Abstract
The purpose of this study was to explore and characterize the types of socialization experiences that result from engineering teaching assistantships. Using situated learning and communities of practice as the theoretical framework, this study highlights the experiences of 28 engineering doctoral students who worked as engineering teaching assistants.
Additional information
Notes on contributors
Irene B. Mena
Irene B. Mena is a postdoctoral scholar at the Leonhard Center for the Enhancement of Engineering Education, Pennsylvania State University; [email protected].
Heidi A. Diefes-Dux
Heidi A. Diefes-Dux is an Associate Professor in the School of Engineering Education, Purdue University; [email protected].
Brenda M. Capobianco
Brenda M. Capobianco is an Associate Professor in the Department of Curriculum and Instruction and an Associate Professor (courtesy faculty) in the School of Engineering Education, Purdue University; [email protected].