DC: The National Academies Press. doi: 10.17226/12187.
×
Page 119
Suggested Citation:"Appendix B: In-Depth Interviews: Interviewer's Guide ." National Academy of Engineering. 2008. Changing the Conversation: Messages for Improving Public Understanding of Engineering. Washington, DC: The National Academies Press. doi: 10.17226/12187.
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Page 120

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In-DEPTH B INTERVIEWS: INTERVIEWER’S GUIDE Introduction • Explain the idea of the IDI. • This is being taped so that I don’t have to take notes while you are giving your opinions. . . . • We just want to hear your opinions. . . . There are no right or wrong answers. Just looking for different perspectives. • Please speak up when you talk. . . . • If you have any questions or additional comments, please go right ahead at any time. We have a good deal of material to cover in a short time; feel free to ask questions, but we will need to keep the conversation moving. . . . Engineering We’re working with the National Academy of Engineering, and today we’re going to talk about what people think about engineers in general as well as careers in engineering. 115

116 CHANGING THE CONVERSATION • Please tell me a little about what you do in your job. − What is your title? − How long have you been in your current position? • What are the first words or phrases that come to mind when you think about ‘engineering’? PROBE: Are there any negative words or phrases that come to mind when you think about engineers or engineering? − PROBE: What do you think when a young person says he or she wants to become an engineer? • What kind of person is an engineer? What traits and charac- teristics does an engineer have? PROBE FOR EXAMPLES • Thinking back, what was your first memorable experience with engineering? With someone who was an engineer? What was that person like? − What got you interested in engineering, if you are interested? • How do you explain engineering to make it more interesting other people? To children? • FOR ENGINEERS: What prejudices about engineering do you encounter when you tell people you are an engineer? − PROBE: What misconceptions do people have about what you and other engineers do? − PROBE: How have perceptions about engineering changed since you first became an engineer? IF CHANGED: What caused those opinions to change? − PROBE: Do you think engineering and engineers are taken for granted? • FOR ENGINEERS: What would you like to change about the public’s image of engineers and engineering? How would you change it?

Appendix B 117 − What is right with engineering? − PROBE: What effect does engineering’s image have on the long-term health of your profession? • How do you think engineering is seen as a profession by most people? What image do you think engineering has among school-age children? − PROBE: How have perceptions about engineering changed in the last few decades? Have they changed? IF CHANGED: What caused those opinions to change? − Where do you see the image of engineering and engineers in ten years? In twenty years? What should it be? − What areas of engineering will be more prominent? Chemical, civil, electrical, industrial, manufacturing, mechanical, biochemical? Others? Why? Which will be less prominent? Why? • Have you seen anything that others have done to promote engineering? PROBE FOR SPECIFICS. • What do you think should be done to promote a more positive image of engineering? What are the specific images or messages about engineering that the field should be emphasizing? − What should the field of engineering NOT be promoting? Why not? • What do you think of others’ efforts to cultivate greater public awareness of engineering? PROBE: National Engineers Week? Competitions? Tool kits for teachers and guidance counselors; mentor programs; school-to-work training; cable television shows? − PROBE: What do you think has worked? What do you think didn’t/doesn’t work? How could these efforts be re- directed or made better? − PROBE: Are these efforts targeted at the right audiences?

118 CHANGING THE CONVERSATION • Why would a child be interested in engineering? What things about engineering do you think could be emphasized to make engineering more appealing to children? To students consider- ing studying engineering at college? To young people consider- ing engineering as a career? − What visual images of engineering do you think make engineering more appealing? Which images make engi- neering less appealing? • What would you tell a student who asked you about a career in engineering? Where would you send them for more information? − What could make a career in engineering more appealing to young people? • Can you name any engineers who are widely known? − PROBE: Who is the face of engineering? Who would be a good spokesperson for engineering? • What is a good example of engineering at work today? PROBE: What are the success stories that engineering should be telling? − Some people say scientists get all the credit for scientific advances, and architects get all the credit for buildings and other projects, but engineers get only the blame when a disaster happens. Do agree that this is the case? Why/why not? Themes • I’d like to ask you about some possible themes that could be used to promote engineering. ROTATE THEMES First… − A LIMITLESS IMAGINATION: This theme speaks to the innovative, design-driven nature of engineering.

Appendix B 119 • FOR EACH POSSIBLE THEME, ASK: What do you think of this as a theme to promote engineering? − PROBES: What examples should be used to illuminate this theme? What images should be associated with this theme? What examples or images should be avoided? − AN ENTERPRISING SPIRIT: This theme recognizes the inventive spirit and pioneering contributions of the field. − FREE TO EXPLORE: This theme evokes the constant jour- ney that is the engineer’s quest for new solutions. − IDEAS IN ACTION: This theme underscores how engi- neering uniquely bridges the world of science with the real world. − PROBE: Is it useful to think of engineers as ‘real-world scientists’? − SHAPE THE FUTURE: This theme speaks to how engi- neering offers an empowering and rewarding career. − LIFE TAKES ENGINEERING: This theme focuses on the field’s essential role and life-changing work. • Of the possible themes we discussed, which do you think will be the most effective? Why? Which do you, personally like the best? Why? Which don’t you like? • Can you suggest any other themes like these that could be used to promote engineering? How would it be delivered? At whom would it be targeted? Why? Wrap up • What effect do you think a change in engineering’s image would have on the field? How about for you, professionally? • Finally, if you could give one piece of marketing communica- tions advice to promote engineering, what would it be?

120 CHANGING THE CONVERSATION • Is there anything you would like to add that we haven’t asked about? Thank and dismiss.

Next: Appendix C: Focus Groups: Moderator's Guide - Parents »
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Can the United States continue to lead the world in innovation? The answer may hinge in part on how well the public understands engineering, a key component of the 'innovation engine'. A related concern is how to encourage young people--particularly girls and under-represented minorities--to consider engineering as a career option.

Changing the Conversation provides actionable strategies and market-tested messages for presenting a richer, more positive image of engineering. This book presents and discusses in detail market research about what the public finds most appealing about engineering--as well as what turns the public off.

Changing the Conversation is a vital tool for improving the public image of engineering and outreach efforts related to engineering. It will be used by engineers in professional and academic settings including informal learning environments (such as museums and science centers), engineering schools, national engineering societies, technology-based corporations that support education and other outreach to schools and communities, and federal and state agencies and labs that do or promote engineering, technology, and science.

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