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Exploring the Effectiveness of an Interdisciplinary Corrosion Engineering Module in High School Courses (Evaluation)

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Pre-College: Organizing Instruction Around a Theme

Tagged Division

Pre-College Engineering Education Division

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Paper Authors

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Chelsea Monty University of Akron

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Alvaro A. Rodriguez University of Akron Orcid 16x16

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Zach Griffith

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Exploring the Effectiveness of an Interdisciplinary Corrosion Engineering Module in High School Courses (Evaluation)

The purpose of this work was to evaluate the effectiveness of a corrosion engineering module in high school science courses. The intent of the module was to present basic concepts on corrosion engineering and then reinforce student learning via a project-based learning assignment based on the corrosion of winter maintenance vehicles. The module’s educational objectives were to (1) increase knowledge among high school students about the factors associated with corrosion, specifically vehicular corrosion, (2) increase student understanding of engineering principles behind corrosion prevention and mitigation, and (3) engage students in multiple interactive, hands-on activities to reinforce their learning. Pre- and post- assessments were administered to (1) determine if an engineering module would allow students to develop a more complex understanding of corrosion engineering problems and higher levels of corrosion science knowledge, (2) assess whether students would develop more complex reasoning towards corrosion prevention and mitigation through the engineering module, and (3) the students ability to apply engineering and design principles. The long-term goals of the module were to improve societal awareness of the safety and economic issues of corrosion and increase participation in STEM fields. The present study assessed the ability of the module to achieve the short-term education objectives.

Overall, students (n=69) showed statistically significant improvement in complex reasoning on design questions (p<0.02) and greater content knowledge (p=0.03) after exposure to the corrosion engineering module. This research indicates the effectiveness of our corrosion-engineering module in enhancing student learning and supports its inclusion in high school classrooms.

Monty, C., & Rodriguez, A. A., & Griffith, Z. (2017, June), Exploring the Effectiveness of an Interdisciplinary Corrosion Engineering Module in High School Courses (Evaluation) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28337

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