Global Perspectives of Nanoscience and Engineering Education

A lot of expectations rest on the interdisciplinarity of nanoscience, and it has even been proposed as the deciding factor in the progress of the field. What opportunities and challenges does the interdisciplinary nature of nanoscience bring to science education at different levels? This chapter first analyzes the much-discussed interdisciplinarity of nanoscience today, and then discusses how and why those features should be addressed in education.

This chapter examines the necessary attributes of Nanoscale STEAM+ education systems that can address strategic twenty-first century academic, government, industrial and societal needs. Such systems leverage the mutually supportive interdependence of all key stakeholders within the educational supply chain. They also nurture convergent, transdisciplinary and hands-on platform-enhanced educational opportunities. In this chapter, I share two sets of stories that highlight some similarities between the processes of innovation and education. These stories drive the proposed recommendations and guiding principles for twenty-first century educational ecosystems. Key chapter goals are to stimulate conversations on best practice processes and systems that: (1) Catalyze and sustain interest in Nano-STEAM+ education and (2) enable adaptive, convergent and innovative educational infrastructures. This chapter also recognizes that it may be a challenge for some stakeholders to engage in the proposed educational ecosystem, and recommends options to enhance accessibility.

One of the challenges, nanoscience and technology (NST) encounters is education. Dealing with this challenge resulted in many educational programs, curricula, and modules in the area of NST. However, in order to establish an adequate basis for developing the educational aspect of NST there is a need to determine the NST concepts that should be taught. To address this issue, it is required to map the essential concepts constructing NST and to design suitable educational programs upon these concepts. In this chapter we review studies that were conducted to address this need.

Atomic force microscopy (AFM) is a crucial part of nanoscience. Despite the simplicity of its design—a cantilever with a sharp tip—learning and teaching AFM can be difficult. For this study, five levels of AFM education were identified from existing educational literature. Information was gathered from a survey as well as interviews given to established AFM educators. Advice, general practices, and a list of resources were compiled into a website and this chapter. These are intended to become a resource to help educators design their own AFM educational experiences.

The internet has influenced all aspects of modern society, yet likely none more than education—opening new possibilities for how, where, and when we learn. Nanoscience and nanotechnology have developed over a similar time frame as the rapid growth of the internet and thus the use of the internet for nanoscience education serves as an interesting paradigm for internet-enabled education in general. In this chapter we give an overview of use of internet in nanoeducation, first in terms of available resources, then by describing the technological, philosophical, and pedagogical approaches. In order to illustrate the concepts, we describe as example a for-credit nanoscience curriculum which the authors developed recently as part of an international team.

Nano education involves tackling the difficult task of conceptualizing imperceptibly small objects and processes. Interactive visualization serves as one potential solution for providing access to the nanoworld through active exploration of nanoscale concepts and principles. This chapter exposes and describes a selection of interactive visualizations in the literature, and reviews research findings related to their educational, perceptual and cognitive influence. In closing, we offer implications of interactive visualization for learning and teaching nano.

The topic of nanotechnology safety has been the subject of many discussions. Starting in 2006, a focus was started at Texas State University to develop an educational process to train workers and students in the elements of nanotechnology safety. The progress was slow and had many setbacks, which took 8 years to overcome. This chapter presents the path to the creation of and details about the two courses in nanotechnology safety education and the coming nanotechnology safety certification.

Due to its diverse connections to everyday-life, industry and research, nanotechnology provides high potential for science class. For an extensive implementation of Nanoscience Education into the (German) education system, the concept Education for a Sustainable Development offers a suitable educational frame. Beside subject-related contents, ecological, economic and social perspectives for (international) curricular innovations are presented.

The Nanoscale Informal Science Education Network (NISE Net) established with a National Science Foundation award in 2005 created a network of hundreds of informal educators and university research scientists with increased capacity to engage the public in learning about nanotechnology, a wide range of materials to use for that purpose, and new knowledge about engaging the public in learning about emerging technologies. This chapter explores how the challenges were met and thoughts for the future.

The National Nanotechnology Infrastructure Network (NNIN) was an NSF-funded facilities program (2004–2015) which had a large and diverse education and outreach (E&O) program. NNIN’s E&O mission was to address the explosive growth of nanotechnology and its expanding need for a skilled workforce and informed public by offering education and training to individuals (school-aged students to adults). Using a two-pronged approach of national and local programs, NNIN defined, developed, and implemented a variety of innovative activities. This chapter focuses on three of its numerous programs: Research Experience for Undergraduates; international Research Experience for Undergraduates, and international Research Experience for Graduate Students. The chapter provides details on program implementation as well as assessment results.

The Swiss Nanoscience Institute at the University of Basel offers an extensive interdisciplinary and practice-oriented education in the nanosciences. From its Bachelor’s program and Master’s courses through to the SNI PhD School, Basel trains its students to become excellent young nanoscientists. This chapter presents a history and overview of the program and its successes.

As authorized by the National Nanotechnology Initiative, Nanoscale Science and Engineering Centers (NSECs) are mandated to develop a skilled workforce and support responsible development of nanotechnology, including attention to ethical, legal and societal implications (ELSI). An NSEC, the National Science Foundation Center for Nanotechnology in Society at the University of California, Santa Barbara addresses both of these goals within the context of its Science and Engineering Fellows Program. By placing doctoral students from science and engineering disciplines in team-based social science projects focused on ELSI, this program forges closer ties between laboratory scientists and social perspectives. This chapter offers an overview of the program, describes how Fellows were integrated into two specific research streams, and shares analysis of interviews with Fellows. These interviews, conducted as part of an evaluation of the program, provide evidence that the Science and Engineering Fellows Program has fostered in its graduates the sort of reflexivity called for by advocates of responsible innovation.