UPDATE: If you did not receive our latest MailChimp email update, you can read the deets on LinkedIn for Dr. Ashcroft’s newest exploit with the “alligator.” (And join our growing LinkedIn page/community for the nano stuff you just don’t want to miss. 😉

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I met Jared in 2012 when he was part of Nano-Link’s Nano-Infusion Project. We exchanged a few emails but didn’t know each other except by name. In early 2019, I received frantic phone calls from a couple of members of the MNT community telling me that Dr. Ashcroft was trying to reach me. I had no idea who Dr. Ashcroft was because the only Ashcroft I knew was Jared. I did not think he was a “Dr.” I called him, and he asked me if I would be interested in being the center manager for a grant they were writing for a national center. And now, here we are, six years later, loving our jobs and what we do in the MNT community. 

Jared is passionate about his family, students, and those working with him. You will hear him joke a lot about everything, but he is dedicated to this community, especially to community colleges and their faculty and students. His passion project is AT3, but he also helps students on a MATEROV team that Pasadena City College has; he opens his lab every Saturday for students to come in and learn, and he is constantly pushing his students to apply for grants, scholarships, awards, and competitions. He enjoys bringing students to conferences to present posters, be on student panels, and meet industry professionals. 

It has been absolutely amazing to work alongside Jared for the past six years. We have learned from each other, leaned on each other, and successfully run the Micro Nano Technology Education Center together. We have a strong and dedicated team that lifts the two of us, guides us, and makes sure we don’t screw up. Jared has been an amazing PI and a good friend.

I look forward to working alongside Jared for another five years or more.    

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What would you like people to know about you?

Well, first and foremost, I am the reigning MNT-EC Axe Throwing Champion and proud winner of the most recent MNT-EC Golf Championship, generously “sponsored” by the Dove Corporation of Argentina (a reference only Bob Ehrmann will truly appreciate). I like to bring a sense of fun and lightheartedness to the work we do—because enjoying what we do matters.

That said, I also take this work very seriously. I’m deeply committed to the goals we set and the promises we make to one another, especially when it comes to supporting students and building meaningful programs. I have very little patience for individuals or organizations that don’t follow through. At the very least, we owe it to ourselves—and each other—to make a genuine effort to collaborate, communicate, and follow through on our commitments.

And if something isn’t working? Let’s be honest about it. After giving it a real shot, it’s okay to pivot to a new strategy—as long as we’re doing it with intention, transparency, and in service of the mission. That’s how we grow. That’s how we get better. And, ideally, that’s how we keep having a little fun along the way.

What advice would you give to young people going to college who are interested in the field of manufacturing and nanotechnology?

First, you don’t need to have it all figured out on day one. Manufacturing and nanotechnology are huge, exciting fields with so many pathways—from cleanroom fabrication to process engineering to quality control and beyond. Start with curiosity. Take introductory courses, get your hands on equipment when you can, ask questions, and don’t be afraid to try things that feel unfamiliar or even a little intimidating.

One of the most important things you can do early on is build a strong foundation of practical skills. Learn how to use basic lab tools, read schematics, follow safety protocols, and understand how systems work at a fundamental level. These skills are transferable across industries and will set you apart when opportunities come your way.

Also, get involved as early as possible—whether that’s through internships, research programs, student clubs, or campus makerspaces. Hands-on experience is everything in this field. Not only will it help you apply what you’re learning in class, but it will also build your confidence and help you start building a professional network. And yes, start checking your email regularly—you’d be surprised how many students miss opportunities just because they didn’t read a message in time!

Equally important: don’t underestimate the value of soft skills. The best engineers and technicians are also great communicators, collaborators, and problem-solvers. Work on time management, learn how to work effectively in a team, and develop the ability to think critically and adapt when things don’t go as planned (which they often won’t).

And finally, say yes to opportunities—even if you don’t feel fully ready. Apply for internships, research positions, and summer programs. You don’t have to be perfect; you just have to be open and willing to learn. Programs like those supported by MNT-EC and initiatives like CASCADE and the Advanced Technology Technician Training program exist to help students like you explore, grow, and succeed.

Manufacturing and nanotechnology are shaping the future—and there’s a place for you in it. So stay curious, stay humble, and most of all, stay engaged. You never know where that first step might take you.

What advice would you give to students and/or fellow educators in the field of micro and nanotechnology?

To students entering the field of micro and nanotechnology—or really any technical field—my first piece of advice is simple but important: check and respond to your emails. I know it sounds basic, but I can’t tell you how many students miss out on scholarships, internships, events, or research opportunities simply because they’re relying on communication platforms like Discord or group chats, while faculty and professional networks still primarily use email. Staying engaged and responsive is a key part of being taken seriously and showing you’re ready to take on professional opportunities.

Beyond that, I encourage students to focus on developing strong soft skills—things like time management, critical thinking, persistence, and the ability to communicate effectively. These aren’t just “nice to have” traits; they’re essential to thriving in any academic or career setting. Technical knowledge alone isn’t enough—how you work, how you think, and how you interact with others will determine your long-term success.

Another important mindset shift I try to emphasize is this: stop trying to master the most complex concepts right away. Too many students get discouraged when they don’t understand the hardest material right off the bat. But the truth is, even in advanced fields like micro and nanotechnology, the most valuable skillset is a solid foundation in the fundamentals. Learn how to use a multimeter. Get comfortable with cleanroom protocol. Understand the basics of fabrication processes, measurements, and safety. These are the skills that make you valuable across many disciplines and roles. Industry will teach you the specifics of their systems—they expect to train you. What they’re really looking for is someone with curiosity, initiative, and a strong technical core.

And here’s something I can’t emphasize enough: apply for as many internships as possible. And when you get one—be exceptional. Show up early. Ask questions. Take notes. Offer to help. These are the things that build your reputation and, more importantly, your professional network. In this field (and many others), opportunities often come not just from what you know, but who you know. The mentors, supervisors, and colleagues you meet early on can open doors you didn’t even know existed.

To my fellow educators: we need to help students see the big picture. Let’s keep pushing for curriculum that balances technical training with soft skill development, and let’s model professional communication and behavior in our own interactions. Programs like those supported by MNT-EC, CASCADE, START, and our Advanced Technology Technician Training (AT3) initiative are powerful because they blend technical rigor with real-world application—and that’s exactly what our students need.

At the end of the day, this field is about growth—personal, professional, and technological. Stay open, stay curious, and say yes to opportunities, even when they push you out of your comfort zone. That’s where the real learning happens.

What do you love best about your work?

Alright, I’ll let you in on a little secret—I’m not a great research scientist. I didn’t pursue a Ph.D. because I had a burning desire to lead groundbreaking experiments or publish in prestigious journals. I did it because, at the time, it was the only clear path to do what I actually love: teach. Specifically, to teach at the college level and create environments where students could explore, discover, and grow.

What I truly love about my work is being in the background, creating the conditions for others to thrive. I’m not someone who wants to be in charge of everything or in the spotlight. My passion lies in quietly building opportunities that help students succeed—whether that’s facilitating research experiences, organizing internships, or setting up lab environments where they can experiment, get curious, and maybe even mess up a little in the process. That’s where the learning happens.

One of my favorite parts of the job is seeing students present their work—whether at conferences, in classrooms, or during lab tours. Watching them take ownership of their ideas, speak with confidence, and realize they belong in STEM spaces is incredibly rewarding. When a student gets published, lands an internship, or just tells me they finally understand something that used to feel impossible—that’s the moment that makes everything worth it.

I’ve come to realize that my role isn’t about being the smartest person in the room—it’s about being the person who helps make things possible. Whether through programs like CASCADE, AT3, or our work with MNT-EC, I get to help create bridges between students and opportunity. And that’s something I’ll never take for granted.

What I love best about my work is that it’s not really about me—it’s about them. Their growth, their confidence, their next steps. And if I can play even a small part in that journey, I’m exactly where I’m supposed to be.

That said, I have to give credit to MNT-EC for pushing me out of my comfort zone in the best way possible. For someone who never really wanted to be “in charge,” being part of this national effort has opened up a whole new chapter for me. MNT-EC has given me the space—and the responsibility—to lead in ways I never expected. It’s been both challenging and incredibly rewarding. It’s helped me grow professionally and personally, and reminded me that leadership doesn’t always look like taking center stage. Sometimes it means shaping systems behind the scenes, supporting others as they rise, and realizing that you’re capable of more than you thought.

What impact do you hope MNT-EC will have on instructors and students and the world of education in general?

As an educator and someone deeply involved in the education and workforce development space, I believe one of the most important things we can do is provide students and faculty with meaningful opportunities—and continually encourage them to take full advantage of those opportunities. Access, support, and encouragement are key to helping individuals reach their potential, especially in specialized, high-tech fields like micro and nanotechnology.

The Micro Nano Technology Education Center (MNT-EC) is a vital partner in this effort. Its mission to expand the number of community college programs and educators delivering outcomes that lead to technician jobs in micro and nanotechnology industries is directly aligned with the needs of the 21st-century workforce. Through MNT-EC’s support, institutions are able to develop cutting-edge curriculum, offer hands-on training experiences, and connect with a national network of peers and industry partners.

Programs like CASCADE—which stands for California Alliance for Semiconductor Career and Development Expansion—are a direct example of how MNT-EC’s mission comes to life. CASCADE is focused on building a strong, inclusive pipeline for technician roles within the semiconductor industry, particularly in Chip Design. With a focus on outreach, training, and career alignment, CASCADE creates real opportunities for students from diverse backgrounds to enter and thrive in high-demand technical careers. MNT-EC’s partnership in initiatives like CASCADE ensures that faculty are equipped with the tools, training, and support they need to deliver relevant and transformative education.

We also see this impact in our Advanced Technology Technician Training (AT³) program. This program is designed to provide community college students and instructors with immersive, hands-on experiences in micro and nano, and emerging technologies. Through structured training modules, access to cutting-edge equipment, and direct engagement with industry professionals, AT³ strengthens the technical foundation of students while helping faculty stay current with industry practices. The program is not only a pathway to employment, but also a catalyst for increasing student confidence and awareness of careers in fields they may not have previously considered.

On a larger scale, MNT-EC is helping to redefine education by promoting industry-responsive, workforce-aligned models that prioritize skills development, hands-on experience, and real-world application. This shift not only benefits students and educators, but also addresses critical talent gaps in emerging sectors, ensuring that our education system remains relevant and resilient in the face of technological change.

Ultimately, I hope that MNT-EC continues to serve as a national leader in empowering instructors and students, and in shaping a more inclusive, agile, and impactful educational ecosystem—one that opens doors to careers that truly transform lives and communities.

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I’m thrilled to introduce Dr. Neda Habibi in this month’s Partner Spotlight. I met Neda in 2019 when we first started writing the MNT-EC grant. She was quiet and full of passion. I have come to love the conversations that she and I have had over the years. Neda is one of the smartest women I have ever met, and I am better for having known her over the past five years. She is an inspiring educator and researcher at the University of North Texas whose passion for mentoring and hands-on learning is helping shape the future of the biomedical workforce. 

Through her work with MNT-EC, she’s bringing students into the world of nanobiotechnology in powerful and practical ways—empowering them to see themselves as future scientists, innovators, and leaders. I’m so grateful to have her in our community.

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Can you share your background and the pioneering work you’ve done in your field?

I am a faculty member in the Department of Biomedical Engineering at the University of North Texas, where my research focuses on nanomedicine, drug delivery, and tissue engineering. As part of the Micro Nano Technology Education Center (MNT-EC), I have been actively involved in outreach and workforce development by organizing and leading nanobiotechnology summer camps. These programs provide high school and college students with hands-on experiences in areas such as 3D bioprinting, cell culturing, and advanced bioinstrumentation. 

Through these efforts, I aim to inspire students to pursue STEM careers and equip them with the technical skills and confidence needed for the future biomedical workforce.

What impact do you hope MNT-EC will have?

I hope MNT-EC continues to be a driving force in making micro and nanotechnology accessible and engaging for students and educators across the country. Through hands-on experiences and mentorship, like those we offer in our nanobiotechnology summer camps at University of North Texas, MNT-EC has the potential to inspire the next generation of scientists, engineers, and innovators, while equipping educators with cutting-edge resources to enhance STEM education. I believe this initiative not only improves workforce readiness but also fosters curiosity and participation for all who want to be involved in advanced science fields.

What advice do you have for students and educators in this field?

Stay curious and embrace hands-on learning. Micro and nanotechnology are inherently interdisciplinary, so don’t hesitate to explore how these fields intersect with biology, chemistry, medicine, and engineering. 

For educators, I’d say prioritize experiential learning and mentorship, students thrive when they can apply theory to practice and see the real-world impact of their work.

What do you love best about your work?

What I love most is mentoring students and seeing their excitement when they engage in real-world applications of science, whether it’s culturing cells, 3D printing tissues, or exploring cutting-edge drug delivery systems. Watching students gain confidence, develop skills, and discover new career pathways is incredibly rewarding. It’s even more meaningful when you know these experiences could shape their futures.

Advice for young people considering this field?

Take advantage of every opportunity to get hands-on experience—internships, workshops, research projects. These experiences will help you build technical skills and discover what areas truly excite you. Also, don’t be afraid to ask questions or seek mentors; the field is full of passionate people who are eager to support young talent. And remember, the most innovative solutions often come from interdisciplinary thinking.

What else should we know?

I’m passionate about building open pathways for students into STEM fields, especially through mentorship and hands-on learning. I believe that giving students early exposure to advanced tools and techniques empowers them to envision themselves as future scientists and engineers. Through my work, I aim to bridge the gap between academic training and real-world applications, preparing students not just for careers, but for leadership in science and technology.

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P.S. from the Center Manager: Want to see more of Neda’s work in action? Check out one of our very first Think Small blog posts on her successful project: Texas Undergraduate Students Gain Advanced Biomedical Research Experience.  

Here’s a brief synopsis of her project:

Dr. Neda Habibi, in collaboration with Northwest Vista College and the University of Texas at San Antonio (UTSA), led a National Science Foundation (NSF)-funded initiative to provide undergraduate students with hands-on experience in biomedical engineering research. This program offered students the opportunity to work with advanced electron microscopy techniques, including Field Emission Scanning Electron Microscopy (FESEM) and Transmission Electron Microscopy (TEM), to develop anti-cancer drugs and tissue scaffolds aimed at improving cancer treatment and tissue regeneration.​

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Science often begins with a question, a wild idea, or what if? Some of the most significant discoveries started as something that sounded impossible—until someone dared to prove it wasn’t.

Everything we have learned in science has come from a belief that something we did not know, a concept we cannot necessarily see or understand, is possible:

• Gravity
• Speed of light and sound
• Static force
• Atoms and molecules

These are all things that we cannot see with our eyes but feel the effects of every day. The process of discovering them came from questioning what we could see around us every day and asking: How is that possible?

Dr. Seuss filled his books with wild inventions, imaginary creatures, and bizarre landscapes. But if you look closer, many of his wacky ideas aren’t just nonsense—they reflect real scientific principles.

Consider these lines from Oh, the Thinks You Can Think!:

“Think left and think right and think low and think high.
Oh, the thinks you can think up if only you try!”
–Dr. Seuss

That’s what science is all about—thinking up possibilities and then figuring out how to make them real.

When Fiction Becomes Fact

History is full of Seussian-sounding ideas that turned out to be accurate:

• The Invisible Becomes Visible: Scientists once thought germs were make-believe. Now, we know they shape our health and lives.
• Talking Over Distances: Imagine telling someone in 1850 that we’d one day have pocket-sized devices that let us talk to anyone, anywhere, anytime. That’s science catching up with imagination!
• Walking on the Moon: “The moon is out of reach,” they said—until it wasn’t. Neil Armstrong took that small step just 11 years after Dr. Seuss wrote Green Eggs and Ham.

The Science of “What If?”

The STEM fields encourage the same curiosity that Dr. Seuss inspired in his books. It’s about asking questions that seem absurd and then finding ways to test them.

Nanotechnology, for example, was once the stuff of science fiction. The idea that we could manipulate matter at the atomic level—constructing materials one molecule at a time—seemed like fantasy. Now, it is a booming field, revolutionizing medicine, electronics, and energy storage.

But before these discoveries could happen, someone had to imagine them first.

Bringing the Impossible to the Classroom

Teachers and educators have a unique opportunity to spark this thinking in students. One way is by blending storytelling with hands-on science. The NISE Network provides excellent interactive activities that do just that (shoutout to Catherine McCarthy at NISE for these resources):

1. Oobleck: A Real Dr. Seuss Science Experiment – Inspired by Bartholomew and the Oobleck, this experiment lets students explore non-Newtonian fluids, which behave like both liquids and solids.  Read here: Exploring Materials – Oobleck | NISE Network.

2. Horton’s Big Idea: Sensing the Invisible – Just like Horton hears the Whos, kids discover that small things exist even if we can’t see them. Click here: Horton Senses Something Small | NISE Network.

3. In this story time program, visitors actively listen to “Horton Hears a Who!” by Dr. Seuss. Before the story is read, children make paper “elephant ears” to wear. After the story, they use their sense of smell to explore scent molecules that are too small to see. Read here: Horton Hears a Who! Storytime | NISE Network.

Encouraging the Next Generation of Innovators

Dr. Seuss wasn’t a scientist, but he taught us the mindset of one:

• Stay curious.
• Challenge what you think is impossible.
• Embrace the power of “What if?”

Every major scientific breakthrough started as just a thought—a think someone dared to think. If we can encourage students to dream big and explore boldly, who knows what mind-blowing discoveries they’ll make next?

Because, after all…

“You have brains in your head. You have feet in your shoes.
You can steer yourself any direction you choose.”

–Dr. Seuss

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This month’s Spotlight is with Dr. Peter Kazarinoff. I met Peter back in 2012 when he was with the Seattle Hub for Integrating Nanotechnology Education (SHINE) center. He has always been driven and passionate about technician education and student success. He does what he can to make it easier for his students to succeed. For example, he wrote an open-access textbook on computer coding (links below). This allowed his students and others to save money on expensive textbooks. These kinds of actions make Peter one of the most thoughtful people I know. I am honored to work with him every day and help him with his projects.

1. Problem Solving with Python 3.7 Edition: A beginner’s guide to Python & open-source programming tools on Amazon
2. Problem Solving with Python companion website

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Can you share your background and the pioneering work you’ve done in your field?

I’ve been working in nanotechnology and technician education for over a decade. My journey began with the SHINE center, where I developed educational resources to support technician training. Since then, I’ve been involved in several projects at Portland Community College (PCC) and with MNT-EC, creating impactful resources such as open educational textbooks and building programs like J ATE and the Talking Technicians Podcast.

Can you describe the key initiatives or projects you’ve led/worked on at MNT-EC?

I work on two main initiatives: the Talking Technicians Podcast and the Journal of Advanced Technological Education (J ATE). Both projects were created from scratch with the support of MNT-EC’s principal investigator and center manager. The podcast is unique in that it interviews former community college technicians working in companies within the micro nanotechnology (MNT) sector. I also work on the Outreach and Professional Development Teams.

Another thing I’m passionate about is helping community college faculty publish in peer-reviewed academic journals. So much excellent and innovative work is going on at community and technical colleges. However, not all that work is disseminated or shared so others can learn from it. In addition, I want to help provide an avenue for faculty to publish to help them with professional advancement, grant project success, and grant proposals. One metric of project success for National Science Foundation-funded efforts is publishing in peer-reviewed journals. J ATE is one of the places where faculty can publish and demonstrate their success.

What are some of the educational innovations you’ve introduced or led?

J ATE ran two innovative programs: the J ATE Connect program, which paired authors with coaches to construct manuscripts, and the J ATE URE program, which guided community college undergraduate researchers and faculty mentors in creating peer-reviewed manuscripts.

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Since adopting my textbook at Portland Community College (PCC), students have saved over $50,000 in textbook and software licensing fees. The success of Problem Solving with Python encouraged me to write another OER textbook, Introduction to College Engineering. This latest one is still a work in progress, but I hope we can save community college students even more money by adopting another OER book.

Next quarter, I will attempt Open Pedagogy for the first time with a class of 2nd year community college students. Based on my experience helping get students published in J ATE and my work writing OER textbooks, the idea is to have teams of students use their expertise to contribute a chapter and edit a chapter of a student-designed OER textbook on manufacturing processes. The concept of tapping into student expertise to create this book is exciting.

I’m looking forward to seeing what the class of students comes up with and how writing and editing helped them learn and understand.

Can you discuss any publications tied to your expertise that you’d like to share?

The Talking Technicians Podcast published an article in J ATE: Results and Discussion from Two Seasons of the Talking Technicians Podcast.

What impact do you hope these educational resources will have on instructors and students?

I hope more students enter technician education programs that prepare them for careers in the semiconductor and MNT industries. Sharing the excellent work community college faculty do through J ATE amplifies their efforts and creates opportunities for others to learn and grow.

What advice would you give students and/or fellow educators in micro and nanotechnology?

1. For students: Become a technician in the semiconductor industry. It’s a great starting point for a career with growth opportunities.
2. For educators: Share your work. Disseminating your successes and innovations through publications like J ATE can inspire others and contribute to advancing the field.

What do you love best about your work?

In particular, I enjoy meeting with students in person during office hours. Working with individual students directly is some of my best work. Working with students one-on-one and assisting them compassionately and personally is rewarding, motivating, and energizing for me.

Another thing I love about my work is working on grant initiatives that haven’t been proven yet, and we don’t quite know where they will go when they get started. A good example is J ATE, which began as a journal for micro nano community college education and morphed into a journal for all NSF ATE Disciplines.

Five years later, J ATE has grown considerably and is embarking on a new sustainability model to keep J ATE around even after MNT-EC sunsets. At each crossroad in J ATE’s development, I’ve had to learn new skills and systems. It is exciting to have the opportunity to learn new skills and gain new knowledge. Projects like J ATE have pushed me into professional areas I never dreamed of when we started the project.

What trends do you see in nanotechnology and related technologies, particularly manufacturing?

The semiconductor manufacturing industry is growing rapidly in the United States. New factories (fabs) are under construction in Ohio, New York, and Texas, reflecting the increasing demand for a skilled workforce in this sector.

What advice would you give to young people interested in manufacturing and nanotechnology?

Try to connect with a technician working in the industry. Ask them about their job and responsibilities. If you don’t know any technicians, check out the Talking Technicians Podcast to hear their stories and gain insights into the field.

What else would you like people to know about you or your program?

In addition to my work, I enjoy playing and coaching soccer and ultralight backpacking.

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