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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
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Author(s): 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
Source title: Handbook of Research on Recent Developments in Materials Science and Corrosion Engineering Education
Source Author(s)/Editor(s): Hwee Ling Lim (The Petroleum Institute, UAE)
DOI: 10.4018/978-1-4666-8183-5.ch019

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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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