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Dominick E. Fazarro, PhD, CSTM
University of Texas-Tyler
Walt Trybula, PhD
Texas State University-San Marcos & Trybula Foundation, Inc.
2010 NAWDP Annual Conference
We must prepare the 21st century
workforce to compete globally with
emerging technologies. In order to
prepare for nanotechnology,
educators must be proactive and
not reactive to new technologies for
developing cutting-edge programs
at post-secondary schools as well
as for workforce centers. –Fazarro, 2008
Fazarro, D. & Kornegay, A. Future Shock: What Would a Nanotechnology Curriculum Look Like?, Association
of Career and Technical Education (ACTE) Charlotte NC, December 4-6, 2008
Nanotechnology can open up many
more jobs in the Green Technology
Sector
Nanotechnology can also…
Greatly influence the GREEN
job sector!!!!!!!
The NSF estimates that by the year
2015 there will be a need for two
million workers worldwide in the
fields of nanoscience and
nanotechnology.1
Who will teach them What?
1Source: Diane Palma (2007).
K-12 nanotechnology education outreach for workforce
Development: The Georgia Institute of Technology Model. http://www.nanohub.org/resources/2251/
An outside advisory panel was
ratified by Congress for the 21st
Century Nanotechnology Research
and Development Act of 2003,
Public Law 108-153 (the Act), which
called for the President to establish
or designate a National
Nanotechnology Advisory Panel
(NNAP).
P R E S I D E N T ’ S COUNC I L O F A D V I S O R S O N S C I E N C E A N D T E CHNO L O G Y • M AY 2 0 0 5http://www.nano.gov/FINAL_PCAST_NANO_REPORT.pdf
RESEARCH
est.
$ 1.8 Billion
Workforce
Education &
Development
est.
$2 Million*
Source: National Nanotechnology Initiative-2011 Budget: www.nano.gov
*Source: University of Penn-College of Engineering
Nanotechnology is about the ability to
understand and control matter at the
nanoscale or about 1 to 100 nanometers.


One nanometer is one billionth of a
meter.
The ratio of a dime to the diameter of
the earth is roughly one billion.
Nanobot on blood cell
Multiwall Nanotubes
Nanobot device on virus
Neuron electronics
How do we begin to teach about something we can’t see?
Where do we learn about it?
Ball-and-stick model of the pentacene molecule
Xenon on Nickel (110)
Courtesy of IBM Research - Almaden.
Unauthorized use not permitted
Non-contact Atomic Force Microscope
http://en.wikipedia.org/wiki/Optical_tweezers
Courtesy of IBM Research - Zurich
Unauthorized use not permitted
It seem miraculous when IBM showed this picture in 1983.
Today’s capabilities are so far beyond that.
George Kachan, UMass Lowell, DirectorResearch and Technology Development,
nanomanufacturing and biomanufacturing
states:


“We have the technology in the labs, but it
takes a lot of money to develop facilities to
support commercial production.”
“Collaboration is the best way”

The training of human resources to meet the
emerging need of nanomanufacturing will be
a daunting task for workforce trainers and
developers. There are numerous
demographical, logistical, and ethical issues
surrounding this subject.

The manufacturing workers of the next
“industrial revolution” will be working with
materials whose thicknesses approximate
1/80,000 the size of a human hair.

Dr. Mihail Roco, Senior Advisor for
Nanotechnology at the National Science
Foundation, probably has been the strongest
advocate of “educating the nanotechnology
workforce”.

He believes “training people is a key
component for long-term success”, and
foresees a need for a multidisciplinary
trained nanotechnology workforce in 20102015.
Marsh, I. Journal of Physics: Conference Series: Nano-education from a European Perpsective 100(2008) 032001
http://iopscience.iop.org/1742-6596/100/3/032001/pdf/jpconf8_100_032001.pdf?ejredirect=migration
2yr /Training
Certificate
White Collar
Highly Technical
LIGHT BLUE
COLLAR
Basic Research Skills
Report Writing
Safety/Risk
Focused
Blue Collar
Team Building
Problem-Solving
Presentation Skills

Who do we collaborate with?

What content is needed?

How complex will the knowledge need to be to create
and deliver training packages?

What skill sets are needed?

What industry sector will jobs developed from
nanotechnology?

Do we use existing protocols and practices established
by workforce Investment Boards?***

What actions need to be taken to implement
nanotechnology education/training programs?***
2-Yr
Colleges
4-Yr
Universities
(Research)
4-Yr
Universities
(Teaching)
Building the
New Workforce
Public Schools
(future)
Industry
State
&
Federal
Workforce
Administrators

As with many emerging technologies, an
understanding of math and science is
important

With the vast majority of material effects on
humans and the environment being
unknown, appropriately addressing safety
issues is critical

A fundamental understanding of known
material properties needs to be addressed

Nanotechnology is a combination of material
properties, biological impacts, size related
constraints

Early stage workers will need a broad
understanding of multiple fields

Caution is imperative, but over-reaction is selfdefeating. The proper balance is challenging

It has been stated that a Ph.D. in Physics, a
Ph.D., in Chemistry, and a Ph.D. in Biology are a
good background to start learning about
nanotechnology

While workers will obviously not have these
credentials, they will need to be trained in ways
to find critical information in any area

Developing appropriate workers’ nanomaterial
related skill sets will be imperative for
businesses to be successful
CONSTRUCTION
CHEMICAL
ELECTRONICS
PHARMACEUTICALS
ENERGY
AEROSPACE
DEFENSE CONTRACTORS
PLANT REACTOR
Producing
Nano Carbon Tubes
(mechanical properties
of 50-100 GPa)
Far more stronger than steel with
1/6th of the weight
Applications
Fuel lines in automobiles,
aerospace, LED street Lamps, etc.
Photo courtesy of SouthWest NanoTechnologies
PURIFICATION REACTOR
National Nanotechnology
Infrastructure Network
Network for
Computational
Nanotechnology
Nanoscale Informal Science
Nanotechnology Applications
Education Network
and
Materials Research
Nanoscale Science and Career Knowledge (NACK)
Science & Engineering Centers
Engineering Centers
NanoManufacturing Network
Southwest Center for Microsystems
Education (SCME)
National Center for learning &
Maricopa Advanced Technology
Teaching in Nanoscale Science
Education Center
and Engieering (NCLT)
NSF-National Center for Learning and Teaching in Nanoscale Science and Engineering (2009)
http://www.nclt.us/nano_initiatives.shtml
Global Nanotechnology Network
NanoForum
National Institute for
Materials Science
Asia Nanoforum (ANF)
Taiwan Nano
Nanotechnology Research
Network
Center of Japan (NanoNet)
African Nan0sciences Network (NANOAFNET
NSF-National Center for Learning and Teaching in Nanoscale Science and Engineering (2009)
http://www.nclt.us/nano_initiatives.shtml
Someone needs to start!
Lateral Diffusion
We are starting the developmental effort

Texas Nanotechnology Workforce Development

California Community Colleges Economic
Workforce Development

Oklahoma Nanotechnology Initiative

Connecticut Nanotechnology Initiative

Minnesota Nanotechnology workforce Initiative

& Many Others
Source: Texas nanotechnology Workforce Development Initiative: http://www. nanotechworkforce. com/resources/
workforce.php
BRAINSTORMING SESSION
 Do we use existing protocols and
practices established by workforce
Investment Boards?
 What actions need to be taken to
implement nanotechnology
education programs?

Begin to establish nanotechnology education
initiatives (include in strategic planning)

Advocate for increase funding for post-secondary
school and workforce education and development
centers/Investment boards

Increase national and international multiinstitutional collaborations (academia & industry)

Dominick Fazarro, Ph.D., CSTM
▪ Associate Professor-University of Texas-Tyler
 1.936.689.7695 [mobile]
 [email protected]/[email protected]

Walt Trybula, Ph.D.
▪ IEEE Fellow & SPIE Fellow
 +1.512.695.4026 [mobile]
 [email protected]