Microtechnology, nanotechnology, and the scanning-probe microscope: an innovative course

An innovative combined microtechnology/nanotechnology/scanning-probe microscope (SPM) course for undergraduate and graduate students has been developed at the University of Nevada, Reno, in conjunction with Stanford University, Stanford, CA. Two years of technical SPM research carried out at Stanford University was transferred to the classroom before the results of the research were completed and published. The course, which was mapped to the Kolb learning cycle, was well received by students and serves as an example of an effective, innovative, and highly pertinent small-systems course anchored by the SPM.

[1]  Arthur G. Erdman,et al.  An undergraduate instructional course on microelectromechanical systems fabrication , 1994, Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94.

[2]  Liwei Lin.  Curriculum development in microelectromechanical systems in mechanical engineering , 2001, IEEE Trans. Educ..

[3]  R. Stephenson.  A and V , 1962, The British journal of ophthalmology.

[4]  Aaas News,et al.  Book Reviews , 1893, Buffalo Medical and Surgical Journal.

[5]  John N. Harb,et al.  Use of the Kolb Learning Cycle and the 4MAT System in Engineering Education , 1993 .

[6]  C. Quate,et al.  Centimeter scale atomic force microscope imaging and lithography , 1998 .

[7]  J. E. Sharp,et al.  Combining Kolb Learning Styles and Writing to Learn in Engineering Classes , 1997 .

[8]  J. D. Adams.  The transfer of scanning probe microscope research to the university classroom: Lessons in distributed collaboration , 2001 .

[9]  D. Kolb.  Experiential Learning: Experience as the Source of Learning and Development , 1983 .

[10]  C. Liu.  Integration of a MEMS education curriculum with interdisciplinary research , 1997, Proceedings of the UGIM Symposium, Microelectronics Education for the Future. Twelfth Biennial University/Government/Industry Microelectronics Symposium (Cat. No.97CH36030).

[11]  V. Pizziconi,et al.  Interactive nano-visualization for science and engineering education , 1999, Proceedings of the First Joint BMES/EMBS Conference. 1999 IEEE Engineering in Medicine and Biology 21st Annual Conference and the 1999 Annual Fall Meeting of the Biomedical Engineering Society (Cat. N.

[12]  Prabir K. Dutta,et al.  A Research Driven Multidisciplinary Curriculum In Sensor Materials , 2000 .

[13]  浅沼 広子,et al.  High-Throughput な迅速凍結標本の作製 , 2002 .

[14]  Bernice McCarthy,et al.  The 4mat System: Teaching to Learning Styles with Right-Left Mode Techniques , 1980 .

[15]  A. Mabogunje,et al.  Taking atomic force microscope advances to the university classroom , 2001, 2001 IEEE Aerospace Conference Proceedings (Cat. No.01TH8542).

[16]  C. Quate,et al.  AUTOMATED PARALLEL HIGH-SPEED ATOMIC FORCE MICROSCOPY , 1998 .

[17]  Margot Brereton.  The role of hardware in learning engineering fundamentals: An empirical study of engineering design and product analysis activity , 1999 .

[18]  J. Bransford.  How people learn , 2000 .

[19]  Robert Keynton,et al.  Development of a Core Curriculum in Miniaturization Technologies , 1998 .

[20]  Abdullah Atalar,et al.  High throughput, high resolution scanning probe microscopy , 1998 .

[21]  M. A. da Silveira,et al.  Sequential and concurrent teaching: structuring hands-on methodology , 1999 .

[22]  Larry J. Leifer,et al.  Effective technology transfer to the undergraduate and graduate classroom as a result of a novel Ph.D. Program , 2004, IEEE Transactions on Education.