Designing the graduate research experience to catalyze the student-to-researcher transition

• Autores: David F. Ollis
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 34, no. Extra 2 (Parte B), 2018, págs. 746-750
• Idioma: inglés
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• Resumen

  • Over a twenty-five-year period, we have created, modified, and enlarged two first year graduate courses which introducenew PhD prospects to research via written construction and oral presentation of two research proposals. In addition tothese writing and speaking tasks, we included professional development topics such as research ethics, advisor-adviseerelations, the laboratory notebook, intellectual property and patents, and research group citizenship. The evolution ofthese formal elements I describe here as a series of curricular design challenges, each involving the classical design sequenceof need identification, conceptualization, feasibility, production, and acceptance by our stakeholders: our graduatestudents, our faculty, and implicitly, employers of our graduated students.