2026 ASEE Annual Conference & Exposition

Advances in nanomaterials and nanotechnology continue to transform the semiconductor and sensor industries, driving demand for engineers who can connect nanoscale material properties to functional electronic devices and systems. However, undergraduate engineering curricula often provide limited opportunities for students to engage directly in nanotechnology research, particularly in ways that integrate material fabrication, device characterization, and system-level application. This work aims to address such gaps by introducing a semester-long small-scale research project with nanotechnology research component into an undergraduate engineering program. Students participated in a mentored research project focused on developing flexible tactile sensors based on laser-induced graphene (LIG). The practical work centered on creating and characterizing LIG electrodes patterned onto flexible polyimide substrates using a commercial laser engraving machine. LIG is a conductive nanostructured carbon material which exhibits high electrical conductivity and mechanical flexibility, making it suitable for conformable sensor applications. Students designed electrode geometries using CAD tools, fabricated the LIG electrodes, and examined both structural and electrical properties of graphene films using Optical Microscopy, Raman Spectroscopy, Four-point Probe Resistivity measurements, and Scanning Electron Microscopy. The fabricated graphene electrodes were then coupled to a front-end readout circuit and a microcontroller to sense human touch. The project culminated in a functional human-computer interaction demonstration by using the fabricated tactile sensors as an input device to play a computer game, and a public research symposium presentation.
This paper presents a Scholarship of Teaching and Learning (SoTL) study examining the educational impact of embedding such mentored, research-based project on graphene-based tactile sensors into an undergraduate engineering course. The educational impact of the project was investigated using qualitative thematic analysis of end-of-semester student reflection essays. An inductive coding process identified recurring themes related to conceptual understanding of nanomaterials, systems-level reasoning in sensor design, research-oriented problem-solving practices, professional skill development, teamwork dynamics, and emerging research identity. Cross-case analysis revealed consistent evidence that engagement in an end-to-end nanotechnology research workflow supported deeper conceptual integration across materials, electronics, and systems, while also fostering research self-efficacy and professional competencies, such as teamwork, communication, documentation, and time management. The study demonstrates that accessible nanomaterial platforms such as laser-induced graphene can provide rigorous and authentic learning experiences that meaningfully bridge theory and practice in undergraduate engineering education.