000 | 04025nam a2200553 i 4500 | ||
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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 |
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020 |
_z9780262162470 _qhardcover : print |
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020 |
_z0262162474 _qhardcover : alk. paper |
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035 | _a(CaBNVSL)mat06276860 | ||
035 | _a(IDAMS)0b000064818c1fd1 | ||
040 |
_aCaBNVSL _beng _erda _cCaBNVSL _dCaBNVSL |
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050 | 4 |
_aQ223 _b.P64 2010eb |
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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. |
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264 | 2 |
_a[Piscataqay, New Jersey] : _bIEEE Xplore, _c[2010] |
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300 |
_a1 PDF (xii, 256 pages) : _billustrations. |
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336 |
_atext _2rdacontent |
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337 |
_aelectronic _2isbdmedia |
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338 |
_aonline resource _2rdacarrier |
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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 |
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650 | 0 |
_aCommunication in engineering _vCase studies. _923685 |
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650 | 0 |
_aWriting, Humanistic. _923686 |
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655 | 0 |
_aElectronic books. _93294 |
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700 | 1 |
_aLerner, Neal. _923687 |
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700 | 1 |
_aCraig, Jennifer, _d1945- _923688 |
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710 | 2 |
_aIEEE Xplore (Online Service), _edistributor. _923689 |
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710 | 2 |
_aMIT Press, _epublisher. _923690 |
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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 |