Teaching Undergraduates Nanotechnology
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Teaching Undergraduates Nanotechnology J.G. Shapter*, P. Hale1, L.M. Maddox, M. J. Ford2,* and E. R. Waclawik3 SoCPES, Flinders University, Sturt Road, Bedford Park, South Australia, 5042, Australia. 1 Physics Department, La Trobe University, Faculty of Science, Technology and Engineering, Victoria, 3086, Australia. 2 Institute for Nanoscale Technology, University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australia. 3 School of Physical & Chemical Sciences, Queensland University of Technology, GPO Box 2434, Brisbane, 4001, Australia. *corresponding authors: [email protected] or [email protected] ABSTRACT One of the first nanotechnology undergraduate degrees in the world was established at Flinders University in 2000. In this paper we present our experience of developing and delivering this degree in a climate where ‘traditional’ physical sciences are under considerable strain. We will discuss the motivation for this initiative, structure of the established course and educational issues relating to its development.
MOTIVATION Education in science and technology at universities currently is facing several problems. This article focuses on some of these problems and solutions developed at Flinders University as part of the Bachelor of Science in Nanotechnology (Honours). It is a common problem around the globe that interest in science is waning [1]. Interest of the wider community towards science is at a low-point, especially in the case of physical sciences such as Physics and Chemistry. One, notable, exception to this trend is Forensic Science where young people are still keen to undertake tertiary studies. The root of this sustained interest in Forensic Science can perhaps be traced to a ‘life-style’ issue; the popularity of television shows such as the X-Files and Crime Scene Investigations and a myriad of murder mystery shows have undoubtedly had considerable impact upon the image of forensic scientists in the mind of the general public. As scientists we may decry the accuracy to which our disciplines are depicted in these shows, but the simple facts are that young people watch and enjoy these shows thus developing an interest and curiosity towards science. The problem remains, however, how to gain and sustain the interest of future university students in studying science. A second problem for much university education is its perceived lack of applicability to the real world and its poor ability to prepare students for employment for anything other than research in fundamental science.
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INTRODUCTION Flinders University has a strong track-record in offering cutting edge degrees in areas such as Biotechnology and Information Technology. Bachelors degrees were established in both these areas at the critical time when they were emerging technologies with clear economic and cultural potential for Australia. Biotechnology was first offered at Flinders in 1990 and was the first degree of its type in Australia. With the success of these early ventures, Flinders subsequently de
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