VOLUME 28, NUMBER 1 The Journal of January 2012 Technology, Management, and through Applied March 2012

Abstract/Article 2 Introducing a References 9 Curriculum and Considerations for Bridging Academic/Industry Relationships: An Overview and the New Challenge for ATMAE Keyword search: HIgher Education, , Materials & Authors: Processes, Nanotechnology, Research Dr. Dominick E. Fazarro, Dr. Deb Newberry, Dr. Walt Trybula, and PEER-REFEREED ARTICLE n PEDAGOGICAL RESEARCH AND ISSUES Mr. Jim Hyder

formerly known as the “Journal of Industrial Technology”

The Journal of Technology, Management, and Applied Engineering© is an official publication of the Association of Technology, Managment, and Applied Engineering, Copyright 2012 ATMAE 1390 Eisenhower Place Ann Arbor, MI 48108 www.atmae.org VOLUME 28, NUMBER 1 The Journal of Technology, Management, and Applied Engineering JANUARY 2012 – MARCH 2012

Dr. Dominick E. Fazarro is the Co- ordinator of the Introducing a Nanotechnology Nanotechnology focus group for AT- MAE and IEEE Curriculum and Considerations Senior Member in the Nanotechnol- ogy Council. He for Bridging Academic/Industry is currently an Associate Professor in the Department of Human Resource Development and Technology at the Relationships: An Overview and the University of Texas at Tyler. He is currently researching nanotechnology education, nanotechnology workforce development, and NANO-SAFETY. These three research New Challenge for ATMAE areas are intertwined to thrust the effort By Dr. Dominick E. Fazarro, Dr. Deb Newberry, Dr. Walt Trybula, and Mr. Jim Hyder of developing nanotechnology programs in post-secondary schools to begin the surge in creating the 21st century workforce. He formed collaborations with several institu- ABSTRACT knowledge at the nanoscale will affect every market tions and organizations: Rice University, This paper discusses an envisioned nanotechnol- segment within the next decade. Academia and Texas State University, Nano-Link, Univer- ogy curriculum in the field of industrial technol- the professional organizations that serve them, sity of New Mexico, The Lippy Group and st such as the ATMAE, must be prepared to address NIOSH. He partnered with Rice University ogy. To create a dynamic industrial technology 21 and Texas State University to submit an century workforce, a strong collaboration between this challenge of nanotechnology education in OSHA-Susan Harwood Grant which was academia and industry is required. Furthermore, proactive and anticipatory ways. The National Sci- funded $236,000 in September 2010 to building this new workforce requires proactive and ence Foundation (2003) defines Nanotechnology facilitate online training in nanotechnol- out-of-the-box thinking to implement nanotech- as “the ability to manipulate individual atoms and ogy safety. This grant is the first federally molecules, making it possible to build machines funded OSHA-Susan Harwood Grant in the nology-based programs in anticipation of industry country. Prior to his educational career, needs. As nanotechnology becomes more persua- on the scale of human cells or create materials and Dr. Fazarro served eight years in the U.S. sive, industry’s demands for high technology, i.e. structures from the bottom up with novel proper- Army as a logistics manager and Nuclear, nanotechnology, management skills will originate ties. Students who will engage in this new technol- Chemical, and Biological (NBC) equipment ogy not only need to comprehend new technical specialist. He also worked at Newport from applied-technology programs. The Associa- News Shipping Building and Drydock as a tion of Technology, Management, and Applied principles but must also recognize the implications Composite Designer for the Seawolf class Engineering (ATMAE) must be in position to assist and impact of nanotechnology. nuclear submarine. Contact Dr. Fazarrro at in supplying the nano-white collar workforce. [email protected] Educational Challenge and Influence For any emerging technology being taught, the initial educational focus is to ensure that students Ms. Deb Newberry INTRODUCTION is the Director and By 2015, there will approximately be two million are cognizant and conversational with the funda- Principle Investiga- workers globally in nanotechnology (Roco, 2003). mentals of the technology. Then, as a technology tor for Nano-Link Introducing nanotechnology or any emerging matures and moves into mainstream manufactur- – a Regional Center ing applications, students will need to understand for Nanotechnol- technology into an educational environment can ogy Education, present a challenge both in creating an understand- the properties of manufactured materials. In ad- funded by the ing of the topic and conveying the subject’s career dition to content preparation and the beginning of National Science potential. According to Lin and Allhoff (2007), “… mainstream education, tools and equipment must Foundation at Dakota County Techni- most people are first introduced to nanotechnology be made available that can be used to facilitate the cal College in Rosemount, Minnesota, understanding and manipulation of any new mate- where she created a 2-year Nanoscience through fictional works that posit scenarios” (p.3). Technologist Program. The AAS degree Typically, new technologies start as a few com- rials or properties (Saxton, 2007). program contains 72 credits of which 43 ments in the technical publications and evolve into By developing educational programs at the early credits and focused on nanotechnology the widespread media as wild projections on how specific courses. Ms. Newberry created stages in the evolution of the technology, students and has taught 8 different nanotechnology these developments can either create a wonderful will be better prepared to move into advanced specific courses within this program. Prior future for everyone or destroy the planet. The truth careers as the technology advances. A solid foun- to her educational career she applied her is usually somewhere in between. During the early dation of the “basics” of a new technology allows MS in nuclear physics, with focus areas awareness stage, students are most eager to absorb students to adapt and contribute with minimum in chemical engineering and , in the corporate world by any and all information. With the rapid pace of additional training by the employer. This emphasis performing radiation effects research technology evolution, it is critical that educational on learning the fundamentals provides students on satellite systems. She also served as institutions serve as the trusted resource for both with an advantage of being more employable with- Executive Director of Space Systems for students and industry and serve as the pioneer for in the emerging technology area in multiple market General Dynamics. Contact Ms. Newberry training the future workforce. at [email protected]. segments. For nanotechnology, understanding the The above mention of “science fiction”, with some basics at the nanoscale can enable career opportu- truth and some rumors, and the need for skilled nities in electronics, biotechnology, materials and and educated employees are both especially true coatings as well as the food industry depending on for nanotechnology. Science and application of the focus of the educational program.

The Journal of Technology, 2 Management, and INTRODUCING A NANOTECHNOLOGY CURRICULUM AND CONSIDERATIONS FOR BRIDGING ACADEMIC/INDUSTRY Applied Engineering RELATIONSHIPS: AN OVERVIEW AND THE NEW CHALLENGE FOR ATMAE VOLUME 28, NUMBER 1 The Journal of Technology, Management, and Applied Engineering JANUARY 2012 – MARCH 2012

Dr. Walt Trybula is Industry Influence (ASEE) and the National Society of Black Engineers an IEEE Fellow & (NSBE) have Fortune 500 partnerships throughout SPIE Fellow and During the initial stages of any emerging technol- Director of the Try- ogy curriculum, academia must interface with their the United States. The Association of Technology, bula Foundation. customer – Industry. Historically, small businesses Management, and Applied Engineering (ATMAE) He is also the can be attributed as the primary source for new has an external council exclusively for the organi- Program Faculty- zation, the National Industrial Advisory Council Ingram School of job creation (SBA.gov, 2011) but for emerging Engineering at the technologies, large, well-established companies (NIAC). These professional organizations often Texas State University-San Marcos and on will also look for skilled new employees or require assist in building bridges with educational institu- special assignment to the Associate VP of an upgrade in the training of current employees. tions at multiple levels and through formal and Research at the University of Texas-Austin. informal channels. He has focused his activities on evaluat- There is no doubt that having strong connections ing and applying technology trends and between educational institutions where education applications in emerging key industries occurs and the needs of local industry – both small Industry with an emphasis on their impact on and large companies - will contribute to the eco- One of the most beneficial partnerships required economic development and job creation. nomic growth of the region. The question is then, for the successful implementation of nanoscale He is active in disseminating information content into any educational curriculum, is the on the importance of nanotechnology, and how does a community define the needs for an has made numerous speeches on various educated workforce? Lightfeather & Aznar (2011) bond between industry and the educational institu- aspects of the technology. He authored the highlighted comments by Dr. James Murday on the tion. Industry can provide engaging demonstra- Texas teaching module on “Nanotechnol- issue of workforce development. He stressed, tions and examples of how nanoscale concepts are ogy and Economic Development” and being applied to create new processes and products presented “Nanoelectronics, Photonics, Despite the lack of quantitative data, indus- and Nano-Safety” to the U.S. Congressional – often in a non-proprietary format. This type try workforce needs are varied, growing, and of interaction and information not only engages Nano Caucus. He is an IEEE Distinguished expected to change through time. At the outset, Lecturer and an invited speaker on nano- students who are “scientific” or research oriented, technology issues. Contact Dr. Trybula at an emerging technology such as nanotechnology but more importantly can provide the incentive and [email protected]. likely will affect industry at the research level and interest to keep students in STEM programs. companies will seek scientists and engineers with advanced degrees to introduce and incorporate There are benefits in both directions for academia/ Mr. Jim Hyder is new concepts into products and services (p. 174). industry partnerships. First, these partnerships an Industry Liai- are helping to create the technically – nano- savvy son and Innova- Historically, the existing business environment tion Coach for employees that industry will need. Industries as- provides guidance to the emerging technology sociated with educational programs often get “first Southwest Center research community often through collaborative for Microsystems pick” of the graduates. Second, industry involve- Education (NSF-ATE efforts between academia and industry in research ment helps guide the curriculum and content Regional Center) at labs. This has also been the case for nanotechnol- the University of created for the courses. This insures that graduates ogy. This collaboration supports the needs of are knowledgeable on subjects that industry re- New Mexico. Mr. Hyder was a Module Team industry for Masters and PhD level researchers Training Leader (Training Program Man- quires. In many cases, this relationship can involve ager/Instructional Designer), Advanced within the corporation but does not often support students at all educational levels. For example, in Lean Practitioner, Kaizen facilitator, and the development of skills needs at technician or Dakota County Technical College, freshmen work Lean Simulation Coordinator within the Bachelors level careers. A thorough understand- semiconductor manufacturing industry. In on research problems/service projects or questions ing of the workforce needs of these companies can that are posed by industry (Newberry, 2011). This this capacity he was responsible for all of drive the educational effort, but it requires that the training readiness of approximately work is non-proprietary but often involves multiple 100 Manufacturing Technicians and 20 academia strengthen ties with companies to guide aspects of an engineering or technical problem. Engineers across multiple functional areas the emerging technology educational climate. within a fabrication environment, and pro- For example, in the fall 2010 semester, a company vided lean education across the factory. Mr. This paper will explore how to meet the needs in that currently runs a manufacturing line that makes Hyder contributed to and published 64 four-year nanotechnology curriculum that address plastic products posed the following question, training documents pertaining to 300mm the needs of industry. “What are the technology and manufacturing issues semiconductor manufacturing with an associated with converting the current product emphasis in the Planar and Thin Films functional areas while in a Research and line to a biodegradable plastic?” In researching Development fabrication environment. He THE ACADEMIC/INDUSTRY to answer this question, students had to investi- was also a Planar and Thin Films technician COLLABORATION gate biodegradable materials involving organic for nearly two years. Early in his career nanoscale particulates, regulatory issues, current Jim served as an Electronics Technician Without any question, the development of any for seven years in the United States Navy, focused effort on education requires the collabora- manufacturing approaches, materials, and produc- serving aboard two nuclear submarines. tion with and among many organizations: state and tion cost tradeoffs. The project was much more Contact Jim Hyder at [email protected]. local government officials, academic faculty and than a technical exercise but also pulled together administrators, and representatives from indus- multiple aspects of critical thinking, teamwork, try and the corporate world. This collaboration traditional science and nanoscience. This combina- needs to move beyond a casual relationship to an tion of technology understanding and investigative, intentional development of a true partnership that inquiry based thinking is the combination of skills is mutually beneficial. Collaborations between that the DCTC industry partners are looking for. academia and industry can be leveraged through a However, the benefits of academic/industry part- discipline-defined professional association. For ex- nerships must be presented with complete coopera- ample, American Society of Engineering Education tion and understating of respecting each other’s

The Journal of Technology, 3 Management, and INTRODUCING A NANOTECHNOLOGY CURRICULUM AND CONSIDERATIONS FOR BRIDGING ACADEMIC/INDUSTRY Applied Engineering RELATIONSHIPS: AN OVERVIEW AND THE NEW CHALLENGE FOR ATMAE VOLUME 28, NUMBER 1 The Journal of Technology, Management, and Applied Engineering JANUARY 2012 – MARCH 2012

“turf”. The level of cooperation between aca- Industry advisory boards are used extensively by demia and industry can vary by time invested and educational institutions to create, modify, assess resources on both sides. Universities that possess and improve educational content. These boards large number of science and engineering students have a critical role in ensuring that the “lessons can strengthen industry ties through continuous taught” meet the needs of the industry “customer”. research projects (Turi-Bicaki & Brint, 2005). This Industry advisory boards often support the pro- is an attractive selling point for industries that seek gram over an extended duration. specific expertise. Industry can devote engineers In the case of focus groups, face-to-face meetings or scientists to work with the students, bringing or even industry advisory boards, it is important “real world” applications and constraints into the that the educational committee have a certain de- research environment. gree of knowledge about the industrial segment. In Academia many cases, academic educators have no knowl- edge of the industrial or corporate worlds. This Universities with engineering and technology lack of familiarity can result in miscommunication, programs must take a bold step to develop nano- misunderstanding and frustration. Therefore, it technology programs (Fazarro, 2011). As nano st is sometimes necessary to have a “translator” or research progresses into the 21 century, academic an industry liaison. The industry liaison often administrators must proactively prepare to imple- works or has worked in industry and can serve the ment programs to assist in the growth of a nano- educational community by facilitating industry savvy workforce. The role of four-year institutions skills, knowledge and abilities (SKAs) into teach- is to develop nano white-collar workers, research, able content. and future graduate students. Leveraging state, federal, and industry funds will be vital in starting The Southwest Center for Microsystems Education these programs. (SCME) provides one such example of developing bridges between industry and education. SCME is a Bridging Industry and Academia – Different National Science Foundation Regional Center of Ex- approaches cellence funded by the National Science Foundation, Face-to-face meetings, focus groups and panels are Department of Undergraduate Education #0902411 all important venues available to start meaningful and focuses primarily on two-year Micro Electro- relationships. For example, in 2010, a panel discus- mechanical Systems (MEMS) technical education. sion involving University of Pennsylvania, Drexel Program graduates may either move on to four-year University, and Army Research Laboratory (ARL) institutions or directly enter the workforce. focused on the development of commercialization According to Dr. Matthias Pleil (2009), SCME’s process incubators for nanotechnology (Lumino- Principal Investigator, genics, 2010). The SCME offers professional development and Industry focus groups often prove to be an efficient educational materials to excite and engage means of collecting information from industry re- secondary and post-secondary students in the garding the skills, knowledge and abilities that they field of Microsystems (MEMS) technology. This require in their employees. The focus groups can is a fast growing, multidisciplinary field. Micro- be organized around a particular market segment systems products are found in all the gadgets we or at a particular grade level of employee. The use today and require a high level of technical members of the focus groups are often found via skills by the people who manufacture, design and quick and easy surveys. In the surveys, respondees integrate these devices. By engaging students in are asked, for example, if they are doing nanotech- learning where these Microsystems are used, how nology work within their company, if they plan to they are made and why they should care, we, hire nanoscience knowledgeable employees and if as educators, can get them to see the relevancy they would be willing to participate in a two-hour and importance in learning Science, Technology, focus group. The discussion from the focus group Engineering and Mathematics (STEM) (para. 1). is documented and used as the basis for the educa- SCME is new to the ATMAE as of 2011, and asserts tional content within a curriculum. Focus groups that “In the world of advanced technological edu- are usually held in the initial stages of program cation, nano-technology enables micro-technology, development and are a onetime occurrence. and micro-technology enables nanotechnology, Another variation on a focus group often occurs at and an educated workforce enables micro and nano conferences sponsored by professional organiza- commercialization” (Hyder, 2011). SCME em- tions like the ATMAE. In this format, side meet- ploys an “Industry Liaison”. The following describes ings are requested and set up between educators the role of the Industry Liaison: and industry for the specific purpose of determin- The Principle Investigator and Industry Liaison ing the needs of industry. These meetings are often partner to determine how best to begin and con- topic (say, nanotechnology) specific rather than tinually improve ways to utilize and communicate local or regional.

The Journal of Technology, 4 Management, and INTRODUCING A NANOTECHNOLOGY CURRICULUM AND CONSIDERATIONS FOR BRIDGING ACADEMIC/INDUSTRY Applied Engineering RELATIONSHIPS: AN OVERVIEW AND THE NEW CHALLENGE FOR ATMAE VOLUME 28, NUMBER 1 The Journal of Technology, Management, and Applied Engineering JANUARY 2012 – MARCH 2012

with an Industry Advisory Board. The Industry Conceptual Framework Liaison’s primary role is to provide a direct con- The conceptual content framework must consist duit from SCME to industry and from industry of four components: theoretical, applied, societal, to SCME. The industry liaison supports this role and ethical. To implement a nanotechnology cur- by seeking synergistic opportunities, providing riculum, a multidiscplinary approach is required networking venues for industry and academia, to assist in the identification of target areas within seeking new members and organizing the Industry each component. This allows faculty with relevant Advisory Board meetings, documenting results expertise to be used to develop courses (Sheepa- and findings, solicit financial and in-kind support ramatti and Kadadevaramath, 2007). With the from industry and define partnerships for funding Sheeparamatti and Kadadevaramath (2007) ap- opportunities. proach, there is a need to collaborate with industry In summary, there are many approaches and because of advances in products to incorporate new methods for establishing the critical relationship knowledge in the curriculum. between academia and industry. These partner- To create this unique curriculum, Developing a ships must be initiated at the onset of the program Curriculum (DACUM) process will be facilitated development and continue for many years, with with curriculum developers and industry person- industry serving as advisors, assessors, reviewers nel. The DACUM is a focused approach to under- and the hiring entity for program graduates. standing what the needs of industry are and the level of depth required in the educational portion. This approach is most feasible when there may be CONCEPT CURRICULUM different and conflicting opinions about content After a certain level of understanding of the needs for the curriculum. In addition, while creating the and expectations of industry are defined, the curriculum, partnership can be developed through educators can move into the process of creating the discussions and creation of ideas during the ses- educational content. The educators must acknowl- sions. Four components will provide a holistic edge that this creation process should be iterative, learning experience in preparing nano graduates as with feedback requested from industry upon re- illustrated in figure 2. Students will receive an inter- view of the educational content, modifications and disciplinary as well as multidisciplinary knowledge. improvements made etc. This is a circular path for

a time and the educational institution must plan for this review cycle and the time it takes.

FIGURE1: CONCEPTUAL FRAMEWORK FOR FOUR-YEAR NANO CURRICULUM

THEORETICAL APPLIED Chemistry Quality Control Biology Safety Technology Physics Safety Electrical Management Math

NANOTECHNOLOGY CURRICULUM

SOCIAL ETHICS Public Awareness Misuse of Cultural Impact Technology Economic Impact Medical Research

FigureFigure 1. 1. Conceptual Conceptual Framework Framework for four-year for four-year nano curriculum. Fromnano 2008 curriculum. “Future Shock: From What 2008 would “Future a Nanotechnology Shock: What Curriculumwould a Nanotechnology Look Like” ACTE Curriculum Conference, Charlotte,Look Like” NC, DecemberACTE Conference, 4-6, 2008 by Charlotte, Dominick E. NC, Fazarro December 4-6, 2008 by Dominick E. Fazarro

The Journal of Technology, 5 Management, and INTRODUCING A NANOTECHNOLOGY CURRICULUM AND CONSIDERATIONS FOR BRIDGING ACADEMIC/INDUSTRY Applied Engineering RELATIONSHIPS: AN OVERVIEW AND THE NEW CHALLENGE FOR ATMAE VOLUME 28, NUMBER 1 The Journal of Technology, Management, and Applied Engineering JANUARY 2012 – MARCH 2012

The curriculum must also be meaningfully com- ness as well as the basics of nanotechnology and bined with theory and hands-on exposure to how to combine the two. A level of understand- techniques and various tools that image at the ing of various advanced technical concepts is also nano-scale (Fonash, 2009). See figure 2. In any cur- required. The curriculum and courses discussed riculum, as students progress, they gain conceptual in this section are not intended to be created from depth and instrumentation experience. Upper level the ground up but aspects of content could be used students are often involved in product characteriza- from the myriad of nanotechnology courses and tion or measurements involving nanoparticles or programs that have been started it the last decade. materials. These students are pulling together the In many courses within traditional science and various aspects of the requirements designated in engineering disciplines, material properties, forces Figure 1. These aspects include design of experi- and interactions that are predominate at the na- ments, statistical measurement, quality control, noscale are often mentioned. The issue is that these data analysis, teamwork and interaction and report nanoscale topics are often given a casual or cursory writing. The knowledge gained from these activi- review without any correlation to state of the art ties benefit students and industry in a synergistic research or potential applications. For example, a fashion and although not technical topic specific critical aspect for propagation and control of light are required by industry as general foundational within a semiconductor/combination material is knowledge. Therefore, the educational institution the relationship between the energy (wavelength) of cannot focus solely on the specific technical area the propagated light and the crystal lattice struc- and potentially w these topics. ture of the material and associated interfaces. This Introductory and Advanced Courses relationship is also important in understanding x-ray diffraction, standing waves on a string, and A proposed curriculum is presented for training of diffraction gratings. An acceptable result is only a white collar nano-savvy employee. This person obtained when there is an appropriate relationship will need an understanding of the basics of busi-

FIGURE 2: MULTIPLE SKILLS, KNOWLEDGE AND ABILITIES MODEL FOR POTENTIAL NANOWORKERS

Nanoscale Critical Thinking Requires multidisciplinary awareness Design of Experiments Data Analysis Statistics Evaluation

Nanoscale Concepts Nanoscale Tactile Sense of Scale Equipment Knowledge Surface Area/Volume Sample Preparation Forces and Interactions Equipment Maintenance Material Properties Safety Management et. al. Various Applications

Nanoscale Soft Skills Cross Discipline Team Player Oral and Written Communication Variety of Audiences Life-Long Learner

Figure 2. ModelFigure of 2. pertinentModel of pertinent skill skill sets sets for for developingdeveloping nanoworkers. nanoworkers. Adapted from Adapted from “Overviews of Nanotechnology Workforce Programs- Dakota County Technical College “Overviews of(DCTC),” Nanotechnology by Deb Newberry, Workforce 2011 in J. Light Programs- Feather & M.F. Dakota Aznar (Eds.), County Nanoscience Technical College (DCTC),”education, by workforce Deb Newberry, training, and K 2011-12 resources in J. pLight.182. Copyright Feather 2011 & by M.F. Boca AznarRaton, (Eds.), NanoscienceFL: education, CRC Press. workforce training, and K-12 resources p.182. Copyright 2011 by Boca Raton, FL: CRC Press.

The Journal of Technology, 6 Management, and INTRODUCING A NANOTECHNOLOGY CURRICULUM AND CONSIDERATIONS FOR BRIDGING ACADEMIC/INDUSTRY Applied Engineering RELATIONSHIPS: AN OVERVIEW AND THE NEW CHALLENGE FOR ATMAE

VOLUME 28, NUMBER 1 The Journal of Technology, Management, and Applied Engineering JANUARY 2012 – MARCH 2012

between the energy and the geometry. During the specific” course that covers topics that are tradi- discussion of any of these items, if an emphasis is tionally discussed at the macro or micro scale and placed on this relationship and references made to emphasizes how these subjects are addressed at the the ground breaking research that is occurring in nanoscale. Issues with credit limits and “optional” the area of photonics – then nanoscale science is versus “required” aspects of such a survey course being taught. Discussions of these topics, at least at can also pose problems. Creation of a separate some level, are often a part of introductory science course requires interaction between the professors and applied engineering courses. By using this ap- teaching the traditional courses and the “survey” proach, “nanoscale” thought and considerations are class instructor. It is envisioned that a large selec- not dealt with as a separate entity but as an integral tion of courses, which are conceptualized below, part of an existing course work. Information must would provide the ability of institutions, with be taught in an applied engineering/technology different requirements from the local employers, format to integrate engineering principles with to select from such a list to create the curriculum “hands-on” experiences without drowning stu- that would satisfy the needs of both students and dents with theoretical content. Implementation of the community. This would provide a baseline of nanoscience in this manner rests primarily on the courses that would have a commonality of content lead professor for the specific course, which should throughout the country and ensure that basic con- maintain a balance of theory and practice. The cepts are covered. curriculum must illustrate the balance to provide a Advanced courses are driven by industry require- meaningful learning experience. Table 1 illustrates ments and consist of in-depth content pertaining to a concept of an applied nanotechnology program. the manipulation and fabrication of nanomaterials. As always, multiple approaches are available. These courses will incorporate contextual learning Another approach to introduce or emphasize to assist students in building their problem-solving nanoscale components is to create a survey “nano- skills. In cases whereas equipment may be too

TABLE1: CONCEPTUAL FOUR-YEAR PROGRAM: NANOMATERIAL APPLIED TECHNOLOGY-EMPHASIS IN FABRICATION

Course Prefix Level Credit Designation Course Name NANOTECH 100 1 L An Understanding of Fundamentals of Nanotechnology NANOTECH 110 3 L Ethical & Societal Issues of Nanotechnology NANOTECH 200 4 LB Principles of Nanomaterial Safety NANOTECH 210 3 L Legal Issues and Commercialization NANOTECH 300 3 L Principles of Commercialization of Nanomaterials NANOTECH 310 3 L Management and Documentation of Nanomaterials NANOTECH 320 4 LB Principles of Nano Physics (applied) NANOTECH 330 3 L Principles of Nano Electromechanical NANOTECH 340 3 L Introduction to Biotechnology NANOTECH 400 3 L Introduction to Nanomaterial Fabrication Equipment NANOTECH 410 4 LB Principles of Nanofabrication Technology NANOTECH 415 4 LB Principles of Thin Film Utilization NANOTECH 420 3 L Principles of Nanoscaled Material Processing NANOTECH 430 3 L Managing and Marketing of Nanomaterials in Products NANOTECH 440 6-8 RFE Capstone Research/Internship Course Note: Key of designation: L=Lecture, LB=Lab, RFE=Research Field Experience

The Journal of Technology, 7 Management, and INTRODUCING A NANOTECHNOLOGY CURRICULUM AND CONSIDERATIONS FOR BRIDGING ACADEMIC/INDUSTRY Applied Engineering RELATIONSHIPS: AN OVERVIEW AND THE NEW CHALLENGE FOR ATMAE VOLUME 28, NUMBER 1 The Journal of Technology, Management, and Applied Engineering JANUARY 2012 – MARCH 2012

expensive to purchase, there is an option of creating contributions to the field. To obtain well prepared virtual environments with a realistic appearance students, cooperation between secondary schools, allowing students to feel that they are actually in two year schools, and industry must be paramount. Education and Industry sectors must be more the lab (Fazarro, McWhorter & Lawrence in-press). st Specific nanotechnology courses could serve as a proactive to build the 21 century workforce to basis for delivering focused and high-tech courses compete globally. Even though this paper pro- that meet workforce requirements. vides a future look of a four-year nanotechnology program, there will be a need for academic and industry collaborations to determine how to teach THE ROLE OF ATMAE certain skill sets, such as the ability to use tools and The Association of Technology, Management, and technology to build nano products. This journal Applied Engineering (ATMAE) has been an active article provided one such model to build such col- laborations. Developing nanotechnology programs association for over 45 years. The organization has st changed and moved forward to maintain pace with will be the backbone for providing a new 21 cen- rapid changes in technology. ATMAE is considered tury white collar workforce. ATMAE’s mission will to be Industrial Technology instructors’ main venue be a perfect, foundation and rationale to developing to present and publish papers. By adding areas of nanotechnology programs. Using an analogy of nanotechnology to ATMAE, the organization is di- expanding a house, ATMAE will have to eventu- versifying other new technology areas to accommo- ally expand the house/intellectual community by date scholars and other post-secondary instructors. adding another room for this emerging innovation — nanotechnology. ATMAE will also play a key Currently, with the support of ATMAE and indi- role as a mouth piece to generate focus and purpose viduals in areas of nanotechnology, there is a focus of implementing a new technology-applied curricu- group and a presentation track for the ATMAE lum throughout the ATMAE community. conference in 2011. As nanotechnology gains momentum, in the future, the organization will be positioned to accredit programs/emphasis in nanotechnology.

CONCLUSION The purpose of the concept program is to give students a broad but specific area to target potential

The Journal of Technology, 8 Management, and INTRODUCING A NANOTECHNOLOGY CURRICULUM AND CONSIDERATIONS FOR BRIDGING ACADEMIC/INDUSTRY Applied Engineering RELATIONSHIPS: AN OVERVIEW AND THE NEW CHALLENGE FOR ATMAE VOLUME 28, NUMBER 1 The Journal of Technology, Management, and Applied Engineering JANUARY 2012 – MARCH 2012

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The Journal of Technology, 9 Management, and INTRODUCING A NANOTECHNOLOGY CURRICULUM AND CONSIDERATIONS FOR BRIDGING ACADEMIC/INDUSTRY Applied Engineering RELATIONSHIPS: AN OVERVIEW AND THE NEW CHALLENGE FOR ATMAE