In addition to student assessment, curriculum assessment is a critical element to any pedagogy. It helps the educator assess the teaching of concepts, determine what may be lacking, and make changes for continual improvement. Meaningful assessment can be complicated when disciplines converge or when new approaches are implemented. To facilitate this, we present a network-based visualization schema to represent a materials informatics curriculum that combines materials science and data science concepts. We analyze the curriculum using network representations and relevant concepts from graph theory. This reveals established connections, linkages between materials science and data science, and the extent to which different concepts are connected. We also describe how some materials science topics are introduced from a data perspective, and present an illustrative case study from the curriculum.

Ancient Roman concrete presents exceptional durability, low-carbon footprint, and interlocking minerals that add cohesion to the final composition. Understanding of the structural characteristics of these materials using X-ray tomography (XRT) is of paramount importance in the process of designing future materials with similar complex heterogeneous structures. We introduce Materials Data Science algorithms centered on image analysis of XRT that support inspection and quantification of microstructure from ancient Roman concrete samples. By using XRT imaging, we access properties of two concrete samples in terms of three different material phases as well as estimation of materials fraction, visualization of the porous network and density gradients. These samples present remarkable durability in comparison with the concrete using Portland cement and nonreactive aggregates. Internal structures and respective organization might be the key to construction durability as these samples come from ocean-submersed archeological findings dated from about two thousand years ago. These are preliminary results that highlight the advantages of using non-destructive 3D XRT combined with computer vision and machine learning methods for systematic characterization of complex and irreproducible materials such as archeological samples. One significant impact of this work is the ability to reduce the amount of data for several computations to be held at minimalistic computational infrastructure, near real-time, and potentially during beamtime while materials scientists are still at the imaging facilities.

Data-driven materials design informed by legacy data-sets can enable the education of a new workforce, promote openness of the scientific process in the community, and advance our physical understanding of complex material systems. The performance of structural materials, which are controlled by competing factors of composition, grain size, particle size/distribution, residual strain, cannot be modelled with single-mechanism physics. The design of optimal processing route must account for the coupled nature of the creation of such factors, and requires students to learn machine learning and statistical modelling principles not taught in the conventional undergraduate or graduate level Materials Science and Engineering curricula. Therefore, modified curricula with opportunities for experiential learning are paramount for workforce development. Projects with real-world data provide an opportunity for students to establish fluency in the iterative steps needed to solve relevant scientific and engineering process design questions.

Since the launch of the Materials Genome Initiative (MGI) the field of materials informatics (MI) emerged to remove the bottlenecks limiting the pathway towards rapid materials discovery. Although the machine learning (ML) and optimization techniques underlying MI were developed well over a decade ago, programs such as the MGI encouraged researchers to make the technical advancements that make these tools suitable for the unique challenges in materials science and engineering. Overall, MI has seen a remarkable rate in adoption over the past decade. However, for the continued growth of MI, the educational challenges associated with applying data science techniques to analyse materials science and engineering problems must be addressed. In this paper, we will discuss the growing use of materials informatics in academia and industry, highlight the need for educational advances in materials informatics, and discuss the implementation of a materials informatics course into the curriculum to jump-start interested students with the skills required to succeed in materials informatics projects.

Data science has advanced significantly in recent years and allows scientists to harness large-scale data analysis techniques using open source coding frameworks. Data science is a tool that should be taught to science and engineering students in addition to their chosen domain knowledge. An applied data science minor allows students to understand data and data handling as well as statistics and model development. This move will improve reproducibility and openness of research as well as allow for greater interdisciplinarity and more analyses focusing on critical scientific challenges.

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.