Efforts to Implement a PhD Degree Program in "Nanoscale Science" at ...

Mater. Res. Soc. Symp. Proc. Vol. 931 © 2006 Materials Research Society

0931-KK04-04

Efforts to Implement a PhD Degree Program in "Nanoscale Science" at UNC Charlotte Jordan Poler1, Bernadette T. Donovan-Merkert1, Angela Davies2, Mahnaz El-Kouedi1, Joanna Krueger1, Stuart Smith3, Edward Stokes4, and Thomas A. Schmedake1 1 Chemistry, UNC Charlotte, 9201 University City Blvd., Charlotte, NC, 28223 2 Physics and Optical Sciences, UNC Charlotte, 9201 University City Blvd., Charlotte, NC, 28223 3 Mechanical Engineering and Engineering Science, UNC Charlotte, 9201 University City Blvd., Charlotte, NC, 28223 4 Electrical and Computer Engineering, UNC Charlotte, 9201 University City Blvd., Charlotte, NC, 28223 Abstract UNC Charlotte is a young and growing research university. Most of the Ph.D. programs on our campus have been designed to be interdisciplinary. This strategic choice was made for both economic and pedagogical reasons. At the heart of the drive for interdisciplinary degree programs is the recognition that a lack of educational diversity at the Ph.D. level is limiting for new graduates in today’s research and discovery landscape. This need for educational diversity is even more acute in the sciences. We need more chemists that know more physics, and we need more physicists that know more biology, and we need more engineers that understand matter at a molecular scale. To this end, faculty in the departments of chemistry, optical sciences, mechanical engineering, and electrical engineering have designed and are implementing a new interdisciplinary Ph.D. degree in “Nanoscale Science”. We do not believe that a length scale can institute a philosophy of science. However, research involving nanoscale materials and phenomena do require an educational perspective far broader than traditional academic disciplines currently offer. The question is how to deliver a broad graduate education that enables each student to reach an expertise required for the Ph.D. This is the question that has driven our pedagogical development of this Nanoscale science program. The overall structure of this program will be described and compared to other current efforts in Nanoscale graduate education throughout the United States. Various novel features will be discussed, with the hope for critical feedback and discussion. Details of the educational opportunities we have designed and the method of assessment we will employ will be presented. Background - The Need for Ph.D. Programs in Nanoscale Science The National Science Foundation estimates that nanotechnology will be a $1 trillion global industry by 2010-2015.1 This will require about 2 million workers in the field of nanoscale science and engineering,1 of which 0.8-0.9 million will be in the United

States.2 There is a pressing need to train workers who will contribute to this vital area by conducting scientific research, working in industry, and educating students in universities, colleges, community colleges, and elementary and secondary schools. M.C. Roco, Senior Advisor for Nanotechnology at the National Science Foundation, articulates the great need for education in nanoscale science: “The key goals of nanotechnology are advances in molecular medicine, increased working productivity, extension of the limits of sustainable development and increased human potential. And yet, one of the “grand challenges” for nanotechnology is education, which is looming as a bottleneck 2 for the development of the field, and particularly for its implementation.”

Nanoscale science offers many challenges and opportunities for scientific understanding and potential technological advances.3 The challenges and opportunities of nanoscale science cannot be addressed by a single science or engineering discipline alone; the world’s realization of the full potential and benefits of nanoscale science will require collaborative, interdisciplinary approaches to research. To fully understand and develop efficiently the science and technology of the nanoscale regime, it will be vital to train and educate future scientists and engineers from both the molecular and macroscopic perspectives, and to ensure that they understand Nature’s examples of working at the nanoscale. The planned Ph.D. program will educate students about the field of nanoscale science from the perspectives of scientists and engineers of several disciplines, and will provide students with the skills needed to conduct collaborative research in nanoscale science. Students possessing an undergraduate or master’s degree in a science or engineering discipline, particularly in chemistry, physics, biology, mechanical engineering or electrical engineering, will not only develop a broad, integrated perspective of the field of nanoscale science by working with scientists and engineers of varying disciplines in classroom and research settings, but they will also develop depth of knowledge in a chosen science or engineering discipline. Graduates of the Ph.D. program in Nanoscale Science will be well-prepared to engage in cutting-edge research and development in academic, national laboratory, or industrial settings. They will possess the expertise needed to train future generations of scientists and educators in the field of nanoscale science. Pedagogical Foundation Is nanoscale science a mature field of study, standardized and specialized enough to warrant an independent Ph.D. program? We believe the answer to this question is yes. The risk of any new interdisciplinary program and often the argument against one is that the necessary breadth produces dilettantes. Evolution of new disciplines is natural. Recent examples of Materials Science and Engineering (MSE) or Computer Science (ECE) as a stand alone disciplines are excellent examples of how disparate disciplines integrated by a common research philosophy can evolve into a new discipline with its own new pedagogical approach. Nanoscale science has also reached the point where the

field is becoming specialized and standardized enough that tomorrow’s young nanoscale scientists need an independent doctoral program. Nanoscale science requires graduate level understanding of topics currently nestled in the curricula of diverse departments. A researcher at the forefront of nanoscale science must be familiar with topics as diverse as quantum confinement, nanomagnetics, surface science, cavity quantum electrodynamics, scaling effects, nanotribology, photonics, and other phenomena. Traditional science and engineering degrees are not able to cover all of these concepts at a graduate level. One could also argue that the range of instrumental techniques used routinely by nanoscale scientists for characterization is becoming standardized and specialized: AFM/STM/SPM, SEM, XRD, TEM, interferometery, neutron scattering, Auger spectroscopy, X-ray photoelectron spectroscopy, small angle x-ray scattering, and dynamic light scattering, for example. The Department of Energy’s establishment of five National Nanoscale Research Centers (NNRC) has enabled broad usage of these instrumental techniques of nanoscale science, and speaks to the importance of these techniques in the near future.4 A young researcher in nanoscale science today must be familiar and trained in this instrumentation; however, this is just too much to squeeze into established, traditional Ph.D. programs. The fabrication of nanoscale materials is also becoming standardized and specialized to the point that it does not fit readily into any traditional discipline.5 Topics as diverse as solution phase colloidal nanocrystal growth, synthesis of nanotubes and fullerenes, molecular beam epitaxy, MOCVD, e-beam lithography, macromolecular synthesis, molecular self-assembly, and bio-molecular machines are all currently pushing the boundaries of nanoscale science. An understanding of, and actual laboratory experience implementing these techniques that span many traditional disciplines is critical for tomorrow’s nanoscience leaders. The depth or area of expertise of a nanoscale scientist should also be in nanoscale science and not unnecessarily bound to the expertise of a traditional field of study. In our program a doctoral candidate will specialize in a nanoscale research area and complete an approved, personalized course load. While it is anticipated that many students will align their depth studies and research along more traditional lines, it would be possible for an ambitious student to straddle disciplines (e.g. chemical syntheses of nanophotonic materials or nanotribology of self-assembled systems). An advantage of establishing a stand-alone Ph.D. program as opposed to a certification or dual-degree program is that it allows ambitious students to create an in-depth course of study and research dissertation that falls outside the boundary of a traditional discipline. Other universities have begun offering graduate degrees or certification in nanotechnology. Most notably SUNY-Albany recently founded the first College of Nanoscale Science and Engineering.6 The University of Washington awards students with a dual Ph.D. from one of nine participating disciplines plus a Ph.D. in Nanotechnology.7 The University of Texas at Austin has a graduate portfolio program.8

Our program is more similar to SUNY-Albany in that it is a stand-alone degree program. However, all programs have established a similar curriculum, which emphasizes an interdisciplinary range of topics from science and engineering. Overview of the Program The Ph.D. program in Nanoscale Science at UNC-Charlotte will provide students a broad knowledge base in nanoscale phenomena, characterization, and experimental methods. This broad knowledge base will provide the foundation for students to specialize in a particular field of nanoscale science through an independently designed course of study and a research dissertation. All students regardless of background will take a core curriculum that includes the following courses: 1. Perspectives at the Nanoscale – Overview of UNC-Charlotte nanoscale research from faculty in participating departments. 2. Introduction to Instrumentation and Processing at the Nanoscale – A lecture/lab course to ensure all graduates are familiar with the theory and use of nanoscale instrumentation (AFM, SEM, E-beam lithography, small angle scattering, and other instrumentation) 3. Nanoscale Phenomena – A course that looks at fundamental physics of the nanoscale – quantum confinement, surface effects, cavity quantum electrodynamics, scaling effects, nanotribology, and other phenomena. 4. Synthesis and Characterization of Nanomaterials - Topics include, but are not limited to the synthesis of quantum dots, metallic nanoparticles, carbon nanostructured materials and nanotubes, zeolites, organic-inorganic polymers, composite materials, solution-phase colloids, sol-gel process, silica spheres, porous silicon, photonic crystals. 5. Fabrication of Nanomaterials - Topics include lithographic methods (CVD, PVD, e-beam, ion beam, magnetron, evaporation, spin coating, mask fabrication, developing resists); microelectromechanical systems and nanoelectromechanical systems; limits of conventional mechanical processing, electroforming, growth mechanisms (organic, inorganic, thermal); powders.

Research Focus Students are expected to defend a dissertation in an approved area of nanoscale science. The interdisciplinary nature of the program provides many opportunities for incoming students. Some of the current research strengths in the program include: Theoretical Aspects of Nanoscale science • Development of methods to model, synthesize, characterize, simulate and evaluate complex materials including photonic crystals, photonic devices and other complex materials such as high temperature superconductors and plasmonic devices.

• Modeling and predicting quantum effects that become significant in nanoscale materials, and utilizing these effects to develop new materials and applications (including quantum dots, quantum wires, nanotubes, and photon confined materials). • Identification, understanding, and utilization of the concepts applicable to the controlled assembly of self-organizing nanomaterials, including polymers, dendrimers, nanotube-based materials, nanocatalysts at surfaces (including electrode surfaces), and assemblies of biopolymers. Biomolecular Nanotechnology • Design, fabrication, and optimization of biomaterials and devices for tissue growth and repair. • Elucidation of structures of complex biomolecules and understanding interactions between biomolecules. Building Nanoscale Materials • Development and utilization of nanoscale lithographic processes. • Synthesis of materials at the nanoscale, including: polymers, dendrimers, supramolecular complexes, quantum dots, quantum wells, carbon nanotubes, molecular material hybrids, high energy / high density compounds, and nanoporous materials. • Development of synthetic methodology and mechanistic studies relevant to building nanomaterials. • Fabrication of nanopatterned surfaces and nanostructured metal composites for chemical and biological sensing. Instrumental Methods for Nanotechnology • Development of instrumentation and procedures for the machining, manipulation, and replication of materials with nanometer precision. • Intertwining material development with cutting-edge nanoscale analytical techniques, including surface probe techniques with atomic resolution and novel metrology methods. There is a significant relationship between form and function at the nanoscale. Rapid, high-precision analytical information will stimulate rational material design. Implementation Challenges The breadth of knowledge required for a student in Nanoscale Science is a challenge for the educator and the student. Incoming students are expected to have a working knowledge of material in chemistry, physics, and mathematics that is common to the curriculum of undergraduate bachelor of science degrees in biology, chemistry, physics, and engineering. Students will be expected to pass a competency exam covering this material in their first year. This provides a foundation for the theoretical concepts in the core courses. The core curriculum will provide a broad overview of nanoscale phenomena, instrumentation for characterization, and synthetic/fabrication methods. Students will be

required to demonstrate mastery of the core curriculum by passing cumulative examinations during their first couple years. In their first years, students are also required to perform research rotations, conduct an interdisciplinary team project, and present a collaborative research proposal. These requirements are intended to expose the student to nanoscale research throughout the participating disciplines. The interdisciplinary research requirements are also anticipated to promote future interdisciplinary collaborations in the program. The interdisciplinary aspect of the program creates additional challenges for implementation of the program. The program requires active participation from faculty in four separate departments (chemistry, mechanical engineering, electrical engineering, and physics and optical science). In addition, these departments belong to two separate colleges within the university. Despite the complications that result, we feel that an interdisciplinary approach is integral to the success of the nanoscale Ph.D. program. The University of North Carolina at Charlotte already has several interdisciplinary programs, and has developed models to address some of the more common problems facing interdisciplinary programs. One of the challenges is how to distribute faculty teaching credit and encourage faculty participation in the program. At UNC-Charlotte, the teaching credit and subsequent funds go to the instructor and his/her primary department. This arrangement allows interested faculty to teach in the program without hurting their primary department. In addition, participating departments from the College of Arts and Sciences are being asked to address the issue of interdisciplinary program efforts in their revised tenure policies. It is crucial for the success of interdisciplinary programs that the faculty member's time commitment be allowed to supplement some of the faculty member's departmental work-load and be valued by the participating departments as well. While the program is interdisciplinary in design, it is administered by the Department of Chemistry. Funds for the program come primarily from the College of Arts and Sciences. The director of the program will report to the Dean of the College of Arts and Sciences and consult with the chairs of the represented departments. Since the Department of Chemistry is the “Home Department” the Ph.D. program director and Chemistry Chair must coordinate the management and acquisition of resources. While the director of the program can be from any of the participating departments, the Department of Chemistry is ultimately responsible for ensuring that all the classes are covered. Similar models have been successfully adopted by other interdisciplinary programs at UNC Charlotte. For example, the Interdisciplinary Ph.D. Program in Optics is administered by the Department of Physics and Optical Science, and the Interdisciplinary Ph.D. in Biology Program is maintained by the Department of Biology. This model requires minimal redundancy of personnel, streamlines the establishment of the program, and places the responsibility of successful operation of the program on an existing department with a proven track record. The Nanoscale Ph.D. program is being implemented now. We anticipate enrolling the first students in Fall, 2007.

1

Roco, M.C.; Bainbridge, W. (eds) Societal Implications of Nanoscience and Nanotechnology (National Science Foundation, Arlington, VA, 2001). 2 Roco, M.C. Converging science and technology at the nanoscale: opportunities for education and training (Nature Biotechnology, 2003, 21(10), 1-3). 3 For congressional addresses on this topic delivered by leaders in the field of nanoscale science and technology, see addresses delivered by: (a) Eugene Wong, assistant director of Engineering of the National Science Foundation (www.house.gov/science/wong_062299.htm); (b) Richard Smalley, Nobel Laureate and Professor of Chemistry at Rice University(www.house.gov/science/smalley_062299.htm), and (3) Ralph Merkle, Research Scientist (Xerox) and Senior Research Associate, Institute for Molecular Manufacturing (www.house.gov/science/merkle_062299.htm). 4

(a) The Center for Nanoscale Materials at Argonne National Laboratory (http://nano.anl.gov) (b) Brookhaven National Laboratory Center for Functional Nanomaterials (http://www.cfn.bnl.gov/default.asp) (c) The Molecular Foundry at Berkeley Lab (http://foundry.lbl.gov/) (d) The Center for Nanophase Materials Sciences at Oak Ridge National Laboratory (http://www.cnms.ornl.gov/) (e) The Center for Integrated Nanotechnologies at Sandia National Laboratories and Los Alamos National Laboratory (http://cint.lanl.gov/) 5

Philip Moriarty “Nanostructured Materials” Rep. Prog. Phys. 64 297-381, 2001.

6

http://cnse.albany.edu/

7

http://www.nano.washington.edu/education/proginfo.html http://www.cnm.utexas.edu/Doctoral_Portfolio_Program.htm

8