Impacts of New Modes of Instructions for Nanotechnology Education within Engineering and Science Programs

A new multidisciplinary nanotechnology track was developed and delivered within Electrical & Computer Engineering (ECE) and Mechanical Engineering (ME) programs. This track features new modes of instructions that integrate knowledge from engineering and sciences research projects into academic curricula. A team of faculty from both the School of Engineering and Technology and the School of Science has developed course materials and laboratory components. A total of 12 credit hours, in addition to research modules, compose a nanotechnology track curriculum within ECE and ME programs. This paper presents the educational objectives of the program, and in particular new modes of instruction used in the delivery of the coursework. These modes include the integration of knowledge, just in time delivery, multidisciplinary components, and undergraduate research. The nanotechnology courses offered in this program also serve as elective courses within traditional engineering programs. Assessment was accomplished by comparing satisfaction data from students enrolled in traditional courses to those participating in these new elective courses. The nanotechnology track shows an average satisfaction of 4.2 out of 5.0 as compared to the traditional departmental electives that averages 3.8 out of 5.0. Assessment data also reveal the positive impact of these instructional modes compared to those utilized in traditional engineering coursework. This paper presents these new delivery approaches and the sample research projects included within the newly introduced nanotechnology courses.