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Title: Mid-career transitions into engineering education research via structured mentorship opportunities: Barriers and perceptions
Recent international calls have been made to build capacity in engineering by increasing the number of scholars using research-based instructional practices in engineering classrooms. Training traditional engineering professors to conduct engineering education research (EER) supports this goal. Previous work suggests that engineering professors interested in perform­ing social sciences or educational research require structured support when making this transition. We interviewed 18 professors engaged with a grant opportunity in the United States that supports professors conducting EER for the first time through structured mentor­ship. Thematic analysis of interview data resulted in four findings describing common percep­tions and experiences of traditional engineering professors as they begin to conduct formalised EER: motivation to conduct EER, institutional support and barriers, growth in knowl­edge, and integrating with EER culture. Within these findings, barriers to entering EER were uncovered with implications for professors interested in EER, funding agencies, and prospec­tive mentors, resulting in suggestions for improving access to EER for professors developing as teaching scholars.  more » « less
Award ID(s):
Author(s) / Creator(s):
; ; ; ; ;
Publisher / Repository:
Australasian Journal of Engineering Education
Date Published:
Journal Name:
Australasian Journal of Engineering Education
Page Range / eLocation ID:
59 to 73
Subject(s) / Keyword(s):
["Mentoring","faculty development","qualitative","Engineering education research","scholarship of teaching and learning"]
Medium: X
Sponsoring Org:
National Science Foundation
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