Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences
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The School of Education seeks to prepare students as educators to lead classrooms, schools, colleges, and professional development.
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The School of Education was formed in 2012 from the merger of the Department of Curriculum and Instruction and the Department of Educational Leadership and Policy Studies.
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2012-present
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- College of Human Sciences (parent college)
- Department of Curriculum and Instruction (predecessor)
- Department of Educational Leadership and Policy Studies (predecessor)
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Abstract
This article advances the Theoretical Model of Engineering Professorial Intentions to explain why individuals do or do not choose to pursue faculty careers. A 13-month ethnographic study of members of a diverse chemical engineering research group was conducted. The resulting theoretical model accounts for six emergent components that contribute to members’ identification with faculty careers: (1) social identities and personal factors; (2) sociocultural factors; (3) participation, interactions, and learning in research group experiences; (4) faculty prototype; (5) social comparisons; and (6) individual and institutional experiences. The article concludes with implications for further research and recommendations regarding mentoring and design of research group experiences that may promote greater interest in and identification with the professoriate.
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This accept article is published as Burt, B.A., Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences. American Educational Research Journal. 2018. Doi: 10.3102/0002831218791467. Posted with permission.