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Assessing the Effectiveness of a Nanotechnology Educational Module Using the "Nanotechnology Awareness Instrument"

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

NSF Grantees Poster Session I

Tagged Topic

NSF Grantees Poster Session

Page Count

7

DOI

10.18260/p.26308

Permanent URL

https://peer.asee.org/26308

Download Count

23

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Paper Authors

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M. J. Klopfstein Oklahoma State University

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Lisa Cota Oklahoma State University

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Don A. Lucca Oklahoma State University

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Xiaoliang Jin Oklahoma State University

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Xiaoliang Jin received his Ph.D. degree in Mechanical Engineering from the ‎University of British Columbia, Canada, in 2012. Now he is an Assistant Professor at Oklahoma State University, USA. His research interests include precision manufacturing processes, mechanics and dynamics of micro-machining, vibration assisted machining, and precision control.‎

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Prabhakar R Pagilla Texas A&M University

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Prabhakar Pagilla is a TEES Endowed Professor in the Department of Mechanical Engineering at Texas A&M University. He received his PhD in Mechanical Engineering from the University of California, Berkeley in 1996. His formal background and expertise are in the general areas of dynamic systems and control with applications in manufacturing and robotics. His research interests lie in modeling and control of roll-to-roll manufacturing systems; control of large-scale complex systems; robotics/mechatronics; and adaptive and robust control of nonlinear dynamic systems.

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Abstract

The effectiveness of the introduction of an educational module to an Introduction to Engineering class was investigated. A lecture introducing nanotechnology was given to the students, and the students participated in a question-and-answer period following the lecture. The “Nanotechnology Awareness Instrument” of Dyehouse et al.1 was used to assess students' motivation for, awareness of, and exposure to nanotechnology. The survey contained thirty multiple choice questions divided into sections covering nanotechnology awareness, motivation, and exposure. The survey was given to the students prior to the lecture and again five weeks after the lecture. An Ordinal Pattern Analysis in Observation Oriented Modeling was used to evaluate differences in student scores on the Nanotechnology Awareness Instrument after the lecture as compared to their scores before the lecture. It was found that students’ awareness and exposure increased after the lecture however their motivation did not increase.

Klopfstein, M. J., & Cota, L., & Lucca, D. A., & Jin, X., & Pagilla, P. R. (2016, June), Assessing the Effectiveness of a Nanotechnology Educational Module Using the "Nanotechnology Awareness Instrument" Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26308

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