National Center for Nanotechnology Applications and Career Knowledge

该项目为国家ATE中心纳米技术应用和职业知识（NACK）建立在目前的区域中心纳米制造业教育。该区域中心成立于2001年，致力于满足宾夕法尼亚州行业对全方位微型和纳米纤维应用的熟练技术人员的需求。 宾夕法尼亚区域中心开创了向全国任何地方的社区和技术学院学生提供纳米技术教育经验的方法。2006年，区域中心建立了一个教学洁净室，以分析这种设施的成本和能力。因此，对费用有很好的了解，并制定了在这种设施中使用的课程。教学洁净室现场模型可用于转移到该国的其他地区。有明确的证据表明，对具有微型和纳米制造技能的工人的需求强劲且不断增长。几乎所有现有的副学士学位的微型和纳米制造业计划的毕业生谁不追求进一步的教育是由微型和纳米技术公司雇用。最近的许多美国地区和国际研究都记录了对这些工人的强烈需求。宾夕法尼亚州立大学区域中心已协助30宾夕法尼亚州机构开发纳米技术教育计划，并已援助社区和技术学院，大学和其他合作伙伴在全国寻求建立纳米技术教育计划的来源。自2005年以来，该区域中心已协助其他州的100多所社区学院开展项目开发工作。微型和纳米技术教育计划现在开始在全国各地的社区和技术学院激增。2006年底，宾夕法尼亚区域中心的领导人开始与全国各地的微型和纳米制造业教育工作的对应领导人就计划中的NACK中心提案进行磋商。根据这些讨论，拟议的NACK中心的核心使命是提供国家协调和传播微型和纳米制造业劳动力发展计划和活动。为了实现这一使命，NACK中心确定了十项补充和必要的活动。NACK中心的智力价值体现在社区和技术学院学生获得的先进纳米纤维和表征设备的实践经验中，以及在合作研究密集型大学正在进行的先进纳米科学和工程研究课程中。NACK中心预计将对美国科学和工程劳动力的质量和多样性以及美国工业的全球竞争力产生深远的影响。NACK中心的管理计划是以成功的宾夕法尼亚区域中心的结构为模型的。NACK中心由主要研究者和共同主要研究者管理，由八个监督委员会指导，处理中心的所有主要活动。每个监督委员会由社区或技术学院的代表担任主席，使这些机构在中心的管理中发挥明确的作用。

This project for a National ATE Center for Nanotechnology Applications and Career Knowledge (NACK) builds upon the current Regional Center for Nanofabrication Manufacturing Education. The Regional Center was established in 2001 and is dedicated to meeting Pennsylvania industry needs for skilled technician level workers across the full range of micro- and nanofabrication applications. The Pennsylvania Regional Center has pioneered methods for delivering nanotechnology educational experiences to community and technical college students anywhere in the nation. In 2006 the Regional Center established a teaching cleanroom in order to analyze the costs and capabilities of such a facility. As a result, the costs are well understood, and curriculum for use in such a facility has been developed. The teaching cleanroom site model is available for transfer to other regions of the country. There is clear evidence of strong and growing demand for workers with micro- and nanofabrication skills. Virtually all of the graduates of existing associate degree micro- and nanofabrication programs who are not pursuing further education are employed by micro- and nanotechnology companies. Numerous recent U.S. regional and international studies document strong demand for these workers. The Penn State Regional Center has assisted 30 Pennsylvania institutions to develop nanotechnology education programs and has also been a source of assistance to community and technical colleges, universities, and other partners across the nation seeking to establish nanotechnology education programs. Since 2005, the Regional Center has assisted more than 100 community colleges in other states with program development efforts. Micro- and nanotechnology education programs are now beginning to proliferate at community and technical colleges across the nation. In late 2006, leaders of the Pennsylvania Regional Center began consulting with counterpart leaders of micro- and nanofabrication education efforts taking place across the country with regard to the planned NACK Center proposal. Based on these discussions, the core mission of the proposed NACK Center is to provide national coordination and dissemination of micro- and nanofabrication workforce development programs and activities. Ten complementary and essential activities have been identified to be undertaken by the NACK Center to achieve this mission.The intellectual merit of the NACK Center is imbedded in the hands-on experience with advanced nanofabrication and characterization equipment that community and technical college students receive, and in the curriculum which incorporates advanced nanoscale science and engineering research underway at partner research intensive universities. Profound broad impacts are expected from NACK Center on the quality and diversity of the nation's science and engineering workforce, and on the global competitiveness of U.S. industry. The management plan for the NACK Center is modeled on the structure of the successful Pennsylvania Regional Center. The NACK Center is managed by the Principal Investigator and the Co-Principal Investigators with guidance from eight oversight committees addressing all major activities of the Center. Each oversight committee is chaired by a representative of a community or technical college, giving these institutions clear roles in the management of the Center.