Innovative ideas and approaches for integrating nanotechnology in education are introduced and discussed. Global information and ease of access to scientific information has been considered, as one ofthe factors that may be affecting the way nanotechnology should be introduced in scholarly curricula. Two grand designs have been identified: the first relies on the redistribution of nanotechnology concepts among the existing courses/disciplines and the second promotes nanotechnology as a stand-alone discipline. Overall, it is discussed that whatever curriculum design is chosen, education of high-tech subjects has to combine a top-down with a bottom-up approach. The first serves to convey industry needs to high schools teachers and the second serves to assure the necessary educational requirements for students to progress from high school to becoming future industry leaders. The efforts undertaken by the Microelectronic Engineering Department at the Rochester Institute of Technology are reported.
Department, Program, or Center
Microelectronic Engineering (KGCOE)
Mariotti D, Jackson M, Lewis E, Schulte T, Kurinec S "Nanotechnology in education: top-down and bottom-up approach" iNEER Special Volume: Innovations 2008, World innovations in engineering education and research (2008) 261
RIT – Main Campus