Teaching at the Peer Review Level: A Ten Year Foray at Incorporating Nanotechnology into an Undergraduate Curriculum

摘要

In a story that spans a dozen years, this paper describes several projects that were either directly supported by a Nanotechnology in Undergraduate Education (NUE) grant or stimulated by original work. The projects range from (i) introducing high school students to the applications of ferrofluids, (ii) a patent application focused on bryostatin-1, an anti-cancer drug, (iii) a laboratory manual published with Cuban collaborators, (iv) a research paper published on single molecule magnets and (iv) software models of on carbon nanotubes as an exploratory lab project in a physical chemistry class. This educational journey launched by the NUE has inspired hundreds of students, resulted in over twenty published papers, spawned new projects in other areas, dozens of presentations at meetings and two patent applications.