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A Profile of Nanotechnology Degree Programs in the United States

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A Profile of Nanotechnology Degree Programs in the United States CNS-ASU Report #R09-0001 Heldrich Center’s Education Report May 2009 A Profile of Nanotechnology Degree Programs in the United States Carl Van Horn Rutgers, the State University of New Jersey Jennifer Cleary Rutgers, the State University of New Jersey Leela Hebbar Rutgers, the State University of New Jersey and Aaron Fichtner Rutgers, the State University of New Jersey John J. Heldrich Center for Workforce Development Edward J. Bloustein School for Planning and Public Policy Rutgers, The State University of New Jersey The Center for Nanotechnology in Society Arizona State University This research was conducted as part of the Center for Nanotechnology in Society at Arizona State University (CNS‐ASU). CNS‐ASU research, education and outreach activities are supported by the National Science Foundation under cooperative agreement #0531194. Education Report May 2009 CNS‐ASU Report #R09‐0001 This report is the third in a three-part workforce assessment study series that explores the emerging effects of nanotechnology on the demand for, and educational preparation of, skilled workers. The series was designed to build policy-relevant knowledge of the labor market dynamics of nanotechnology-enabled industries and to foster better alignment of nanotechnology education with the skill needs of employers. The first report, The Workforce Needs of Companies Engaged in Nanotechnology Research in Arizona, used interviews, focus groups, and an on-line questionnaire to profile a single labor market - identifying the skill needs of high-tech companies in Arizona and the types of nanotechnology educational programs being developed at post-secondary institutions in the region. In the second report, The Workforce Needs of Biotechnology and Pharmaceutical Companies in New Jersey That Use Nanotechnology, researchers used interviews of representatives from pharmaceutical and biotechnology companies to understand nanotechnology employer needs in New Jersey. This third report examines the emerging development of nanotechnology degree programs. 1 Education Report May 2009 CNS‐ASU Report #R09‐0001 REPORT SUMMARY Research suggests that new degree programs are one way that postsecondary institutions respond to perceived labor shortages in areas of emerging technology (Stephan et al., 2007). This study offers a “snapshot” profile of nanotechnology degree programs in the United States. While not the most common, or even necessarily the most effective form of nanotechnology postsecondary education, nanotechnology degree programs represent institution‐level change, presumably to address new knowledge and employment needs posed by nanotechnology. Nanotechnology degree programs are defined here as associate’s, bachelor’s, master’s and doctoral degrees that use the term “nano” in the formal degree title. To ensure the most complete coverage possible, researchers did not include certificates, minors, tracks, or concentrations in nanotechnology. Researchers used structured Internet searches, expert recommendations, and existing degree program lists, several of which are funded by the National Science Foundation, to identify degree programs (See Figure 1 below). The study also involved the analysis of institutional data, 15 interviews with faculty associated with active degree programs, and reviews of program‐related Websites. Researchers also conducted a total of 14 interviews with faculty from inactive or ineligible programs during the course of the study to better understand the obstacles to establishing degree programs in nanotechnology. Figure 1. Comparison of nanotechnology degree programs, by list source # Nanotechnology Nanotechnology Degree Program Lists Degree Programs* This Research 49 The Penn State University Center for Nanotechnology Education and Utilization 33 National Nanotechnology Initiative (NNI) 14 National Center for Learning and Teaching Nanoscale Science and Engineering (NCLT) 13 Small Times Survey 2007 9 * Only programs meeting the definition established for this study were counted above. 2 Education Report May 2009 CNS‐ASU Report #R09‐0001 FINDINGS Seven findings emerged from the study, as follows: Finding 1: The total number of formal nanotechnology degree programs in the United States is small, with associate’s degrees being the most prevalent, followed by doctoral degrees. Researchers identified 49 degree programs with the term “nano” in the degree title at 38 postsecondary institutions in the U.S. Thirty‐two (65%) of these programs are associate’s degree programs, more than half of which (18) are in Pennsylvania. One program exists at the bachelor’s level, eight at the master’s level, and eight at the doctoral level. Finding 2: Nanotechnology degree programs are not concentrated in areas of high nanotechnology publication activity, but rather, clustered in response to federal and state investments. While the majority of graduate‐level degree programs are housed at research institutions, researchers found no correlation between the location of nanotechnology degree programs and metro areas with high levels of nanotechnology publication and patent activity, which are important indicators of innovation. Eleven of the sixteen graduate programs identified were offered by institutions that perform high or very high levels of research according to the Carnegie Classification system.1 Only 2 of the 38 institutions, however, were in one of the top 10 “nanodistricts”, metropolitan areas with the highest rates of nanotechnology publication and patent activity (Shapira and Youtie, 2008). Instead, programs are clustered in areas where state and/or federal investments promoted their growth. In the cases of Pennsylvania and New York, needs of current employers and economic development goals drove the creation of statewide nanotechnology initiatives, which in turn supported the development of degree programs. In the Midwest, the National Science Foundation supported the development of NANO‐LINK, a set of six associate’s degree programs linked across five states. 1 The Carnegie classification system is a coding system developed by the Carnegie Commission on Higher Education to assist researchers and policy analysts to categorize schools by key characteristics. For more information see: http://www.carnegiefoundation.org/classifications/ 3 Education Report May 2009 CNS‐ASU Report #R09‐0001 Finding 3: Workforce and economic development are key motivators for the creation of associate’s degree programs in nanotechnology, while reasons for creating other types of degrees are more diverse. All ten associate’s degree program faculty interviewed cited workforce development and business attraction as key reasons for creating their programs. For example, the Pennsylvania Nanofabrication Manufacturing Technology Network, which links 18 nanotechnology degrees across 16 institutions to a capstone semester at Pennsylvania State University, began as a result of employers asking state workforce and economic development officials for help in training nanotechnology technicians. According to administrators, the program is also designed to attract more nanotechnology-enabled manufacturers to the state. At the bachelor’s level and above, motivations for creating degree programs were more variable. Some, such as The College of Nanoscale Science and Engineering at the University at Albany, State University of New York, were created as part of state or local initiatives to support and grow nanotechnology businesses. However, other programs cited a desire to attract more students and faculty interest in formally linking nanotechnology education across disciplines. Finding 4: Employer involvement in degree programs is inconsistent. Employer involvement in nanotechnology degree programs varies across programs, even among those with a workforce development mission. While all associate’s degree programs contacted reported some level of employer involvement, the degree and type of involvement varied from initial consultation about program design, to ongoing involvement in curriculum development, internships, funding assistance and job placement. At higher levels of education, where motivations for program development are more variable, employer involvement of any kind was less common. The major exception to this is at the College of Nanoscale Science and Engineering in New York, where six graduate degree programs involve high levels of industry partnership. Finding 5: A shortage of qualified faculty, limited consensus on learning needs, and other factors contribute to varied approaches to the interdisciplinary aspects of nanotechnology education in degree programs. All programs contacted use pre‐existing courses from different disciplines – an approach known as “synthetic interdisciplinarity” (Lattucca 2001). Several, however, involved faculty from multiple disciplines to create new course content 4 Education Report May 2009 CNS‐ASU Report #R09‐0001 that emphasized the common elements linking various disciplines, known as a “transdisciplinary” approach (Lattucca 2001). Especially at the associate’s level, the lack of transdisciplinary courses was linked to difficulties finding qualified faculty. This issue is often addressed through partnerships with four‐year universities, where students have access to more transdisciplinary coursework, as well as advanced lab equipment. Program purpose, faculty perceptions of needed knowledge, and structural barriers, such as faculty reward structures and accreditation requirements also appear to contribute to differences in program approaches
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