We report the alignment between NSF grant goals and existing course goals, along with the process of developing, revising, and implementing two nanotechnology interventions to fulfill these goals. Specifically, we describe how nanotechnology was integrated into a first-year engineering course that does not have exposing students to nanotechnology as a course goal, but does afford opportunities for such through its existing goals and project assignment structures. We also reported findings based on analysis of this large-scale implementation that suggest greater need for training and structure to support consistency in nanotechnology opportunities presented across various instructors’ sections of the same courses.
http://orcid.org/0000-0003-2352-3464
Purdue University, West Lafayette
[biography]
Kelsey Rodgers is an engineer, educator, and researcher. She was an assistant professor and visiting research scholar at Embry-Riddle Aeronautical University for 5 years. She received her PhD in engineering education at Purdue University in 2016. She received her Bachelor's in mechanical engineering in 2011. Her primary research interests include how engineers learn model development and the feedback process.
http://orcid.org/0000-0003-3635-1825
University of Nebraska - Lincoln
[biography]
Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln (UNL). She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. Her current role in the College of Engineering at UNL is to lead the disciplinary-based education research initiative, growing the research enterprise and the engineering education research graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.
Michael “Mike” Harris is the Associate Dean for Engagement and Undergraduate Education and the Reilly Professor of Chemical Engineering, and Professor of Environmental and Ecological Engineering in the College of Engineering at Purdue University, West Lafayette. He was a Purdue University Faculty Scholar from 2002 to 2007, served as the Programming Chair and Chair of the ASEE Minority Division (2011-2014); and was named Fellow of AIChE (2009), won the AIChE Grimes Award for Excellence in Chemical Engineering (2005), and the AIChE Minority Affairs Distinguished Service Award (2009). . He is the author of 95 peer-reviewed publications and 11 patents. He received his BS in Chemical Engineering in 1981 from Mississippi State University, and both his MS (1987) and PhD (1992) degrees in Chemical Engineering from the University of Tennessee. Dr. Harris's research is in the areas of nanomaterials, colloids and interfacial phenomena, transport phenomena, particle science and technology, microwave sensing of pharmaceutical powders, solidification of drug/excipient matrices, environmental control technology, and electrodispersion precipitation processes.
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