In 2008, the Changing the Conversation (CTC) report was published by the National Academy of Engineering to provide suggestions for how to talk about engineering to get students excited about the field. Since that time, some engineering schools have utilized the suggested messaging to greater extents than other schools. The Alfred P. Sloan funded Project to Assess Climate in Engineering (PACE) has 2008 and 2012 survey data from engineering undergraduates at 15 schools across the United States. The timing of the PACE survey enables examination of the extent to which the use of the engineering messaging has improved the perceptions of students at participating schools. The results from this qualitative analysis of quantitative and qualitative data suggest that schools that used the CTC messaging and principles generally saw a greater number of improvements in student perceptions of engineering than those that did not use the CTC messaging and principles. Further, using CTC principles in the curriculum appears to have a stronger relationship with student perceptions of engineering than using CTC to create recruitment and publicity materials.
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机译：2008年，改变谈话（CTC）报告由国家工程学院发表，为如何谈论工程提供建议，让学生对该领域兴奋。从那时起，一些工程学学校已经利用了建议的消息传递到比其他学校更大的速度。 Alfred P. Sloan资助项目评估工程（PACE）的气候（PACE）有2008年和2012年在美国15所学校的工程大学生调查数据。步伐调查的时间能够考察使用工程消息传递的使用程度，从而改善了对参与学校的学生的看法。这种定性和定性数据的定性分析的结果表明，使用CTC消息传递和原则的学校通常看得更大数量的学生对工程看法的改进，而不是那些没有使用CTC消息传递和原则的学生。此外，在课程中使用CTC原则似乎与学生对工程的看法具有更强的关系，而不是使用CTC创建招聘和宣传材料。
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