Triennial Review of the National Nanotechnology Initiative (2016) / Chapter Skim
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5 Human Infrastructure for Nanotechnology
5 Human Infrastructure for Nanotechnology
Pages 74-90
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From page 74... ...
That ecosystem must have sufficient breath to address not only the education of nanoscale scientists and engineers involved in research, but also business and government leaders who can make informed decisions to accelerate the adoption of nano-enabled technologies, workers who are knowledgeable in the idiosyncrasies of nanomanufacturing, and a public that is sufficiently knowledgeable to make informed decisions on the benefits and risks. To provide an education ecosystem capable of delivering on such a broad swath of goals, it will be necessary to address all the stages of education listed in Table 5.1.
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From page 75... ...
The committee assesses how the NNI is meeting the needs for human talent with nanotechnology skills and knowledge, and how these efforts can be strengthened. An in-depth analysis of various data related to STEM education, sponsored by U.S.
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From page 76... ...
TRENDS IN U.S. UNDERGRADUATE AND GRADUATE SCIENCE AND ENGINEERING EDUCATION Significant highlights from the SEI2016 related to higher education in the United States include the following: •• The number of STEM bachelor's degrees has risen steadily between 2000 and 2013, reaching a new peak of more than 615,000 in 2013, whereas the proportion of all bachelor's degrees awarded in STEM, not including social 6 ee S NSB, 2016, Science and Engineering Indicators 2016, Figure 3-39.
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From page 77... ...
SOURCE: National Science Board, 2016, Science and South Korea before 2007 exclude social sciences and humanities researchers. Engineering Indicators 2016, NSB-2016-1, National OECD, Main Science and Arlington Va., Figure 3-39.
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From page 78... ...
Science and Engineering Indicators 2016 approximately 60 percent of those students were enrolled in STEM fields. Between fall 2013 and fall 2014, the number of international graduate students enrolled in STEM fields increased most in computer sciences and 1 of 2 engineering combined, which accounted for more than 75 percent of the 4:22 PM 10/19/16, total increase in international enrollment in this period.
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From page 79... ...
Field and Gender 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 All intending S&E major 33.5 33.5 32.6 33.1 30.9 32.0 31.9 34.7 36.2 38.4 40.1 39.2 41.6 44.6 Biological/agricultural 7.5 7.8 7.7 8.3 8.1 8.8 9.1 9.8 10.4 11.6 11.4 12.9 14.7 13.8 sciences Mathematics/statistics/ 5.4 3.8 3.1 2.7 2.0 2.4 2.5 2.3 2.5 2.4 2.6 3.1 3.7 4.9 computer sciences Physical sciences 1.9 2.0 2.0 2.3 2.8 2.3 2.4 2.4 2.5 2.7 2.8 2.5 2.4 2.5 Social/behavioral 9.6 10.4 10.5 10.2 9.6 10.5 10.4 10.9 11.1 11.4 11.3 10.4 9.6 9.6 sciences Engineering 9.1 9.5 9.3 9.6 8.4 8.0 7.5 9.3 9.7 10.3 12.0 10.3 11.2 13.8 Male 42.2 41.2 39.6 40.8 37.0 37.9 37.3 41.1 43.4 44.1 47.0 45.8 47.4 49.0 Biological/agricultural 6.5 6.6 6.7 7.4 7.2 8.1 8.2 8.8 9.7 10.0 9.9 10.8 12.4 11.4 sciences Mathematics/statistics/ 9.5 6.8 5.6 5.1 4.0 3.9 4.4 4.0 4.1 4.0 4.3 5.2 5.9 7.8 computer sciences Physical sciences 2.4 2.4 2.5 2.9 2.7 2.8 2.9 3.1 3.3 3.4 3.4 3.1 3.0 3.2 Social/behavioral 7.1 7.5 7.7 7.5 7.5 8.6 8.1 8.2 8.7 8.8 8.4 8.4 7.2 7.5 sciences Engineering 16.7 17.9 17.1 17.9 15.6 14.5 13.7 17.0 17.6 17.9 21.0 18.3 18.9 19.1 Female 26.7 26.7 26.2 26.3 27.0 27.2 27.7 29.5 30.3 33.3 34.8 33.5 36.7 37.5 Biological/agricultural 8.3 8.5 8.5 9.0 8.7 9.6 9.7 10.4 11.0 12.4 12.8 14.3 16.5 15.8 sciences Mathematics/statistics/ 2.2 1.6 1.1 1.0 1.5 1.0 1.1 1.1 1.1 1.1 1.2 1.4 1.8 2.1 computer sciences Physical sciences 1.5 1.6 1.7 1.9 1.9 2.0 2.0 2.1 2.1 2.2 2.1 1.9 1.9 2.1 Social/behavioral 11.7 12.0 12.0 11.5 12.3 12.1 12.3 12.8 12.8 13.6 14.5 12.0 11.7 11.7 sciences Engineering 3.0 3.0 2.9 2.9 2.6 2.5 2.6 3.1 3.3 4.0 4.2 3.9 4.8 5.8 SOURCE: From National Science Board, Science and Engineering Indicators 2016, NSB-2016-1, National Science Foundation, Arlington Va., Appendix Table 2-16, with data for 1998-2014; data from Science and Engineering Indicators 2016 is from Higher Education Research Institute, University of California, Los Angeles, special tabulations (2015)
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From page 80... ...
citizenship or permanent residency and, therefore, cannot remain in the country upon graduation unless they obtain another visa. The United States has a national initiative to address improvements in STEM education.9 Hopefully, this will engender a robust supply of native-born STEM students.
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From page 81... ...
In 2015, bipartisan legislation providing for comprehensive immigration reform that included allowing many graduates with advanced degrees in STEM fields to be granted permanent residency was introduced in both the House and Senate. Concerns have been raised regarding the use of universities as gatekeepers for access to residency, among other consequences of the proposed policy changes.
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From page 82... ...
Many programs have the goals to attract top students to study STEM subjects and to provide research experiences that help them succeed in graduate school 12 ational N Academies of Sciences, Engineering, and Medicine, 2012, Research Universities and the Future of America: Ten Breakthrough Actions Vital to Our Nation's Prosperity and Security, The National Academies Press, Washington, D.C. 13 ee NSF, "Higher Education Research and Development (HERD)
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From page 83... ...
In order for the NNI to boost the use of REU and RET program funds for nanotechnology-related research, it is necessary for NSF to identify the awards that it considers part of the NNI and then encourage the investigators on those awards to apply for an REU or RET grant. The NNI website lists some education programs that are available, for example, for support at the undergraduate and graduate level.15 The list identifies a few of the broader STEM education programs; however, many of the largest programs, such as the NSF REU program (other than the nano-specific National Nanotechnology Infrastructure Network REU)
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From page 84... ...
students will be important for the United States to be competitive in the commercialization of nanotechnology. STEM EDUCATION AT THE NANOSCALE: K-12 Development of the human capital with appropriate nanotechnology skills and knowledge is needed in many areas.
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Developing nanotechnology education materials, facilities, and affordable instruments for K-12 schools will (1) prepare young students for nanotechnology before they reach college, (2)
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•• In Thailand, the National Nanotechnology Center has established a Nano technology Learning Center (NanoPlus Learning Center) , which has pro duced 250,000 trainees since 2008.
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22 n addition to the Virginia material, the NNCO has access to other K-12 teaching aides such I as the Nano-Infusion modules from the NanoLink Advanced Technology Education Center, the Materials World Modules from the National Center for Learning and Teaching, NanoTeach from the Mid-Continent Research for Education and Learning; Nano4me from the Nanotechnology Applications and Career Knowledge Network ATE Center and resources from the National Nanotechnology Infrastructure Network Education efforts. See NNI, "For K-13 Teachers," http://www.nano.gov/ education-training/teacher-resources (accessed February 2, 2016)
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From page 88... ...
Pre- and post-professional development program assessments indicate significant growth in understanding of nano concepts, particularly in the areas of size and scale and properties of matter. MSiC faculty provide the 13 consortium school divisions with classroom instruction in nanoscience through their weekday programs, reaching thousands of students annually.
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From page 89... ...
•• National Informal Science Education Network is a national group of re searchers and informal science educators dedicated to fostering public awareness, engagement, and understanding of nanoscale science, engineer ing, and technology. •• Joint School of Nanoscience and Nano Engineering is a venture set up between North Carolina A&T State University and the University of North Carolina, Greensboro.
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From page 90... ...
The site also is organized to permit sharing of various educational resources, mostly at the post-secondary level today, but also with materials targeted at K-12 students and teachers. nanoHUB offers online presentations, courses, learning mod ules, podcasts, animations, videos, and other teaching materials.
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