Nanotechnology Solutions to Engineering Grand Challenges Edward W. Davis Auburn University Polapradada Raju Auburn University Virginia Davis Auburn University Abstract: Nanotechnology is becoming, and will continue to become, pervasive in our world. Therefore, nanotechnology education is critical to engineering students future employability. Over the last decade, there have been a plethora of initiatives focused on formal, and informal, K-12 nanotechnology education. A growing amount of high quality content is available through multiple online resources including NISEnet.org. However, there is often a large gap in nanotechnology education opportunities between high school and senior/graduate level electives. To address this issue modules focused on introducing nanotechnology concepts from the perspective of solutions to the NAE grand challenges were developed. The grand challenges are used to appeal to the altruistic tendencies of generation Z students and thereby enhance their interest in engineering and nanotechnology. The overall goals are to increase nanotechnology literacy among engineering students and to enhance student s interest in engineering as profession with the long term objective of increasing retention in engineering. Specifically the modules are designed to 1) increase nanotechnology awareness and understanding as part of achieving ABET student outcomes 2) to familiarize students with the current grand challenges in engineering and potential nanotechnology enabled solutions, and 3) to increase student understanding of the importance of grand challenges and nanotechnology to the engineering profession. To date two modules have been developed and utilized as part of one section of an introduction to engineering course offered to all freshman. Assessment of knowledge gains and intent to persist in engineering included a pilot study, control groups, pre- and post-tests, and formative assessments. Surveys given to the students at the beginning and end of the semester in both the section using the modules and other sections were used to evaluate the modules effectiveness. The modules were found to be effective at increasing the level of knowledge students had about nanotechnology and the value they placed on engineering as a profession.
Introduction: Nanotechnology Solutions to Engineering Grand Challenges Edward W. Davis Auburn University Polapradada Raju Auburn University Virginia Davis Auburn University Connecting students interests in nanotechnology to their first-year engineering courses and the National Academy of Engineering Grand Challenges is an important strategy to promote nanoliteracy and engineering retention. Over the last decade, there have been a plethora of initiatives focused on formal, and informal, K-12 nanotechnology education. A growing amount of high quality content is available through multiple online resources including NISEnet.org. However, there is often a large gap in nanotechnology education opportunities between high school and senior/graduate level electives. Engineering freshman, a growing number of whom have developed a high degree of interest in nanotechnology, must wait until graduate school or, occasionally, senior level elective classes to obtain any further nanotechnology education. Despite efforts to recruit more students to the engineering profession many schools see a dramatic attrition rate between freshman and sophomore years. Research indicates that a change in public perception of the role of engineers in society is required to facilitate the recruitment and retention of students to the profession. In 2007, the NAE began working with a marketing company to rebrand engineering and better communicate the importance of engineering to the public and potential future engineers. The resulting messages are 1) Engineers are creative problem solvers, 2) Engineers make a world of difference, 3) Engineering is essential to our health, happiness, and safety, and 4) Engineers help shape the future. 1 As the implementation of Engineering Messages continues to grow, there is growing evidence of their effectiveness. 2, 3 In 2008, the NAE launched the Engineering Grand Challenges website. The fourteen grand challenges highlight key challenges facing modern society; 4 this reinforces the engineering messages of how engineers and their creative problem solving skills are essential to improving our world and shaping the future. The NNI website lists fourteen degree programs at US schools related to nanotechnology; four minor programs in nanotechnology, six degrees that include a specialization or concentration in nanotechnology, and four B.S. degree programs in nanoscience or nanoengineering. 5 All these efforts focus on teaching nanotechnology as a separate subject or in addition to traditional topics in the curriculum. However, nanotechnology s impact is predicted to be comparable to the invention of the automobile, 6 and nanotechnology is already a part of everyday life (e.g. sporting goods, deodorants, paints, and advanced electronics). Therefore, all engineers, not just a few specialists, will need to be nanotechnology literate 7 to perform their jobs. To leverage the altruistic tendencies of today s students and to address the need for nanotechnology literacy modules were developed that utilize the Engineering Grand Challenges as a motivator to learn about nanotechnology concepts. The goal is to develop an approach that will enable the incorporation of nanotechnology throughout the standard engineering curriculum. 1
Ecosystem: Auburn University is a land grant institution. The Samuel Ginn College of Engineering has an enrolment of ~5,000 undergraduate and offers eleven academic programs. As in most engineering curricula freshman, and to a large degree sophomore, engineering student course work focuses on core math and science. In many programs engineering students do not take a course in their major until their third semester. To address this gap and the high attrition rates seen during the first year a required two hour freshman level introduction to engineering course was developed decade ago. The goal of the course is to create lasting enthusiasm for engineering and to level the playing field by introducing basic engineering skills such as design, teaming, unit conversions, etc. Each department in the school has one, or more, sections of the course and all engineering students are required to complete the course prior to graduation, most do so in their first year at Auburn usually in a section offered by their intended major, although this is not a requirement. A semester long team project is used as the focal point in many of the courses and the projects are broadly related to the department s focus of study. For example, the chemical engineering sections of the course often use the development of a fuel cell car as the project. 8 The course schedules vary but generally include one hour of lecture and 2 hours of lab time each week. The modules described here are designed to be used as part of the curricula of this course. Description of the modules: Each module includes: 1) an introduction to the Grand Challenges in general, 2) a discussion of the current state of the art for a specific Grand Challenge and needs for addressing the challenge, 3) a knowledge-centered introduction to potential nanotechnology enabled solutions, and 4) hands on activities for use with the three previous sections. The first module developed was based on the grand challenge Make Solar Energy Economical and the second was based on Reverse Engineering the Brain. The solar module was trialed during two engineering camps held over the summer of 2014 and both modules were utilized in the chemical engineering section of the Introduction to Engineering course in the Fall of 2015. Figure 1 Example slides from Why be an Engineer section of Module. 2
To address the motivational goals of the course a brief lecture that uses the NAE engineering messages as a back drop on why one might want to be and engineer is presented first, Figure 1. This motivational lecture is followed by an in class activity that introduces the concept of grand challenges. In this activity teams of three to five students are asked to brainstorm problems that affect them, their families, or society as a whole, Figure 2 A. The teams as a whole report back to the class the top three to four problems identified after additional discussion focusing on relative importance and similarities the class votes on 2-3 to be the class grand challenges. This activity leads naturally to an introduction of the NAE engineering grand challenges. The next section of the module explores the NAE challenges with class discussion, videos, and short introductions to some of the challenges. If multiple modules are used in a single course these sections may be omitted for the modules presented after the first of the semester. The modules then proceed to a more in depth introduction to the grand challenge that is the focus of the module. For example, in the solar module details of the current state of solar technology, efficiency, percentage of power derived from solar energy, types, etc., Figure 2 B, is presented and discussed. Technologies to convert solar energy to electrical energy are reviewed. The next section of the modules focuses on nanotechnology in general; again this section may be omitted if multiple modules are used in a single semester. Nanotechnology concepts are presented using the grand challenge as a backdrop. For example, total area as a function of particle size is Figure 2 A: Students discussing the relative merits of problems during the What s the Challenge Class Activity. B: Example of slides used during introduction to Make Solar Energy Economical grand Challenge. C and D: Students building a dye sensitized solar cell and testing it as part of lab activities. 3
discussed and related to improvements in dye sensitized solar cells in the solar module. The modules conclude with a hands on activity that reinforces the concepts presented. In the solar module, two hands on activities are used measuring the power output from a commercial solar panel as a function of angle to the sun and the preparation and testing of a dye sensitized solar cell based on TiO 2 and raspberry juice. Figure 2 C and D shows students in the lab preparing and outdoors testing the dye sensitized solar cell in small groups. In the Reverse Engineering the Brain module the probes based on iron filings small magnets and ferro fluid were used to map the location and size of magnets buried in plaster of Paris molds. In addition, students explored the ability of the nervous system to discriminate between single and multiple point stimuli using point probes and the Mindwave starter kit was worn by the instructor during the lecture to demonstrate how brain activity can be detected by electromagnetic sensors. Evaluation: Table 1. Details about Attitude Measures. Scale Sub-Scale Source # items Beliefs about Engineering Occupational Values Commitment to Engineering Grand Challenges Cronbach s Communal/Helping 7 0.73 Litzler & Lorah Status 2013 2 7 0.64 Interesting field 3 0.33 Communal/Altruistic 4 0.78 Diekman et al. Status/Individualistic 2010 9 5 0.68 Creativity/Fun 2 0.53 Perez, Cromley, & Kaplan 2014 10 4 0.66 How interesting are they? 17 0.85 How important is New nanotechnology to solving 16 0.91 Effectiveness of the models was evaluated through pre and post surveys given to students. The surveys include questions relating to attitudes about engineering, interest in the grand challenges, and knowledge and perceptions about nanotechnology. The level of nanotechnology knowledge is measured by both self reported measures (How confident are you that you could name a nanoscale-sized object?) and objective measures (Which forces dominate interaction at the nanoscale?) Table 1 outlines the surveys used for the measurement of attitudes. Demographic information was also collected including gender, race/ethnicity, and enrollment status (1 st year in college, transfer student, other). Importantly while the individual survey results are kept confidential identifying information such as instructor name, and optional information, initials including middle initial and month born, could be used to conduct pairwise analysis of changes in attitudes and knowledge of individual students over the course of the semester or before and after treatment. Post surveys were also developed to probe student s perceptions of the modules themselves. Each module activity was rated by the 4
students for interest and contribution to learning. In addition, the survey asked open ended question about how the modules could be improved. To obtain baseline data the primary surveys were given to sections of the Introduction to Engineering course in the fall of 2014 and spring of 2015 prior to the development of the modules. In total 663 students were surveyed in these two semesters, 443 in the fall and 220 in the spring. In the fall of 2015 one section of the introduction to engineering course utilized the modules developed as part of the course. The pre and post treatment surveys were administered to this section and other sections of the course. Results Paired t-test indicated that the modules were effective at increasing students level of knowledge about nanotechnology, Table 2. Data from Dr. Davis sections that did not incorporate the modules is split from other sections to better evaluate the effect of the modules themselves. Students in sections of the introduction to engineering course that did not incorporate the modules demonstrated an increase in the level of knowledge about nanotechnology concepts. However, the increase was larger for the students in Dr. Davis section that incorporated the modules. In addition, the modules also resulted in an increase in students positive attitudes toward nanotechnology. There was also a clear effect on students valuation of engineering with respect to status and altruism, both of which were positively impacted by the modules. Table 2: Module effectiveness. Cohen s d-effect sizes are reported in SD units. Significant effects based on paired t-test at the p<0.05 level indicated by * and at the p<0.01 level by **. Pre No modules modules Davis N=58 Others N=48 Davis N=66 d d Post Pre Post Pre Post effect effect d effect Nanotechnology Objective knowl. 1.17 2.00 1.25** 1.18 1.37 0.24* 0.89 2.02 1.70** Self reported Value 5.07 5.83 0.47** 3.98 4.96 0.60** 3.88 5.38 1.04** knowl. Attitude 5.92 6.05 0.13 5.52 5.32-0.17 5.26 6.01 0.84** Status 1.81 1.81 0 1.83 1.78-0.09 1.83 1.97 0.27* Altruism 2.06 2.22 0.21* 2.26 2.23-0.05 2.14 2.34 0.37** One interesting result that was apparent from the early surveys is that there are clear gender differences in the level of interest students have for the various grand challenges. In these surveys the students were asked to rank there level of interest on a three points scale from not interesting (0 points) to extremely interesting (3 points) as the surveys were conducted both at the beginning and end of some semesters a don t know what this is option was also provided. Students responded for each of the grand challenges and three additional topics, preserve wildlife/environment, explore space 5
through private organizations, and create new nano-technology/materials. The results of the surveys given in the Fall of 2014 and the beginning of the semester in 2015 are shown in Figure 3. Overall students clearly were more interested in Grand Challenges such as topics such as make solar energy economical, create tools that advance scientific discovery, provide access to clean water, and reverse-engineer the brain. For male and female students several significant differences in interest appeared. Topics that were significantly more interesting for female students and that had the largest effect sizes were advancing health informatics, engineering better medicines, and advancing personalizes learning. Topics that appealed more to male students included exploring space, providing energy from fusion, and secure cyberspace. Comparing URM racial/ethnic groups to non-urm students, we found just a few significant differences. URM students had significantly stronger interest in create new nano-technology/materials and enhance virtual reality. Conclusions and future plans: Initial evaluation of the modules showed that they are effective at increasing the level of nanotechnology knowledge. In addition, they had a positive impact on students perceptions of engineering. In the coming semester, the developed modules will be incorporated in other sections of the introduction to engineering course. In addition, new modules are being developed, some of which are being led by faculty teaching other sections which is aiding the institutionalization of the effort. Over the next few years data will be collected to evaluate effects on retention in engineering and STEM fields in general. The modules are also being used as part of outreach efforts such as engineering summer camps for high school seniors and recent graduates. Figure 3: Average interest (scale of 0-3) in each of the engineering topics (14 Grand Challenges and 3 others [indicated with **]). In parentheses are the numbers of students who did not answer that question or indicated they "don t know what this is." 6
Literature Cited 1. National Academy of Engineering, Changing the Conversation: Messages for Improving Public Understanding of Engineering 2008, The National Academies Press Washington D.C.. 2. Litzler, E., A Natural Experiment: NAE s Changing the Conversation Report and Students Changing Perceptions of Engineering, in 120th ASEE Annual Conference and Exposition. 2013, ASEE: Atlanta, GA. p. 1-17. 3. Committee on Implementing Engineering Messages, Messaging for Engineering: From Research to Action, National Academy of Engineering, Editor. 2013, National Academies Pres: Washington, DC. 4. National Academy of Engineering. NAE Grand Challenges for Engineering. 2012; Available from: http://www.engineeringchallenges.org/. 5. National Nanotechnology Initiative. College and Graduate Programs. 2014 May 10, 2014]; Available from: http://www.nano.gov/education-training/university-college. 6. Project on Emerging Nanotechnologies. Introduction to Nanotechnology. 2013 [cited 2013; Available from: http://www.nanotechproject.org/topics/nano101/introduction_to_nanotechnology/. 7. Yawson, R.M., An epistemological framework for nanoscience and nanotechnology literacy. International Journal of Technology and Design Education, 2012. 22(3): p. 297-310. 8. Davis, V.A. and S. Duke, Incorporating fuel cell car design into a freshman engineering class. Chemical Engineering Education, 2014. 48: p. 157-164. 9. Diekman, A.B., E.R. Brown, A.M. Johnston, and E.K. Clark, Seeking congruity between goals and roles: A new look at why women opt out of science, technology, engineering, and mathematics careers. Psychological Science, 2010. 21(8): p. 1051-1057. 10. Perez, T., J.G. Cromley, and A. Kaplan, The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 2014. 106(1): p. 315. 7
Biographical Information Edward W. Davis received his PhD from the University of Akron in 1996. He worked in the commercial plastics industry for 11 years, including positions with Shell Chemicals in Louvain-la-Nueve Belgium and EVALCA in Houston TX. He joined the faculty at Auburn University in the fall of 2007. He has regularly taught courses in three different engineering departments. In 2014, he was promoted to Senior Lecturer based on his educational innovations including incorporation of active learning techniques in his Statics and Mechanics of Materials courses. As part of this effort he developed short videos and posted them on you tube to date they have been viewed by more than 50,000 times. In 2015, he began his current position as an Assistant Professor in the Materials Engineering Program. His research focuses on the biomedical applications of polymeric materials and nanocomposites. 8