Georgia Institute of Technology is helping high school educators bring nanotechnology research into their classrooms through its Research Experiences for Teachers (RET) program, an initiative supported by the National Science Foundation (NSF). The program provides teachers with hands-on research experience at Georgia Tech’s Institute for Matter and Systems (IMS), helping them introduce students to emerging technologies and career opportunities in science and engineering.
Since 2021, 28 teachers have participated in the program, gaining exposure to advanced laboratory equipment, experimental research methods, and technologies used in nanotechnology and materials science.
Among the participating educators is Robin Osborn, an ecology teacher at Meadowcreek High School in Gwinnett County, Georgia. Osborn spent six weeks working alongside Georgia Tech researchers, learning to operate sophisticated instruments and conduct experiments involving materials at microscopic scales.
One of her most significant accomplishments was learning to independently operate a scanning electron microscope, a powerful instrument capable of revealing surface details that conventional microscopes cannot detect.
Although the training initially proved challenging, Osborn ultimately earned authorization to operate the equipment independently. The experience influenced her approach to teaching, encouraging her to emphasize experimentation, curiosity, and hands-on learning.
After returning to Meadowcreek High School, Osborn introduced students to nanotechnology through applications in sports equipment. She has also incorporated more outdoor ecology activities into her curriculum while reducing her reliance on traditional lectures.
Another participant, David Battle, teaches science at Georgia Cyber Academy, a statewide virtual charter school serving more than 10,000 students.
During his research experience at Georgia Tech, Battle investigated flexible electronics that could potentially function as sensors on plants or people.
His laboratory work included electrochemical transistors, gold deposition, semiconductor coatings, and materials analysis. He also gained experience working in Georgia Tech’s cleanroom, where researchers use specialized manufacturing processes to create electronic components.
Battle subsequently developed a video documenting his research experience to help students understand how scientific discoveries are made and how young people can pursue opportunities in university laboratories.
The video featured a high school student who secured a research opportunity at Georgia Tech after contacting professors at colleges throughout Atlanta.
Inspired by that example, Battle encouraged his own students to explore laboratory research opportunities, even offering extra credit to those who contacted Georgia Tech researchers to learn more about participating.
The program’s broader objective is to strengthen science education by connecting classroom teachers with researchers working on emerging technologies.
By providing educators with firsthand experience in scientific laboratories, Georgia Tech aims to extend the reach of its research beyond the university and introduce more students to potential careers in engineering, nanotechnology, and related technical fields.
The initiative also emphasizes that students can pursue different educational and career pathways in science and engineering, including opportunities that do not necessarily require a traditional four-year degree.
For participating teachers, the experience provides technical knowledge and an opportunity to demonstrate how persistence, experimentation, and problem-solving are central to scientific discovery.
KEY QUOTES:
“I was just thinking, ‘I can’t do this. I don’t understand. If I leave now, I’m done. There won’t be any completing this program, and I want to complete this.’ I pat myself on the back for that because that’s something I would have never imagined I could do. My biggest impact that I got out of the program has to do with the way I’m trying to teach my class now. I want to try to find that wonder for my students. I want my students to have a curiosity about the world, and I want them to feel safe that they can make mistakes, and they can ask me questions. You have to leave room open to do something amazing.”
Robin Osborn, Ecology Teacher At Meadowcreek High School
“As engineers and scientists, we do a poor job talking to kids about what we do and the positive impact our work has on society. By educating teachers, we can reach thousands of students each year we otherwise would not have been able to talk to.”
Mikkel Thomas, Associate Director For Education And Outreach And Senior Research Engineer At Georgia Tech’s Institute For Matter And Systems
“Kids need to see examples of what’s out there for them to think that they can do it. You don’t know what you don’t know.”
David Battle, Science Teacher At Georgia Cyber Academy
