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Using a Critical Incident-centered Transition Theory Framework to Explore Engineering Education Research Faculty TransitionsThis research paper describes the development of a critical incident-centered analysis methodology based on Schlossberg’s Transition Theory to explore transitions experienced by engineering education researchers as they begin new faculty positions. Understanding the transition experiences of scholars aiming to impact change within engineering education is important for identifying approaches to support the sustained success of these scholars at their institutions and within engineering education more broadly. To date, efforts to better prepare future faculty for academic roles have primarily focused on preparing them to be independent researchers, to teach undergraduate courses, and to support their ability to advance their career. Research of early career faculty is similarly limited in scope, focusing mostly on new faculty at research-exclusive universities or on faculty member’s teaching and research practices. To address this gap in the literature, our research team is examining the role of institutional context on the agency of early career engineering education faculty as it relates to facilitating change. As part of this larger project, the focus of this paper is on the integration of critical incident techniques and Schlossberg’s Transition Theory to create “incident timelines” that explore the transition of early career engineering education researchers into new faculty positions. Ourmore »
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 bymore »