Courtney Faber
Biographic Data
| ID | 8958627 |
|---|---|
| NAME | Courtney Faber |
| GIVEN NAMES | Courtney |
| FAMILY NAME | Faber |
| SIGNATURE | FABER C |
| AFFILIATIONS | University at Buffalo, State University of New York |
| ORCID | 0000-0001-9156-7616 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Flexible Guide for Using Ethnography + Grounded Theory
The benefits of interdisciplinary research teams are well-known; however, there can be challenges due to differences in how disciplines approach knowledge construction. To better understand how interdisciplinary research teams navigate these differences in thinking, we used tools from ethnography to discover the cultural knowledge created and used by an engineering education research team and individuals on the team. We then used approaches from …
Adoption of Pedagogical Innovations
This work investigates how innovations propagate through two professional networks (guilds): the Kern Entrepreneurial Engineering Network (KEEN) and the Consortium to Promote Reflection in Engineering Education (CPREE). Previous research has demonstrated that the adoption of pedagogical innovations is supported by the socialization of the innovation among potential adopters. In this work, we use social network analysis to explore the impact of pr…
A grounded theory model of the dynamics of undergraduate engineering students' researcher identity and epistemic thinking
Undergraduate research experiences (UREs) in science and engineering offer a number of positive outcomes to the students who are able to participate, including increased retention, clarified career goals, and development of problem‐solving skills. There have been a number of calls for research that investigates the experiences, identity, and cognitive develop of students who participate in UREs. In addition, recent work in other areas suggests th…
No prominent works on this page.
A grounded theory model of the dynamics of undergraduate engineering students' researcher identity and epistemic thinking
Undergraduate research experiences (UREs) in science and engineering offer a number of positive outcomes to the students who are able to participate, including increased retention, clarified career goals, and development of problem‐solving skills. There have been a number of calls for research that investigates the experiences, identity, and cognitive develop of students who participate in UREs. In addition, recent work in other areas suggests th…
Adoption of Pedagogical Innovations
This work investigates how innovations propagate through two professional networks (guilds): the Kern Entrepreneurial Engineering Network (KEEN) and the Consortium to Promote Reflection in Engineering Education (CPREE). Previous research has demonstrated that the adoption of pedagogical innovations is supported by the socialization of the innovation among potential adopters. In this work, we use social network analysis to explore the impact of pr…
A Flexible Guide for Using Ethnography + Grounded Theory
The benefits of interdisciplinary research teams are well-known; however, there can be challenges due to differences in how disciplines approach knowledge construction. To better understand how interdisciplinary research teams navigate these differences in thinking, we used tools from ethnography to discover the cultural knowledge created and used by an engineering education research team and individuals on the team. We then used approaches from …
Evaluation of Teaching Practices (2 works) · Grounded theory (2 works) · Qualitative research (2 works) · Social science (2 works) · Sociology (2 works) · Career Development and Diversity (1 works) · Computer Science (1 works) · Constructivist grounded theory (1 works) · Context (archaeology) (1 works) · Educational Strategies and Epistemologies (1 works)