Educating the next generation of scientists and engineers:
Nanotechnology in the K-16 science curriculum

Aldrin E. Sweeney, Ph.D.
Associate Professor & Program Coordinator, Science Education
University of Central Florida

Editor-in-Chief
JOURNAL OF NANO EDUCATION

Universidad Autónoma Metropolitana-Azcapotzalco
México City, México
September 24-28, 2007

Nanoscience and nanotechnology represent the most rapidly developing areas in contemporary scientific discovery and innovation.  Nanoscience involves exploration and understanding of the fundamental behavior of structures having at least one dimension between 1 and 100 nm.  Nanotechnology may be defined as the understanding and application of phenomena at the atomic level, leading to the design, construction and utilization of functional structures, again with at least one characteristic dimension measured in nanometers.   Continuing advances in nanoscience and nanotechnology will impact all levels of science and engineering education.

The series of lecture presentations will focus on exploring the following questions and issues that now are being considered in the emerging field of nanoscale science and engineering education (NSEE):

*     Key concepts in nanoscale science and engineering … what are they?  [1, 2]
*     How can these key concepts be incorporated into the K-16 science curriculum? [1, 2]
*     Can these concepts be accommodated in current national and state science teaching standards?  [1, 2]
*     How will K-16 science instruction need to adapt or change?  [1]
*     How will science teacher education and certification need to adapt or change?
*     Teaching and learning about social/ethical concerns associated with NSE research  [1, 4, 5]
*     Workforce preparation
*     What are the essentials of nanoscale science and engineering research that students –and a scientifically literate public- need to know?  [1]

Examples of current K-16 NSEE efforts in the U.S. and elsewhere also will be discussed. The presentations also will include time for audience participation, comment and dialogue.



Overview

(Note: This overview is tentative and subject to modifications as necessary.  Lecture presentations will be for approximately 1-1.5 hours, with time allocated for audience participation, Q&A, and additional dialogue)


Day 1 (Monday September 24, 2007):

*    Introduction and overview of the week’s discussion topics
*     Overview of national nanotechnology research and education efforts (e.g. U.S., Europe, Japan, China, Australia, South Africa)
*    Nanotechnology research and education efforts in MÈxico
*    Developing a knowledge base in NSEE

Day 2 (Tuesday September 25, 2007):
*    K-16 NSEE:  What are the primary issues and concerns?
*    K-16 NSEE:  Selected research efforts
*    K-16 NSEE:  How can future efforts in this area incorporate existing national & state science standards?  Will these standards need to change?  (Examples from MÈxico, U.S., and Europe)

Day 3 (Wednesday September 26, 2007):
*    Social & ethical issues/concerns in nanoscale science and engineering research
*    Social & ethical issues/concerns in NSE research as a vehicle for stimulating student interest in science, and enhancing public scientific literacy
*    Public participation in deciding aims, goals and priorities of NSE research (pros and cons); the role of formal and informal public education initiatives

Day 4 (Thursday September 27, 2007):
*    Major areas of NSE research applications (e.g. biomedical, energy, environment)
*    Workforce development concerns; interactions between government, business/industry and academia
*    Competing interests between research and education?

Day 5 (Friday September 28, 2007):
*    Summary of topics and issues raised; areas of priority for NSE research and education in MÈxico?; suggestions for collaborations and national/international efforts to be pursued
*    Speculations for the future of NSE research, and implications for educational efforts
*    Concluding comments

References
1.  A. E. Sweeney (2007).  Teaching about social and ethical issues in nanotechnology and biotechnology research: What do students need to know … and why?, Paper presented at the 22nd annual conference of the International Association for Science, Technology & Society, Baltimore, MD, February 1-3, 2007.

2.  A. E. Sweeney (2006). Teaching & learning in nanoscale science & engineering: †A focus on social & ethical issues and K-16 science education.  In Ray Carpenter, Sudipta Seal, Nancy Healy, Neal Shinn and Wolfgang Braue’s (Eds.), Education in Nanoscience and Engineering (Symposium KK), Proceedings of the Materials Research Society, Vol. 931E (Spring 2006).  Materials Research Society:  Warrendale, PA.  (Paper # 0931-KK03-05).

3.  A. E. Sweeney, P. N. Vaidyanathan & S. Seal (2006). Undergraduate research and education in nanotechnology.  International Journal of Engineering Education, 22(1), 157-170.

4.  A. E. Sweeney, S. Seal & P. N. Vaidyanathan (2003). The promises and perils of nanoscience and nanotechnology: Exploring emerging social and ethical issues. Bulletin of Science, Technology & Society, 23(4), 236-245.  

5. A. E. Sweeney (2006). Social and ethical dimensions of nanoscale science and engineering research. Science and Engineering Ethics, 12(3), 435-464.


About the presenter

Dr. Aldrin E. Sweeney is Associate Professor of Science Education at the University of Central Florida (UCF).  He holds undergraduate and graduate degrees in biochemistry, organic chemistry and science education, and completed his Ph.D. in Science Education at Florida State University.  

As a member of faculty at the University of Central Florida, Dr. Sweeney teaches a variety of courses including science teaching methods for prospective middle and high school science teachers; K-12 classroom-based educational research; undergraduate chemistry; and social/ethical issues in nanotechnology & biotechnology research.  While at the University of Central Florida (1997-present), Dr. Sweeney has received a number of awards for teaching and research including the UCF Teaching Incentive Program (TIP) Award, 2001-2002; UCF College of Education Undergraduate Teaching Excellence Award, 2001-2002; UCF Research Incentive Award (RIA), 2003-2004; and UCF Scholarship of Teaching & Learning (SoTL) Award, 2004-2005.

Dr. Sweeney currently is involved in several nanoscience/nanotechnology education initiatives, including (i) Member, External Advisory Board, Center for Biological & Environmental Nanotechnology at Rice University;  (ii) Co-developer, undergraduate degree track in Nanoscience & Nanotechnology at the University of Central Florida; (iii) Co-Principal Investigator and instructor, Research Experiences for Undergraduates/Research Experiences for Teachers in Functional Nanostructures, University of Central Florida;  (iv) Participant/collaborator, National Science Foundation/National Center for Learning & Teaching in Nanoscale Science & Engineering Education (NCLT/NSEE); and (v) Member, Advisory Group, The NanoEthics Group.

Dr. Sweeney also is co-editor of the forthcoming text Nanoscale Science and Engineering Education, and Editor-in-Chief of the Journal of Nano Education.  Both publications are produced by American Scientific Publishers, and scheduled for release in early 2008.