Community colleges as gateways to materials science education
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MATERIAL MATTERS
Community colleges as gateways to materials science education By Bartlett M. Sheinberg
In 1945, Vannevar Bush (then Director of the Office of Scientific Research and Development), in his report, “Science the Endless Frontier,”1 discussed the importance of recognizing the synergy between basic research and scientific capital [defined as basic scientific research]. “How do we increase this scientific capital? First, we must have plenty of men and women trained in science, for upon them depends both the creation of new knowledge and its application to practical purposes. Second, we must strengthen the centers of basic research, which are principally colleges, universities, and research institutes.…We shall have rapid or slow advance on any scientific frontier depending on the number of highly qualified and trained scientists exploring it.”
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ommunity colleges across the United States have important roles to play in identifying “men and women trained in science.” Many of the 1100 community colleges are actively involved in providing certificate, training, and terminal associate degree programs in advanced materials and advanced technology. Whether students are in materials-related technical education programs or are interested in pursuing an academic track, coupled with the fact that one in four undergraduate students in the United States is enrolled or co-enrolled at community colleges, the timing is right to formally develop and promote the incorporation of materials science concepts and research, and a discussion
of career options. The ultimate success of these programs is dependent upon close collaborations with regional university faculty and departments that provide both opportunity and support for transferring community college students to continue to pursue their interests in one of the materials science and engineering (MSE) fields of study. MSE represents one of the exciting areas in which community college students can create new knowledge and push the boundaries of the “scientific frontier.”
Community colleges
Community colleges in the United States are open admission institutions that provide educational and workforce pathways
for 40% of all undergraduate students. Students arrive at community colleges with diverse backgrounds, interests, and ages, yet a commonality is the search for areas of interest that transition into undergraduate degrees and subsequently into fulfilling careers. The introduction of MSE concepts at the community college level serves as a catalyst for transforming not only science and engineering education, but also for demonstrating the synergy of science and engineering with humanities and business education. MSE has the potential to significantly affect instructional strategies, outcomes, and impacts in generating a student population proficient in the integration of science, technology, engineering, mathematics, and computational science education.2–4 It is imperative for higher learning institutions to find students of talent and motivation and provide the
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