A learner-centered computational experience in nanotechnology for undergraduate STEM students

Abstract

According to recent studies, the current state of Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. has not been impressive. In this paper, we introduce an interdisciplinary learner-centered computational experience in nanotechnology for undergraduate STEM students. Three important tasks associated with this work are applying power-aware data-regrouping based parallel computation to analyze nanoscale materials; updating and/or developing "handson computational experience in nanotechnology" courses; and assessing students' learning experience and interest in high performance computing (HPC) simulation for nanotechnology. The proposed activities have potential to improve motivation, engagement, and learning of STEM students, enhancing the Engaged Student Learning environment. The tasks described in this work incorporate many-core computing, nanomanufacturing, and energy savings, and are aimed at advancing HPC with fundamental understanding of nanostructured fiber behavior, which in turn will allow the use of effective materials for renewable energy conversion. Activities to address industry-oriented real-world problems will attract new students to the STEM education, as the job market in related fields is growing.