Recognizing materials development was advancing slower than technological needs, the 2011 the Materials Genome Initiative (MGI) advocated interdisciplinary approaches employing an informatics framework in materials discovery and development. In response, an interdisciplinary graduate program, funded by the National Science Foundation, was designed at the intersection of materials science, materials informatics, and engineering design, aiming to equip the next generation of scientists and engineers with Material Data Science. Based on the 4- year implementation experience, this report demonstrates how intellectual communities bridge students interdisciplinary learning processes and support a transition from disciplinary grounding to interdisciplinary learning and research. We hope this training model can benefit other interdisciplinary graduate programs, and produce a more productive and interdisciplinary materials workforce.
This study examines a sample of African American students attending urban middle schools in a Southern city, and considers their perceptions of learning environments within mathematics classrooms. This study concluded that variables like Academic Self-Concept, Mathematics Anxiety, Satisfaction, Involvement, and Academic Aspiration varied significantly among higher and lower performing students. These variables are informed by the classic resilience literature on learning environment that tends to be less culturally affirming. In an effort to move resilience theory away from racial ideologies, we reconceptualize resilience as a cultural trait common among African American learners that should not be conceptualized dichotomously nor hierarchically
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