1. Comprehensive undergraduate nanotechnology education at Portland State University PH 382U: Introduction to Nanoscience and Nanotechnology This is an introductory upper division (science) course that will serve all interested science, engineering, social science, and humanities students. The learning objectives are: (1) Appreciation of how science and technology at the nanometer length scale differ from traditional science and technology at larger length scales; (2) Appreciation of the convergence of all natural sciences at the nanometer length scale; (3) Appreciation that this convergence offers unprecedented opportunities of nanoengineering resulting in nanotechnologies; and (4) Appreciation of the effects of nanoscience and nanotechnology on society and students’ future personal life. There are graded student group “wikiformat” assignments on their collaborative efforts of groups of 5 students to come up together with an entry in a genuine 300 level on-line textbook. The textbook that will develop over the many years this course will be taught will be free to anybody with internet access worldwide. Anonymous pre-course and post-course tests will evaluate the students’ total progress. These tests will be designed by the instructor of the course, but analyzed by professionals with a background in education science / student comprehension research. Conceptual bridges will be build to the courses PH 481/581 “Introduction to Nano-Materials Science and Engineering” and PH 501 “Nanometrology”. BI 372U: Nanotechnology, Society and Sustainability The emergence of any new technology often raises the challenge of balancing risks with benefits, and in this regard, nanotechnology is no exception. This course, part of a three- course interdisciplinary sequence designed to bring STEM majors and non-majors together, introduces students to the ethical, legal and social issues associated with nanotechnology within a socio-economic environmental context. Nanotechnology has broad implications and applications, ranging from environmental remediation and/or contamination to social justice and equity applications in developing countries, to biomedical treatments and interventions, to intellectual property dilemmas. Students will gain familiarity with nanotechnology within these contexts, and develop skills in analyzing and balancing risks and benefits grounded in a sound understanding of the science behind nanotechnology applications. This course will be taught using a deliberative pedagogical model that exposes students to expert views from a variety of perspectives and supports students’ critical analysis and reasoning skills working both individually and collaboratively. Emphasis will be placed on integrating technological literacy with critical inquiry and problem solving in social and ethical contexts. Assessment of the course will examine whether and how student attitudes, knowledge, and engagement changes as a consequence of their participation in the course. Students who take this course will be encouraged to enroll in the other two courses in the nanotechnology undergraduate sequence. James Morris, Lisa Weasel, and Peter Moeck, Portland State University, P.O. Box 751, Portland, OR 97207-0751 Interdisciplinary faculty from Electrical and Computer Engineering, Biology and Physics are creating a sequence of three 300-level general education lecture courses in nanotechnology with one suppor- ting laboratory course. Ideally the new course sequence starts with PH382 “Introduction to Nanoscience and Nanotechnology”, followed by BI372 “Nanotechnology, Society and Sustainability”, ECE317 “Nanotechnology: Modeling & Simulation” and the ECE449/549 “Nanotechnology Laboratory” lab course, but each course can stand alone. These three lecture courses (and the lab) will eventually form the foundation of interdisciplinary nanosciene and nanotechnology minors, and can be taken by non-majors as science courses for General Education credit. Both science, technology, engineering and mathematics (STEM) and non-STEM students will be able to take these courses which are tailored to support interaction between the two groups. All three lecture courses are “writing intensive.” ECE 317: Nanotechnology: Simulation & Design Introduction to basic electrical concepts, nanotechnology, and the principles of modeling and simulation. Modeling and simulation are used to examine environmental and health hazards and the applications of nanotechnology in environmental and biomedical sensing and in current and future nanoelectronic technologies. (Without calculus!) Course Outcomes:  Understanding of the basic concepts of nanotechnology  Understanding of the role of computer simulation in engineering design  Competence in the application of one simulation software  Understanding of the physical operation of selected nanodevices  Understanding of environmental, health and social issues of nanotechnology  Ability to write competently and appropriately to the context LecturesSimulation Labs Syllabus & Intro to EEIntro to EE (cont’d) Nanoparticles1. Intro to SPICE Electron tunneling2. Coulomb block Carbon Nanotubes3. QCA Resonant Tunnel Diode4. CNT composites NanoCMOS (NanoHUB)5. RTD & circuits Single Electron Transistor6. NanoCMOS Memristor7. SET & circuits Nanosensors8. Memristor Environment; LCA9. Nanosensors; ECE 449/549 Nanotechnology Laboratory 1)Deposition of discontinuous metal thin film (DMTF)5)DMTF electrical properties (thermal and voltage) 2)Deposit DMTF contacts (Hummer)6)DMTF optical properties 3)AFM examination of DMTF7)Nano-sintering and SEM exam 4)TEM examination of DMTF (& Debye-Scherrer)8)SEM exam of CNTs and electrical properties Acknowledgment: These courses are being developed with the support of NSF Grant EEC-1242197 under the Nanotechnology Undergraduate Education program. 2013