Non-technical skills (such as management skills, verbal and written communication skills, presentation skills, and interpersonal and teamwork skills) that are necessary for professional success.
Published in Chapter:
Teaching MSE Students to Teach: A Design-Based Research Model for Introducing Professional Skills into the Technical Curriculum
Catherine G.P. Berdanier (Purdue University, USA), Tasha Zephirin (Purdue University, USA), Monica F. Cox (Purdue University, USA), and Suely M. Black (Norfolk State University, USA)
Copyright: © 2015
|Pages: 28
DOI: 10.4018/978-1-4666-8183-5.ch019
Abstract
The purpose of this chapter is to show how design-based research (DBR) methodologies can be implemented in technical programs. First, the authors provide a background of recent research in interdisciplinary education, Integrative Graduate Education Research Traineeship (IGERT) programs, and design-based research. Second, a brief summary the example case, a Pedagogy module which has been implemented with Materials Science and Materials Engineering students through an IGERT program, is discussed. The final portion of the chapter presents a new implementation model for DBR along with recommendations and strategies for interested faculty, department heads, or motivated graduate students to reform existing technical curricula using design-based research. The significance of the book chapter rests in the flexibility of this model to be adapted to any program, showing instructors the iterative process for developing a course to suit the needs of a department.