Long, Z., & Eddington, S., & Pauly, J., & Hughes-Kirchubel, L., & Kokini, K., & Buzzanell, P. M. (2016, June), Understanding the Participation, Perceptions, and Impacts of Engineering Faculty Learning Communities: A Mixed Method Approach  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27104

\bibitem{asee_peer_27104}
  Long, Z., \& Eddington, S., \& Pauly, J., \& Hughes-Kirchubel, L., \& Kokini, K., \& Buzzanell, P. M. (2016, June), \emph{Understanding the Participation, Perceptions, and Impacts of Engineering Faculty Learning Communities: A Mixed Method Approach}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.27104

Ziyu Long, Sean Eddington, Jessica Pauly, Linda Hughes-Kirchubel, Klod Kokini, and Patrice Marie Buzzanell.  "Understanding the Participation, Perceptions, and Impacts of Engineering Faculty Learning Communities: A Mixed Method Approach".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/27104 Internet.  12 Oct, 2024

\bibitem{asee_peer_27104}
  Ziyu Long, Sean Eddington, Jessica Pauly, Linda Hughes-Kirchubel, Klod Kokini, and Patrice Marie Buzzanell.
  "Understanding the Participation, Perceptions, and Impacts of Engineering Faculty Learning Communities: A Mixed Method Approach".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/27104 Internet.  12 Oct, 2024

@INPROCEEDINGS{asee_peer_27104
author = "Ziyu Long, Sean Eddington, Jessica Pauly, Linda Hughes-Kirchubel, Klod Kokini, and Patrice Marie Buzzanell"
title = "Understanding the Participation, Perceptions, and Impacts of Engineering Faculty Learning Communities: A Mixed Method Approach"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/27104}
number = {10.18260/p.27104}
}

TY  - CPAPER
AB  - As important community assets for sustainable development of engineering education, faculty Learning Communities (FLCs) play an important role in facilitating faculty development and career transitions. Viewing FLCs as community-based programs with great diversity, the current research argues that engaging with new/junior engineering faculty as a learning community has important impacts to engineering education for students, institutions, and the communities that we work with and live in (Cox 2004). Specifically, guided by theories about communities of practice and socialization, we investigate the participation, outcomes, and perceptions of a New Faculty Learning Community (NFLC) program in the College of Engineering of a large Midwestern research university and discuss lessons learned from the design of these programs. The research followed a two-phase sequential mixed methods design that employed a survey and follow-up interviews. Survey results indicated that the most highly ranked benefits of NFLC included providing opportunities to connect with other new faculty, fostering a sense of community, and learning professional development strategies. Interviews further revealed NFLC offered a welcoming space for advice seeking, networking, informal mentoring, and served as a symbol of leadership support for faculty success. However, quantitative analyses indicated that proactive personality, rather than NFLC participation itself, was a statistically significant predictor of faculty members’ feelings of identification, acculturation, involvement with their department/college, and their overall feelings of meaningfulness of and happiness in life, offering important insights for designing community-based educational initiatives to fostering proactive mindset and behaviors of faculty. The findings reinforce the positive impact of FLCs in faculty learning and pose suggestions for FLCs to encourage and foster proactive behaviors for the success and wellbeing of the community of engineering faculty.
AU  - Ziyu Long
AU  - Sean Eddington
AU  - Jessica Pauly
AU  - Linda Hughes-Kirchubel
AU  - Klod Kokini
AU  - Patrice Marie Buzzanell
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Understanding the Participation, Perceptions, and Impacts of Engineering Faculty Learning Communities: A Mixed Method Approach
UR  - https://peer.asee.org/27104
DO  - 10.18260/p.27104
ER  -