Learning to communicate in science and engineering : case studies from MIT
To many science and engineering students, the task of writing may seem irrelevant to their future professional careers. At MIT, however, students discover that writing about their technical work is important not only in solving real-world problems but also in developing their professional identities...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Poe, Mya - 1970- [verfasserIn] Craig, Jennifer - 1945- |
|---|
| Format: |
E-Book |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
Cambridge, Mass: MIT Press ; c2010 |
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| Schlagwörter: |
Communication in engineering, Case studies Communication in science, Case studies |
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| Anmerkung: |
Includes bibliographical references (p. [237]-248) and index |
|---|---|
| Umfang: |
Online-Ressource (xii, 256 p) ; ill |
| Reproduktion: |
Online-Ausg. |
|---|
| Links: | |
|---|---|
| ISBN: |
0-262-31062-7 0-262-16247-4 978-0-262-31062-8 978-0-262-16247-0 |
| Katalog-ID: |
816666385 |
|---|
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0262310627 electronic bk. 0-262-31062-7 0262162474 0-262-16247-4 9780262310628 : electronic bk. 978-0-262-31062-8 9780262162470 978-0-262-16247-0 (DE-627)816666385 (DE-576)9816666383 (DE-599)GBV816666385 (OCoLC)827009353 (MITPRESS)6276860 (EBP)055121225 DE-627 ger DE-627 rakwb eng XD-US Q223 501/.4 22 Poe, Mya 1970- verfasserin aut Learning to communicate in science and engineering case studies from MIT Mya Poe, Neal Lerner, and Jennifer Craig; foreword by James Paradis Cambridge, Mass MIT Press c2010 Online-Ressource (xii, 256 p) ill Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Includes bibliographical references (p. [237]-248) and index First steps in writing a scientific identityTaking on the identity of a professional researcher -- Carving out a research niche -- Learning to argue with data -- Writing and speaking collaboratively -- Conclusions. To many science and engineering students, the task of writing may seem irrelevant to their future professional careers. At MIT, however, students discover that writing about their technical work is important not only in solving real-world problems but also in developing their professional identities. MIT puts into practice the belief that "engineers who don't write well end up working for engineers who do write well," requiring all students to take "communications-intensive" classes in which they learn from MIT faculty and writing instructors how to express their ideas in writing and in presentations. Students are challenged not only to think like professional scientists and engineers but also to communicate like them.This book offers in-depth case studies and pedagogical strategies from a range of science and engineering communication-intensive classes at MIT. It traces the progress of seventeen students from diverse backgrounds in seven classes that span five departments. Undergraduates in biology attempt to turn scientific findings into a research article; graduate students learn to define their research for scientific grant writing; undergraduates in biomedical engineering learn to use data as evidence; and students in aeronautic and astronautic engineering learn to communicate collaboratively. Each case study is introduced by a description of its theoretical and curricular context and an outline of the objectives for the students' activities. The studies describe the on-the-ground realities of working with faculty, staff, and students to achieve communication and course goals, offering lessons that can be easily applied to a wide variety of settings and institutions. Online-Ausg. Writing, Humanistic Communication in engineering Case studies Communication in science Case studies Communication in science ; Case studies Communication in engineering ; Case studies Writing, Humanistic Craig, Jennifer 1945- oth Lerner, Neal oth 9780262162470 Print version Learning to communicate in science and engineering (DLC)2009024788 https://ieeexplore.ieee.org/book/6276860 X:MITPRESS Verlag IEEE Xplore lizenzpflichtig Volltext http://www.gbv.de/dms/bowker/toc/9780262162470.pdf V:DE-601 X:Bowker pdf/application 2015-03-21 Verlag Inhaltsverzeichnis Inhaltsverzeichnis ZDB-37-IEM 2012 GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_22_i22818 GBV_ILN_23 ISIL_DE-830 GBV_ILN_100 ISIL_DE-Ma9 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_2015 ISIL_DE-93 BO 045F 501/.4 22 01 0018 3848469324 olrm-h228-MITIEEE zi22818 03-02-21 23 01 0830 1521011788 olr-MIT i z 31-01-15 100 01 3100 4472462869 09 --%%-- eBook MIT Press --%%-- --%%-- OLR-MIT-CEC Vervielfältigungen (z.B. Kopien, Downloads) sind nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Keine Weitergabe an Dritte. Kein systematisches Downloaden durch Robots. z 30-01-24 370 01 4370 4011215430 olr-ebook mitieee Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Keine Weitergabe an Dritte. Kein systematisches Downloaden durch Robots. i z 01-12-21 2015 01 DE-93 3740749679 00 --%%-- --%%-- p --%%-- Campuslizenz l01 18-08-20 22 01 0018 Volltextzugang Campus https://ieeexplore.ieee.org/book/6276860 22 01 0018 Nur für Angehörige der Universität Hamburg: Volltextzugang von außerhalb des Campus http://emedien.sub.uni-hamburg.de/han/ieee/ieeexplore.ieee.org/book/6276860 23 01 0830 MIT Press EBook https://ieeexplore.ieee.org/book/6276860 100 01 3100 https://ieeexplore.ieee.org/book/6276860 100 01 3100 für Uniangehörige: Zugang weltweit http://han.med.uni-magdeburg.de/han/mitvia-ieee/ieeexplore.ieee.org/book/6276860 370 01 4370 E-Book: Zugriff im HCU-Netz. Zugriff von außerhalb nur für HCU-Angehörige möglich https://ieeexplore.ieee.org/book/6276860 2015 01 DE-93 https://ieeexplore.ieee.org/book/6276860 23 01 0830 2018-01805, 2018-01806, 2018-01808 22 01 0018 olrm-h228-MITIEEE 23 01 0830 olr-MIT 100 01 3100 OLR-MIT-CEC 370 01 4370 olr-ebook mitieee 23 01 0830 2015.01.31 370 01 4370 2021.12.01 |
| spelling |
0262310627 electronic bk. 0-262-31062-7 0262162474 0-262-16247-4 9780262310628 : electronic bk. 978-0-262-31062-8 9780262162470 978-0-262-16247-0 (DE-627)816666385 (DE-576)9816666383 (DE-599)GBV816666385 (OCoLC)827009353 (MITPRESS)6276860 (EBP)055121225 DE-627 ger DE-627 rakwb eng XD-US Q223 501/.4 22 Poe, Mya 1970- verfasserin aut Learning to communicate in science and engineering case studies from MIT Mya Poe, Neal Lerner, and Jennifer Craig; foreword by James Paradis Cambridge, Mass MIT Press c2010 Online-Ressource (xii, 256 p) ill Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Includes bibliographical references (p. [237]-248) and index First steps in writing a scientific identityTaking on the identity of a professional researcher -- Carving out a research niche -- Learning to argue with data -- Writing and speaking collaboratively -- Conclusions. To many science and engineering students, the task of writing may seem irrelevant to their future professional careers. At MIT, however, students discover that writing about their technical work is important not only in solving real-world problems but also in developing their professional identities. MIT puts into practice the belief that "engineers who don't write well end up working for engineers who do write well," requiring all students to take "communications-intensive" classes in which they learn from MIT faculty and writing instructors how to express their ideas in writing and in presentations. Students are challenged not only to think like professional scientists and engineers but also to communicate like them.This book offers in-depth case studies and pedagogical strategies from a range of science and engineering communication-intensive classes at MIT. It traces the progress of seventeen students from diverse backgrounds in seven classes that span five departments. Undergraduates in biology attempt to turn scientific findings into a research article; graduate students learn to define their research for scientific grant writing; undergraduates in biomedical engineering learn to use data as evidence; and students in aeronautic and astronautic engineering learn to communicate collaboratively. Each case study is introduced by a description of its theoretical and curricular context and an outline of the objectives for the students' activities. The studies describe the on-the-ground realities of working with faculty, staff, and students to achieve communication and course goals, offering lessons that can be easily applied to a wide variety of settings and institutions. Online-Ausg. Writing, Humanistic Communication in engineering Case studies Communication in science Case studies Communication in science ; Case studies Communication in engineering ; Case studies Writing, Humanistic Craig, Jennifer 1945- oth Lerner, Neal oth 9780262162470 Print version Learning to communicate in science and engineering (DLC)2009024788 https://ieeexplore.ieee.org/book/6276860 X:MITPRESS Verlag IEEE Xplore lizenzpflichtig Volltext http://www.gbv.de/dms/bowker/toc/9780262162470.pdf V:DE-601 X:Bowker pdf/application 2015-03-21 Verlag Inhaltsverzeichnis Inhaltsverzeichnis ZDB-37-IEM 2012 GBV_ILN_22 ISIL_DE-18 SYSFLAG_1 GBV_KXP GBV_ILN_22_i22818 GBV_ILN_23 ISIL_DE-830 GBV_ILN_100 ISIL_DE-Ma9 GBV_ILN_370 ISIL_DE-1373 GBV_ILN_2015 ISIL_DE-93 BO 045F 501/.4 22 01 0018 3848469324 olrm-h228-MITIEEE zi22818 03-02-21 23 01 0830 1521011788 olr-MIT i z 31-01-15 100 01 3100 4472462869 09 --%%-- eBook MIT Press --%%-- --%%-- OLR-MIT-CEC Vervielfältigungen (z.B. Kopien, Downloads) sind nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Keine Weitergabe an Dritte. Kein systematisches Downloaden durch Robots. z 30-01-24 370 01 4370 4011215430 olr-ebook mitieee Vervielfältigungen (z.B. Kopien, Downloads) sind nur von einzelnen Kapiteln oder Seiten und nur zum eigenen wissenschaftlichen Gebrauch erlaubt. Keine Weitergabe an Dritte. Kein systematisches Downloaden durch Robots. i z 01-12-21 2015 01 DE-93 3740749679 00 --%%-- --%%-- p --%%-- Campuslizenz l01 18-08-20 22 01 0018 Volltextzugang Campus https://ieeexplore.ieee.org/book/6276860 22 01 0018 Nur für Angehörige der Universität Hamburg: Volltextzugang von außerhalb des Campus http://emedien.sub.uni-hamburg.de/han/ieee/ieeexplore.ieee.org/book/6276860 23 01 0830 MIT Press EBook https://ieeexplore.ieee.org/book/6276860 100 01 3100 https://ieeexplore.ieee.org/book/6276860 100 01 3100 für Uniangehörige: Zugang weltweit http://han.med.uni-magdeburg.de/han/mitvia-ieee/ieeexplore.ieee.org/book/6276860 370 01 4370 E-Book: Zugriff im HCU-Netz. Zugriff von außerhalb nur für HCU-Angehörige möglich https://ieeexplore.ieee.org/book/6276860 2015 01 DE-93 https://ieeexplore.ieee.org/book/6276860 23 01 0830 2018-01805, 2018-01806, 2018-01808 22 01 0018 olrm-h228-MITIEEE 23 01 0830 olr-MIT 100 01 3100 OLR-MIT-CEC 370 01 4370 olr-ebook mitieee 23 01 0830 2015.01.31 370 01 4370 2021.12.01 |
| allfields_unstemmed |
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To many science and engineering students, the task of writing may seem irrelevant to their future professional careers. At MIT, however, students discover that writing about their technical work is important not only in solving real-world problems but also in developing their professional identities. MIT puts into practice the belief that "engineers who don't write well end up working for engineers who do write well," requiring all students to take "communications-intensive" classes in which they learn from MIT faculty and writing instructors how to express their ideas in writing and in presentations. Students are challenged not only to think like professional scientists and engineers but also to communicate like them.This book offers in-depth case studies and pedagogical strategies from a range of science and engineering communication-intensive classes at MIT. It traces the progress of seventeen students from diverse backgrounds in seven classes that span five departments. Undergraduates in biology attempt to turn scientific findings into a research article; graduate students learn to define their research for scientific grant writing; undergraduates in biomedical engineering learn to use data as evidence; and students in aeronautic and astronautic engineering learn to communicate collaboratively. Each case study is introduced by a description of its theoretical and curricular context and an outline of the objectives for the students' activities. The studies describe the on-the-ground realities of working with faculty, staff, and students to achieve communication and course goals, offering lessons that can be easily applied to a wide variety of settings and institutions. Includes bibliographical references (p. [237]-248) and index |
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To many science and engineering students, the task of writing may seem irrelevant to their future professional careers. At MIT, however, students discover that writing about their technical work is important not only in solving real-world problems but also in developing their professional identities. MIT puts into practice the belief that "engineers who don't write well end up working for engineers who do write well," requiring all students to take "communications-intensive" classes in which they learn from MIT faculty and writing instructors how to express their ideas in writing and in presentations. Students are challenged not only to think like professional scientists and engineers but also to communicate like them.This book offers in-depth case studies and pedagogical strategies from a range of science and engineering communication-intensive classes at MIT. It traces the progress of seventeen students from diverse backgrounds in seven classes that span five departments. Undergraduates in biology attempt to turn scientific findings into a research article; graduate students learn to define their research for scientific grant writing; undergraduates in biomedical engineering learn to use data as evidence; and students in aeronautic and astronautic engineering learn to communicate collaboratively. Each case study is introduced by a description of its theoretical and curricular context and an outline of the objectives for the students' activities. The studies describe the on-the-ground realities of working with faculty, staff, and students to achieve communication and course goals, offering lessons that can be easily applied to a wide variety of settings and institutions. Includes bibliographical references (p. [237]-248) and index |
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To many science and engineering students, the task of writing may seem irrelevant to their future professional careers. At MIT, however, students discover that writing about their technical work is important not only in solving real-world problems but also in developing their professional identities. MIT puts into practice the belief that "engineers who don't write well end up working for engineers who do write well," requiring all students to take "communications-intensive" classes in which they learn from MIT faculty and writing instructors how to express their ideas in writing and in presentations. Students are challenged not only to think like professional scientists and engineers but also to communicate like them.This book offers in-depth case studies and pedagogical strategies from a range of science and engineering communication-intensive classes at MIT. It traces the progress of seventeen students from diverse backgrounds in seven classes that span five departments. Undergraduates in biology attempt to turn scientific findings into a research article; graduate students learn to define their research for scientific grant writing; undergraduates in biomedical engineering learn to use data as evidence; and students in aeronautic and astronautic engineering learn to communicate collaboratively. Each case study is introduced by a description of its theoretical and curricular context and an outline of the objectives for the students' activities. The studies describe the on-the-ground realities of working with faculty, staff, and students to achieve communication and course goals, offering lessons that can be easily applied to a wide variety of settings and institutions. Includes bibliographical references (p. [237]-248) and index |
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Foreword p. vii Acknowledgments p. xi Introduction … First Steps in Writing a Scientific Identity … Taking On the Identity of a Professional Researcher … Carving Out a Research Niche … Learning to Argue with Data … Writing and Speaking Collaboratively … Conclusions … Data Collection Methods … Data Collection Instruments … References … Index … |
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