This study examines the unique challenges facing educators in the dynamic, emerging field of nanotechnology for senior undergraduate students and junior graduate students, employing the innovative pedagogical practices of interdisciplinary group learning, problem-based learning, and peer assessment.
The Searle Center and faculty from the McCormick School of Engineering collaborated on this project.
The research includes a historical control and uses both qualitative and quantitative approaches.
Based on results from a two-year student study, these pedagogical techniques appear successful and applicable to other newly developed engineering courses.
Hersam, M. C., Luna, M., & Light, G. (2004). Implementation of interdisciplinary group learning and peer assessment in a nanotechnology engineering course. Journal of Engineering Education, 93, 49. See publisher’s website.