“A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students” IEEE ISEC 2016 Friend Center at Princeton University March 5, 2016

“A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students” IEEE ISEC 2016 Friend Center at Princeton University March 5, 2016 Author and Presenter: Abu Asaduzzaman, Assistant Professor, CE Co-Author: Ramazan Asmatulu, Associate Professor, ME Wichita State University

DRZ3 “A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students” Outline ► ■ Introduction  Current state of STEM education in the U.S.  Parallel programming for nanotechnology in STEM education  “Learner-centered” “engaged learning” “hands-on experience” ■ Proposed Research Activities  Step 1: Apply parallel programming to analyze nanoscale materials  Step 2: Integrate “hands-on computational experience in nanotechnology” into education through existing and new courses  Step 3: Evaluate learning experiences to improve STEM education ■ Preliminary Work ■ Important Outcomes ■ Discussion QUESTIONS? Any time, please!

DRZ4 Introduction ■ STEM Education in the U.S.  [1-3] Among 33 Organization for Economic Cooperation and Development countries that participated in the Program for International Student Assessment study, the U.S. became 13th in science and 18th in mathematics. Current educational approaches in the U.S. are not generating enough well- trained STEM workforce to achieve the goal that the U.S. needs to maintain its foremost position in the world.  “Engaged learning” is comparatively a new concept where the curriculum should be “learner-centered” instead of “teacher-centered” and should provide “hands-on experience”.  Computational experience in nanotechnology for undergraduate STEM students at Wichita State. “A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students”

DRZ5 Introduction (+) ■ High Performance Computing: Parallel Programming  Popularity and demands for multithreaded parallel programming are skyrocketing. POSIX Threads [11] and open multiprocessing (OpenMP) [8] for shared memory application program interfaces (APIs); open message passing interface (Open MPI) for message passing APIs [12]. NVIDIA’s compute unified device architecture (CUDA)/graphics processing unit (GPU) technology provides multithreading without “context switching” [13]. ■ Nanotechnology  Nanotechnology is impacting a broad range of highly multidisciplinary fields, such as materials science, sustainable technology, fluid mechanics, mechanical engineering, computer science, and energy savings [14, 15]. “A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students”

DRZ6 Step 1: Apply parallel programming to nanomaterials ■ Data with dependency  Data with dependency is difficult to process and it requires more processing time.  Data regrouping based multithreading technique helps improve performance. “A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students”

DRZ7 Step 2: Integrate “hands-on computational experience in nanotechnology” into education ■ Education on parallelism ■ Education on nanotechnology ■ Major steps to  update existing courses to engage STEM students  develop new courses for STEM students ■ Interdisciplinary STEM education  Wichita State College of Engineering  Wichita State College of Education  Wichita State College of Health Professions  Wichita State Department of Mathematics, Statistics, and Physics “A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students”

DRZ8 Step 2: Integrate “hands-on computational experience in nanotechnology” into education (+) ■ Major Steps to Updating Existing and/or Developing New STEM Instructional Models “A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students”

DRZ9 Step 2: Integrate “hands-on computational experience in nanotechnology” into education (+) ■ Interdisciplinary STEM Education  Wichita State College of Engineering: Project Lead The Way  Wichita State College of Education: STEM Graduate Certificate “A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students”

DRZ10 Step 2: Integrate “hands-on computational experience in nanotechnology” into education (+) ■ Preparing pedagogical materials  Learner-centered, engaged learning, hands-on experience, real-world industry applications  Structure of classroom, structure of laboratory, plan of assessment ■ Update existing courses to engage STEM students  Multicore Architectures Programming, EECS department  Introduction to Nanotechnology, ME department ■ Develop new courses for STEM students  High Performance Computing Systems EECS department  Advanced Energy Systems, ME department “A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students”

DRZ11 Step 3: Evaluate learning experiences to improve STEM education ■ The quantitative assessment questions, usually asked by the accrediting association ABET ( are used. “A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students” Statement to Evaluate (CS 794, Fall 2014)Average Rating Students were engaged in learner-centered activities.9.71 Knowledge in parallel programming has improved.9.71 Understanding nanotechnology concepts has enhanced.7.43 Students learned how to apply analytical techniques to parallel programming and nanotechnology Students are able to apply computational techniques to nanoscience problems This course helps students prepare for future career.9.43 Comparing with other courses you recently took, this course offer better engaging in learning activities

DRZ12 “A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students” Preliminary Work  “An Effective CUDA-Based Simulation for Lightning Strike Protection on Nanocomposite Materials,” IEEE SoutheastCon’13, Jacksonville, Florida, April 4–7, 2013 [31].  In this work, we develop a fast and effective simulation model using CUDA programming for lightning strike protection analysis on nanocomposite aircrafts. We implement the Laplace’s equation for unknown charge distribution. Simulation results indicate that CUDA-assisted multithreaded parallel programming has the potential to save energy (about 92% in this case) by increasing the speedup factor by about 14 times.

DRZ13 Important Outcomes  Practical Knowledge through Discovery: Widely employed manufacturing processes synthesis and characterization of materials, as well as simulation and optimization; and motivation for engaged life-long learning.  Innovative Research Initiatives and Grant Proposals: Multidisciplinary research to address the new/large challenges.  Societal Benefits: Improve STEM education and increase required STEM workforce. Using lightweight nanomaterials can protect the environment by using high energy-conversion rates; increase life spans; and enhance human memory, physical strength, etc. “A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students”

DRZ14 Conclusions  In this work, parallel computation is used to analyze nanoscale materials; two existing courses are updated and new courses are developed to integrate “hands-on computational experience” in nanotechnology; and students’ learning experience is assessed.  According to the students’ feedback and class performance, students are better engaged while they learn how to apply computational techniques to nanoscience problems.  The proposed computational experience in nanotechnology has potential to promote knowledge in power-aware parallel computing and nanocomposite fibers by strengthening academic programs at the institutions across the nation. “A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students”

Thank You! QUESTIONS? Feedback? Contact: Abu Asaduzzaman Phone: CAPPLab: IEEE ISEC 2016 in Friend Center at Princeton University “A Learner-Centered Computational Experience in Nanotechnology for Undergraduate STEM Students”