Materials and Man's Needs Materials Science and Engineering -- Volume III, The Institutional Framework for Materials Science and Engineering (1975) / Chapter Skim
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Materials Education and Research in Universities
Materials Education and Research in Universities
Pages 117-213
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From page 117... ...
totaled some $17 million, compared to about $51 million funded to interdisciplinary materials centers and their associated faculty.(Only about one-third was direct or "block" support to the centers; the remainder was direct support to individual faculty members.) Four million dollars of the block support was assigned lithe data on which these figures are based are derived from the annual statistics on engineering degrees from the U.S.
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From page 118... ...
b) Headed for advanced degrees in related fields III.
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From page 119... ...
As a consequence, the Advanced Research Projects Agency of DoD developed programs in 12 universities for "Interdisciplinary Materials Research Laboratories." The AEC supported analogous laboratories in 3 universities, and NASA followed with a smaller program. Subsequently, several universities established similar centers without special or continuing support, so that a total of some 28 materials centers now exist on U.S.
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From page 120... ...
(4) Questionnaire seeking individual opinions of the effectiveness of materials centers from a set of senior university, governmental , and industrial representatives in the materials field.
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In striking contrast, organic polymers or macromolecules are materials of enormous chemical complexity, whose basic long-chain nature was still in doubt even in the 1920's. Thus, polymer science and engineering has of necessity developed even more recently, and education in this field came after the systematization of metallurgy and ceramics.
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From page 122... ...
Other early materials departments were closely associated with specific local industries in which their graduates expected to find employment. Thus, well-established departments of metallurgy grew up in the major centers of the steel and nonferrous industries (Lehigh in Bethlehem, Carnegie-Mellon in Pittsburgh, Case Western Reserve in Cleveland, Illinois Institute of Technology in Chicago)
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From page 123... ...
Most of the groups concerned with polymers also started, as stated earlier, in chemistry or chemical engineering departments; they, too, have been absorbing more from the discipline of physics in recent years. Developments within materials departments have also been influenced, to a large extent, by the changes in general attitude and approach to undergraduate and graduate education in engineering.
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those departments or degree programs which are formally designated as materials (i.e. materials science, solid-state science, materials engineering, metallurgy, ceramics, polymer science and/or engineering)
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7-125 TABLE 7.29 Materials-Designated Degree Programs + G = Grad; U = Undergrad; B = Both; # = Also has interdisciplinary research center ~ c} c u, u:" ~ Z t3 ~ ~ ¢ ~ ~ ~ a)
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7-126 TABLE 7.29 Continued G = Grad; U = Undergrad; B = Both; # = Also has interdisciplinary research center : _ r C)
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Penn State # B U G B Pennsylvania # Pittsburgh Princeton Purdue # Rennselaer Poly. # Rice # Rochester Rutgers _ So.
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From page 128... ...
+ These data are combined from reports of ECPD, the Engineering Manpower Commission, NSF Report 71-27 and J Nielsen's Education Yearbook.
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From page 129... ...
U.S. Schools with Metallurgy Faculties Departmental Title 1964 1970 Mining and Metallurgy 1 Mining and Metallurgical Engineering 3 Mining Engineering and Metallurgy 1 1 Mining, Metallurgical, and Petroleum Engineering 1 1 Mining, Metallurgical, and Mineral Engineering 1 1 Mining, Metallurgical, and Ceramic Engineering - 1 Minerals and Metallurgical Engineering Mineral Technology Mineral Engineering Metallurgical and Mineral Engineering l Ceramic and Metallurgical Engineering 1 Metals and Ceramic Engineering 2 2 3 Metallurgy 9 7 Metallurgical Engineering 21 13 Physical and Engineering Metallurgy - 1 Institute for the Study of Metals 1 Metallurgy and Materials Science 2 7 Metallurgical Engineering and Materials Science 1 2 Metallurgy and Materials Engineering 1 2 Metallurgy, Mechanics, and Materials Science 1 1 36 4 1 33 Materials Science and Engineering 1 2 Materials Science and Metallurgical Engineering - 3 Materials and Metallurgical Engineering - 1 Materials Science 4 6 Materials - 2 Materials Engineering 1 3 6 17 Carry Forward 53 58
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of Ceramics Engineering Technology Mineral Engineering Mineral Technology 2 7 1 1 Ceramic and Metallurgical Engineering 1 Materials Program Metals and Ceramic Engineering Mining, Metallurgical, and Ceramic Engineering Metallurgy and Materials Science Materials Science and Engineering Materials Engineering Engineering 2 6 11 1 2 1 1 1 1 2 2 9 9 Total Departments: 13 18
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Total Associated Ceramics Faculty: Total Associated Ceramics Graduate Students: Total Associated Ceramics Seniors 76 265 : 222 (Data taken from the series of Education Yearbooks by J
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These characteristics of the curricula are significantly at variance with the emphasis being sought by some industrial employers. The distribution of faculty in materials departments among the full, associate, and assistant professorships as a function of departmental size is similar to that in other departments of science and engineering schools.
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7-133 TABLE 7.31 Data on Materials-Desigr~ated Degree Programs (Listed in order of average number of Ph,D.'s/yr) S TRIDENT S FACULTY Field (%)
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7-134 TABLE 7.31 Continued _ STUDENTS u, 5 · ~ 0 ~ ·^ _' ~ ~ .
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7-135 TABLE 7.32 Full-time Faculty and Postdoctorals, 1970 Total Faculty Graduate Faculty All fields 58,022 49,332 8,940 Engineering 11,830 9,985 791 Postdoctorals Metallurgy and Materials 622 583 125 (Percent of all Engineering)
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The size distribution of materials-designated departments in terms of number of doctoral degrees granted is illustrated in Figure 7.26. These results (taken from Engineering Manpower Commission, 1971)
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7-141 l O i I _ toil ~ i.
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7-142 TABLE 7.33 Full-Time Graduate Students by Type of Support, 1970 Fellowship & Research Teaching Traineeship Assistant Assistant Other All fields (145,970 students) 27.7% 21.4% 24.4% 26.5% Engineering (31,491 students)
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Nevertheless, the advent of block funding undoubtedly spurred the formation of other materials centers and also inspired a new materials focus in the graduate education of many science (and engineering) students whom COS MAT could not specifically identify as ''materials majors."
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2000 1000 800 600 (n aid 400 IN L)
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7-150 60,000 40,000 20,000 1 0,000 ,,, 8,000 I1J 111 llJ 6,000 11 4,000 o LL 2,000 1,000 800 600 400 200 - BACHELORS MASTERS f - DOCTORATES /,' ~ r ~—~ i' ICY at/ At/ .~ 1,?
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From page 152... ...
7-152 TABLE 7.35 Curricula Data from 39th ECPD Annual Report, 1971 The following are the undergraduate curricula accredited in the "materials" area: Ceramic Engineering Ceramic Science 12 (+ 1 option) 13 Engineering Materials Materials Engineering Materials Science Materials Science and Engineering Materials Science and Metallurgical Engineering Materials Engineering Metallurgy Metallurgy and Materials Science Metals Engineering Mineral Dressing Mineral Engineering Mineral Process Engineering Mining Engineering (1 option)
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From page 153... ...
Nevertheless, the general outcome over this period has been the discouragement of research and education at most schools in the actual production and refining of materials in favor of an emphasis on structure-property research. The effects of the emergence of physical metallurgy, ceramic science, and their successor materials science upon the traditional metallurgy curriculum are more variable at the undergraduate level than at the graduate.
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From page 154... ...
The ten or twelve graduate-degree programs in materials science which are new within the last decade offer an opportunity to discover whether or not a new hybrid "discipline" or unified materials curriculum is emerging. These new curricula have all attempted to restructure the subject matter according to concepts other than the traditional disciplines.
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From page 155... ...
7-155 TYPE A: Materials Science TYPE B: Materials Science Preparation of Materials Characterization Synthesis, crystal chemistry Thermodynamics, kinetics Crystal Growth Materials processing Compositional of I Structural Materials L Defect Properties of Materials Theory Structure of solids Properties of solids Reactions of solids Electrical Magnetic Mechanical Etc. FIGURE 7.33 Alternative SuLfields of Materials Science Curricula
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From page 156... ...
However, there are no reliable statistics to show that the faculty of materials departments are influenced any more in this way than are those of other engineering departments. A significant question in this review of current materials programs is that of quality.
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From page 157... ...
The latter approach showed a consistent correlation between the position of a given school on such plots and the Roose-Anderson assessment of graduate-program quality. The resulting plots for the materials departments which are shown in Figures 7.34 and 7~35 do conform to the trend expected by Roose Anderson; if the general relation found for other disciplines holds for the materials field as well, the departments having the higher "strength" of graduate program are those for which the data points lie as indicated in Figures 7.34 and 7.35.
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From page 160... ...
While the training in most of these other disciplines has been examined in detail in other studies, it is appropriate here to review the history and trends in their relation to the materials field. In the following, we consider the status of teaching and research in physics, chemistry, electrical engineering, mechanical engineering, civil engineering, and chemical engineering -- as the principal materials-related disciplines involved.
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From page 161... ...
No doubt many other areas, including device development such as trans~stors, lasers, Gunn devices, etc., could be listed. However, these are being pursued largely in electrical engineering departments.
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The polymer curricula have developed last, and where they exist at all, are still closely allied to chemistry departments, with three or four major exceptions. The contribution of chemistry to materials education comes partly in the content of the basic courses.
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From page 163... ...
This was particularly true in those electrical engineering departments whose emphasis was more on electronics than on power. At the undergraduate level, electrical students sometimes took a materials course, usually offered to students in the engineering school, taught in the department of metallurgy (and/or materials science)
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This course served as an introduction to physical electronics, the emphasis of which was essentially semiconductor phenomena and devices, and was to be followed by courses in electronic circuits. All the courses mentioned above were actually required in most electrical engineering (EE)
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From page 165... ...
Where a few simple structural and tool steels were previously on hand, the modern mechanical engineer utilizes a variety of alloy steels, carbides, and oxides, and a whole host of nonferrous materials including titanium alloys and refractory materials. The modern mechanical engineer has also had to carry his design well into the plastic regime and to take into account the inherent dispersion in performance of relatively brittle materials.
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From page 166... ...
In fact, most degree programs in civil engineering do not interface well with materials departments. The maximum interaction tends to occur where there are interdisciplinary materials-oriented research programs involving systems of importance in civil engineering.
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From page 167... ...
the time devoted in civil engineering curricula to materials is quite small; only one or two courses are typically devoted to materials and the science of materials at the undergraduate level, and (b) there seems to be a shortage of qualified personnel to teach civil engineering materials subjects in a modern way and to carry out the corresponding research.
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From page 168... ...
Where graduate-student and faculty interest in materials exist, one or two graduate courses related to materials are frequently offered by the chemical engineering departments Some Comparisons of Materials-Related Departments: There is rather wide agreement that physics departments have played an important role in the development of materials science, while chemistry departments appear to have been less directly involved. Similarly electrical engineering is generally held to have been much closer to the recent advances in materials than mechanical engineering has been.
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From page 169... ...
For example, a few chemistry departments claiming no contact with their own materials centers reported that 100% of their work was in materials. Materials Research in the Universities Magnitude of Materials Research Effort The overall distribution of the federal R&D support at universities is shown in Table 7.36 .
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7-170 cn z o O O O O O I ~ ~ Z Z O ~ z ~ 0 0 0 0 0 — o~ .
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7-171 TABLE 7.36 Distribution by Field of Science of Federal R&D Support to Universities for FY 1970* Field Amount Percent of Total (Dollars in Thousands)
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From page 173... ...
All these centers provided data, though that for one were incomplete. The findings presented here also include opinions regarding centers from a sample of senior materials research administrators in industry, government, and academia, Table 7.38 summarizes the main characteristics of the university activities in materials research; Table 7.39 lists research capabilities of the materials centers; Table 7.40 indicates the distribution of support for the total materials research on campus; and Table 7.41 gives the support data for the materials-designated departments.
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From page 174... ...
The materials center at the University of Illinois is sponsored by both AEC and ARPA.
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University of California (Berkeley) Case Western Reserve University Cornell University University of Illinois Lehigh University Massachusetts Institute of Technology Northwestern University University of Pennsylvania Penn State University Rensselaer Polytechnic Institute Stanford University GROUP B: Major Materials-Teaching and Research Schools (MTRS)
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From page 184... ...
The idea of interdisciplinary materials centers arose as a means of meeting these various needs. A novel feature of the original federal advisory committee recommendation was the block-grant funding mechanism, whereby the decision process for selecting individual research topics was transferred from the agency to the campus.
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Consideration is now given to describing the principal resources for materials research at those universities with materials centers -- funding,
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From page 186... ...
In some instances, the figures for research support in the materials center include only the funds administered or processed explicitly by the center. This may be the single block grant only' but in other cases it may include 50-100 individual contracts for research within the interdisciplinary setting of the center.
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There is a good correlation between the scale of block funding and the amount of equipment at the centers. The number of faculty associated with each materials center (Table 7.39)
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From page 188... ...
As to research emphases at the various materials centers, the data obtained through the COSMAT questionnaire were not sufficiently informative. General impressions of the research in the 12 laboratories started under the ARPA-DoD program are given by the disciplinary distribution of the faculty involved: Number of Associated Faculty Physics 1967 1971 200 143 Materials 110 98 Chemistry 100 102 Electrical Engineering 30 41 Other Engineering, Math.,Science 30 24 470 408
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We turn now to the question of the product of the research carried out by the materials center, i.e. knowledge about materials.
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7-191 TABLE 7.42 Research Output of Materials Centers (Ranked in order of Papers/Paid+ Faculty) Number of Papers Per Year*
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Many observers close to the materials centers, some of them being current or past center directors, expressed the view that the interdisciplinary activity was much more extensive and profound than is suggested by an examination of joint publications or contracts. For examples that by day-to-day contact with other members of the center, many faculty members had themselves become much more interdisciplinary in their own experience and outlook.
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Only ~ (University of Pennsylvania, Southern California, Lehigh, University of Massachusetts, and Penn State) of the centers reported receiving substantial (approximately $100,000 per year)
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7-197 SO o set 1 ~ o .
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as reported by Roose-Andersen in 1970, based upon questionnaires circulated in the spring of 1969. Taking the aggregate of the ACE ratings of the Departments of Chemistry, Geology, Mathematics, Physics, Chemical Engineering, Civil Engineering, Electrical Engineering, and Mechanical Engineering, results in a list which contains most of the universities with block-supported materials centers together with a few nonblock-supported centers.
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7-199 TABLE 7.44 Distribution of Areas of Faculty Research Activities in MaterialsDesignated Departments % of Cited Activities MINING AND MINERAL BENEFICIATION PRIMARY PROCESSING (Metals) SECONDARY PROCESSING (Metals)
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7-200 TABLE 7.45 Lace of Research Support for Materials-Designated Departments, SOURCE Universities Foundations State Government Industry NSF DoD ARC NASA Other PERCENT 9.0 1.7 0.8 10.2 11.9 34.9 an.
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Specific coupling efforts exist in only 4 of 5 materials groups in the country. The most active of these are in four universities with materials centers having no block-fund support, and in one center having such support.
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7-205 6 As o - ~ ~ m 0) llJ ~ 1 m~ ~ 4 o ~ ~ ~, ~ 11 iL LL [r ~ Q Cal llJ > 5 too Jo/ o 1~_ _ - o'< o oo- o o onto o o so' o o o o o 1 10 1 20 o o 1 1 30 40 AVERAGE NUMBER OF MASTERS AND DOCTORAL DEGREES AWARDED ANNUALLY (1967-1971)
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Lehigh University Boeing - Naval Research Laboratory (terminated) Carnegie-Mellon University - "Processing Research Institute" - Mechanical Chemical and Materials Engineering Departments.
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From page 207... ...
Nevertheless, some of the block-funded centers have had wide-ranging, but informal, interactions with materials and local industries, and have participated in materials problems of practical interest. These interactions have occurred via informal discussions, by members of the centers acting as consultants to industry, by the participation of members in national problem-solving study groups such as the ARPA Materials Research Council, and by industrial research administrators serving on the visiting committees of materials centers.
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From page 208... ...
A study of the objectives of the materials centers and of the important novel characteristics of the materials science/engineering field suggest certain criteria which may serve usefully in future evaluations of the materials-center programs, particularly in relation to national concerns. These criteria are: (a)
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From page 209... ...
Major equipment items and services can be developed and utilized by large numbers of faculty from different departments. Widen evaluated against these criteria, it is seen that the main areas where the materials center concept can be regarded as successful include: It drew attention to the emergence of coupled materials science and engineering as a new interdisciplinary focus of activity in a way which could not have been achieved otherwise: the development on several campuses of a true intellectual center of materials research, with a building, central facilities, key faculty members and their graduate students interacting with each other, and (occasionally)
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From page 210... ...
Coherent-area research was almost non-existent up to the date of the COSMAT survey (1971~. Taking into account the fact that the block funding of materials centers included many schools with the best faculty and reputations, the question that recurs is: "What was achieved by block funding for the materials centers that would not have been achieved by funding the faculty directly?
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From page 211... ...
Case studies of such experiences might tell even more about the requirements for effective interdisciplinary work on campus. During the 1960's there was a rapid coalescence of the materials field, so that what were separate degree programs in metallurgy, ceramics, and, to a lesser extent, polymer science, were being brought together both by the logic of a common science of materials and by administrative fiat.
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From page 212... ...
By such criteria, the majority of materials departments are too small. A faculty of less than ten and a graduate student body of less than SO, or a Ph.D.
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From page 213... ...
Active research programs in ceramic engineering, polymer engineering, and process metallurgy will deserve emphasis. Of the other engineering departments, it was indicated previously that electrical engineering involvement in materials research appears to be decreasing.
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