Makerspaces and innovation centers are becoming common at colleges/universities. Higher education institutions are recognizing the importance of teaching and nurturing innovation among students in today’s economy and the increased interest in innovation amongst science and engineering (STEM) students. These makerspaces primarily support students prototyping and innovating on macroscale devices, but many societal grand challenge areas including renewable energy, sustainability, and healthcare rely increasingly on innovations in micro- and nanotechnology. A recent example is the CHIPS and Science Act of 2022, passed to fund domestic research and manufacturing of semiconductors and create jobs that rely on nano- and microtechnology. Working at such scales poses specific challenges: the tool set and necessary environment for nano- and microscale components are much different than for macroscale devices. Thus, exposing undergraduate STEM students to the techniques behind micro- and nanofabrication and innovation are critical as the nanoscience revolution continues.
We discuss a blueprint for a team-taught undergraduate course in nanoscience innovation. This blueprint includes lessons learned from teaching this course with three cohorts of students over three years. In the course, students learn nanotechnology, entrepreneurship, and business strategy concepts and work in a nano-makerspace - a research-grade cleanroom and nanoscience analytical laboratory. A key deliverable is the prototype of a nanoscience-based product in the nano-makerspace that the students pitch to investors and entrepreneurs.
This course has no content-specific prerequisites, so the team of instructors strategically introduce content that enables undergraduate students to learn new fabrication skills, build with a purpose, and pitch a prototype of their product in 14 weeks. The instructional team has affiliations across the nano-makerspace, the innovation center, the center for technology transfer and commercialization, the business library, and the school of engineering. For the first six weeks, the instructional team guides students through relevant nanotechnology, entrepreneurship, and business strategy concepts necessary to identify a need in a specific market that can be filled with a nanotechnology-based product of the students' design and creation. In the second half of the course, students decide on group projects based on their ideas and instructors coach the students to create a prototype and a pitch for their product over the next seven weeks. The course culminates in the students pitching their products to investors and entrepreneurs associated with the university's center for innovation. Students have rated the course very highly, and four of seven groups from cohorts one and two have continued working on their products after the course ended.
Scope of the 14 weeks includes the following topics:
▪Case studies with nanoscience entrepreneurs. ▪Overview of nano-makerspace and nano/micro fabrication. ▪Structured labs in nano-makerspace. ▪Computer-Aided Design. ▪Customer discovery and the Business model canvas framework. ▪Intellectual Property strategy. ▪Team management. ▪Library databases and ChatGPT. ▪Storytelling and Pitching. ▪ Student-led product prototyping in nano-makerspace. ▪Final product pitch to entrepreneurs.
Our paper will provide a blueprint for incorporating innovation, entrepreneurship, and nano/microscale technology into a 14-week undergraduate course and effectively managing a team-taught course requiring contributions from multiple stakeholders.