iNEER Conference for Engineering

Education and Research



 National Cheng Kung University

Tainan, Taiwan, March 1-5, 2005





The enabling technologies for almost all fields of engineering education


How do we pursue engineering education in a field that physics, chemistry, biology, material sciences are indistinguishable? How will the general public perception that diminishing boundaries between living organisms and non-living matters in nanotechnology exist play out in the long run?  Should pro-active or reactive educational measures be taken on this exciting field?


  The recent worldwide buildup of the nanotechnology field has broadly and profoundly influenced the global knowledge-based economy.  To successfully establish a nanotechnology industry requires a prior cultivation of skilled workers in this enabling field.  In addition, a workforce with an in-depth nanotechnology knowledge is believed to provide a country with unequal competitive edges in this century.  Learning from the biotechnology experience of the 1980s, consensus also exists among the leaderships that broadening and expanding general public’s understanding of nanotechnology and inviting both industries and citizens to join this exciting field early will sure to prevent any potential negative impacts of this exciting technology.


        How should nanotechnology be taught in the undergraduate as well post-graduate levels?  Should we establish a new degree specialized in nanotechnology or just integrating the knowledge of nanotechnology into the current curriculum within each academic department arena?  Should we introduce nanotechnology to students in the K-12 levels?  What is the best mode of current practice in terms of nanotechnology engineering education?  Any successful or unsuccessful attempts on educating students of all levels as well as the general public are eagerly sought after so as to share the invaluable experience gained.  Will academic circles change their interaction mode of interactions with industries in nanotechnology?  Any tried or planned methods of nanotechnology teaching are also welcome. 






       Papers are solicited broadly on these subjects as below:


l          Educational programs or planning of the nanotechnology education

l          Innovative methods for nanotechnology education across all educational levels

l          Newly developed laboratory skills training modules, educational built-up tools, e-learning of nanotechnology, etc. for effective nanotechnology teaching

l          Means to convey new scientific applications in the nanotechnology fields to students, researchers, and the general public


        The theme of the conference isProgress through Partnerships: Exploring Innovation in Education and Research. Nanotechnology session provides also opportunity for discussing future cooperative projects.




Aug 20, 2004


Abstract due

Sept 01, 2004


Notice of acceptance/ rejection

Oct 20, 2004


Final paper due

Nov 20, 2004


Notice of final paper acceptance/ rejection

Dec 10, 2004


Participant early registration closed and deadline for authors’ registration to ensure publishing of submitted papers


Further information is available at the iCEER-2005 Web site:




Session Chair:

Dr. C. K. Lee, Professor, Ph.D.

Institute of Applied Mechanics

National Taiwan University
1 Sec.4, Roosevelt Rd.,

Taipei 106, Taiwan (R.O.C.)

Phone: +886 2 33665645

Fax:      +886 2 33665654