Swomitra Mohanty University of Utah Keywords: nanomaterials, active learning, knowledge process Using Applied Nanomaterials and Additive Manufacturing in Active Learning Field Modules Swomitra Mohanty University of Utah

Why? What problem are you solving? A high demand for new jobs in nanomaterials and additive manufacturing is expected. To meet this demand I have focused on activities that will inspire and motivate students to pursue careers in science and engineering disciplines. To accomplish this, I have been developing additive manufacturing and nanomaterials device design modules for outreach efforts already implemented at the University of Utah. Efforts also involve a cohort of students that identify a problem and work to come up with a solution that is tested using applied nanomaterials and additive manufacturing. What are your educational objectives? To provide students with an active learning experience that takes them out of the classroom and into the field to solve a real world problem. Allow students to experience a problem in the community and come up with a solution using nanomaterials and additive manufacturing techniques (for example dirty water at an rural community) Provide students exposure to innovation/commercialization aspect of new technology developed.

When? What is the developmental history of your innovation? Initial modules have focused on solutions for purifying water in low resources settings which started in 2014 Two small groups of students have gone through the process engaging in active research and engineering solutions.

Where? Have you tried this in other institutions? Currently activities are centered at the University of Utah with field testing sites around rural Utah. Is this developed for a single class, a full course, or a curriculum? Modules are currently being integrated into Chemical Engineering Senior Design topics and upper level Nanoscience and Technology Course

What? What learning activities and materials have you developed? Developed modules specifically for addressing water pollution issues low resource settings. Students have built and tested low cost water purification devices. Student cohort invited “Venture Well” non-profit to get experience in thinking about entrepreneurship activities. Fill out the business model canvas What is your theory of change? When students see the application or reason for doing advanced research, they become highly motivated to learn more, and often want to be an active participant in their own education. What has worked really well? Students really express interested in the design and testing aspects of the modules. Specifically synthesizing nanomaterials and integrating into a 3D printed reactor for testing. Students experience in entrepreneurship activities has taught them how to communicate science and engineering principles to people with a non-technical background

Prognosis? How are you documenting impact? Students are engaged using “socrative” a real-time online assessment Surveys, Student Products (Presentations at National Conferences) How do you plan to scale-up? Current Pending NSF Education Proposal, others to be submitted Include more partner institutions for field modules overseas (India and Uganda) What challenges are you currently facing? Meeting demand for modules, coming up with non-traditional methods of funding. Streamline method of dissemination What advice would you like from others at FOEE? What kinds of technology are others using to engage students. I would like a discussion on using virtual reality headsets to extend dissemination of material using 360 cameras.