The general public is typically positive towards ‘Nano’, but often have limited and anecdotal information from which to draw informed conclusions. We present lessons learned from a new demonstration for 1-on-1 and small group science expo table use that appears to captivate and lead to active learning for ages seven to adult. ‘Making Nanoparticles with Ouzo’ covers: 1. issues in measuring and seeing small particles; 2. light as having wave properties with wavelengths in the nm range; 3. using green (510 nm) and red (650 nm) laser pointers as ‘rulers’; 4. using the liqueur Ouzo (a blend of water, alcohol and water insoluble anethole oil) to illustrate and ‘illuminate’ nanoparticles invisible to the naked eye; 5. demonstrating that the anethole particles do not initially scatter laser light, but do as water is added and particle sizes increase; 6. allowing a visitor to ‘make nanoparticles’ by warming up a cold dispersion of cloudy anethole particles (micron size) in warm water until they vanish.

Although a lot of information is presented, a surprising amount of it seems to stick, if it is presented and built in story form from widely appreciated concepts, with samples and props people can see and hold, and with a few diagrams and written descriptions.

Access to cutting-edge technologies in materials science and engineering within K-12 education is a great struggle in developing countries. In this work, a problem-based, hands on set of seven modules for integrating Holographically-formed Polymer Dispersed Liquid Crystal (H-PDLC) Bragg Grating thin films into the Kenyan secondary physics, chemistry and mathematics curriculum is proposed. Through funding provided by the National Science Foundation, a pilot study of the integration of these modules, using the National Academy of Engineering’s (NAE) Grand Challenges for Engineering as a contextual vessel, is carried out. The efficacy of these curriculum-integrated modules in communicating real world materials science and engineering challenges is examined using qualitative and quantitative means. A method for expanding the use of this experience with other graduate students is proposed.

The introduction of nanotechnology in early classroom pedagogy is becoming a high priority in education. However, the concepts of nanotechnology can be difficult to conceptualize due to the esoteric nature of the subject. Inquiry-based nanotechnology modules are one way to help visualize nanomaterials to deliver the concepts of nanotechnology. We present the implementation and effectiveness of a newly developed module tying existing light and energy curriculum in middle school to nanoparticles, introducing the concept of a photocatalyst and energy. The module is part of a five year teacher professional development program in the Alabama Black Belt through a Math Science Partnership award from NSF (0832129) to increase students’ interests at the middle school level for pursuing continued math and science education and creative research activities in the future. Students impacted by the program are from low income rural communities where it is critical in preparing the next generation scientists and engineers for our nation’s future energy challenges.

The development of a novel multidisciplinary Nanoscience Concentration Certificate Program (NCCP) at University of Texas at Brownsville (UTB) is reported. The NCCP intended to prepare undergraduate students to emerging nanotechnology markets, industry trends, cutting edge research and technology developments. The rationale for the NCCP is to integrate and expand nanotechnology-relevant courses within a comprehensive curriculum. The established certificate program includes the following seven new upper level undergraduate courses: (i) Introduction to Nanoscience, (ii) Engineering of Nanomaterials, (iii) Nanofabrication and Nanoelectronics, (iv) Introduction to Bio-Nanotechnology, (v) Environmental Nanotechnology, (vi) NanoOptics, (vii) Capstone Design. This program is designed to address the needs for a multidisciplinary undergraduate education at the UTB, which extends beyond traditional courses within science and engineering disciplines. The designed courses will expose students to the nanotechnology areas as part of integration of nanoscience in UTB’s undergraduate programs. To complete the NCCP and receive a Certificate in Nanoscience and Nanotechnology, students must complete 12 credit-hours of NCCP courses. Our ultimate goal is to establish and maintain at UTB a practical, modular, scalable, transferrable and implementable educational STEM platform in nano-sciences, engineering and nanotechnology. The goal of this paper is to examine an instructional technique for Introduction to Nanoscience course as an example for promoting student understanding of scientific concepts and explanations by using combines teaching learning activities and research oriented strategies.

The national interest in science, technology, engineering and mathematics (STEM) has called attention to P-12 education, the STEM pipeline. Education of teachers is a primary influence on the education of children in the classroom. While high school (and often middle school) teachers are versed in the content of a particular aspect of STEM (e.g. Mathematics or Chemistry), elementary teachers, on the other end of the pipeline, are educated as generalists, with a primary goal of setting the foundations for future learning.

In 2004, a team of STEM and education faculty at St. Catherine University (SCU) was called together, united by their interest in improving STEM education for all students at SCU, particularly women. Combining the content expertise of the biology, chemistry, physics/engineering, and mathematics departments with the methods expertise of the education department, the team designed courses that made STEM concepts more engaging and relevant to students. In 2010, the STEM Certificate was solidified and required of all elementary education students. It is comprised of three interdisciplinary, team-taught, lab based courses that are open to all undergraduate majors at the institution. Each course is centered on one discipline (i.e. biology, chemistry, or engineering/physics). Chemistry of Life is the chemistry-focused course. The course was designed to include a capstone project. As an introduction to materials science, nanoscience was selected as the theme for the projects. The topic allowed for socially relevant and also highly interdisciplinary projects. Students working in teams of three or four, designed projects, determined how to measure and obtain data, and analyzed and interpreted results. A content and confidence assessment given to students before and after the projects showed an increase in both their understanding of nanomaterials and their confidence in conducting a nanoscience project.

Promoting a sense of societal connectedness is critical in today’s engineering educational environment. The NAE’s Grand Challenges for Engineering point to broad human concerns — sustainability, health, vulnerability, and joy of living — and human connectivity as the future of engineering problem solving. Engineering studies, however, are often presented in a completely decontextualized manner, with an emphasis on technical content that is free of any human meaning. As a result, students may have difficulty identifying either personal or societal value in their learning tasks. Through their course design, instructors can help students situate themselves and their engineering learning experiences within the larger human system. Studying technologies and technological development within the broader societal context may, in turn, offer significant benefits to student motivation and engagement in learning. In this paper, we report findings from a three-year investigation of the effects of disciplinary integration on student motivation and learning engagement in introductory materials science courses. The quantitative results show that integrating materials science with humanities provides for increased student motivation and cognitive engagement in learning. Compared to students in non-integrated project-based courses, students in integrated project-based courses show higher intrinsic motivation and task value. In addition to these motivational gains, students in the integrated materials science-history course report significantly higher use of critical thinking strategies in their project work, indicating that an emphasis on societal context may help students cognitively engage in their engineering studies. Our findings also indicate that women in the integrated materials-history course report higher intrinsic motivation, task value, self-efficacy, and critical thinking strategy use compared to women in the non-integrated materials course. Overall, our research suggests that putting human contexts at the center of engineering learning can help students build a sense of societal relatedness that promotes better learning.

There is an extended concern related to renewable energies in South America. Particularly the Uruguayan government is encouraging initiatives in solar, biofuels and eolic wind energy issues. On the other hand, and in a similar manner than in other countries, Uruguay celebrates the “Science and Technology Week”, an activity annually organized, focused on sharing knowledge between scientists and technologists and society. In 2012, this week was devoted to energy and sustainability. In this framework we carried out an interactive activity in five primary school classes with the aim of bringing materials science and solar energy to children between 10 and 12 years old. In the beginning of the activity we asked students to complete a brief survey containing a few questions about materials and energy. This survey allowed us to further the children’s knowledge about these topics. Then, we introduced materials science history relating it with mankind development. From the active participation of children in the activity, we derived to materials applied in solar cells, performing demonstrations with real solar cells and showing their importance for improving our country energetic efficiency while preserving the environment. At the end of each activity students showed great enthusiasm about including alternative energies in their daily life. Furthermore, they realized the importance of materials science, and were capable of understanding the relation between materials and the development of solar cells. We consider the spread of this activity as an excellent way of creating consciousness from an early age, which will help in the achievement of a more sustainable country.

This paper reports on the development and results to date of a new strategy to disseminate a well-validated, successful science communication workshop program to multiple campuses hosting National Science Foundation (NSF) Research Experience for Undergraduates or REU-like research programs. The REU Science Communication Workshop program (REU SCW) is based on the premise that the most effective pedagogy for science communication skills development is one in which students practice iteratively using their own research material, with expert coaching and facilitated peer feedback. After testing several models for widespread dissemination, the most promising capacity-building strategy is one that scaffolds the traditional “train-the-trainer” approach with a new “piggyback” professional development model.

A sophomore level Materials Engineering course entitled, “Materials, Ethics, & Society” at Cal Poly analyzes the interactions between technology and society, and emphasizes the communication of societal and ethical impacts of technology to diverse audiences. Students study materials in a historical context, not only to highlight specific materials science concepts, but also to explore societal-technology connections. Starting from the Stone Age, advances in civilizations have come about through discoveries and new uses of materials. World geography, history, and culture become intertwined with the casting of metals, alloy development, ceramics, and phase diagrams. Students highlight the social relevancy of materials throughout history, and seek parallel themes in today’s world. While learning about the development of the atomic bomb, students also examine the ethical dilemmas of the scientists and the current NSPE Code of Ethics for Engineers. In addition, the role of the engineering profession is examined with the NAE Engineering Grand Challenges and current news items. Students investigate how materials engineering can help society through examples of appropriate technology solutions, such as designing porosity in ceramics for water filters and food storage pots. Students develop their analytical and communication skills by discussing C.P. Snow’s “two cultures” and debating a rationale for scientific literacy. Students are also trained in informal science learning in preparation for NanoDays with young and diverse audiences. At the same time, they learn about nano-scale science and technology principles, and the associated societal and ethical implications. The course culminates with student-created videos for the general public that highlight a material or technology of importance to society and integrates the material science with ethical, environmental, and societal dimensions.

The paper describes a virtual OLED (Organic Light-Emitting Diode) laboratory designed to introduce young people to one of the most contemporary devices and technologies which is heavily used in many gadgets familiar to every teenager. In order to make learning science and engineering fun, such an introduction is made in an interactive multimedia-rich format. In the context of touch screen displays for mobile phones., tablets and TVs, the fundamental principles underlying the design, application, and production of OLEDs and OLED-based devices are demonstrated and explained. The lab enables students to practice preparing an OLED and operating an active matrix OLED (AMOLED) online in a virtual environment.