FA7000-15-R-0002_Att_6.c.1._CPO_Cur_Dev_Appendix_A.pdf

FA7000-15-R-0002

Section J, Attachment 6.c.1.

APPENDIX A

Corrosion Independent Assessment Center Corona (CIACC) Naval Surface Warfare Center

(NSWC) Corona, Product Engineering, Code PE11

Dual Credit Assessment for Materials Science

DISTRIBUTION STATEMENT C. Distribution authorized to U.S. Government agencies and their contractors; Administrative or operational use (25 APR 2014). Other requests for this document shall be referred to the DoD Office of Corrosion Policy and Oversight.

Table of Contents

Preface.............................................................................................................................................. i

1. Introduction

1.1 Purpose

1.2 Scope

1.3 Objective

1.4 Approach

2. Assessment

2.1 Survey

2.2 Literature Review

2.3 Assessment

3. Recommendations

4. Conclusion

Appendix A - Acronyms ............................................................................................................. A-1

Appendix B – Institutions offering a Materials Science or Materials Engineering Degrees ...... B-1

Appendix C - Email Survey sent to the institutions .................................................................... C-1

Appendix D – Responses to Email Survey ................................................................................. D-1

Appendix E – Literature Review references and summaries ....................................................... E-1 i

Preface

This assessment was funded by the Office of Corrosion Policy and Oversight (CPO).

Please direct inquiries concerning this report to:

Dylan Switzer (dylan.switzer@navy.mil; (951) 273-5685 Llewelynn Galace (llewelynn.galace@navy.mil; (951) 273-5364 mailto:dylan.switzer@navy.mil mailto:llewelynn.galace@navy.mil

Q1 - Does your institution offer a Materials Science course in a dual-credit program? If so, in what form is it offered (classroom, online, hybrid, distance learning)?

Q2 - If one is not currently available, are there plans to develop one in the future?

D-2

1. Introduction The Office of Corrosion Policy and Oversight (CPO) is interested in developing an on-line course, either in the area of chemistry, physics, or materials science, with an emphasis on material sustainment. The target audience for this coursework is high school students and the credits earned through completion of the coursework are to be applicable for high school and postsecondary institutions (commonly referred to as “dual credit”). Developing such courses aligns with both CPO’s strategic planning for corrosion related education, and the nation’s goal to prepare high school students for real world issues, in this case, corrosion problems which, in a 2002 study was estimated to directly cost the nation $276B annually.

There are various dual credit programs within the nation: through an exit test program (e.g., Advanced Placement (AP) or

International Baccalaureate (IB)) or through a dual enrollment program (Concurrent Enrollment, Early College Program, Career Path, etc.). A preliminary review of the exit test type programs revealed an absence of materials science courses and the chemistry and physics courses offered lack curricula addressing material sustainment. While development of courses in these areas has potential, development of chemistry and physics curricula would appear duplicative and be difficult to justify. Development of materials science curricula as an exit test program will require a petition in addition to other procedural steps such that the timeline may conflict with

CPO objectives. Thus, the starting point of this study is that the most valuable investment would be in the area of developing materials science coursework for a dual enrollment type program.

1.1 Purpose

CPO has tasked Naval Surface Warfare Center (NSWC) Corona to survey the nation for the availability of dual credit materials science courses. Findings from this survey are to help inform the CPO’s decision on what, if any, investment should be made in developing this type of coursework for high school students.

1.2 Scope

This assessment is focused on dual enrollment type programs (referred to as “dual-credit” herein) for materials science courses.

In the United States, the most commonly used terms for earning college credit while in high school are Dual Credit, Dual Enrollment, and Concurrent

Enrollment (Higher Learning Commission, Dual Credit in U.S. Higher Education). For this report, the term “dual credit” will be used except when using a specific school’s dual credit program’s terminology.

Q1 - Does your institution offer a Materials Science course in a dual-credit program? If so, in what form is it offered (classroom, online, hybrid, distance

1.3 Objective

1. Determine the availability of dual credit materials science courses offered throughout the nation.

2. Review literature regarding dual credit materials sciences for the applicability, need, and growth.

1.4 Approach

There were three phases in this project. The first phase was to survey the nation for a dual credit materials science course.

This included identifying institutions offering a materials science or materials engineering degree, developing a short survey and sending it to the institutions, and compiling and assessing their responses. The second phase of this project included finding literature regarding dual credit materials science courses and highlighting information which may be useful for CPO. In the final phase, information collected in the previous phases was assessed and this report was developed.

2. Assessment

2.1 Survey

Given the small timeframe to conduct this survey, effort was focused on a select group of institutions to contact – those offering a Materials Science or Materials Engineering degrees. It was theorized these institutions would provide a means for students

(those with an interest in these types of degrees) an early option into their college. According to the CollegeBoard.org website , 46 institutions offer a Materials Science degree and 63 institutions offer Materials Engineering degrees, totaling ninety-two unique institutions (see Appendix B – Institutions offering a Materials Science or Materials Engineering Degree). An investigation was conducted of each institution’s website to obtain contact information for the Admissions Office. A short electronic mail (e-mail) survey was developed and sent to each (see Appendix C - Email Survey sent to the institutions for the e-mail survey).

In the first attempt of contacting the institutions, very few responses were received. Most of those responses consisted of confirmed receipts or contact information for those who would be able to respond to the survey. At this time, it was discovered some of these institutions were on spring break, some only offered a Master of Science (M.S.) degree in these subjects, some were community colleges that did not offer a Bachelor of Science (B.S.) or M.S. degree, and some were Canadian institutions - the total number of relevant institutions reduced to 80 (see Appendix B – Institutions offering a Materials Science or Materials Engineering

Degree). After two weeks, if a response had not been received, an additional investigation was conducted of each institution’s website https://bigfuture.collegeboard.org/college-search

Q1 - Does your institution offer a Materials Science course in a dual-credit program? If so, in what form is it offered (classroom, online, hybrid, distance to obtain contact information for either the College of Engineering or the materials science/engineering department to make a second contact. By the end a total of 26 responses were received, or 33% of the relevant total (reference Appendix D – Responses to Email

Survey for a matrix of the survey responses).

In summary, none of the relevant institutions surveyed offer a dual credit course for materials science. Three institutions (Iowa

State University, Ohio State University, and State University of New York (SUNY) University at Albany) explained their materials science courses are too high of a level for high school students; some of them requiring multiple college level prerequisites. This type of coursework would not be well suited for a dual credit program.

Five institutions mentioned, not as part of the survey, their interest in the possibility of offering this type of course. This report is not sufficiently comprehensive to draw any further conclusions gaging interest in either collaboration to develop the course or willingness to offer CPO’s final product.

The following three responses highlight unique opportunities or insights discovered in this phase:

University of Alabama – Birmingham expressed interest in partnering with CPO to develop the course material as they, too, are planning to develop an online resource. The point of contact promoted their Material Science & Engineering program as a strong program, promoted their Materials Processing and Applications Development (MPAD) Center (www.uab.edu/mpad) as applicable for high school students through graduate students, and emphasized the availability of subject matter experts, material, and resources.

Salt Lake Community College (SLCC), one of the few community colleges that fit the initial search criteria but was later excluded from the list of relevant institutions, offers an introductory materials science and engineering course in both classroom and online formats. The course is potentially available to high school students who have completed chemistry and pre-calculus courses, though no one has completed it to date. A link was provided to an older version of the course to give a sample of the material: http://www.cs.slcc.edu/engr/moore/mse/mse2160.html

University of Illinois noted dual credit type programs are handled at the community colleges. This information suggests the initial search criteria (institutions offering a Materials Science or Materials Engineering degrees) may not have been ideal and the results from the survey may not be representative. This may also explain why the number of responses from this survey was lower than expected and only a community college (Salt Lake Community College) offered this type of course.

http://www.cs.slcc.edu/engr/moore/mse/mse2160.html

Q1 - Does your institution offer a Materials Science course in a dual-credit program? If so, in what form is it offered (classroom, online, hybrid, distance

2.2 Literature Review

No literature was found specific to dual credit materials science courses, thus the need, applicability, and growth of this course could not be validated. However, other studies (see

Appendix E – Literature Review references and summaries references and summaries) regarding dual credit provided the following insight:

By state (and even local context), dual credit policies can vary in the following ways:

definition and delivery; oversight, scope, and course provisions (offering institutions, target populations, etc.); student and instructor eligibility; quality; funding; and enforcement.

Some policies/legislation allow programs to be established at the district level, allow agreements be negotiated between high schools and postsecondary institutions, or allow a school system to implement its own guidelines.

Some policies encourage or require institutions to follow standards or guidelines set by the National Alliance of Concurrent Enrollment Partnerships (NACEP) or the respective regional accrediting agencies. (These regional agencies are not listed in any of the reviewed studies, but they can be found on the Council for Higher Education

Accreditation (CHEA) website

There are more dual credit policies specific to community colleges than to policies that applicable to all postsecondary institutions within the state.

2.3 Assessment

Based on the survey and preliminary review of available studies, the CPO may face many challenges in developing a nationally accepted dual-credit materials science course.

Varied policies between the states (even districts or local institutions) may limit the applicability, transferability, or even accessibility of this course. CPO may have to work with individual institutions or a group of institutions to develop relevant coursework.

This type of course may be too advanced of a subject to offer at the high school level.

Students may need to complete additional courses, such as chemistry, calculus, physics, and material properties before understanding the concepts of materials science. CPO may have to consider institutions’ prerequisites for this type of course and their alignment with relevant courses available to high school students.

Of the 26 relevant institutions that responded to this survey, 8 (30%) mentioned offering a dual credit (or similar) program for any kind of course. With 70% of institutions potentially not offering a dual credit type program, this may indicate many institutions will need to start and maintain a dual credit program to offer CPO’s coursework. This may affect an institution’s willingness to offer the CPO’s final product, thereby limiting its access to CPO’s desired audience.

3. Recommendations While it was determined this type of course (a dual credit materials science course) is not offered by the selected institutions, it is possible this type of course may be offered at other institutions not surveyed.

If CPO proceeds to develop the course, the following are recommended:

Review each state’s dual credit policies/legislation.

http://www.chea.org/Directories/index.asp https://www.google.com/url?q=http://www.nacep.org/&sa=U&ei=eZ5aU8TQHu_gsATjwIKoCg&ved=0CBwQFjAA&usg=AFQjCNGsKqZcayPrDdSG6TPjS9A1rUPRbw

This would be necessary to identify requirements to consider when developing the coursework. Results from this assessment would help optimize its delivery and accessibility and transferability nationally.

Consider an introductory materials science course with few requirements for prior knowledge in calculus, chemistry, and material properties (these concepts could be introduced in the course).

Offering an introductory course can increase access to interested students and the concepts introduced would be more aligned with the level of instruction offered in high schools.

Consider removing the dual credit criteria for this course and making the course only available to postsecondary institution students.

Removing the dual credit criteria will eliminate investigation in and adherence to state and local dual credit policies and requirements.

Consider offering this course as a pilot study at select institutions as a preliminary step before making the course nationally available.

Contact the following institutions for potential collaboration:

o Salt Lake Community College

This institution has an online introductory course for materials science. It is not offered as a dual credit course, but it could be a good resource for developing CPO’s desired course.

o University of Alabama

This institution has plans for generating an online resource, has the subject matter expertise, and is interested in partnering with CPO to develop this course.

o These are other institutions interested in offering an online course:

Purdue University

New Mexico State University

University of Washington

4. Conclusion A material sustainment focused dual credit online course was not found among the institutions surveyed. Available literature suggests CPO will face many challenges in developing and implementing this type of coursework to be accepted/transferable at a national level. Potential solutions may be modifying CPO requirements for the final product and the way it is distributed, i.e. only offer it at select institutions (a pilot study) or only offer it to postsecondary students as opposed to high school students. There are some institutions interested in offering this type of course and as well as collaborating to develop this type of course. This may not indicate a need, but the interest of a small group can potentially result in a nationwide accepted dual credit materials science course.

A-1

Appendix A - Acronyms

Acronym Definition

AP Advanced Placement

B.S. Bachelor of Science

CHEA Council for Higher Education Accreditation

CIACC Corrosion Independent Assessment Center, Corona

CPO Corrosion Policy and Oversight

DoD Department of Defense

IB International Baccalaureate

MPAD Materials Processing and Applications Development

M.S. Masters of Science

MSE Materials Science and Engineering

NACEP National Alliance of Concurrent Enrollment Partnerships

NSWC Naval Surface Warfare Center

SLCC Salt Lake Community College

SUNY State University New York

B-1

Appendix B – Institutions offering a Materials Science or Materials

Engineering Degrees

To identify institutions to contact for the survey, the CollegeBoard.org website was used.

In the Figure 1, institutions offering a Materials Science degree are listed. In Figure 2, institutions offering a Materials Engineering degree are listed. These two lists were combined

(Table 1) and a total of 92 unique institutions were identified.

Figure 1. Institutions offering a Materials Science Degree

B-2

Figure 2. Institutions offering a Materials Engineering Degree

B-3

B-4

Table 1. Combined list of institutions offering Materials Science and Materials Engineering Degrees

# Institution State

Materials

Science

Materials

Engineering

Reason for

Exclusion

1 Alfred University NY X X

2 Arizona State University AZ X

3 Auburn University AL X

4 Boise State University ID X

5 Brown University RI X

6 California Polytechnic State University: San Luis Obispo CA X

7 California State University: Long Beach CA X Degree not offered

8 California State University: Northridge CA X Degree not offered

9 Carnegie Mellon University PA X X

10 Case Western Reserve University OH X X

11 Columbia University NY X X

12 Community College of Beaver County PA X Community College

13 Cornell University NY X

14 Drexel University PA X

15 Georgia Institute of Technology GA X

16 Hocking College OH X

17 Illinois Institute of Technology IL X

18 Iowa State University IA X X

19 Johns Hopkins University MD X

20 Lehigh University PA X

21 Massachusetts Institute of Technology MA X

22 McGill University CAN X Canadian Institution

23 Michigan State University MI X X

24 Michigan Technological University MI X

25 New Mexico Institute of Mining and Technology NM X

B-5

Materials

Science

Materials

Engineering

Reason for

Exclusion

26 North Carolina State University NC X

27 Northwestern University IL X X

28 Ohio State University: Columbus Campus OH X

29 Penn State Abington PA X

30 Penn State Altoona PA X

31 Penn State Beaver PA X

32 Penn State Berks PA X

33 Penn State Brandywine PA X

34 Penn State DuBois PA X

35 Penn State Erie, The Behrend College PA X

36 Penn State Fayette, The Eberly Campus PA X

37 Penn State Greater Allegheny PA X

38 Penn State Harrisburg PA X

39 Penn State Hazleton PA X

40 Penn State Lehigh Valley PA X

41 Penn State Mont Alto PA X

42 Penn State New Kensington PA X

43 Penn State Schuylkill PA X

44 Penn State Shenango PA X

45 Penn State University Park PA X

46 Penn State Wilkes-Barre PA X

47 Penn State Worthington Scranton PA X

48 Penn State York PA X

49 Purdue University IN X

50 Rensselaer Polytechnic Institute NY X

51 Rice University TX X

B-6

Science

Materials

Engineering

Reason for

Exclusion

52 Rochester Institute of Technology NY X

53 Salt Lake Community College UT X Community College

54 San Jose State University CA X

55 Southern Maine Community College ME X Community College

56 Stanford University CA X X

57 Stevens Institute of Technology NJ X

58 SUNY University at Albany NY X X

59 University of Alabama at Birmingham AL X

60 University of Alberta CAN X Canadian Institution

61 University of Arizona AZ X

62 University of British Columbia CAN X X Canadian Institution

63 University of California: Berkeley CA X

64 University of California: Davis CA X

65 University of California: Irvine CA X

66 University of California: Los Angeles CA X X

67 University of California: Merced CA X

68 University of California: Riverside CA X X

69 University of Connecticut CT X

70 University of Florida FL X

71 University of Idaho ID X

72 University of Illinois at Urbana-Champaign IL X X

73 University of Kentucky KY X

74 University of Manitoba CAN X Canadian Institution

75 University of Maryland: College Park MD X

76 University of Massachusetts Amherst MA X Degree not offered

77 University of Michigan MI X

B-7

Science

Materials

Engineering

Reason for

Exclusion

78 University of Minnesota: Twin Cities MN X X

79 University of New Hampshire NH X

80 University of North Texas TX X X

81 University of Pennsylvania PA X X

82 University of Pittsburgh PA X

83 University of Tennessee: Knoxville TN X

84 University of Toronto CAN X Canadian Institution

85 University of Utah UT X

86 University of Washington WA X X

87 University of Wisconsin-Madison WI X

88 University of Wisconsin-Milwaukee WI X

89 Virginia Polytechnic Institute and State University VA X

90 Washington State University WA X

91 Winona State University MN X

92 Wright State University OH X

C-1

Appendix C - Email Survey sent to the institutions

To whom it may concern, The Department of Defense Corrosion Policy and Oversight Office is interested in creating an online

Materials Science course with an emphasis in Material Sustainment (or corrosion). I have found that your institution offers a Materials Science or Materials Engineering major. Could you provide responses to the following questions:

-Does your institution offer a Materials Science course in a dual-credit* program? If so, in what form is it offered (classroom, online, hybrid, distance learning)?

-If one is not currently available, are there plans to develop one in the future?

*Dual Credit - a program where high school students can take a college course and earn both high school and college credit at the completion of the course. If your institution uses another name, definition, or a different credit program for high school students, please specify.

If I have sent this request to the incorrect destination, please let me know. I appreciate your assistance with this matter.

v/r, Llewelynn Galace

NSWC Corona, PE11

TEL: 951-273-5364

Q1 - Does your institution offer a Materials Science course in a dual-credit program? If so, in what form is it offered (classroom, online, hybrid, distance

D-1

Appendix D – Responses to Email Survey

# Institution Q1 Q2 Additional Info

1 Boise State University No No

2 California Polytechnic State University: San Luis Obispo No No

3 Case Western Reserve University No -

4 Columbia University No -

5 Georgia Institute of Technology No No

6 Iowa State University No No

Massachusetts Institute of Technology No -

"Online courses available (www.edx.org), but not for dual credit. Potentially in the future."

Michigan Technological University No -

“Students who wish to be dual enrolled at Michigan Tech can take any courses as long as it is approved by their high school and they meet the prerequisites for enrolling in this course.

They can take both on-campus and online courses as a dual enrolled student.

9 New Mexico Institute of Mining and Technology No No "open to the possibility"

10 North Carolina State University No -

11 Northwestern University No -

Ohio State University: Columbus Campus No No

"we tried to teach our intro-level MSE [Materials Science and

Engineering] course to a group of advanced high school students. He found they... lacked the pre-requisite physics, math, and chemistry needed"

13 Penn State University Park No No

14 Purdue University No -

15 Rice University No No

Q1 - Does your institution offer a Materials Science course in a dual-credit program? If so, in what form is it offered (classroom, online, hybrid, distance

# Institution Q1 Q2 Additional Info

Salt Lake Community College No* -

*The online Intro to Materials Science course could possibly be taken by high school students, but it is not a regular offering right now.

17 Stevens Institute of Technology No No

SUNY University at Albany No No

“All three [materials science courses] are junior level courses and each has a prerequisite of college [level math and science courses].”

19 University of Alabama at Birmingham No Yes Would love to partner in developing this course

20 University of California: Berkeley No -

21 University of California: Davis - No

22 University of Idaho No -

23 University of Illinois at Urbana-Champaign No - Illinois only has dual credit at community colleges

24 University of Pittsburgh No -

25 University of Washington No No "If there is interest we would able to explore the possibility."

26 University of Wisconsin-Madison No No

27 Winona State University No -

E-1

Appendix E – Literature Review references and summaries

1. Cassidy, L., et.al. Dual Enrollment: Lessons Learned on School-Level Implementation. No

Date.

Summary:

A summary of lessons learned and potential solutions (based on a synthesis of findings from prior research) in the following areas: establishing relationships with college partners, articulation, funding, and student admission, access, and support.

Other relevant information:

Report mentions the state of Florida maintains a list of dual credit classes that all post-secondary institutions must accept either as elective or general education.

2. Higher Learning Commission. Dual Credit in U.S. Higher Education: A study of State

Policy and Quality Assurance Practices. 25 February 2013.

A review of the dual-credit policy for all 50 states and relates the results to the benefits and drawbacks of dual-credit courses and the implications for assuring the quality of dual-credit courses. (This study excludes Advanced Placement (AP) and International Baccalaureate

(IB) dual-credit courses.)

Report briefly summarizes the variances in definition and delivery; oversight, scope, and course provisions (offering institutions, target populations, etc.); student and instructor eligibility; quality; funding; and enforcement.

Provides a list of other nationwide studies conducted on dual-credit policies that were used as context for their report.

Appendix provides a brief description of the dual-credit policies by state.

3. Western Interstate Commission for Higher Education. Accelerated Learning Options:

Moving the Needle on Access and Success: A Study of State and Intuitional Policies and

Practices. June 2006.

This is a report intended to inform members of the policy, education, and research communities about existing state and institutional policies and practices associated with the accelerated learning programs. This report examines issues of effectiveness, quality, financing, and availability to determine if accelerated learning was a viable option to increase access to and success in postsecondary education among low-income and underrepresented students.

E-2

Chapter 2 identifies and analyzes the similarities and difference between state policies as well as trends. A section is dedicated for dual credit programs covering the following aspects: eligibility, application of course credit, cost burden, information sharing and counseling, institutional accountability, and incentives for success.