Document Type

Presentation

Version Deposited

Published Version

Publication Date

6-15-2019

Conference Name

2019 ASEE Annual Conference & Exposition

Abstract

Alongside the continued evolution of the field of engineering education, the number of early career faculty members who identify as members of the discipline continues to increase. This growth has resulted in a new wave of roles, titles, and experiences for engineering education researchers, many of which have yet to be explored and understood. To address this gap, our research team is investigating the ways in which early career engineering education faculty are able to achieve impact in their current roles. Our aim is to provide insights on the ways in which these researchers can have new and evolving forms of impact within the engineering education field.

Comments

https://peer.asee.org/32260 ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference.

Published Citation

Smith-Orr, C. S., & Bodnar, C. A., & Lee, W. C., & Faber, C. J., & Strong, A. C., & McCave, E. (2019, June), Board 145: Collaborative Research: Supporting Agency among Early-career Engineering Education Faculty in Diverse Institutional Contexts: Developing a Framework for Faculty Agency Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32260

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