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Assessment of Corrosion Education
Even small changes in environment and materials can adversely affect corrosion resistance and result in catastrophic degradation.
The committee is convinced that the responsibility for rectifying this faulty perception falls to the corrosion community itself. The education of a corrosion-savvy workforce is, broadly speaking, dependent on the health of the corrosion community, so the committee’s second recommendation is addressed to that community.
Strategic Recommendation to the Corrosion Community
To build an understanding of the continuing need for corrosion engineering education, the corrosion research community should engage the largerscience and engineering community and communicate the challenges andaccomplishments of the field. To achieve this goal the corrosion researchcommunity should identify and publish the opportunities and priorities incorrosion research and link them to engineering grand challenges faced bythe nation. To show how the field of corrosion could meet these challenges,the corrosion research community should reach out to its peers by speakingat conferences outside the field, publishing in a broad range of journals, andwriting review articles for broad dissemination.
The committee presents its tactical recommendations in three ways: (1) by stakeholder—first, government, industry, and professional societies and, second, the university and education sector, (2) in the form of a summary matrix, and (3) by educational goal—namely, strategies for improving the education of identified segments of the engineering workforce.
To the Government, Industry, and Professional Societies
Industry and government agencies, such as DOD, the Army Corps of Engineers, the Federal Highway Administration, state departments of transportation, DOT, and the U.S. Bureau of Reclamation, should strengthen the provision of corrosion courses and support the promulgation of corrosion-related learning outcomes by disseminating skills sets for corrosion technologists and engineers. The skills sets should be tied to actual case histories. Such an ongoing effort would enable the setting and periodic updating of learning outcomes for corrosion courses.