Nanotechnology Course Designed for Non-Science Majors To Promote Critical Thinking and Integrative Learning Skills

With the rapidly growing field of nanotechnology, there has been a pressing need to teach non-science undergraduate majors how to critically interpret science in popular media and news sources. The present work introduces students to chemistry concepts through the lens of relatable nanotechnology applications, including electronics, medicine, sports, and the environment. The course was organized in six modules: (1) Basic chemistry principles were established using group problem-solving sessions. (2) Nanotechnology applications were used to increase engagement levels with course content. (3) Characterization methods were presented as processes we use to "see" nanomaterials. (4) Lab exercises represented the hands-on learning aspect of the course. (5) The applied project presented an opportunity for students to go deeper with the chemistry content correlating to the real-world context. (6) The discussion with science fiction and ethics challenged students to question and/or support the validity of the technology under question. Overall, the course was designed to promote critical thinking and integrative learning skills while introducing students to the chemical principles behind nanotechnology.