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|\n|  |  |  |  |  |\n\nsummer 2010  \nApplication of Community of Practice Theory to the Preparation of engineering Graduate students for Faculty Careers  \nErin CrEdEMaura BorrEgo and  \nLisa d. MCnair  \ndepartment of Engineering Education Virginia Tech  \nBlacksburg, Va  \nABsTrACT  \nIn 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.  \nKeywords: preparing future faculty, graduate students, communities of practice  \nINTrODuCTION  \nin most skilled professions, novices entering the profession are mentored by experienced practitioners. These practitioners provide guidance and constructive feedback on the novices’ initial [efforts. as](efforts. as) novices become more experienced, they receive less and less guidance, until they are proficient in the skills required of the profession and are ready to mentor the next generation of novice members. doctors, psychologists, lawyers, pre-college teachers, and practitioners of every type of craft are routinely inducted into their professions with the aid of such [guidance. as](guidance. as) stice, Felder and coauthors note, the only skilled profession that does not routinely provide mentoring is college teaching [1] .  \nsummer 2010 1  \naDvanCeS In engIneerIng eDuCaTIon  \napplication of Community of Practice Theory to the Preparation of engineering  \n graduate Students for Faculty Careers  \nHistorically, the focus of engineering doctoral programs has been preparing graduate students to conduct research. Learning how to do research is an important component of a Ph. d. program, but it should be exactly that—a component [1] . if and when doctoral students gain teaching experience, it is in the form of a teaching assistantship, sometimes with limited training and mentorship. national initiatives have attempted to bring this lack of adequate graduate student preparation to the forefront, such as through the Preparing Future Faculty (PFF) initiative [2] . Many universities have taken part in this initiative; resulting in university run PFF programs all across the u. s. Continued research in graduate education has increased awareness of the importance of discipline-specific training for graduate students [3] .  \nEngineering features a wide range of existing programs, which have an array of timelines, many stemming from national PFF initiatives. one such program at Penn state targets all graduate student teaching assistants ranging from those that grade papers to students that have sole instructional responsibility for a course [4] . This semester long program is designed to prepare participating students for the many roles they have as graduate teaching assistants. another slightly more involved program at the university of Cincinnati [5] combines a three quarter course sequence with a mentored teaching experience. The course sequence covers topics ranging from effective teaching pedagogy to the academic job search during the better portion of one academic year. arizona state university has created a two year program as part of the national PFF initiative, in which students participate in activities across multiple campuses [6] . during the first year of the program (exploratory phase) students attend a bi-weekly seminar covering various topics related to faculty development. during the second year (partic","cbCaig2MJ9QCXV0h","https://ap.wps.com/l/cbCaig2MJ9QCXV0h","pdf",868830,22,"English","# Abstract\n# Introduction\n# Advances in Engineering Education\n## Application of Community of Practice Theory to the Preparation of Engineering Graduate Students for Faculty Careers","[{\"question\":\"How does the paper use Communities of Practice theory in designing a preparation program?\",\"answer\":\"It explains that theory can inform program design by structuring mentorship, peer networks, and instructional responsibilities to shape how graduate students develop as future faculty.\"},{\"question\":\"What program structure is described for preparing graduate students for faculty careers?\",\"answer\":\"The paper describes a prestigious teaching fellowship spanning three years, with increasing instructional responsibility over time.\"},{\"question\":\"What factors does the paper emphasize in student identity development?\",\"answer\":\"It highlights faculty mentoring and peer networks as key elements in how students develop their identity as stewards of the discipline.\"}]","Application of Community of Practice Theory to the Preparation of engineering Graduate Students for Faculty Careers | PDF",1792065644,55]