000			04025nam a2200553 i 4500
001			6276860
003			IEEE
005			20220712204752.0
006			m o d
007			cr |n|||||||||
008			151229s2010 maua ob 001 eng d
010			_z 2009024788 (print)
015			_zGBB021683 (print)
016			_z015483369 (print)
020			_a9780262310628 _qelectronic
020			_z9780262162470 _qhardcover : print
020			_z0262162474 _qhardcover : alk. paper
035			_a(CaBNVSL)mat06276860
035			_a(IDAMS)0b000064818c1fd1
040			_aCaBNVSL _beng _erda _cCaBNVSL _dCaBNVSL
050		4	_aQ223 _b.P64 2010eb
082	0	0	_a501/.4 _222
100	1		_aPoe, Mya, _d1970- _923683
245	1	0	_aLearning to communicate in science and engineering : _bcase studies from MIT / _cMya Poe, Neal Lerner, and Jennifer Craig ; foreword by James Paradis.
264		1	_aCambridge, Massachusetts : _bMIT Press, _cc2010.
264		2	_a[Piscataqay, New Jersey] : _bIEEE Xplore, _c[2010]
300			_a1 PDF (xii, 256 pages) : _billustrations.
336			_atext _2rdacontent
337			_aelectronic _2isbdmedia
338			_aonline resource _2rdacarrier
504			_aIncludes bibliographical references (p. [237]-248) and index.
505	0		_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.
506	1		_aRestricted to subscribers or individual electronic text purchasers.
520			_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.
530			_aAlso available in print.
538			_aMode of access: World Wide Web
588			_aDescription based on PDF viewed 12/29/2015.
650		0	_aCommunication in science _vCase studies. _923684
650		0	_aCommunication in engineering _vCase studies. _923685
650		0	_aWriting, Humanistic. _923686
655		0	_aElectronic books. _93294
700	1		_aLerner, Neal. _923687
700	1		_aCraig, Jennifer, _d1945- _923688
710	2		_aIEEE Xplore (Online Service), _edistributor. _923689
710	2		_aMIT Press, _epublisher. _923690
776	0	8	_iPrint version: _z9780262162470
856	4	2	_3Abstract with links to resource _uhttps://ieeexplore.ieee.org/xpl/bkabstractplus.jsp?bkn=6276860
942			_cEBK
999			_c73256 _d73256