Curriculum Development In Nanotechnology: Two Case Studies
- Conference
- Location
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Chicago, Illinois
- Publication Date
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June 18, 2006
- Start Date
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June 18, 2006
- End Date
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June 21, 2006
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Engineering Technology
- Page Count
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15
- Page Numbers
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11.385.1 - 11.385.15
- DOI
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10.18260/1-2--1029
- Permanent URL
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https://peer.asee.org/1029
- Download Count
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389
Paper Authors
David Hata Portland Community College
David M. Hata retired from full-time teaching at Portland Community College (PCC) in Oregon after 32 years. During his tenure at PCC, he taught in the Electronic Engineering Technology Program from 1971 to 1993 and the Microelectronics Technology Program from 1993 to 2003. He also helped design and implement PCC's Computer Software Engineering Technology and Computer Field Service associate of applied science programs.
Professionally, Mr. Hata is a member of IEEE, ASEE, and AVS. He has served as a TAC of ABET program evaluator and on the IEEE Committee for Technology Accreditation Activities. He also served as the first Division Chair for ASEE's Two-Year College Division and as Conference Chair for the Advanced Technological Education in Semiconductor Manufacturing for the first five conferences.
Sohail Anwar Pennsylvania State University-Altoona College
Dr. Sohail Anwar is currently serving as an associate professor of engineering and the Program Coordinator of Electrical Engineering Technology at Penn State University. Altoona College. Since 1996, he has also served as an invited professor of Electrical Engineering at IUT Bethune, France. Dr. Anwar is serving as the Executive Editor of the International Journal of Modern Engineering and as the Production Editor of the Journal of Engineering Technology.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
CURRICULUM DEVELOPMENT IN NANOTECHNOLOGY: TWO CASE STUDIES Abstract
Nanotechnology is at the cutting-edge of science and engineering disciplines and will have a broad impact on society. A sharp increase is predicted in the number of industries which will use different nanotechnology processes for developing their products in the near future. The extensive use of nanotechnology for product development will create a significant demand for equipment and to provide technical assistance in the development of products using nanotechnology concepts.
Academic programs in nanotechnology tend to be interdisciplinary in nature and require far larger resources than what is needed for traditional engineering technology programs. A curriculum in nanotechnology should be able to cut across the traditional boundaries of engineering technology education and must include academic disciplines such as biology, chemistry, materials, electronics, manufacturing systems, and mechanics.
This manuscript provides detailed information regarding two different nanotechnology curricula which effectively train the engineering technicians for nanotechnology implementation in industry. The manuscript focuses on the two different curriculum development approaches used by The Pennsylvania State University and The Portland Community College to train engineering technicians in the discipline of nanotechnology.
The manuscript describes the curricular elements of the nanotechnology programs at both the above mentioned educational institutions. The key issues related to the development and implementation of a nanotechnology curriculum are also discussed. Finally, the lessons learned from the implementation of nanotechnology curricula at the two above mentioned institutions.
Introduction
Nanotechnology is the creation of functional materials, devices, and systems through control of matter on the nanometer length scale and the exploitation of novel properties and phenomena developed at that scale [1]. Nanotechnology holds singular promise to revolutionize science, engineering, and technology, and in the process to transform our society [2]. The impact of nanotechnology on the health, wealth, and lives of people could be at least as significant as the combined influence of microelectronics, medical imaging, computer-aided design and manufacturing, and the man-made polymers developed in the 20th century. Some of the breakthroughs promised by nanotechnology include computers with 1000 times more information storage capacity and one million times faster processing speeds than today’s devices, lighter and more fuel efficient vehicles, and dramatically more efficient genome sequencing processes [3].
The enormous potential of nanotechnology to transform our society demands that science and technology graduates understand this rapidly expanding technology. They should be able to integrate concepts and principles of nanotechnology into their knowledge bases. Nanotechnology
Hata, D., & Anwar, S. (2006, June), Curriculum Development In Nanotechnology: Two Case Studies Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1029
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