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Session 1526

THE FOUNDATION SERIES ON CORROSION: INTEGRATING SCIENCE, MATH, ENGINEERING & TECHNOLOGY IN A LAB SETTING

Linda Vanasupa, Heather Smith, Blair London, Katherine Chen, David Niebuhr, Lanny Griffin

California Polytechnic State University, San Luis Obispo, CA 93407

Jeff Jones

Cuesta College, San Luis Obispo, CA 93406

Abstract

We have developed a laboratory module focussing on the subject of corrosion. The module itself is designed to be completed in one three-hour session. It consists of three parts: I. The Impact of Corrosion Media, II. The Impact of Corroding Materials, III. The Impact of Anode/Cathode Sizes. Our objectives in developing this module were to address the need for clear bridges between math, science and technology in the engineering curriculum and to provide a means of faculty development primarily at community colleges. As a result, it was designed to allow the engineering student to experience the synergy of science, math and engineering technology in a laboratory setting. Recent findings in learning theory research were used in the design of the module to reach students of diverse learning styles. Our targeted audience is sophomore engineering majors at community colleges and institutions without Materials Science and Engineering programs. In this paper we will present the module, its goals, objectives and performance criteria, and the preliminary results of its implementation.

I. Introduction

Each year, private industry spends millions of dollars in an effort to educate their engineers to meet their company’s increasingly demanding goals. They continue to request engineers who are not only educated in the fundamental sciences and applications of their field, but possess stronger communication and teamwork skills1,2. The National Research Council’s (NRC) Board on Engineering Education recognizes this need and has called all engineering colleges to provide more exposure to interdisciplinary/cross-disciplinary aspects of team work, hands-on experience, creative design, and exposure to “real” engineering and industrial practices, identifying integration of key fundamental concepts in science and engineering as the number one principle for new engineering curricula and culture 3. Yet curricula generally require engineering students to ingest subjects from the resident specialists--separately and sequentially as if each subject was wholly independent of the other. As depicted below in Figure 1, this experience is much like eating a lemon-meringue pie, one ingredient at a time: while some ingredients like sugar (physics) will taste okay, other ingredients like flour (mathematics), lemon juice (chemistry) or raw eggs (thermodynamics) will be rather unpalatable. The engineering student doesn’t experience the synergy of taste that results when these ingredients are properly combined (Figure “Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education”

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Jones, J., & Niebuhr, D., & Smith, H., & Griffin, L., & London, B., & Vanasupa, L., & Chen, K. (2001, June), The Foundation Series On Corrosion: Integrating Science, Math, Engineering And Technology In A Laboratory Setting Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9284