Workshops:  2006

Second Annual NCLT Faculty Workshop on Nanoscale Science and Engineering Education
August 6-9, 2006, California Polytechnic State University

The 2nd Annual NCLT Faculty Workshop on "Nanoconcepts in Higher Education" was held on August 6-9, 2006 and hosted by the Materials Engineering Department at the California Polytechnic State University, San Luis Obispo, CA. As part of the NCLT mission to build capacity in nanoscale science and engineering education (NSEE) for grades 7-16, roughly 30 faculty members from across the country convened to discuss and share the teaching and learning of nanoscale science and engineering at the undergraduate level.

Key nano concepts were identified, and collaborations were fostered through the many discussions at the workshop. Learning theories, assessment, and innovative teaching strategies in nano were presented, and ultimately lead to the development of action plans by the workshop participants to incorporate nanoconcepts in their courses or programs. Courses, lectures, activities, and demonstrations that are developed as a result of this workshop will be posted on the NCLT NanoEd Clearinghouse soon.

Brochure     Agenda     Gallery

Readings

Readings were assigned beforehand to help participants prepare for the workshop.

Nanotechnology:

	Multiexcitons confined within a subexcitonic volume: Spectroscopic and dynamical signatures of neutral and charged biexcitons in ultrasmall semiconductor nanocrystals ©2003 The American Physical Society
	Article: Morphology-tuned wurtzite-type ZnS nanobelts nature materials VOL 4 DECEMBER 2005
	Quantization of Multiparticle Auger Rates in Semiconductor Quantum Dots SCIENCE VOL 287 11 FEBRUARY 2000
	Semiconductor Nanocrystals as Flourescent Biological Labels Science, New Series, Vol.281, No. 5385. (Sep.25, 1998), pp.2013-2016.

Assessment:

Teaching for quality learning at university: What the student does (Chapter 9) Society for Research into Higher Education & Open University Press

Pedagogy:

Teaching for quality learning at university: What the student does (Chapter 6) Society for Research into Higher Education & Open University Press

Education Research:

	Implementation of Interdisciplinary Group Learning and Peer Assessment in a Nanotechnology Engineering Course January 2004 Journal of Engineering Education
	Investigation of Secondary School, Undergraduate, and Graduate Learners’ Mental Models of Ionic Bonding JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 40, NO. 5, PP. 464–486 (2003)

Presentations

The workshop started with a nice introduction of nanotechnology and lead into high-level quantum physics.

	The Scope and Attributes of Nano-Science and Technology Ya-Hong Xie, UCLA
	In-depth Discussions on Selected Examples of Nano-Technology Ya-Hong Xie, UCLA

Examples of different teaching methodologies and nano content in different courses and degree programs are also presented.

	Teaching and Learning in Nanoscale Science & Engineering: What do K-16 Students Need to Know? Aldrin Sweeney, University of Central Florida
	Small steps towards incorporating nano concepts in the undergraduate physics curriculum Melissa Eblen-Zayas, Carleton College
	Team-based learning in a nanotechnology course: Enhancing critical thinking through course structure Linda Vanasupa, California Polytechnic State University
	Lessons Learned' from Creation and Execution of a 2-year Multi-disciplinary Nanoscience Program Deb Newberry, Dakota County Technical College

Education research on learning nanoscience was also presented.

Understanding Learning in the Nanoscience Context: Basic Research and Evaluation Denise Drane, Northwestern University

Workshop Results

Workshop attendees broke up into smaller groups and discussion items were captured. Participants discussed general needs for nano education and formed expectations (or a wish list) of the NCLT. A different workshop activity had different disciplines develop "big ideas" in nano - specific to chemistry, physics, science education, and engineering fields.

A. Faculty Requests for the NCLT (expectations)

B. "Big Ideas" in Nano Higher Education (discipline-based)

Workshop attendees were also assigned to develop an action plan to incorporate nano concepts and activities into their class or program. Alignment of learning outcomes and assessment plans and teaching methodologies were also included. The action plans were presented at the end of the workshop and are posted below.

C. Attendee action plans

• Community College Nano Programs
• Nano for Non-science Majors
• Nano Minors
• Emdedded Nano into Existing Courses
• Upper Level Nano Courses

Participants

* Denotes Speaker and/or Organizing Committee Member.