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

    Research output: Chapter in Book/Report/Conference proceedingChapter

    1 Scopus citations

    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.

    Original languageEnglish (US)
    Title of host publicationProfessional Development and Workplace Learning
    Subtitle of host publicationConcepts, Methodologies, Tools, and Applications
    PublisherIGI Global
    Pages444-470
    Number of pages27
    Volume1
    ISBN (Electronic)9781466686335
    ISBN (Print)1466686324, 9781466686328
    DOIs
    StatePublished - Sep 3 2015

    All Science Journal Classification (ASJC) codes

    • Economics, Econometrics and Finance(all)
    • Business, Management and Accounting(all)
    • Social Sciences(all)

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