What are the best practices for teaching nanomaterials in undergraduate materials science?

1 Motivate students

One of the best ways to engage students in learning nanomaterials is to motivate them with real-world examples and applications of nanomaterials that relate to their interests and goals. For instance, you can show how nanomaterials are used to improve the performance and efficiency of solar cells, batteries, sensors, and drug delivery systems, and how they can address some of the global challenges such as climate change, health care, and security. You can also invite guest speakers from industry or academia who work with nanomaterials, or organize field trips to nanotechnology facilities or laboratories, to expose students to the current research and career opportunities in nanomaterials.

2 Use multiple representations

Another important aspect of teaching nanomaterials is to use multiple representations to help students visualize and understand the scale and behavior of nanomaterials, which are often different from the macroscopic and atomic levels. For example, you can use analogies, metaphors, models, simulations, animations, videos, images, and graphs to illustrate the size, shape, structure, surface, and properties of nanomaterials. You can also use interactive tools such as NanoHUB, which offers online simulations and educational resources for nanomaterials, or NanoScale Science and Engineering Education (NSEE), which provides kits and modules for hands-on experiments with nanomaterials.

3 Align with core concepts

A third best practice for teaching nanomaterials is to align them with the core concepts and principles of materials science, such as structure-property relationships, phase diagrams, diffusion, mechanical behavior, electrical behavior, thermal behavior, and chemical behavior. By doing so, you can help students connect nanomaterials to the broader context of materials science, and reinforce their understanding of the fundamental concepts. You can also use nanomaterials as examples or case studies to demonstrate how the core concepts apply or change at the nanoscale, and how they affect the design and performance of nanomaterials.

4 Incorporate inquiry-based learning

A fourth best practice for teaching nanomaterials is to incorporate inquiry-based learning, which involves asking questions, designing investigations, collecting and analyzing data, and drawing conclusions. Inquiry-based learning can foster students' curiosity, creativity, critical thinking, and problem-solving skills, as well as their understanding of the scientific process and the nature of nanoscience. You can implement inquiry-based learning by using inquiry-oriented activities, such as guided inquiry, open inquiry, or project-based learning, where students explore nanomaterials through experiments, simulations, or design challenges. You can also use inquiry-based assessment, such as portfolios, presentations, or reports, where students demonstrate their learning outcomes and reflections.

5 Promote interdisciplinary thinking

A fifth best practice for teaching nanomaterials is to promote interdisciplinary thinking, which means integrating knowledge and methods from different disciplines, such as physics, chemistry, biology, engineering, and social sciences. Nanomaterials are inherently interdisciplinary, as they involve the synthesis, characterization, manipulation, and application of materials at the nanoscale, which require the collaboration and communication of experts from various fields. You can promote interdisciplinary thinking by using interdisciplinary content, such as nanomaterials for biomedical, environmental, or ethical issues, or interdisciplinary pedagogy, such as team-teaching, cross-curricular projects, or multidisciplinary seminars, where students learn from and interact with different perspectives and approaches.

6 Support student learning

A sixth best practice for teaching nanomaterials is to support student learning, which means providing guidance, feedback, and resources to help students achieve the learning objectives and overcome the difficulties. Teaching nanomaterials can be challenging for both students and instructors, as nanomaterials involve complex and abstract concepts, require advanced skills and equipment, and have limited textbooks and materials. You can support student learning by using scaffolding, such as providing clear instructions, examples, hints, or questions, to help students build their knowledge and skills gradually. You can also use formative assessment, such as quizzes, polls, or peer review, to monitor student progress and provide timely feedback. Moreover, you can use online platforms, such as Moodle, Canvas, or Google Classroom, to share learning materials, communicate with students, and facilitate online collaboration and discussion.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?