Specific Materials Science and Engineering Education

MRS Bulletin ◽  
1987 ◽  
Vol 12 (4) ◽  
pp. 30-33 ◽  
Author(s):  
D.W. Readey
Keyword(s):  
Materials Science ◽  
Academic Departments ◽  
Material Structure ◽  
Structure And Properties ◽  
Structure Property ◽  
Science And Engineering ◽  
Materials Engineering ◽  
Metallurgical Engineering ◽  
Materials Science And Engineering ◽  
Common Interests

Forty years ago there were essentially no academic departments with titles of “Materials Science” or “Materials Engineering.” There were, of course, many materials departments. They were called “Metallurgy,” “Metallurgical Engineering,” “Mining and Metallurgy,” and other permutations and combinations. There were also a small number of “Ceramic” or “Ceramic Engineering” departments. Essentially none included “polymers.” Over the years titles have evolved via a route that frequently followed “Mining and Metallurgy,” to “Metallurgical Engineering,” to “Materials Science and Metallurgical Engineering,” and finally to “Materials Science and Engineering.” The evolution was driven by recognition of the commonality of material structure-property correlations and the concomitant broadening of faculty interests to include other materials. However, the issue is not department titles but whether a single degree option in materials science and engineering best serves the needs of students.Few proponents of materials science and engineering dispute the necessity for understanding the relationships between processing (including synthesis), structure, and properties (including performance) of materials. However, can a single BS degree in materials science and engineering provide the background in these relationships for all materials and satisfy the entire market now served by several different materials degrees?The issue is not whether “Materials Science and Engineering” departments or some other academic grouping of individuals with common interests should or should not exist.

Integrating Industry Research in Pedagogical Practice

2015 ◽  
pp. 254-272
Author(s):  
Krishnan Kannoorpatti ◽  
Daria Surovtseva
Keyword(s):  
Materials Science ◽  
Pedagogical Practice ◽  
Microbial Corrosion ◽  
Science And Engineering ◽  
Materials Engineering ◽  
Efficient Management ◽  
Industry Research ◽  
Materials Science And Engineering ◽  
The Relationship ◽  
Microstructural Effect

This chapter discusses how the issue of microbial corrosion can be incorporated in the Materials Engineering curriculum. Research in this field contributes to knowledge building in microstructural effect of corrosion, and development of advanced corrosion protection techniques, which aligns with the essence of Materials Science and Engineering. This chapter suggests an instructional approach where students undertake a project in which they produce a database summarizing the relationship between corrosion rate and factors as types of bacteria, functional genes, types of alloys, and welding procedures. The benefit of such approach is two-fold. First, discussion of this topic in the curriculum provides an opportunity to introduce approaches for efficient management of the current issues encountered in industry. Second, there is currently no comprehensive database on the microbial corrosion conditions. Additionally, this chapter provides some insights into the best instructional strategies for the efficient management of an online engineering course in higher education.

Proposal for a Generic Materials Processing Course

MRS Bulletin ◽  
1990 ◽  
Vol 15 (8) ◽  
pp. 35-36 ◽  
Author(s):  
Merton C. Flemings ◽  
Klavs F. Jensen ◽  
Andreas Mortensen
Keyword(s):  
Materials Science ◽  
Building Blocks ◽  
Materials Processing ◽  
Structure Property ◽  
Science And Engineering ◽  
Specific Subject ◽  
Amorphous Phases ◽  
Property Relations ◽  
Materials Science And Engineering ◽  
The Subject

In the early 1950s when “materials science” was beginning to take shape in the minds of educators in materials departments, discussions were heated on the subject of how (and whether) intellectually rich courses could be developed with such broad coverage. It was argued by many that materials are too complex and vary too greatly from one another in their properties and in their applications to be treated in a single course. These individuals argued that if “materials” was to be taught, then it would have to be in courses or segments of courses broken down by materials classes-metals, ceramic, polymers, semiconductors.A full generation of faculty has passed through our ranks since those days, and the arguments regarding teaching of at least the beginning materials science subjects are now muted and perhaps moot. Few materials departments begin today with a materials-specific subject (e.g., metallurgy, ceramics) for either their own students or as a service subject for other engineering departments. Most begin with a subject in materials science or materials science and engineering that deals generically with all materials for at least a major portion of the subject. Examples are drawn from individual materials classes, and emphasis may shift to individual materials classes as the subject progresses.The key to development of these subjects, and the intellectual foundation on which they rest, is structure and structure-property relations. We can understand, and teach, how the building blocks of materials (atoms, molecules, grains, amorphous phases, etc.) fit together to build macroscopic structures.

Views on a Comprehensive Materials Science and Engineering Education Program

MRS Bulletin ◽  
1987 ◽  
Vol 12 (4) ◽  
pp. 28-29
Author(s):  
G.J. Abbaschian ◽  
P.H. Hollow
Keyword(s):  
Chemical Engineering ◽  
Materials Science ◽  
Electronic Materials ◽  
Main Theme ◽  
Structure Property ◽  
Science And Engineering ◽  
Processing Application ◽  
Societal Needs ◽  
Materials Science And Engineering ◽  
Evolutionary Growth

Educational programs in materials science and engineering (MSE) departments must be comprehensive, addressing the main theme of structure-property-processing-application relationships in all materials. In addition, the programs must be dynamic in order to improve materials according to the requirements of our society. Dynamic materials limits and societal needs require the materials field to change constantly over relatively short times. In this respect, education in MSE differs substantially from that in traditional departments such as chemistry, physics, mechanical and chemical engineering, and even the more narrow fields of metallurgical, ceramics and polymer engineering.It may be argued that all departments, scientific or engineering, are dynamic because they are constantly changing and maturing. Obviously, though, departments close to maturity change less rapidly than young departments. MSE, a young department, is changing rapidly from both steady evolutionary growth as well as quantum changes in scope (e.g., electronic materials). In fact, advances in MSE have necessitated a redefinition of scope for other fields. A good example is the field of computers and communication, which is directly tied to the growth, processing, and characterization of high purity semiconductor materials. The opposite is true as well (e.g., high transition temperature superconducting materials). The old adage of “a good design will be limited by the materials available” is true. As such, MSE plays a dual role—simultaneously advancing and impeding progress in other areas of science and engineering.

Ways That Engineers Can Get Involved In Recruiting Future Materials Scientists and Engineers

2001 ◽  
Vol 684 ◽  
Author(s):  
Stacy H. Gleixner
Keyword(s):  
High School ◽  
High School Teachers ◽  
Materials Science ◽  
School Teachers ◽  
Science And Engineering ◽  
Materials Engineering ◽  
Materials Science And Engineering ◽  
Web Videos ◽  
Scientists And Engineers ◽  
The Web

ABSTRACTFor materials science and engineering departments across the country, recruitment of students is a critical concern. To increase enrollment, students' interest in materials science needs to be sparked early, preferably before they begin college. However, many entering college students have never heard of the major and/or are unsure of what a career in materials science would be like. There are many excellent resources that have been developed to target this problem directly including comprehensive career resources on the web, videos describing careers in materials engineering, and teaching materials developed for middle and high school teachers.

Materials in Sports a New Concept for the Teaching of Materials Science and Engineering

1985 ◽  
Vol 66 ◽  
Author(s):  
Lynn J. Ebert ◽  
Gary M. Michal
Keyword(s):  
Engineering Students ◽  
Materials Science ◽  
First Year ◽  
Structure Property ◽  
Science And Engineering ◽  
Engineering Structures ◽  
Full Spectrum ◽  
Materials Science And Engineering ◽  
Sporting Activities ◽  
Common Items

ABSTRACTMost sports equipment in common use today represents highly developed engineering structures. Many of the equipment items have evolved empirically, but nonetheless can be used to illustrate basic principles of materials engineering, applied mechanics and kinetics. Using the most common items of sports equipment (footballs, tennis racquets, vaulting poles, etc.), a new course has been developed which introduces first year science and engineering students to materials science and engineering, as well as basic engineering, using a medium they can relate to personally—sports. Emphasis is placed upon the factors which make the equipment functional. These factors include both the basic materials from which the equipment is made and its fundamental design. Detailed treatment is given to the origin of the various species of materials. The processing used to produce the full spectrum of properties required of the various equipment items and the important structure-property relations in the equipment's use are presented. “Hands-on” experiments, guest lectures by world authorities in several fields of sporting activities and equipment use demonstrations compliment the lecture-recitations of the course.

Sign in / Sign up

Export Citation Format

Share Document