Design and Development of an Interdisciplinary Nanotechnology Courses for STEM Education

Session Format

Conference Session (20 minutes)

Session Format

Presentation Session (45 minutes)

Target Audience

Research

Location

Room 218/220

Abstract for the conference program

Title: Design and Development of an Interdisciplinary Nanotechnology Courses for STEM Education

Mujibur Rahman Khan1*, Ishraq Shabib2, Rafael Quirino3, Aniruddha Mitra4

1,4Assistant Professor; Department of Mechanical Engineering, Georgia Southern University

2 Department of Engineering; Central Michigan University

3 Department of Chemistry; Georgia Southern University

The purpose of this project is to design and introduce interdisciplinary nanotechnology courses for STEM education. The planned courses are: a first year experience course and an applied studio laboratory course. Inclusion of a first-year-experience (FYE) module (title: Introduction to Nanoscale Science and Engineering) will expose freshmen to nanotechnology, serving as a recruitment tool for the more advanced senior-level courses. The courses will be cross-listed in other colleges for additional cross-talk between disciplines and is meant to develop interest and excitement about nanotechnology. The 2nd course (Title: Nanomaterials and Nonmanufacturing) will be a four hours studio (lecture and Lab) course. Lecture modules e will be divided into four modules where fundamental knowledge on nanoscale matter and nanotechnology will be taught, integrating engineering, chemical, physical, biological, manufacturing, environmental health, and economic aspects. The integrated laboratory section is designed to provide students with hands-on experience with fabrication and testing of a nanoscale materials, devices and characterization tools. The lab will also incorporate simulation and modeling at nanoscale to engage students in design of nanomaterials and devices. Empirically defensible educational techniques will be used to deliver an innovative, interdisciplinary curriculum. The lecture and studio course teach not just engineering, but chemistry, biology, physics, environmental science, and economics, each delivered by experts in the various fields. The intellectual merit of this project is that it will provide an important initial model for how to approach interdisciplinary nanotechnology education at the post-secondary level. The newly designed courses and laboratory modules will implement the best practices in education to integrate nanotechnology into the existing curriculum. The course modules incorporate real world experiences and future vision to excite and enrich first-year experience and enhance engagement opportunities for upper level students. The project is designed to produce intellectual fusion across the academic spectrum allowing students to engage outside of the traditional silos of education.

Key words: Nanotechnology, Interdisciplinary, STEM, Nanomaterlas

Proposal Track

Non-research Project Interdisciplinary STEM Education

Proposal Track

T1: Teaching and Learning in the STEM Field

Start Date

3-3-2017 2:30 PM

End Date

3-3-2017 3:00 PM

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Mar 3rd, 2:30 PM Mar 3rd, 3:00 PM

Design and Development of an Interdisciplinary Nanotechnology Courses for STEM Education

Room 218/220

Title: Design and Development of an Interdisciplinary Nanotechnology Courses for STEM Education

Mujibur Rahman Khan1*, Ishraq Shabib2, Rafael Quirino3, Aniruddha Mitra4

1,4Assistant Professor; Department of Mechanical Engineering, Georgia Southern University

2 Department of Engineering; Central Michigan University

3 Department of Chemistry; Georgia Southern University

The purpose of this project is to design and introduce interdisciplinary nanotechnology courses for STEM education. The planned courses are: a first year experience course and an applied studio laboratory course. Inclusion of a first-year-experience (FYE) module (title: Introduction to Nanoscale Science and Engineering) will expose freshmen to nanotechnology, serving as a recruitment tool for the more advanced senior-level courses. The courses will be cross-listed in other colleges for additional cross-talk between disciplines and is meant to develop interest and excitement about nanotechnology. The 2nd course (Title: Nanomaterials and Nonmanufacturing) will be a four hours studio (lecture and Lab) course. Lecture modules e will be divided into four modules where fundamental knowledge on nanoscale matter and nanotechnology will be taught, integrating engineering, chemical, physical, biological, manufacturing, environmental health, and economic aspects. The integrated laboratory section is designed to provide students with hands-on experience with fabrication and testing of a nanoscale materials, devices and characterization tools. The lab will also incorporate simulation and modeling at nanoscale to engage students in design of nanomaterials and devices. Empirically defensible educational techniques will be used to deliver an innovative, interdisciplinary curriculum. The lecture and studio course teach not just engineering, but chemistry, biology, physics, environmental science, and economics, each delivered by experts in the various fields. The intellectual merit of this project is that it will provide an important initial model for how to approach interdisciplinary nanotechnology education at the post-secondary level. The newly designed courses and laboratory modules will implement the best practices in education to integrate nanotechnology into the existing curriculum. The course modules incorporate real world experiences and future vision to excite and enrich first-year experience and enhance engagement opportunities for upper level students. The project is designed to produce intellectual fusion across the academic spectrum allowing students to engage outside of the traditional silos of education.

Key words: Nanotechnology, Interdisciplinary, STEM, Nanomaterlas