This Nanotechnology Undergraduate Education (NUE) in Engineering program in the School of Engineering and Technology at Indiana University-Purdue University at Indianapolis (IUPUI) entitled "Integrating Nanotechnology in Engineering Curricula (INEC)", under the direction of Dr. Maher E. Rizkalla, will establish a new research-based academic nanotechnology track within the Electrical and Computer Engineering (ECE) and Mechanical Engineering (ME) Departments in established Bachelor of Science (BS) degree programs.
INEC will be attractive to a broad range of students in STEM disciplines. Each year at least 30 new students will join this track and at least 100 students may take new nanotechnology courses as electives. INEC will enhance nanotechnology research and education locally and nationally by: 1) Enhancing the existing curricula, 2) Providing a Multidisciplinary Educational Model with Naitonal Impact, 3) Enhancing Industrial Impact, and 4) Enhancing Impact on Minority and Under-Represented Groups.
Nanotechnology plays an increasingly important role in the sectors of energy and life sciences. Therefore, exposure to nanotechnology is vital for current students, who will become the next generation of researchers and innovators. Funding provided by NSF Nanotechnology Undergraduate Education (NUE) has been used to create and establish a new dynamic and research-based nanotechnology track at Indiana University-Purdue University Indianapolis (IUPUI). This track, Integrating Nanotechnology in Engineering Curricul (INEC), has been integrated into existing Bachelor of Science degree programs in the departments of Electrical & Computer Engineering (ECE) and Mechanical Engineering (ME) to: (1) foster the fundamental skills and knowledge required for student engagement in research and scholarship; 2) provide hands-on laboratory and up-to-date research experiences in the rapidly emerging area of nanotechnology; 3) cultivate students’ abilities to think critically and their aptitude for developing mathematical and computer models for nanoengineering systems; and 4) impart an understanding of ethical behavior in the work place and societal responsibility. Developing these skills within current students is key to ensure their future success in meeting industrial challenges, as well as our nation’s workforce and its future capacity for global competition and collaboration. The INEC presents a new teaching approach that is a departure from traditional methodologies of teaching and learning in engineering. In particular, the integration of Themed Learning Communities (TLCs) in nanotechnology has shown significant impact on overall student performance. Such TLCs, contained cohorts of 25 students concurrently enrolled in introductory engineering and communication courses. Assessment data has evidenced that students enrolled in TLCs and nanotechnology coursework have showed better academic performance and retention. In addition to the creation of nanotechnology TLCs to enhance student experiences, in the duration of funding, the INEC introduced four interdisciplinary nanotechnology courses (Introduction to Nanotechnology, Nanosystems Materials and Measurements, Nanosystems Principles, and Nanosystems Processes & Devices) into existing curricula of the ECE and ME departments, established a monthly nanotechnology seminar series covering nanotechnology topics and potential career paths, and increased undergraduate participation in academic research. These INEC components have been specially designed to boost degree completion and continued learning. Many students enrolled in the developed nanotechnology courses have now planned to pursue MS and PhD degrees. Moreover, as an urban campus, this program also plays a role in increasing the participation of minority and traditionally underrepresented groups in STEM fields (25% of INEC students). The INEC provides students with effective pathways for lifelong active learning and nanotechnology-focused professional development activities to ensure their future success by preparing them for research careers and academic/industrial challenges in nanotechnology and related disciplines. The INEC provides a regional and national educational model for building a research-based curriculum derived from a strong campus infrastructure that supports undergraduate research. Through school collaboration and existing undergraduate research programming and opportunities, INEC will continue to facilitate expanding the population and success of students, and in particular underrepresented students, in the nanotechnology-focused disciplines. The nanotechnology track is not only directly impacting student participants, but is contributing to the infrastructure of the graduate program at IUPUI and has led to the creation of nanotechnology-focused outreach activities including IUPUI’s Nanotechnology Discovery Academy, which provides K-12 students and educators with an introduction to nanotechnology. Exposure to the latest instrumentation and hands-on experience derived from the most up-to-date scientific techniques encourages K-12 students to participate in academic research and pursue higher education. These outreach programs now serve and INEC recruitment tools and inspire a new generation of engineers and scientists.
