Triennial Review of the National Nanotechnology Initiative (2016) / Chapter Skim
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1 Introduction
1 Introduction
Pages 9-21
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in nanoscale science, engineering, and technology. It was codified into law by the 2003 21st Century Nanotechnology Research and Development Act (Section 2, Line 2)
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Develop and sustain educational resources, a skilled workforce, and a d ynamic infrastructure and toolset to advance nanotechnology; and 4. Support responsible development of nanotechnology.2 These broad goals clearly show that the scope and aim of the NNI goes beyond a mere collection of federal agency research projects and individual agency programs.
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NOTE: EHS, environmental, health, and safety; NNI, National Nanotechnology Initiative; OMB, Office of Management and Budget; OSTP, Office of Science and Technology Policy; PCAST, President's Council of Advisors on Science and Technology. SOURCE: National Science and Technology Council, Committee on Technology Subcommittee on Nanoscale Science, Engineering, and Tech ology, National Nanotechnology Initiative Strategic n Plan, February 2011, http://www.nano.gov/sites/default/files/pub_resource/2011_strategic_plan.pdf, p.
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Examples of successes are documented in the annual Supplements to the President's Budget5 and numerous workshop reports. See, in particular, Nanotechnology Research Directions for Societal Needs in 2020: Retrospective and Outlook.6 NNI investments, and similar investments in many other countries, have sup ported substantial scientific activity, stimulated global economic development in a wide range of industries and markets, and provided a foundation for continued inno vation and commercial development -- that is, they have created a global nanoscale science and engineering innovation ecosystem.
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This compares to approximately 1,000 nanotechnology firms in Germany8 and 600 in Japan.9 ASSESSING THE NNI Fifteen years after the launch of the NNI, this report represents the 2016 National Research Council (NRC) 10 triennial review of the NNI, pursuant to the 2lst Century Nanotechnology Research and Development Act (P.L.
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The United States leads in training nanotechnology scientists and engineers. More than 75 colleges and univer sities offer nanotechnology degrees, and NNI-sponsored government and corporate 13 PCAST, 2014, Report to the President and Congress on the Fifth Assessment of the National Nano technology Initiative, p.
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Lux Research defines nano-enabled products as finished goods incorporating emerging nanotechnology; it does not include products using nanoscale objects and devices based on longknown processes and technology. SOURCE: Data from the following Lux Research reports: anotechnology N Update: U.S.
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the growth in agencies seeking to augment or exploit the growing nanoscale science and engi neering knowledge base, (2) the increasing number -- albeit still modest -- of NSET members who work on technology transition programs, (3)
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Introduction 17 TABLE 1.1 Evolution of the NNI Investment Portfolio 2001 2006 2011 2016 Fundamental research Fundamental phenomena Fundamental phenomena Foundational research and processes and processes Use-inspired research Nanoscale devices and Nanoscale devices and Nanotechnology-enabled systems systems applications, devices, and systems Materials by design Nanomaterials Nanomaterials Signature Initiatives Nanomanufacturing Nanomanufacturing Solar energy Sustainable Energy conservation nanomanufacturing and storage Nanoelectronics for 2020 Information devices and beyond Knowledge infrastructure Sensors -- improving and Nanosensors for protecting ESH disease and bio threat Health care therapeutics and diagnostics Transportation Space exploration and industrialization Environmental improvement National security Infrastructure Research infrastructure and instrumentation Instrumentation Instrumentation research, Instrumentation research, metrology, and standards metrology, and standards Metrology User facilities Major research facilities Major research facilities and instrumentation and instrumentation acquisition acquisition Modeling and simulation Centers and networks of excellence Societal implications and Societal dimensions Education and societal workforce training dimensions Environmental health and Environmental health and safety safety NOTE: The table material is extracted from the NNI Supplement to the President's Budget for the designated year. The new NNI grand challenge effort was not mentioned in the 2016 supplement, because it was published in early 2015, prior to formal incorporation of grand challenges into the NNI program.
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If NNI investments and activities alone are not sufficient, how can or should the NSET organize and manage the initiative to achieve commercial and public benefits? In response to part A of the committee's statement of task related to advanc ing focused areas of the NNI toward advanced development and commercializa tion, Chapter 2 assesses signature initiatives and grand challenges, as well as other possible approaches.
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ATE, Advanced a Technological Education; ERC, Engineering Research Center; MRSEC, Materials Research Science and Engineering Center; NCLT, Nanotechnology Center for Learning and Teaching; NISEnet, National Informal STEM Education Network; NNCI, National Nanotechnology Coordinated Infrastructure; NNIN, National Nanotechnology Infrastructure Network; NNUN, National Nanofabrication User Network. funding over time to seek new areas of emphasis likely will make it more difficult in the future to have larger, center-scale programs specifically focused on NSE.
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STEM education and workforce training is a topic that encompasses NSE education. In his 2013 State of the Union address, President Obama issued a call to better equip U.S.
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To meet the needs indicated above, NSE needs to be incorporated into education at all levels and integrated into new and existing STEM initiatives. The second element of the committee's statement of task part B related to the development of the necessary human infrastructure is addressed in Chapter 5, including recommendations for strengthening NNI activities in NSE education.
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