Learning Non-technical Skills from Pedagogical Training: Investigating IGERT Graduate Student Perceptions

Abstract

is a PhD candidate in Materials Science Engineering at Norfolk State University. Her current research involves strong coupling of plasmonic materials and the influence of hyperbolic metamaterials on chemical reactions. As part of a collaborative effort with two other institutions, she also works as part of a team on interdisciplinary research and pedagogy training. This training has been very useful for several of the outreach events and undergraduate training that she has prepared as a graduate student. Vanessa holds a BS in chemistry from Norfolk State University. is a collaboration between Purdue University, Cornell University, and Norfolk State University to train interdisciplinary science and engineering doctoral students for future roles as leaders in the materials science and engineering fields. As part of this socialization into future careers, students proceed through a variety of modules. This paper specifically covers student learning in a pedagogy module, which introduces students to best practices in teaching and learning. Graduate student reflections on the development of high-school level student and teacher science and engineering activities were analyzed via thematic coding methods in order to understand skills that students felt they developed as part of this module. Non-technical skills that students developed included communication skills for diverse audiences; the ability to convey technical expertise to non-technical audiences, and the development of virtual teamwork skills. Background and Literature Review