LEADER 03984nam 2200613 450 001 9910260615503321 005 20221206100415.0 035 $a(CKB)2670000000263737 035 $a(CaBNVSL)mat06276860 035 $a(IDAMS)0b000064818c1fd1 035 $a(IEEE)6276860 035 $a(SSID)ssj0000937667 035 $a(PQKBManifestationID)11596152 035 $a(PQKBTitleCode)TC0000937667 035 $a(PQKBWorkID)10877097 035 $a(PQKB)10955631 035 $a(WaSeSS)Ind00065831 035 $a(EXLCZ)992670000000263737 100 $a20151229d2010 uy 101 0 $aeng 135 $aur|n||||||||| 181 $2rdacontent 182 $2isbdmedia 183 $2rdacarrier 200 10$aLearning to communicate in science and engineering $ecase studies from MIT /$fMya Poe, Neal Lerner, and Jennifer Craig ; foreword by James Paradis 210 1$aCambridge, Massachusetts :$cMIT Press,$dc2010. 210 2$a[Piscataqay, New Jersey] :$cIEEE Xplore,$d[2010] 215 $a1 PDF (xii, 256 pages) $cillustrations 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-262-31062-7 320 $aIncludes bibliographical references (p. [237]-248) and index. 327 $aFirst 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. 330 $aTo 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. 606 $aCommunication in science$vCase studies 606 $aCommunication in engineering$vCase studies 606 $aWriting, Humanistic 606 $aPhysical Sciences & Mathematics$2HILCC 606 $aSciences - General$2HILCC 615 0$aCommunication in science 615 0$aCommunication in engineering 615 0$aWriting, Humanistic. 615 7$aPhysical Sciences & Mathematics 615 7$aSciences - General 676 $a501/.4 700 $aPoe$b Mya$f1970-$01207692 701 $aLerner$b Neal$01207693 701 $aCraig$b Jennifer$f1945-$01114838 801 0$bCaBNVSL 801 1$bCaBNVSL 801 2$bCaBNVSL 906 $aBOOK 912 $a9910260615503321 996 $aLearning to communicate in science and engineering$92786194 997 $aUNINA