Multidisciplinary undergraduate nano-science, engineering and technology course

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dc.contributor.author Lyshevski, Sergey
dc.contributor.author Andersen, John
dc.contributor.author Boedo, Stephen
dc.contributor.author Fuller, Lynn
dc.contributor.author Raffaelle, Ryne
dc.contributor.author Savakis, Andreas
dc.contributor.author Skuse, Gary
dc.date.accessioned 2009-04-08T14:57:08Z
dc.date.available 2009-04-08T14:57:08Z
dc.date.issued 2006-06
dc.identifier.citation IEEE-NANO 2006. Sixth IEEE Conference on Nanotechnology, 2006.
dc.identifier.isbn 1-4244-0077-5
dc.identifier.uri http://hdl.handle.net/1850/8940
dc.description Copyright 2006 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE. en_US
dc.description.abstract Using basic fundamentals, engineering and science encompass continuously evolving technologies. In response to these changes and emerging opportunities, engineering and science curricula evolve revisiting program objectives, goals and outcomes. By integrating various disciplines and tools, nanotechnology-centered engineering and science provides a multidisciplinary approach to these needed curricula changes needed to meet societal challenges and industry needs. Extensive advances in biotechnology, electronics, energy sources, information technology and nanosystems, have brought new challenges to academia. As a result, many engineering and science schools have revised their curricula to offer relevant courses. At the RIT, a cross-listed (Electrical Engineering and Physics) multidisciplinary sophomore-level Nano-Science, Engineering and Technology (NanoSET) course has been developed and offered with support from the National Science Foundation. This course is offered as a restricted science elective within the Electrical Engineering curriculum, while students from various science and engineering departments can take the course as a science or free elective. This paper reports the course goals, objectives, emphasis, coverage, accomplishments, dissemination and assessment. Strategies for interactive team-teaching, material delivery and coverage are reported. We articulate our innovative practice and strategies for teaching nanotechnology inside and outside of the classroom through lectures, workshops and laboratories. We emphasize the need for large-scale coherent efforts in defining and developing nanotechnology at the college, institutional and multi-institutional levels. To pursue the nanotechnology-centered developments and educational innovations, a number of obstacles and impediments should need to be overcome, and serious long-term commitments are needed. en_US
dc.language.iso en_US en_US
dc.publisher IEEE en_US
dc.relation.ispartofseries Vol. 1 en_US
dc.subject Curriculum en_US
dc.subject Education en_US
dc.subject Nanotechnology en_US
dc.title Multidisciplinary undergraduate nano-science, engineering and technology course en_US
dc.type Proceedings en_US

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