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  1. null (Ed.)
    This Full Research paper uses resource network analysis to explore what resources faculty use when they make changes to their pedagogy, and how an engineering education “guild” is situated among those resources. The process of influencing pedagogical change can be understood as lying along a spectrum. On one end of the spectrum is the dissemination model, where research is simply made available and instructors are expected to seek out new tools. On the other end is the propagation model, where researchers, developers, and instructors work as one cohesive team to get innovative tools into classrooms. While each of these models and the instructor resources associated with them have been separately studied and defined, approaches on the spectrum between them remain understudied. Engineering education guilds employ an approach that falls along the dissemination-propagation spectrum; they use both dissemination and propagation techniques to influence pedagogical changes. Despite lack of formal research on the subject, engineering education “guilds” have become an increasinglypopular vehicle for pedagogical change in engineering education classrooms. One such engineering education guild is the Kern Entrepreneurial Engineering Network (KEEN), which is focused on integrating entrepreneurial mindset (EM) into engineering curricula. By constructing resource networks for educators who have been exposed to KEEN, we aim to understand the role of KEEN among the myriad resources used by engineering educators when they integrate EM-related content into their classrooms. Results suggest that engineering education guilds are central to the resource networks of faculty looking to innovate their pedagogy, with the most popular resources all falling under the guild’s umbrella. These resources are also strongly interconnected, especially during the integration process. However, the resources networks of those who saw successful, complete, sustained adoption reached beyond the guild’s umbrella, forging connections with a variety of other materials from different sources. 
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  2. Engineering faculty are faced with a variety of challenges ranging from teaching responsibilities, navigating research, and negotiating service demands. Due to the nature of the emerging field of engineering education and the emphasis on education within the ASEE community, there is a need to develop methods to facilitate cross-institutional mentoring. While many institutions offer formal mentoring in some capacity, there are limitations and challenges associated with these support structures. Some common challenges are scheduling a time to meet, navigating institutional power dynamics, and identifying individuals with shared interests and goals. This work proposes best practices for the development of an innovative peer mentoring structure that accounts for shared commitment to the advancement of engineering education. This paper will provide insight for engineering education faculty who are currently transitioning into or are planning to pursue a career in academia in the future. We will describe a framework to create a virtual community for peer mentoring. The value of a virtual peer mentoring community is that it can provide support that may not be available within one’s institution and it minimizes the negative impacts that may be associated with institutional power dynamics. The best practices that we will describe are informed by six early career engineering education faculty that developed and participated in a virtual community over the last two years. We will describe best practices in relation to identifying a shared vision, developing possible tangible outcomes, writing operating procedures for the group, selecting an appropriate platform for communication, and facilitating reflection and changes to practice. 
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