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Introducing a Nanotechnology Curriculum and Considerations for Bridging Academic/Industry Relationships: An Overview and the New Challenge for ATMAE

This paper discusses an envisioned nanotechnology curriculum in the field of industrial technology. To create a dynamic industrial technology 21st century workforce, a strong collaboration between academia and industry is required. Furthermore, building this new workforce requires proactive and out-of-the-box thinking to implement nanotechnology-based programs in anticipation of industry needs. As nanotechnology becomes more persuasive, industry’s demands for high technology, i.e. nanotechnology, management skills will originate from applied-technology programs. The Association of Technology, Management, and Applied Engineering (ATMAE) must be in position to assist in supplying the nano-white collar workforce. INTRODUCTION By 2015, there will approximately be two million workers globally in nanotechnology (Roco, 2003). Introducing nanotechnology or any emerging technology into an educational environment can present a challenge both in creating an understanding of the topic and conveying the subject’s career potential. According to Lin and Allhoff (2007), “... most people are first introduced to nanotechnology through fictional works that posit scenarios” (p.3). Typically, new technologies start as a few comments in the technical publications and evolve into the widespread media as wild projections on how these developments can either create a wonderful future for everyone or destroy the planet. The truth is usually somewhere in between. During the early awareness stage, students are most eager to absorb any and all information. With the rapid pace of technology evolution, it is critical that educational institutions serve as the trusted resource for both students and industry and serve as the pioneer for training the future workforce. The above mention of “science fiction”, with some truth and some rumors, and the need for skilled and educated employees are both especially true for nanotechnology. Science and application of knowledge at the nanoscale will affect every market segment within the next decade. Academia and the professional organizations that serve them, such as the ATMAE, must be prepared to address this challenge of nanotechnology education in proactive and anticipatory ways. The National Science Foundation (2003) defines Nanotechnology as “the ability to manipulate individual atoms and molecules, making it possible to build machines on the scale of human cells or create materials and structures from the bottom up with novel properties. Students who will engage in this new technology not only need to comprehend new technical principles but must also recognize the implications and impact of nanotechnology. Educational Challenge and Influence For any emerging technology being taught, the initial educational focus is to ensure that students are cognizant and conversational with the fundamentals of the technology. Then, as a technology matures and moves into mainstream manufacturing applications, students will need to understand the properties of manufactured materials. In addition to content preparation and the beginning of mainstream education, tools and equipment must be made available that can be used to facilitate the understanding and manipulation of any new materials or properties (Saxton, 2007). By developing educational programs at the early stages in the evolution of the technology, students will be better prepared to move into advanced careers as the technology advances. A solid foundation of the “basics” of a new technology allows students to adapt and contribute with minimum additional training by the employer. This emphasis on learning the fundamentals provides students with an advantage of being more employable within the emerging technology area in multiple market segments. For nanotechnology, understanding the basics at the nanoscale can enable career opportunities in electronics, biotechnology, materials and coatings as well as the food industry depending on the focus of the educational program. Ms. Deb Newberry is the Director and Principle Investigator for Nano-Link – a Regional Center for Nanotechnolo g y Ed u c at i o n , f u n d e d b y t h e National Science Foundation at Dakota County Technical College in Rosemount, Minnesota, where she created a 2-year Nanoscience Technologist Program. The AAS degree program contains 72 credits of which 43 credits and focused on nanotechnology specific courses. Ms. Newberry created and has taught 8 different nanotechnology specific courses within this program. Prior to her educational career she applied her MS in nuclear physics, with focus areas in chemical engineering and mechanical engineering, in the corporate world by performing radiation effects research on satellite systems. She also served as Executive Director of Space Systems for General Dynamics. Contact Ms. Newberry at deb.newberry@dct5c.edu.