A Multi-functional Introductory Materials Science Course: Emphasizing Engineering and Achieving Accreditation Objectives
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A Multi-functional Introductory Materials Science Course: Emphasizing Engineering and Achieving Accreditation Objectives
Katherine C. Chen, Linda S. Vanasupa, and Timothy T. Orling Materials Engineering Department California Polytechnic State University San Luis Obispo, CA 93407 [email protected] ABSTRACT In efforts to serve more engineering students and to achieve accreditation objectives, we have redesigned our introductory materials course to be more engineering-oriented and relevant to other disciplines. The fundamental materials science concepts have been regrouped into five, 2-week sections that emphasize applications: Materials Basics; Mechanical Strength; Thermomechanical Treatments; Electrical Properties; and Economic, Environmental and Societal Issues. Although the topics that are covered are similar to those in most introductory materials science courses, the presentation of the topics has been re-arranged to create clearer links between materials science and materials engineering. We have also identified accreditation criteria within each section and have built in mechanisms for providing feedback for accreditation processes. In addition, learning objectives for each section ensure standardization among different sections and instructors. Results on students’ performances are reported.
INTRODUCTION The introductory materials science and engineering (MSE) course has traditionally served as an engineering science course for many non-MSE engineering programs. However, a relatively recent shift in the accreditation process removed the requirements for engineering programs to contain a minimum number of units of engineering science. Although an understanding of MSE was identified by the National Research Council as a critical component for maintaining a technological advantage in a global economy [1], some non-MSE engineering programs have eliminated the introductory MSE course as a requirement. Programs cite a number of pressures to downsize their curricula, one of which is the accreditation requirement to justify the need for each course within a program curriculum. Indeed, if the introductory course is approached as a materials science course only, it is very difficult for students and non-MSE professors to appreciate the relevance of the material. Various techniques have been utilized to capture interest in the course, ranging from changing the delivery methods to changing the format. For example, McMahon [2] designed the course around a bicycle and a Sony Walkman, using them as vehicles to educate students on materials science and engineering. Kalonji emphasized hands-on, discovery-oriented activities in combination with course journals [3]. Yalisove, et al., created a web-based MSE course [4], utilizing technology to reach a technology-savvy generation of students. These methods, at least anecdotally, have generated more student interest in the course as opposed to traditional presentations of the course topics.
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