Students’ Perception of Learning Experience of Risk Management for Nano-Scaled Materials

  • Dominick E. Fazarro (University of Texas at Tyler)
  • Christie M. Sayes (Baylor University)


As nanotechnology becomes increasingly prevalent in society (through workplace processes, consumer goods, and environmental exposures), there is a need to develop training programs to educate people in advanced material terminology, benefits, and adverse effects. Safety when handling nanomaterials is an important factor to sustain the viability of nanotechnology as a whole. Nanotechnology concepts can be communicated to students as its own subject matter or as an enabler in other STEM fields. Re- search has shown that offering courses in nanotechnology aids in educating and recruiting students into technology-oriented workforce and has the potential to enable innovations in the field for years to come. Here, we present the methods and outcomes of a departmental driven approach to proactively educate undergraduates in risk management of nanomaterials. The development of a 4000-level course called Principles of Risk Management for Nano Scaled Materials was introduced into the Industrial Technology program in 2009. The genesis for the course came from a funded National Science Foundation grant. Instructors performed surveys to ascertain the students’ perceptions of course content. Survey results revealed that the majority of the students evaluated the course content as excellent, citing that they acquired new knowledge in STEM fields as the largest measurable outcome.

Keywords: nanotechnology|nanotechnology safety|risk management

How to Cite:

Fazarro, D. E. & Sayes, C. M., (2018) “Students’ Perception of Learning Experience of Risk Management for Nano-Scaled Materials”, The Journal of Technology, Management, and Applied Engineering 34(3).

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Published on
01 Oct 2018