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Teaching MSE Students to Teach: A Design-Based Research Model for Introducing Professional Skills into the Technical Curriculum

Teaching MSE Students to Teach: A Design-Based Research Model for Introducing Professional Skills into the Technical Curriculum

Catherine G.P. Berdanier, Tasha Zephirin, Monica F. Cox, Suely M. Black
Copyright: © 2016 |Pages: 27
ISBN13: 9781466686328|ISBN10: 1466686324|EISBN13: 9781466686335
DOI: 10.4018/978-1-4666-8632-8.ch028
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MLA

Berdanier, Catherine G.P., et al. "Teaching MSE Students to Teach: A Design-Based Research Model for Introducing Professional Skills into the Technical Curriculum." Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 444-470. https://doi.org/10.4018/978-1-4666-8632-8.ch028

APA

Berdanier, C. G., Zephirin, T., Cox, M. F., & Black, S. M. (2016). Teaching MSE Students to Teach: A Design-Based Research Model for Introducing Professional Skills into the Technical Curriculum. In I. Management Association (Ed.), Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications (pp. 444-470). IGI Global. https://doi.org/10.4018/978-1-4666-8632-8.ch028

Chicago

Berdanier, Catherine G.P., et al. "Teaching MSE Students to Teach: A Design-Based Research Model for Introducing Professional Skills into the Technical Curriculum." In Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 444-470. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8632-8.ch028

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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.

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