INTRODUCTIONNanotechnology is a revolutionary 21 st century technology, and is starting to impact almost every aspect of society. Disease diagnosis and treatment is one high-impact area where nanotechnology has excellent potential and promise [1,2]. Nanotechnology is already moving from being used as a passive structure in applications such as cosmetics and sunscreens to active structures in applications such as pharmaceuticals (targetable "smart drugs"). These new drug therapies have been shown to cause fewer side effects and to be more effective than traditional therapies [3].Nanotechnology is also aiding in the formation of molecular systems that are designed to be noticeably similar to living systems, which could be the basis for the regeneration of body parts that are currently lost due to infection, accident, or disease [4][5][6]. In order to fully realize the promises of nanotechnology in medicine, significant improvements in scientific and technological infrastructure are needed as well as vast improvements in the education of technicians, engineers and researchers in the field.The need for highly technically-trained and qualified nanotechnology workers with broad experience in the areas of engineering, biology and material science is estimated to be in the millions over the next two decades [3,7]. To achieve this goal, continued investment and innovation in education is required from the K-12 levels through the professional level in order to enhance the understanding of the bio-nano interfaces [8,9]. Such interdisciplinary education allows us to begin to predict the biological response to nanomaterials in order to more rationally develop materials such as diagnostic, therapeutic, imaging, and theranostic agents and implant materials [10]. Under the funding support from National Science Foundation-Nanotechnology Undergraduate Education (NUE) in Engineering we have developed a plan to enhance undergraduate student learning in bioengineering and provide students with research experiences, introducing them to the area of bio-nano devices and systems.
IV. To develop an interdisciplinary nanoengineering certificate program (INCP). ASSESSMENT METHODS & IRB APPROVALEach phase of the undergraduate student's learning experiences were assessed using multiple measurements. Content learning for Objective I, the learning modules in BMEN220 and BMEN310, was assessed using an instructor designed content assessment and student satisfaction was assessed using a student satisfaction survey. Content learning for Objective II, the course BMEN570, was assessed with a pre and post-test using an instructor designed content assessment and student satisfaction was assessed using focus groups. Content learning forObjective III, the course BMEN570, was assessed with a presentation review process involving 9 independent reviews, while course satisfaction was assessed using a student satisfaction survey.All assessments were administered by assessment personnel independent from the instructor and data were also analyzed by these per...