WORK-IN-PROGRESS: VIRTUAL RESEARCH EXPERIENCES FOR UNDERGRADUATES IN NANOTECHNOLOGY (VREUN)

Nanotechnology, the ability to leverage and exploit fundamental processes at the nanometer length scale, suggests the potential for a technological revolution. To sustain and propagate technologies at the nanoscale, continued efforts toward understanding the fundamental principles governing nano-science must be coupled with a focus on nano-engineering to span the multiple length scales necessary to realize nanoscience pheneomenain real-world devices. The US National Nanotechnology Initiative recognizes the importance of the preparation of a diverse and educated workforce with the necessary training and background required to meet this challenge. To partially address this challenge, in development are Virtual Research Experiences for Undergraduates in Nanotechnology (VREUN) modules to introduce undergraduate students (focusing on the freshmen year) to concepts of nanotechnology in the context of active research. These self-contained multimedia learning modules are based on video documentation of researchers contributing to the nanotechnology research currently underway in our labs. Each module presents the research project being documented, the nanoscale phenomena being investigated, key research questions raised and how they are being addressed in the lab, and how this understanding is necessary for ultimate commercialization of the technology. Distinguishing characteristics of these modules include the use of current faculty research as the centerpiece for the educational materials, and the use of a multimedia format to enable an engaging and dynamic view of academic nanotechnology research accessible to all students within the curriculum. While these modules will be deployed within a new first year "Engineering Experiences" course being offered at our school, ultimate deployment of these self-contained modules in other academic settings is envisioned. The goals of this effort include: 1) invigorating the first year engineering curriculum with dynamic and engaging real-world examples of cutting edge research in the area of nanotechnology; 2) introducing undergraduates at the earliest stages to the enthusiasm, creativity, and excitement of the academic research environment; and 3) developing a methodology and mechanism with which faculty can utilize multimedia technology to further integrate their research and teaching efforts. The initial modules under development will form the basis of a sustainable and scalable library of materials documenting nanotechnology research and readily available to all students. It is hoped that exposure to academic research at the earliest stages of the curriculum will broaden the pool of undergraduates who participate in such research, and to encourage these students to do so earlier in their studies.