Session: 09-01-01: Curriculum Innovations, Pedagogy and Learning Methodologies

Paper Number: 68827

Start Time: Monday, 11:35 AM

68827 - Project Based Course Enabled Nanotechnology Education for Senior Level Undergraduate and Graduate Students 

Nanotechnology and nanoscience are connected to almost every aspect of science and technology and hold tremendous growth opportunities. Many undergraduates, especially at minority-serving institutions, are expected to gain remarkable career and academic opportunities after getting adequate training in the field of nanoscale fabrication and measurements. Typically, undergraduate research experience-based training only benefited few students (<1% of engineering students at our institution).  Only a few faculty mentors are available to work on the nanotechnology-related research projects with students. To overcome this challenge, we obtained NSF funding to nucleate nanotechnology curriculum and started a senior-level nanotechnology elective course cross-listed in the Mechanical Engineering and Electrical Engineering department. Since 2017 this course has been over-subscribed. Recent NSF Center for Nanoscale Research and Education (CNRE) has provided enhanced laboratory components to give an in-depth understanding of nanotechnology to senior-level undergraduates and graduate students enrolling in recently approved MS and Ph.D. programs.  This paper will describe the impact and design of the nanotechnology course funded by NSF.  The key components are implementing lectures integrated with hands-on laboratory experience, research seminars, and evaluation. Laboratory projects of nanofabrication of metal oxide semiconductor(MOS) capacitor and nanostructured solar cell were designed for engaging undergraduate and graduate students. Two topics are selected to make the course appealing for students from various majors and different interests. MOS capacitor and solar cells' design and processes are covered with lectures and discussion to prepare students with an adequate background before conducting hands-on activities.  Students were exposed to practical engineering projects and professional laboratory activities, fostering nanotechnology knowledge and resulted in active learning.  The research seminars from prestigious institutions, national labs, and nanotechnology-related faculty broadened students' knowledge base and created potential networking opportunities for seeking internships and long-term research projects. The assessment of course materials and master's understanding was evaluated by surveys and direct observations of student performance. In spring 2020, we evaluated 20 students(18 undergraduates and two graduates). Statistical data from the survey demonstrated that graduate students responded overall high rating for all of the course materials. Undergraduate students gave a high rating for the majority of course materials except for the thermal evaporation fabrication process project. A significant standard deviation for a rating of thermal evaporation fabrication process indicated that practical engineering projects, including the description of control systems and vacuum pumps, etc., are challenging for some undergraduate students. Further efforts will be adopted to form a pipeline teaching approach that graduate students will lead fabrication process projects and share their nanofabrication experiences with undergraduate students to enhance learning outcomes. The nanotechnology course motived undergraduate students to conduct their research projects in their college years and facilitated undergraduate and graduate students to join nanotechnology research projects.

Presenting Author: Hongmei Dang University of the District of Columbia

Authors:

Hongmei Dang University of the District of Columbia
Pawan Tyagi University of the District of Columbia
Esther Ososanya University of the District of Columbia
Kate Klein University of the District of Columbia