Application of Community of Practice Theory to the Preparation of Engineering Graduate Students for Faculty Careers

Autor/inn/en	Crede, Erin D.; Borrego, Maura; McNair, Lisa D.
Titel	Application of Community of Practice Theory to the Preparation of Engineering Graduate Students for Faculty Careers
Quelle	In: Advances in Engineering Education, 2 (2010) 2, (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Engineering Education; Graduate Students; Communities of Practice; Career Development; College Faculty; Teacher Education; Program Design; Fellowships; Mentors; Teacher Role; Peer Relationship; Social Networks; Professional Identity; Teacher Responsibility; Teaching Assistants; Focus Groups; Semi Structured Interviews; Comparative Analysis; Novices; Teaching Experience + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Community; Berufsentwicklung; Fakultät; Lehrerausbildung; Lehrerbildung; Programme design; Programmaufbau; Programmplanung; Fellowship; Stipendium; Lehrerrolle; Peer-Beziehungen; Social network; Soziales Netzwerk; Lehrverpflichtung
Abstract	In this paper, we demonstrate how theory can inform the design of a program to prepare graduate students for faculty careers. Preparing Future Faculty programs within and beyond engineering are not new, but explicit application of Communities of Practice and related literature is novel. We describe a prestigious teaching fellowship program that spans three years of increasing instructional responsibility, and present assessment data to describe the role of faculty mentoring and peer networks in student identity development as a Steward of the Discipline. The results are interpreted in light of the literature, and we conclude with areas for future research. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01