Sorge, BrandonFore, GrantNunnally, EricGibau, Gina SanchezAgarwal, Mangilal2018-10-182018-10-182017-10Sorge, B., Fore, G., Nunnally, E., Gibau, G., & Agarwal, M. (2017). Nanotechnology experiences for students and teachers (NEST): Enhancing teachers’ self-efficacy and their understanding of STEM career opportunitie. In 2017 IEEE Frontiers in Education Conference (FIE) (pp. 1–6). https://doi.org/10.1109/FIE.2017.8190676https://hdl.handle.net/1805/17562The Nanotechnology Experiences for Student and Teachers (NEST) summer learning opportunity at Indiana University-Purdue University Indianapolis (IUPUI) connects faculty, staff, and students from the Schools of Engineering and Technology, Science, and Education with high school teachers of STEM subjects in a two week teacher professional development experience. In the summer of 2016, eleven teachers participated in a series of NEST program activities that were designed to model instructional strategies while engaging the teachers in hands-on nanotechnology research experiences. Teachers were also provided tours and exposed to research being conducted and equipment being used in labs incorporating nanotechnology across campus. Additionally, the participants worked with other teachers involved in a Research Experiences for Teachers (RET) project, to develop nanotechnology lessons to incorporate in their classroom during the following school year. Primary outcomes from this professional development were not limited to the developed lessons. Data collected through pre- and post-content knowledge assessments and pre- and post-self-efficacy surveys (T-STEM), show statistically significant increases in teacher nanotechnology content knowledge, nanotechnology self-efficacy, science efficacy and beliefs, and understanding of STEM careers. Observations and focus groups also provided data on potential program enhancements to facilitate greater support and experiences for the participating teachers.enPublisher Policynanotechnology educationteacher professional developmentteacher self-efficacyConference proceedings