Abstract
This paper examines a case study that suggests using new research results as the central component of an original course developed by a Ph.D. candidate is an effective way to transfer technology to the undergraduate and graduate classroom. The technology transfer outlined here took place in the form of a course that was built around two years of state-of-the-art research, before the research was completed and published. This method represents a new way of training Ph.D. candidates who aspire to be professors and also results in the development of an innovative course. This work is premised on the need to educate science and engineering students in the latest technology, specifically in micro- and nanotechnologies, which have the added demands of multidisciplinary content and a shortage of qualified graduates for an expanding job market.
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