Innovations in nanotechnology are greatly improving the quality of everyday life and impacting most science and technology fields [1]. The number of nanotechnology products and workers has skyrocketed over the past decade and are still continuing to grow; trends suggest that by 2020 there will be a 3 trillion dollar market with 6 million workers [1]. Although nanotechnology is a promising field for advancement with significantly increasing funding, there is an insufficient number of engineers informed about nanotechnology and prepared to enter this field [1, 2].

Training and education are critical for preparing workers to enter into nanotechnology research & development and production [1]. To prepare engineering students for nanotechnology research, there needs be a strong collaboration between industry, researchers, and academics [3, 4]. Nanotechnology education should focus on integrating disciplines to promote multidisciplinary teaming, while still teaching students depth in a single discipline [1]. Understanding nanotechnology in one’s own field of study is a clear foundational need for students to achieve multidisciplinary teaming skills, while developing understanding in their own field. Kennedy (2006) clearly establishes how nanotechnology relates to multiple engineering disciplines