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Polythiophene (PT) nanoparticles having different particle size were prepared by Fe 3+ -catalyzed oxidative polymerization in aqueous medium. They were characterized by UV-vis spectroscopy, photoluminescence (PL) spectroscopy, scanning electron microscope (SEM), and transmission electron microscope (TEM). As the concentration of surfactant, i.e., polystyrene sulfonate (PSS), increased, the particle size of PT nanoparticles decreased from 52 nm to 20 nm. This was confirmed by SEM analysis. The increase of PL intensity was observed with the decrease of particle size of PT nanoparticles. This resulted from the increased total surface area of PT nanoparticles due to the particle size reduction. Furthermore, self-absorption effect also became weak as the particle size decreased. PT nanoparticles prepared by using PSS could be directly used to make film by annealing at 150 C without any additional solvent casting procedure. This film showed the PL peak at 580 nm excitation wavelength. The resulting PT nanoparticles prepared by using PSS are potentially useful in fabricating high quality active layer for electroluminescence (EL) devices.

The General Chemistry course is a required or elective science course for engineering technology programs at Kansas State University at Salina. A hands-on 'Periodic Table' project in the General Chemistry course was assigned (1) to respect a variety of learning styles, (2) to foster connection between the basic science and engineering technology program courses, and (3) to connect student learning to personal interests and to have them enjoy an "ownership" of learning. The outcomes of this non-traditional teaching strategy were rewarding: (1) students were motivated in learning about the subjects, chemistry and various engineering technology areas, (2) students connected their personal areas of interests to academic majors programs and daily lives, and (3) many students in engineering technology programs incorporated kinesthetic learning styles for this assignment. In course portfolios and survey, students indicated that these assignments became enjoyable and valuable learning projects they were attached to in a personal way. This non-traditional teaching strategy has increased my enthusiasm to know my students on a personal level through observations of their unique talents and ways of connecting chemistry with engineering technology program courses.

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at Salina. His research interests include the scholarship of teaching and learning, cross-curricular collaboration, and diversity and multicultural issues in teaching and learning.