Curricula For A Sustainable Future: A proposal for integrating environmental concepts into our curricula

2004 ◽  
Vol 827 ◽  
Author(s):  
Linda Vanasupa ◽  
Frank G. Splitt
Keyword(s):  
Environmental Science ◽  
Materials Science ◽  
Environmental Issues ◽  
Environmental Research ◽  
Science And Engineering ◽  
Research Education ◽  
National Science ◽  
Materials Science And Engineering ◽  
Manufacturing Techniques ◽  
Environmental Concepts

AbstractThe global scientific community recognizes the critical need for industries to develop and practice manufacturing techniques that minimize harm to our environment. In the National Science Board's report Environmental Science and Engineering for the 21st Century, the National Science Foundation was urged to promote “Environmental research, education, and scientific assessment [as] one of NSF's higher priorities.” Although there are a number of independent efforts to fold environmental issues in existing undergraduate curricula, no dominant method has emerged as a means of including these concepts. One of the difficulties in adjusting our materials science and engineering (MSE) curricula is the problem of how and what to include in an already full curriculum. In this paper, we propose a path for integrating environmental and sustainability concepts within the framework of existing curricula. We will suggest learning outcomes for each year of the MSE curriculum and offer examples.

scholarly journals Physics Materials science and engineering Earth and environmental science

2021 ◽  
Vol 924 (1) ◽  
pp. 011005
Keyword(s):  
Environmental Science ◽  
Materials Science ◽  
Science And Engineering ◽  
Short Questionnaire ◽  
Conference Series ◽  
Materials Science And Engineering ◽  
The Right

IOP Conference Series Proceedings services for science Submission questionnaire We would be grateful if you could spare the time to answer this short questionnaire. The answers you provide will greatly assist us in ensuring your conference is not only catalogued and indexed correctly, but also promoted to the right audience. IOP Publishing, are available in the pdf

Web Modules Linking Mechanics and Materials Science

2001 ◽  
Vol 684 ◽  
Author(s):  
David Roylance ◽  
C. H. Jenkins ◽  
S. K. Khanna
Keyword(s):  
National Science Foundation ◽  
Materials Science ◽  
Aircraft Design ◽  
Engineering Curriculum ◽  
Science And Engineering ◽  
Industrial Practice ◽  
Mechanics Of Materials ◽  
National Science ◽  
Materials Science And Engineering ◽  
The Subject

ABSTRACTIn 1996, the MIT subject 3.11 Mechanics of Materials in the Department of Materials Science and Engineering began using an experimental new textbook approach, written with a strongly increased emphasis on the materials aspects of the subject. It also included several topics such as finite element methods, fracture mechanics, and statistics that are not included in most traditional Mechanics of Materials texts. These nontraditional aspects were designed to fit the curriculum in Materials Science and Engineering, although admittedly Mechanics instructors in other departments and schools might not find all of them suitable for their own subjects. Further, a number of topics may be of interest in educational curricula and industrial practice outside traditional Mechanics subjects.One approach to increasing the flexibility and adaptability of this materials-oriented text is to make discrete and coherent portions of it available as stand-alone, web-available modules. Instructors could then pick and choose among topics, and assemble a subject offering in whatever way they choose. It would also be possible for instructors of specialty engineering subjects, for instance bridge or aircraft design, to add modules on mechanics of materials aimed at their own needs.A series of such modules are now being developed under a National Science Foundation Course, Curriculum and Laboratory Improvement (CCLI) grant aimed at strengthening the links in the engineering curriculum between materials and mechanics. Each module is intended to be capable of standing alone, so that it will usually be unnecessary to work through other modules in order to use any particular one. This approach will be outlined and demonstrated, both as an approach to the specific topic of a mechanics-materials linkage, and as a possibility for more general implementation in distance learning.

NSF Workshop on Undergraduate Curriculum Development in Materials: A Synopsis of the Report

MRS Bulletin ◽  
1990 ◽  
Vol 15 (8) ◽  
pp. 54-57
Author(s):  
Robert J. Reynik
Keyword(s):  
Curriculum Development ◽  
Undergraduate Education ◽  
Materials Science ◽  
Committee Report ◽  
Science And Engineering ◽  
University Of Illinois ◽  
Workshop Report ◽  
National Science ◽  
Materials Research ◽  
Materials Science And Engineering

As a follow-up to the recommendations of a 1986 National Science Board Task Committee Report on Undergraduate Science & Engineering Education, the U.S. National Science Foundation (NSF) sponsored a series of workshops on undergraduate education in science and engineering disciplines. In October 1989, the NSF's Division of Materials Research (DMR) organized a workshop in the materials area. It was held at the University of Illinois at Chicago. Dr. Donald N. Langenberg, Chancellor, University of Illinois at Chicago, chaired the panel of 27 invited experts. They were charged to assess the needs and opportunities in the education of undergraduates with career opportunities in any of the areas of materials research or technology, and to recommend possible ways to improve undergraduate curricula in chemistry, physics, and materials science and engineering.The panel consisted of three subpanels: Chemistry chaired by Gregory C. Farrington, Condensed Matter Physics chaired by Phillip J. Stiles, and Materials Science and Engineering chaired by Reza Abbaschian. Robert J. Reynik, DMR/NSF, was the workshop organizer and coordinator. Each subpanel held separate meetings to discuss undergraduate education in materials and develop recommendations in its respective disciplines; plenary sessions featured group discussions of views and recommendations.Each subpanel prepared a separate report, and the chairman prepared a summary report, which organizes the findings and recommendations of the subpanel reports into five areas: curriculum development, undergraduate laboratories, computers in undergraduate education, textbooks and other teaching resources, and faculty and student development. These reports constirute the full workshop report, which is available at no cost from the NSF. The opinions and recommendations in the workshop report are those of the expert panel and do not represent NSF policy. The recommendations are currently under review by DMR.

MatDL.org: The Materials Digital Library and the National Science Digital Library Program

2004 ◽  
Vol 827 ◽  
Author(s):  
Laura M. Bartolo ◽  
Sharon C. Glotzer ◽  
Javed I. Khan ◽  
Adam C. Powell ◽  
Donald R. Sadoway ◽  
...  
Keyword(s):  
Digital Library ◽  
Soft Matter ◽  
Chemical Engineering ◽  
Materials Science ◽  
Massachusetts Institute Of Technology ◽  
Science And Engineering ◽  
Workflow Technology ◽  
National Science ◽  
Materials Science And Engineering ◽  
Institute Of Technology

AbstractThe National Science Foundation's National Science Digital Library (NSDL) Program is a premier collective portal of authoritative scientific resources supporting education and research. With funding from NSF, the Materials Digital Library (MatDL) is a collaborative project being developed by the National Institute of Standards and Technology's Materials Science and Engineering Laboratory (NIST/MSEL), the Department of Materials Science and Engineering at the Massachusetts Institute of Technology (MIT), the Department of Chemical Engineering and the Department of Materials Science and Engineering at the University of Michigan (U-M), with Kent State University and University of Colorado at Boulder providing the materials science informatics and workflow technology backbone. As part of the NSDL program, MatDL aims to supports the interface of materials science information and its cognate disciplines, with an emphasis on soft matter. Initial content of MatDL begins with resources selected from NIST/MSEL. Students and faculty in three types of materials science and engineering (MSE) courses at MIT and U-M are taking part in a pilot to use and contribute to MatDL utilizing domain-specific authoring tools. Given the central and interdisciplinary role of materials science in science and engineering, two goals of MatDL are to: 1.) expand its founding partnership with additional participants from the MSE community; and 2.) facilitate the flow of digital materials related knowledge from laboratories where the most recent research discoveries are taking place to the classrooms where new scientists are being trained.

Everything you've always wanted to know about what your students think they know but were afraid to ask.

2000 ◽  
Vol 632 ◽  
Author(s):  
Eric Werwa
Keyword(s):  
Materials Science ◽  
Science Museum ◽  
Science And Engineering ◽  
Museum Exhibit ◽  
Museum Visitors ◽  
The Public ◽  
Materials Science And Engineering ◽  
Properties Of Materials ◽  
Formal Science ◽  
Lay Public

ABSTRACTA review of the educational literature on naive concepts about principles of chemistry and physics and surveys of science museum visitors reveal that people of all ages have robust alternative notions about the nature of atoms, matter, and bonding that persist despite formal science education experiences. Some confusion arises from the profound differences in the way that scientists and the lay public use terms such as materials, metals, liquids, models, function, matter, and bonding. Many models that eloquently articulate arrangements of atoms and molecules to informed scientists are not widely understood by lay people and may promote naive notions among the public. Shifts from one type of atomic model to another and changes in size scales are particularly confusing to learners. People's abilities to describe and understand the properties of materials are largely based on tangible experiences, and much of what students learn in school does not help them interpret their encounters with materials and phenomena in everyday life. Identification of these challenges will help educators better convey the principles of materials science and engineering to students, and will be particularly beneficial in the design of the Materials MicroWorld traveling museum exhibit.

scholarly journals Metal Nano/Microparticles for Bioapplications

2021 ◽  
Vol 22 (9) ◽  
pp. 4543
Author(s):  
Xuan-Hung Pham ◽  
Seung-min Park ◽  
Bong-Hyun Jun
Keyword(s):  
Materials Science ◽  
Functional Materials ◽  
Science And Engineering ◽  
Micro Particles ◽  
Materials Science And Engineering

Nano/micro particles are considered to be the most valuable and important functional materials in the field of materials science and engineering [...]

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