Browsing by Subject "nanotechnology"

Now showing 1 - 4 of 4
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    An evaluation of a research experience for teachers in nanotechnology
    (IEEE, 2017-10) Hess, Justin L.; Chase, Anthony; Minner, Dan; Rizkalla, Maher; Agarwal, Mangilal; Mechanical Engineering, School of Engineering and Technology
    This study involves the evaluation of the second implementation of a Research Experiences for Teacher Advancement In Nanotechnology (RETAIN) program offered at Indiana University-Purdue University Indianapolis (IUPUI). RETAIN represents a professional development model for providing high school teachers with laboratory research experiences in nanoscience and related content areas. In this intensive summer program, teachers spend six weeks conducting nanotechnology-related research in an IUPUI lab. As part of the RETAIN program, teachers complete six credit hours of coursework, wherein they translate their research experiences into the design of classroom modules. Teachers are expected to then implement their modules within their own classrooms during the subsequent academic year. This evaluation focuses on teachers' experiences in IUPUI labs during the summer of 2016, along with three teachers' implementation of nanotechnology labs within their courses during the 2016-2017 school year. To evaluate RETAIN, we explored teacher satisfaction, changes in teachers' content knowledge and nanotechnology perceptions, as well as changes in teachers' epistemological beliefs. Further, we explored the impact of the three teachers' module integration on their students' STEM attitudes and nanotechnology perceptions. The findings indicated that teachers were generally satisfied with the research and course experiences. Further, as a result of RETAIN participation, teachers showed increased nanotechnology content knowledge and knowledge of nanotechnology-related careers. Lastly, three teachers' integration of nanotechnology modules indicated that their students had significantly improved perceptions of nanotechnology's potential coupled with more knowledge of nanotechnology-related careers. The paper concludes with considerations of the quantitative findings in light of teachers' written reflections and author observations of teacher module integration in their classrooms.
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    Nanotechnology Research, Education, and Outreach by the Integrated Nanosystems Development Institute (INDI)
    (Office of the Vice Chancellor for Research, 2014-04-11) Agarwal, Mangilal; Rizkalla, Maher; Naumann, Christoph A.; Decca, Ricardo; El-Mounayri, Hazim; Witzmann, Frank
    Through multidisciplinary research and novel educational programing, the Integrated Nanosystems Development Institute (INDI) is sponsored under IUPUI’s Signature Center Initiative to advance nanotechnology-based systems research and spark student interest in this emerging STEM field. Innovation in the field of nanotechnology arises from interdisciplinary approaches and INDI draws on the expertise of faculty across departments and schools (including the School of Engineering and Technology, School of Science, School of Dentistry, and School of Medicine) in order to fuel research collaborations and offer nanosystems coursework to both science and engineering students. Current research efforts are focused in INDI’s thrust areas of bionanotechnology and sustainable nanoenergy, which build on the existing strengths of participating schools and span a range of critical issues in nanomaterials, nanodevices, nanosystems, energy, physics, and nanomedicine. Examples of research include the development of artificial biomaterials, nanosensor arrays for disease detection, and the development of nanomanufacturing techniques and educational tools. INDI facilitates research efforts by identifying funding opportunities, establishing research teams, offering seed funding, and providing a cluster of analytical equipment, characterization tools, and lab resources that support the work of faculty and student researchers. INDI continues to expand its shared resources through the acquisition on new cutting edge instrumentation, including a new field emission scanning electron microscopy facility, which is now open to researchers across campus. Aside from research, INDI plays a vital role in nanotechnology curriculum development on campus, in particular, the design and implementation of coursework offered within IUPUI’s newly developed Nanotechnology Track and Energy Engineering degree program. This academic track provides students with both theory and hands-on experiences involving the fabrication, characterization, and applications of nanomaterials, nanodevices and nanomedicine. Moreover, INDI’s community outreach activities, including its nanotechnology summer camps for K-12 students and teachers, aim to provide early student exposure and educate teachers in applying nanotechnology modules within their classrooms. These student experiences are designed to encourage higher education in an effort to generate the advanced nanotechnology workforce needed by Indiana and the nation.
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    Nanotechnology STEM Program via Research Experience for High School Teachers
    (IEEE, 2015-10) Agarwal, Mangilal; Mirza, Qurat-ul-Ann; Bondi, Joseph; Sorge, Brandon; Rizkalla, Maher; Ward, Richard; Feldhaus, Corbin; Hinshaw, Amy; Varahramyan, Kody; Department of Mechanical Engineering, School of Engineering and Technology
    In this work, we report the outcomes from the IUPUI STEM outreach program “STEMCorp” that inspires high school students to pursue STEM majors. The STEMCorp program was modeled after the Multidisciplinary Undergraduate Research Initiative (MURI) at IUPUI. MURI research program introduces undergraduate students from at least two different departments with mentors from different disciplines to address research issues that may compose both engineering and sciences. The STEMCorp program brings undergraduate students to work with faculty and high school teachers to create a positive impact in enriching the high school students by introducing them to engineering and science with emphasis on nanotechnology for future careers. The program describes the collaborative activities between faculty, undergraduate students and high school STEM teachers in the creation of project-based, student-centered learning modules in the field of nanotechnology. The paper details the activities of the STEMCorp participants including their experiences in developing working partnerships and creating and implementing learning modules in the designated high school courses. The success of the program is assessed by the measurable outcomes of high school students' research projects. Specifically, two different learning modules are presented, including the processes used in the development of these modules and their outcomes. The collaborative research discussions between the faculty, undergraduate students, and high school teachers are detailed, covering research methodologies, hypothesis, and expected outcomes.
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    Understanding the INDA Student Summer Camp Experience
    (Office of the Vice Chancellor for Research, 2014-04-11) Scheive, Melanie; Fore, Grant; Sorge, Brandon
    SERI conducted an evaluation of IUPUI’s Nanotechnology Discovery Academy (INDA) for students (n=47) during the summer of 2013. SERI evaluators utilized an explanatory sequential mixed methods evaluation plan comprised of surveys (pre- and post-), observations, and four student focus groups. Using a mixed methods approach facilitates a dialogue between quantitative representations of change and the everyday experiences and perceptions of participating students, thereby constructing insights into the complexity of the learning process and its effects. Student learning outcomes and comfort with collaborative learning were measured through pre- and post-question change. A student Nanoscore was determined using survey questions assessing nanotechnology comfort, confidence, and understanding. Both the change in student Nanoscore and their comfort with collaborative learning had statistically significant increases. Qualitative data was used to elaborate on the significance of these changes, suggesting that INDA provided an educational environment that emphasized and improved nanotechnology awareness and collaborative abilities. However, findings from this evaluation also reveal that many participants struggled with the interdisciplinarity of nanotechnology. More specifically, students who had yet to take high school physics reported struggling with INDA content due to their lack of physics knowledge.