A Rubric for post-secondary degree programs in nanoscience and nanotechnology

Supaporn Wansom, Thomas O Mason, Mark C Hersam, Denise Drane, Gregory Light, Robert Cormia, Shawn Stevens, George Bodner

Research output: Contribution to journalArticle

19 Citations (Scopus)

Abstract

Based upon a set of 'big ideas' identified by recent workshops and a study report, a broad curriculum framework has been developed for degree programs in nanoscale science and engineering (NSE). The framework is built around four essential areas or nodes in NSE that include-Processing (how nano-entities are fabricated), Nanostructure (how the structure of nano-entities can be imaged and characterized), Properties (the resulting size-dependent and surface-related properties of nanostructured materials/devices), and Applications (how nanomaterials and nano-devices can be designed and engineered for the benefit of society), which can be abbreviated as 'P-N-P-A'. This paper argues that the P-N-P-A rubric provides a tool for program and course construction and evaluation in higher education. An analysis of emerging NSE degree programs in the US suggests that improvements need to be made in the programmatic balance among the P-N-P-A nodes, with particular attention being paid to essential features such as the interdisciplinarity of NSE and its societal impact (ethics, safety and so on). A significant challenge for achieving programmatic balance is providing students with access to advanced instrumentation, which is an essential element for student mastery of the 'nanostructure' node. Recommendations and challenges for achieving programmatic balance are discussed.

Original languageEnglish
Pages (from-to)615-627
Number of pages13
JournalInternational Journal of Engineering Education
Volume25
Issue number3
Publication statusPublished - 2009

Fingerprint

Nanoscience
nanotechnology
Nanotechnology
engineering
science
Nanostructured materials
Nanostructures
Students
interdisciplinarity
Technical presentations
Curricula
student
Education
moral philosophy
curriculum
Processing
evaluation
education

Keywords

  • Course design
  • Curriculum design
  • Degree programs
  • Nanoscience
  • Nanotechnology

ASJC Scopus subject areas

  • Engineering(all)
  • Education

Cite this

A Rubric for post-secondary degree programs in nanoscience and nanotechnology. / Wansom, Supaporn; Mason, Thomas O; Hersam, Mark C; Drane, Denise; Light, Gregory; Cormia, Robert; Stevens, Shawn; Bodner, George.

In: International Journal of Engineering Education, Vol. 25, No. 3, 2009, p. 615-627.

Research output: Contribution to journalArticle

Wansom, S, Mason, TO, Hersam, MC, Drane, D, Light, G, Cormia, R, Stevens, S & Bodner, G 2009, 'A Rubric for post-secondary degree programs in nanoscience and nanotechnology', International Journal of Engineering Education, vol. 25, no. 3, pp. 615-627.
Wansom, Supaporn ; Mason, Thomas O ; Hersam, Mark C ; Drane, Denise ; Light, Gregory ; Cormia, Robert ; Stevens, Shawn ; Bodner, George. / A Rubric for post-secondary degree programs in nanoscience and nanotechnology. In: International Journal of Engineering Education. 2009 ; Vol. 25, No. 3. pp. 615-627.
@article{9374b02b01d7442896025b6e7dcdd554,
title = "A Rubric for post-secondary degree programs in nanoscience and nanotechnology",
abstract = "Based upon a set of 'big ideas' identified by recent workshops and a study report, a broad curriculum framework has been developed for degree programs in nanoscale science and engineering (NSE). The framework is built around four essential areas or nodes in NSE that include-Processing (how nano-entities are fabricated), Nanostructure (how the structure of nano-entities can be imaged and characterized), Properties (the resulting size-dependent and surface-related properties of nanostructured materials/devices), and Applications (how nanomaterials and nano-devices can be designed and engineered for the benefit of society), which can be abbreviated as 'P-N-P-A'. This paper argues that the P-N-P-A rubric provides a tool for program and course construction and evaluation in higher education. An analysis of emerging NSE degree programs in the US suggests that improvements need to be made in the programmatic balance among the P-N-P-A nodes, with particular attention being paid to essential features such as the interdisciplinarity of NSE and its societal impact (ethics, safety and so on). A significant challenge for achieving programmatic balance is providing students with access to advanced instrumentation, which is an essential element for student mastery of the 'nanostructure' node. Recommendations and challenges for achieving programmatic balance are discussed.",
keywords = "Course design, Curriculum design, Degree programs, Nanoscience, Nanotechnology",
author = "Supaporn Wansom and Mason, {Thomas O} and Hersam, {Mark C} and Denise Drane and Gregory Light and Robert Cormia and Shawn Stevens and George Bodner",
year = "2009",
language = "English",
volume = "25",
pages = "615--627",
journal = "International Journal of Engineering Education",
issn = "0949-149X",
publisher = "Tempus Publications",
number = "3",

}

TY - JOUR

T1 - A Rubric for post-secondary degree programs in nanoscience and nanotechnology

AU - Wansom, Supaporn

AU - Mason, Thomas O

AU - Hersam, Mark C

AU - Drane, Denise

AU - Light, Gregory

AU - Cormia, Robert

AU - Stevens, Shawn

AU - Bodner, George

PY - 2009

Y1 - 2009

N2 - Based upon a set of 'big ideas' identified by recent workshops and a study report, a broad curriculum framework has been developed for degree programs in nanoscale science and engineering (NSE). The framework is built around four essential areas or nodes in NSE that include-Processing (how nano-entities are fabricated), Nanostructure (how the structure of nano-entities can be imaged and characterized), Properties (the resulting size-dependent and surface-related properties of nanostructured materials/devices), and Applications (how nanomaterials and nano-devices can be designed and engineered for the benefit of society), which can be abbreviated as 'P-N-P-A'. This paper argues that the P-N-P-A rubric provides a tool for program and course construction and evaluation in higher education. An analysis of emerging NSE degree programs in the US suggests that improvements need to be made in the programmatic balance among the P-N-P-A nodes, with particular attention being paid to essential features such as the interdisciplinarity of NSE and its societal impact (ethics, safety and so on). A significant challenge for achieving programmatic balance is providing students with access to advanced instrumentation, which is an essential element for student mastery of the 'nanostructure' node. Recommendations and challenges for achieving programmatic balance are discussed.

AB - Based upon a set of 'big ideas' identified by recent workshops and a study report, a broad curriculum framework has been developed for degree programs in nanoscale science and engineering (NSE). The framework is built around four essential areas or nodes in NSE that include-Processing (how nano-entities are fabricated), Nanostructure (how the structure of nano-entities can be imaged and characterized), Properties (the resulting size-dependent and surface-related properties of nanostructured materials/devices), and Applications (how nanomaterials and nano-devices can be designed and engineered for the benefit of society), which can be abbreviated as 'P-N-P-A'. This paper argues that the P-N-P-A rubric provides a tool for program and course construction and evaluation in higher education. An analysis of emerging NSE degree programs in the US suggests that improvements need to be made in the programmatic balance among the P-N-P-A nodes, with particular attention being paid to essential features such as the interdisciplinarity of NSE and its societal impact (ethics, safety and so on). A significant challenge for achieving programmatic balance is providing students with access to advanced instrumentation, which is an essential element for student mastery of the 'nanostructure' node. Recommendations and challenges for achieving programmatic balance are discussed.

KW - Course design

KW - Curriculum design

KW - Degree programs

KW - Nanoscience

KW - Nanotechnology

UR - http://www.scopus.com/inward/record.url?scp=68149136783&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=68149136783&partnerID=8YFLogxK

M3 - Article

VL - 25

SP - 615

EP - 627

JO - International Journal of Engineering Education

JF - International Journal of Engineering Education

SN - 0949-149X

IS - 3

ER -