NanoHU: A Boundary-Spanning Education Model for Maximizing Human and Intellectual Capital

Claville, Michelle O.; Babu, Sainath; Boonthum-Denecke, Chutima; Fowlks, Edison R.; Hill, Emorcia V.; Lowe, Calvin W.; Parker, Brandon; Penn-Marshall, Michelle; Ramdon, R.; Wallace, Brandon

doi:10.1021/bk-2019-1328.ch006

Cited by 2 publications

(3 citation statements)

References 52 publications

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“…As indicated by my colleagues, the involvement of undergraduates in research experiences influences the students’ confidence and identity as chemists . Furthermore, studies show that early involvement of underrepresented minorities in research fosters students interest and competency in STEM subjects and research. , Dr. Njoki’s engagement of students through faculty research and mentorship has led to 6 underrepresented high school students , and 10 undergraduates getting interested in chemistry and participating in materials science research. , The high school students were introduced, engaged, and mentored in nanoscience research in a six-week summer program that culminated with a poster session. Over 60% of the high school mentees have since joined college where they are pursuing STEM studies and coursework. ,, One of the mentees joined Hampton University in Fall 2019 as a chemistry major and continued to work in my lab with the support from an ACS PRF UR grant.…”

Section: Faculty Reflectionsmentioning

confidence: 97%

“…39,40 Dr. Njoki's engagement of students through faculty research and mentorship has led to 6 underrepresented high school students 32,41 and 10 undergraduates getting interested in chemistry 41 and participating in materials science research. 42,43 The high school students were introduced, engaged, and mentored in nanoscience research in a six-week summer program that culminated with a poster session. Over 60% of the high school mentees have since joined college where they are pursuing STEM studies and coursework.…”

Section: ■ Faculty Reflectionsmentioning

confidence: 99%

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Cultivating Success through Undergraduate Research Experience in a Historically Black College and University

et al. 2021

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This reflective overview describes the benefits of participation in authentic undergraduate research for students at a Historically Black College and University (HBCU). The department of chemistry and biochemistry at Hampton University has an undergraduate research environment that empowers and fosters a success-oriented research experience for our diverse students. By engaging undergraduate students in research early in their careers, we successfully motivate students to make informed decisions about pursuing STEM careers and entering graduate schools with high confidence. Our structured undergraduate research experiences are created within an inclusive environment that instills a sense of belonging and recognizes the talent all our students bring to STEM. We reflect on our experiences using faculty−student research collaborations within nurturing support systems that leverage African American culture while setting high expectations to improve scientific skills and retain our HBCU students in STEM.

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Section: Faculty Reflectionsmentioning

confidence: 97%

Section: ■ Faculty Reflectionsmentioning

confidence: 99%

Cultivating Success through Undergraduate Research Experience in a Historically Black College and University

et al. 2021

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“…Besides research into science teachers' professional development in the area of NST, there have also been several programs to mentor, inspire or motivate undergraduate or graduate students including, for example, space programs (cf. Erdman et al, 2019;Friend & Beneat, 2013;Luo et al, 2019) or outreach programs (Claville et al, 2019;Healy & Rathbun, 2008), which do significantly describe the wide range of the term "nano". Like stated beforehand, this research approaches education specifically concerning the nanoscale size instead of widening the term further to "smaller than usual" in layman's terms.…”

Section: Research Backgroundmentioning

confidence: 99%

Nanoscience and -technology in secondary education: A systematic literature review

Schmid,

Veith,

Truong

et al. 2023

EURASIA J Math Sci Tech Ed

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This article provides a review of empirical research into nanoscience and -technology (NST) education at the secondary school level with regards to (a) teaching strategies or laboratory experiments implemented and evaluated for their impact on student learning about nanotechnology aspects, (b) concept inventories and methods used to assess students’ conceptual understanding, as well as (c) students’ conceptions and learning difficulties. A database search was used to identify corresponding studies published over the last decade (2012-2021) of which eleven were included in the synthesis for further analyses after screening for eligibility. The analysis revealed that learning difficulties regarding NST topics such as the differentiation between size and scale, the surface area to volume ratio or size dependent properties are widely prevalent among learners according to the current state of the literature. While our analysis identified emerging perspectives for future research with regards to the development of psychometrically characterized concept inventories in particular and empirical investigations into students’ learning progressions on nanoscience concepts in more general, a huge effort has already been put into the development of teaching concepts or laboratory experiments suitable for secondary school classrooms.

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NanoHU: A Boundary-Spanning Education Model for Maximizing Human and Intellectual Capital

Cited by 2 publications

References 52 publications

Cultivating Success through Undergraduate Research Experience in a Historically Black College and University

Cultivating Success through Undergraduate Research Experience in a Historically Black College and University

Nanoscience and -technology in secondary education: A systematic literature review

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