Global Perspectives of Nanoscience and Engineering Education
This chapter examines the necessary attributes of Nanoscale STEAM+ education systems that can address strategic twenty first century academic, government, industrial and societal needs. Such systems leverage the mutually supportive interdependence of all key stakeholders within the educational supply chain. They also nurture convergent, transdisciplinary and hands on platformenhanced educational opportunities. In this chapter, I share two sets of stories that highlight some similarities between the processes of innovation and education. These stories drive the proposed recommendations and guiding principles for twenty first century educational ecosystems. Key chapter goals are to stimulate conversations on best practice processes and systems that: (1) Catalyze and sustain interest in Nano STEAM+ education and (2) enable adaptive, convergent and innovative educational infrastructures. This chapter also recognizes that it may be a challenge for some stakeholders to engage in the proposed educational ecosystem, and recommends options to enhance accessibility. Some Working Definitions An [educational] ecosystem is a complex community of [educators and learners] and their environment, e.g. schools, museums, companies, etc. functioning as an ecological system of relationships [2] The term nanoscale refers to a size range at which the attributes of extremely small interface structures and processes become dominant over bulk material D.J.C. Herr Nanoscience Department, The Joint School of Nanoscience and Nanoengineering, The University of North Carolina at Greensboro, Greensboro, NC 27401, USA e mail: djherr@uncg.edu (c) Springer International Publishing Switzerland 2016 K. Winkelmann, B. Bhushan (eds. Global Perspectives of Nanoscience and Engineering Education, Science Policy Reports, DOI 10.1007/978 3 319 31833 2_3 83 properties and processes, and new and useful attributes emerge. "Nanotechnology is concerned with development and utilization of structures and devices with organizational features at the intermediate scale between individual molecules and about 100 nm where novel properties occur as compared to bulk materials. It implies the capability to build up tailored nanostructures and devices for given functions by control at the atomic and molecular levels" [3] Transdisciplinary environments can greatly enhance a student's educational experience, as they are particularly conducive to accelerating the convergence and synthesis of seemingly disparate ideas into new discoveries and foundational knowledge. Sometimes, terms like multidisciplinary, crossdisciplinary, interdisciplinary, and transdisciplinary are confounded, and tend to be used interchangeably. As this chapter emphasizes the benefits of transdisciplinary experiences, please consider Fig. 3.1 as a pictorial clarification of these terms. The pictographs reflect the following working definitions for these relationships and approaches to problem solving within the disciplinary hierarchy, which expand upon those proposed by Jensenius, Stember, Snow, and others: [3] Intradisciplinary1/4 Perspectives and approaches to problem solving that leverage the knowledgebase within a single discipline. This term also may represent the ultimate state of convergence, when traditional disciplinary boundaries give way to a new and blended discipline. Multidisciplinary1/4 Perspectives and approaches to problem solving that leverage the knowledge base from different disciplines. Crossdisciplinary1/4 Perspectives and approaches to problem solving that leverage another discipline's knowledge base and coordinate the interface between different disciplines. Interdisciplinary1/4 Perspectives and approaches to problem solving that integrate and synthesize the knowledgebase and methods from different disciplines. For example, interdisciplinary curricula often weave common thematic threads through courses from different disciplines, e.g. applied math, physics, chemistry, and biology. This approach tends to create a common focus, while preserving disciplinary boundaries, with little attempt to establish a common language [8, 9] "A problem is more suitable for interdisciplinary study when a single discipline appears inadequate, the problem is on the fringe of two disciplines, conceptual integration of previous work is needed, and relevant disciplines appear ready and able to collaborate" [10] Transdisciplinary1/4 Perspectives and approaches to problem solving that create a deep convergence of intellectual frameworks beyond the disciplinary perspectives. A key attribute of transdisciplinary activities is the creation of a common language that enhances conversation among all key stakeholders. Premise 1: A well designed educational ecosystem nurtures, leverages, and engages a diverse set of convergent and divergent ideas, inclusive relationships, interdependent networks, and creative hands on opportunities throughout the formal and informal educational supply chain. Yet, as physicist, systems theorist, and 84 D.J.C. Herr