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Early Career Faculty Transitions: Negotiating Legitimacy and Seeking Support in Engineering Education Cover

Early Career Faculty Transitions: Negotiating Legitimacy and Seeking Support in Engineering Education

Studies in Engineering Education
Volume 1 (2020): Issue 1
By: ,  ,  ,  ,   and    
Open Access
|Feb 2021
Authors

Authors

Alexandra Coso Strong

alexandra.strong@fiu.edu

Florida International University

Courtney Smith-Orr

csmit530@uncc.edu

University of North Carolina, Charlotte

Cheryl Bodnar

bodnar@rowan.edu

Rowan University

Walter Lee

walterl@vt.edu

Virginia Tech

Erin McCave

ejmccave@central.uh.edu

University of Tennessee, Knoxville

Courtney Faber

cfaber2@utk.edu

University of Tennessee, Knoxville
DOI: https://doi.org/10.21061/see.52 | Journal eISSN: 2690-5450
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Language: English
Page range: 97 - 118
Submitted on: Jul 16, 2020
Accepted on: Dec 8, 2020
Published on: Feb 11, 2021
Published by: Virginia Tech Publishing
In partnership with: Paradigm Publishing Services
Keywords:
transition theory,
collaborative autoethnography,
collaborative inquiry,
early career faculty,
longitudinal analysis

© 2021 Alexandra Coso Strong, Courtney Smith-Orr, Cheryl Bodnar, Walter Lee, Erin McCave, Courtney Faber, published by Virginia Tech Publishing
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 1 (2020): Issue 1
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