This PDF file contains the front matter associated with SPIE Proceedings Volume 12723, including the Title Page, Copyright information, Table of Contents, and Conference Committee listings.

Since the discovery of the wave behavior of light, diffraction has been a cornerstone in optics. The teaching of the diffraction theory has been usually done theoretically based on a mathematical approach that could hinder the understanding of the physical phenomena. In this work, the simplicity in the architecture of an accessible, cost-effective, and 3D-printed digital lensless holographic microscope is used as an educational tool to study the diffraction theory by providing experimental validations of the phenomena for undergraduate students. The recording and reconstruction steps of the lensless holographic technique take the students to the bidirectionally of the diffraction phenomena in a completely hands-on approach. The integration of the theory with an accessible experimental setup generates an innovative way of teaching the diffraction phenomena in a classroom.

Biophotonics is becoming increasingly prominent in value and visibility. What was predominantly an advanced field of research is now being included increasingly in undergraduate and postgraduate programmes. To increase biophotonics-related STEM awareness, we developed a simple demonstration kit using LEDs and a camera that allows visualising of the blood vessels beneath the skin (specifically the blood vessels in the fingers). The kit uses inexpensive blue, green, red and near-infrared LEDs to show the absorption of shorter wavelengths and transmission of longer wavelengths in the skin. As an outreach and educational tool, this demonstration kit will illustrate the potential of using light for diagnostics.

OptiSystem software is a versatile software that can be used for designing, simulating, and optimizing photonic components, optical links, systems, and networks. The software tool can be used for teaching students at graduate or undergraduate levels. However, a free version of OptiSystem called OptiPerformer enables teaching optical communication, and other Photonics courses to students at the undergraduate level. Optiwave created sets of lab experiments to mimic lab environment teaching. The experiments have a description, tasks, questions, and a solution manual. Consequently, students can learn remotely under any sever condition such as COVID pandemic or weather-related situations. Additionally, universities would allow students to practice in a semi-realistic environment whenever there are no available experimental photonics labs.

Electronic communication is a very important and widely used topic in the field of Engineering and Physics. Due to this, it is relevant for educators and students to have an educational resource with the aim of easing the teaching/learning process regarding to the concept and basics of this topic. In this manuscript, it is presented a novel prototype that sends and receives single character or string via a laser and fiber optics, allowing the manipulation of the hardware and software involved. The characters are coded and sent by modulating the duration of the laser light pulses (pulse width) by using LabVIEW through a USB GPIO module; while the reception and decoding of the characters are achieved via a photoresistor module and a micro:bit board, respectively. A qualitative demonstration regarding to the application of light intensity and beam division is also included.

While mathematical analysis of wave physics involves Complex algebra and beyond, waves are also very familiar objects in everyday life. The Wave Optics Visualizer is a water basin with a unique wave generating device that takes advantage of the familiar water wave to produce and visualize a wide range of wave physics phenomena. Many visually interesting demonstrations can be produced and these can also be directly related to classroom themes for multiple academic levels. The device is carefully designed to perform its main functions as well as to be portable and connectable to classroom technology for use in classrooms and other locations for demonstration. The Wave Optics Visualizer is based on a rolling cart with three main systems; the water transfer system, the wave generator and the visualization system. The water transfer system allows water to fill the basin as well as to be easily drained to a holding tank for transportation. The wave generator is a computer controlled array of sixteen independent actuators, programming allows multiple wave interactions to be produced. Finally, the visualization system consists of a machine vision camera and LED illumination, this system allows excellent wave visibility and the ability to freeze or slow the observation by matching the camera frame rate to the wave frequency. The Wave Optics Visualizer provides an effective and portable tool for demonstrating and teaching the complicated phenomena of wave physics.

The Institute of Optics at the University of Rochester (UofR) launched a new program in the Fall of 2020 for students interested in earning an MS in optics. The program is referred to as the Hybrid Optics Masters Education, or HOME. The HOME system of coursework allows working individuals to take classes remotely either synchronously with in-person MS students through Zoom, or asynchronously guided by the professor. Courses are structured to be inclusive to the online learner through group projects and discussion with other in-person/online students, and one-on-one interaction with the professor and teaching assistant. Each course has specific learning objectives and may incorporate a variety of technology platforms to engage the student, and create an active learning environment. The degree requirements for the MS HOME and in-person Optics MS are identical, only the form of curriculum delivery has been modified. Optics faculty were enrolled in a specific course through the UofR’s Warner School of Education to develop their online curriculum. Detailed information about requirements for the degree, as well as layout, tools, and other relevant resources used will be shared in this paper.

During the fall semester of 2022 an experimental first-year seminar on applied optics was taught for the first time at The Pennsylvania State University. The ongoing goals of the course are to recruit students to electrical engineering and to retain them while steering students towards a specialization in optics and photonics. This was attempted through hands-on experiments demonstrating basic concepts in optics, and tours of laboratories on campus that demonstrate the wide range of applications of electrical and optical engineering. Experiments included aligning fiber optics, building telescopes, building pinhole cameras, experiments with fluorescence spectroscopy, transmission spectroscopy, and demonstrations of polarization. In addition to the first year seminar, the following semester a senior level experiment-based course on applied spectroscopy was offered as well. In addition to experiments, the senior level course includes peer instruction. While the audience for the two courses differ, the goals are much the same to recruit and retain students in optics and photonics. The effectiveness of course presentation in each case is evaluated based on student response and feedback. The two courses’ materials will be compared and improvements will be discussed.

The Tyndall & IPIC Summer Fellowship Programme gives undergraduate students a high quality immersive research experience with the objective to attract the best undergraduate students from across Ireland to purse a PhD in photonics. Students join a leading research group, working in multi-disciplinary and multi-cultural teams to complete novel research projects in state-of-the-art facilities. A parallel Development Programme supports students in learning skills in science communication, networking, technical skills, with the aim to build confident, well-trained researchers for future roles in academia and industry. The objectives of the programme include (1) increase the number of Irish students who progress to complete a PhD, in particular in photonics or wider STEM subject, (2) improve gender diversity by aiming to have 40%+ representation of women each year, (3) provide career-enhancing skills (4) provide an inclusive, positive experience where students build multi-disciplinary networks. Applicant numbers have grown 5-fold between 2017 and 2022, extending this fellowship to a nationally recognised programme. The programme has had 38% women representation through this 6-year period and has attracted the highest calibre students with 84% of the 2022 cohort obtaining 1:1 or first-class honours. Since 2017, 52% of the graduated programme alumni have proceeded to a postgraduate, either masters or PhD. We continue to develop the programme to ensure it as one of the top national summer training programmes. In the words of an alumna, “The IPIC programme taught me a lot about research, learning, and STEM career options [and] heightened my interest in pursuing post graduate studies.”

Quantum optics/quantum information and nano-optics educational laboratory facility (QNOL) at the University of Rochester (UR) is located within three rooms of the Institute of Optics with a total area of 587 ft2 . Four teaching labs were prepared on the generation and characterization of entangled and single (antibunched) photons demonstrating the laws of quantum mechanics: (1) entanglement and Bell’s inequalities, (2) single-photon interference (Young’s double slit experiment and Mach–Zehnder interferometer), (3) single-photon source I: confocal fluorescence microscopy of single nanoemitters, and (4) single-photon source II: a Hanbury Brown and Twiss setup, fluorescence antibunching. We also describe a coherent undergraduate educational program in nanoscience/nanoengineering at the UR based on the QNOL and Integrated Nanosystems Center resources. From 2006 to May 2023, a total of ~900 students have utilized the quantum/nano labs for lab report submission (including 144 Monroe Community College students) and more than 300 students have used them for lab demonstrations. These two projects have three main outcomes: (1) developing a curriculum and offering the Certificate in Nanoscience and Nanoengineering; (2) creating an exemplary model of collaboration in quantum/nanotechnology between a university with state-of-the-art, expensive experimental facilities and a nearby two-year community college; and (3) developing universally accessible “hands-on” experiments (minilabs) on quantum/nanophotonics, learning materials, and pedagogical methods. The inexpensive mini-labs described herein can be adopted in small colleges. All developed materials and students’ reports are available at http://www.optics.rochester.edu/workgroups/lukishova/QuantumOpticsLab/. Two papers in a special issue of Optical Engineering describe these two programs with more details: https://doi.org/10.1117/1.OE.61.8.081811 and https://doi.org/10.1117/1.OE.61.8.081810.

Optical and laser engineering are not only prevalent in science fiction movies but find numerous technological applications ranging from additive manufacturing over machining of micro/nano-scale features to biomedical imaging or space telescopes applications. In a related context, science simplification lectures with diverse visualization techniques and OSA optics suitcase can be utilized to bring attention and inspire careers in future technologies. The suggested work focuses on developing the outreach program to train the trainees (as photonic ambassadors) specifically in the field of photonics and optical applications which is the expanded programme for multidisciplinary outreach activities for school students over 10 years (or pre-university students in the future) [1]. The extended activities can support a wide range of students in Ireland, Europe, and the international prospects as well, which increases the possibility of promoting photonics technology careers in the future. The paper will explain the guidelines and topics of the proposed practical workshop (INNOVATIVE WAYS TO PHOTONICS FUTURE "TRANSFER THE KNOWLEDGE") which can help trainees and give them some techniques for engaging targeted students and creating an interactive environment. The detailed characterization of the workshop structure and related pragmatic sessions will be illustrated in this work as well as the systematic steps of the developed program outline.

Over the past two years, our team of three (one professor, one video editor, and one student) has designed, filmed, and launched four free Massive Open Online Courses (MOOCs) on the edX platform along with several YouTube short courses. In this paper, we will share our motivations behind these courses, along with details of our filming setup (recommended equipment and costs), timeline, workload, and finally enrolment statistics and feedback from students who have benefitted from the courses. We found that MOOCs are highly appreciated by students around the world if they are well-designed.

We describe a project underway since 2015 at the Université de Franche-Comté in France where we have been preserving the history of optics and photonics, with the particular aim of ensuring our students are made aware of this rich scientific heritage. We have successfully located and preserved a wide range of instrumentation and archival material dating from the mid-19th century to the 1960s, including some of the first European studies of lasers, holograms, and their applications. We are currently placing an emphasis on recording oral histories of current and former researchers and educators to ensure that our history during the latter part of the 20th century is fully recorded whilst memories are still fresh, and whilst supporting equipment and laboratory material can be found and archived.

We report on how a college and university physics-based research-practice partnership (RPP) has flourished in the greater Montreal area. The RPP has fostered bringing discipline content knowledge AND pedagogical knowledge together to design effective instructional innovations. It has co-designed activities and built resources that engage students meaningfully with the physics content (including for waves, optics, and modern physics), and provide evidence of statistically significant learning gains. This partnership has informed the development of a community of practice, Supporting Active Learning & Technological Innovation in Studies of Education (SALTISE), which facilitated the knowledge mobilization. SALTISE infrastructure allows us to share with other instructors, using a peer-to-peer professional development approach. These resources include: 1) a repository of peer-generated teaching and learning materials on the SALTISE website, 2) peer mentoring and support, 3) monthly virtual meetings and information sharing, and 4) a free annual conference that brings together practitioners and researchers. We discuss how this model could be useful for the SPIE community.

Getting young and talented minds to pursue photonics as a career is a major goal for the optics and photonics community. We have previously reported on a college-university collaboration allowing pre-university science students to engage in university photonics research through paid summer internships. From the university’s perspective, this collaboration allows for photonics outreach to students before they choose university programs. From the student’s perspective, they are immersed in a scientific research experience for the first time, and they then present their experience in class to the following cohort of college students – this is outreach too. We have surveyed all students who have participated in these paid summer research internships during the first ten years of this collaboration. We report on 1) the survey results to questions pertaining to their learning experience, the training and learning environment, and aspirational elements, and 2) their reflections on the strengths and weaknesses of these internships, such that we can improve the “student experience” for future internships.

We conduct a five-week research boot camp each summer for King Abdullah University of Science and Technology (KAUST) STEM students. Undergraduates carry out independent research regardless of their discipline. Each boot camp contains sessions on overview of topics relevant to thin film optics as well as skills needed for conducting research. The key learning goal of the challenge optics problem is to demonstrate the applicability of research skills across modeling, research design, fabrication process, and testing exercise. Here we present our findings from the past five boot camps, assessments of the students using responses in the workshop evaluations, and their research outcomes. We also share a curriculum aimed at broader adoption.

Increasing science awareness can help increase interest in science, give the public a deeper understanding of science and its application, and lead to more informed choices in society. On this matter, the Faculty of Physics and Math Science of the Universidad Autonoma de Nuevo Leon works on a social program where teachers and students perform outreach activities related to Astronomy, Optics, and Physics in different schools and public spaces outside the metropolitan area. These activities include a mobile planetarium, solar observation, telescopes, hands-on optics, physics demonstrations, and more. This works presents a summary of the cities and towns visited since 2017 and the impact of this program between our community and our students. In conclusion, we have impacted the growth of the scientific interest in our community. Now, more families are interested in science as a recreational activity, and kids are interested in science as a possible career path. At the same time, we have been helping undergraduate students develop soft skills through science outreach activities.

There is a lack of knowledge among the community that prevents them from pursuing a career in the science of light. Due to the importance of introducing optics and photonics fields and their relevance in both, industry, and academy to pre-college students, outreach activities such as showing optical experiments become relevant. The method used to present science to students impacts their perspective directly; therefore, an adequate optics show oriented to the comprehension of pre-college students is required to improve the knowledge transmission. Here we present how an optics show is carried out by our student chapter at Universidad Nacional de Colombia, Medellin campus, along with recommendations hints and suggestions, as well as a useful guide for beginners in outreach. The explanation methodology and the needed materials and components and setups to perform common optics phenomena experiments such as diffraction, color theory, polarization, fluorescence, phosphorescence, and optical illusions are presented.

We have developed a project-based learning approach with the aim of teaching, education, and undergraduate research in optics and photonics. The proposed project-based learning process is focused on the development of hands-on experiments with 3D light field integral imaging technologies. The research projects enable our undergraduate engineering school students with different levels and majors to gain a deep understanding to optics and photonics through early research experience and student-faculty engagement.

This work shows an alternative approach for teaching basic concepts of optics and acoustics, addressed to people with visual disabilities. We describe in detail how concepts as wave, period, frequency, wavelength, maximum, minimum, amplitude, reflection, transmission, and absorption are explained through adapted experiments. The workshop has been implemented 3 times so far, benefiting 20 people with visual disabilities and 60 people with multiple disabilities. On the other hand, this work also shows some dynamics that can be done with people without disabilities to raise awareness and identify the needs that we have as a society to be inclusive in a sector as important as education. In this sense, this workshop has been attended by 90 people without disabilities of which some of them are currently volunteers in the execution of the workshop. Finally, the work also talks about other ideas that have arisen during the development of this project and how they plan to get going in the near future.

Passive optical networks play an important role in access networks and in current 5G networks. Passive optical network (PON) recommendations are published for two sectors by the Institute of Electrical and Electronics Engineers (IEEE) and the International Telecommunication Union (ITU), covering transmission speeds from 1 to 100 Gbit with wavelength division multiplex (WDM). The recommendations of the ITU define different encapsulation methods for the Ethernet frame, and meeting these recommendations necessitates new tools for control and data transmission. We present a downstream frame bandwidth field analysis for the simple topology of an XG-PON with 2 ONUs. The main purpose is to prove that the current access networks do not rely only on Ethernet frame transmission.

We have developed an optical engineering laboratory course that highlights the connections between mechanical and optical engineering, in an effort to attract mechanical engineering students to make the shift to optical engineering for their graduate studies.

Active learning strategies have been developed to enhance students' understanding of optics and photonics in the introductory physics course at the university, college and secondary levels. This paper will present examples of such activities that are designed to actively engage students in the learning process. These include activities using low-cost commonly available materials, those using technology and those designed for active, virtual learning. Research evidence of improved learning will also be presented.

In 1995, the PHOTON Projects began developing curriculum materials and providing teacher/faculty professional development for the "new" field of fiber optics. After three successful projects advancing photonics education, something was still missing– students could solve end-of-chapter problems and pass written tests, but companies reported graduates had poor problem solving and critical thinking skills and were missing the "soft skills" needed for the workplace. In 2006 we were funded by NSF-ATE for the first of four projects to address industry’s concerns - the Problem-Based Learning (PBL) Projects. We developed a comprehensive series of multimedia instructional modules, the PBL "Challenges", to teach problem-solving at the same time as content, requiring students to master the subject matter and also use critical thinking, communications, time management and other workplace skills. In this paper

This study provides a comprehensive and up-to-date portrait of the skills desired by the Canadian photonics industry. To accomplish this, we investigate Canadian job postings on popular employment websites in the fields of optics and photonics to characterize clusters of skills in high demand. We supplement this investigation with an analysis of responses to a questionnaire distributed to over 300 companies with Canadian operations. We present the resulting information in a manner to support evidence-based policy decisions, such as recommendations for improvements to educational programs to better meet the training needs conveyed by the Canadian photonics industry.

Integrated testlets are a means to assess a student’s understanding of complex knowledge through a set of scaffolded questions within an answer-until-correct format, and with grades that can, if desired, be awarded according to the number of attempts made by the student. Integrated testlets have been delivered to students at several universities in Canada, in physics, chemistry, and biology. In comparison with traditional multiple-choice-based assessments that ask items that are wholly independent of each other, an integrated testlet purposefully poses a set of integrated and dependent items that build on each other. This allows for the assessment and formative learning of deeper and more interconnected aspects of the course material. This is important in all STEM disciplines, and especially beneficial for cumulative and interdisciplinary fields such as optics and photonics. In the past few years we have for the first time extended integrated testlet delivery to an online format using the WeBWorK delivery system, and more recently included these within endof-chapter questions throughout a textbook in optics as part of our significant update and revision of the classic, internationally-known, Introduction to Optics text by F. L. Pedrotti, L. S. Pedrotti, and L. M. Pedrotti. For students this provides the benefits of integrated testlets as originally conceived, while also connecting topics within the book. This has encouraged us as authors to use deliberate and mindful composition practices, and advanced our skills in conveying the breadth and depth of the many concepts within optics and photonics.

Optics and photonics education prepares students for careers in specialized fields, not only through theoretical knowledge, but also by developing practical skills and problem-solving abilities. Laboratory-based learning is widely accepted as a crucial component of physics and engineering education. However, is a year of labs effective as the first introduction to the field as done at the Laser Research Institute, Stellenbosch University? Students are introduced to optics and photonics through experimental laboratory work for a year before starting with the theory modules, covering optics, nonlinear optics, quantum optics, lasers, and spectroscopy. This paper demonstrates the use of an analytical instrument based on the Specialization dimension of Legitimation Code Theory1 . This instrument distinguishes different epistemic insights required of practitioners in a specialized field including principle-based knowledge (purist insight), practices legitimized by accepted procedures (doctrinal insight), the ability to think out of the procedural box to envision different possible approaches to a specialized problem (situational insight). The ability to transition in an appropriate way between insights has been shown to be crucial for problem solving in engineering. We use it to analyze our undergraduate program focusing on the role of labs. Results show that labs can give students practice in moving between purist, doctrinal and situational insights, thus preparing them for their capstone projects and future postgraduate or working environments. Feedback from recent graduates evaluates the efficacy. The analytical instrument has potential for application in optics and photonics curriculum design to prepare students for the diverse challenges in their future careers.

Currently, immersive technologies are enjoying great popularity. This trend is reflected in technological advances and the emergence of new products for the mass market, such as augmented reality glasses. The range of applications for immersive technologies is growing with more efficient and affordable technologies and student adoption. Especially in education, the use will improve existing learning methods. Immersive application use visual, audio and haptic sensors to fully engage the user in a virtual environment. This impression is reinforced with the help of realistic visualizations and the opportunity for interaction. In particular, Augmented reality is characterized by a high degree of integration between reality and the inserted virtual objects. An augmented interactive simulation for the determination of the specific charge of an electron will be used as an example to demonstrate how such immersion can be created for users. A virtual Helmholtz coil is used to measure and calculate the e/m constant. The voltage at the cathode for generating the electron beam, but also the voltage of the homogeneous magnetic field for deflecting the electron beam, can be variably controlled by haptic user input. Based on these voltages, an immersive virtual electron beam is calculated and visualized. In this paper, the authors present the conceptual steps of this immersive application and address the challenges associated with designing and developing an augmented and interactive simulation.

The laboratory-based Optics course was envisioned by the Department as a bridge to upper-level laboratory courses, thus students must display increased initiative and collaborative skills. In recent years since the pandemic began, it appears student initiative has declined. Activities within the course have been refined and new ones developed to build technical skills such as problem solving and optical design. New activities have been developed as well to build soft skills, for example, self-awareness, time management and adaptability. The new activities appear to improve soft skill development. Technical skill development was positive, however it is not clear that the revisions resulted in a significant improvement.

Optoelectronics is one of the core courses for first year graduate students major in communication engineering and electronic and information engineering at Fudan University. The conventional approach to teach students from a diverse academic background is challenging. In 2022, we introduce flipped classroom approach in optoelectronic course. The course is organized under 15 topics in optoelectronics. Students will take the lead in presentation, topic discussion and case study. We find that by introducing the flipped classroom approach, students are able to master the course materials with better efficiency.

In this work, we show an experiment in which the analysis of the fringe visibilities at different wavelengths provides information on the spectral morphology of stellar sources. For our purposes, we have inserted a filter wheel between a camera and a telescope obscured by a double-aperture lid for it to operate as a Michelson Stellar interferometer. The wheel allows the use of up to nine astronomical filters. The spectral emission of stellar sources, either single or binary stars, has been simulated by using the light emitted from the output surfaces of two-meter-long polymer optical fibers illuminated by a broadband light-emitting diode. By analyzing the variation of the fringe visibility with the wavelength, we are able to determine the angular size and separation of our light sources, as well as to find the spectral characteristics of the emission of the stars.

Redesigning a curriculum for teaching media technology is a major challenge. Up-to-date teaching and learning concepts are necessary that meet the constant technological progress and prepare students specifically for their professional life. Teaching and studying should be characterized by a student-oriented teaching and learning culture. In order to achieve this goal, consistent evaluation is essential. The aim of the evaluation concept presented here is to generate structured information regarding the quality of content-related, didactic and organizational aspects of teaching. The exchange of opinions between students and lecturers should be encouraged in order to continuously improve the teaching and learning processes.

The paper will focus on the activities of the International Year of Light and Optical Technologies 2015 (IYL) with their impact in life, science, art, culture, education and outreach as well as the importance in promoting the objectives for sustainable development. It describes our activities carried out in the run-up to or during the IYL, as well as reports on the generic projects that led to the success of the IYL. The success of the IYL is illustrated by examples and statistics. Relating to the potential and success of the IYL, the impact and the genesis of the International Day of Light (IDL) is presented. Impressions from the opening ceremony of the IYL in Paris at UNESCO headquarters and the Inaugural Ceremony of the IDL will then be covered. A second focus is placed on the interdisciplinary media projects realized by the students of our university dedicated to these events. Finally, an analysis of the impact and legacy of IYL and IDL will be presented.

The dramatic shortage of optics technicians is having an impact on the ability of America to compete in the international marketplace. This has caused educational institutions to rethink how they educate the future workforce. Innovative approaches such as, quick-start, microcredentials, remote learning and partnerships are changing the educational landscape.

Optical Sciences and Photonics are areas of growing importance that are too often missing from traditional undergraduate science and engineering curricula. Often, aspects of optics and photonics are picked up as side topics in undergraduate and graduate courses along the way to obtaining more traditional STEM (Science, Technology, Engineering and Mathematics) degrees. Since 2016, the annual Optical Sciences Winter School has been held during the winter break of the University of Arizona’s academic calendar. Its annual participants are now approximately 50 – 60 undergraduate students (mostly juniors and seniors) from US (United States) Universities who demonstrate an aptitude and talent for science and research. These students participate in a three- to five-day immersion experience, learning the many opportunities and benefits that choosing optics and photonics for their graduate studies can offer. The Optical Sciences Winter School (OSWS) brings together a motivated group of undergraduate students for a series of overview lectures teaching foundational topics in optics and their relation to current research. It also provides a forum for faculty, alumni, and invited guests to share results, approaches and methodologies in optics and photonics research and education that are unique to the undergraduate setting. This event is not focused on a specific school’s program but tries to highlight the diverse optics programs in the US. Many sessions in the program are filled with various invited faculties and researchers’ presentations from prominent optical physics and engineering undergraduate or graduate institutions.

Previously, we demonstrated an electronic circuit analogue of one of Special Relativity’s (SR) phenomena called the Relativistic Aberration of Light (RAL) (European Journal of Physics, 42, 015605, 2021), which describes the change in the angle an observer sees a light source relative to their direction of motion at relativistic speeds. It used typical bulky laboratory equipment such as (i) function generators, (ii) oscilloscopes, and (iii) power supplies together with our all-pass filter (APF)-based electronic circuit analogue to perform experiments. In this paper, we present a novel smartphone-based experimental set-up performing the same experiment, but we replace the bulky and expensive laboratory equipment with a low-cost and compact smartphone system that can function as both function generator and oscilloscope. Our smartphone system consists of (i) an Android 8.0 (Oreo) application and (ii) an ESP32-based external module that may be wired or wirelessly interfaced for oscilloscope and signal generation functions. The setup was able to carry out the experiment, however the sampling rate was only limited to 8.5kHz, but with the added input channel, phase shift calculation was much more consistent, albeit with a slight offset of -15 degrees due to the added buffer circuit between the ESP32 and APF circuit. We hope that through our work, we expand the toolset of physics educators and researchers, particularly those in developing countries, especially with our system’s considerations of equipment accessibility, affordability, and simplicity.

The classical interpretation of Young’s double slit experiment is that, before and after passing through the diaphragm of the double slit, the light behaves as waves. In 1905, Einstein interpreted Photoelectric effect by photon theory of light that revived, in some sense, particle theory. Feynman called the double slit experiment “the only mystery [of quantum mechanics]. For studying the mystery, we propose for the first time both the photon chamber and Postulates of convex lens, and utilize both to the classical wave experiments. Experiments show new phenomena in the classical wave experiments: (1) the non-interference patterns near the diaphragm and interference patterns near the screen coexist; (2) the non-interference patterns evolve to the interference patterns; (3) the interference patterns and the non-interference patterns are produced independently and partially; (4) the light is not EM waves; (5) the light is photons not only in Photoelectric effect but also in the classical wave experiments, and the photons distribute as waves near the screen and on the screen, we referred the phenomena as Photowaves Phenomena. The experimental results in this article are consistent. New phenomena require a consistent interpretation. Author believes that students would be interested in those DIY experiments. Students, while learning/performing, would propose their owe interpretations.

We present a novel framework referred to as Concept Connectivity that aids in educating and engaging students by presenting the topic of the Special Theory of Relativity (STR) in a coherent and unified manner. It uses different analogue implementations of the STR coming from seemingly distinct fields of study such as (i) Optics, (ii) Photonics, and (iii) Electronics to connect not only to the concepts of the STR but to the various concepts from these different fields. In these analogue implementations, the fundamental characteristics of the different STR phenomena can be mimicked in many different ways. Concept Connectivity has two major benefits. First, from an educational perspective, undergraduate students can (i) understand advanced physical phenomena (like STR) from different points of view, (ii) bridge together different learnings or concepts from Physics, Optics, Photonics, and Electronics, and (iii) learn hands-on knowledge and engineering skills from Optics and Electronic experimentations when these analogues are incorporated in undergraduate physics lectures and laboratory courses. In this way, Concept Connectivity contributes to the growing pedagogical approaches used in science education with an emphasis on Photonics, Optics and Electronics. Second, from a research perspective, Concept Connectivity provides undergraduate students with a rare “taste of research experience” related to the challenge of merging different concepts in STR using principles in Optics, Photonics, and Electronics.

Precision optics manufacturing companies across the U.S. are suffering from a critical shortage of technicians. This shortage impacts supply chain, delays shipments, and impedes the productivity of any industry reliant on optics. Further, it stifles innovation and requires engineers with advanced degrees to complete the work of technicians. Development of the current and next-generation optics manufacturing workforce is vital. Monroe Community College (MCC) in Rochester, NY offered the nation’s first Optical Systems Technology program. By collaborating with industry, community, and governmental partners, MCC grew the program over several decades to a record-high graduating class today. Unfortunately, MCC alone cannot meet the demand for optics technicians with 500 new graduates needed every year just in the Western NY region. The U.S. Department of Defense sees this critical workforce shortage as a threat to national security and charged the American Center for Optics Manufacturing – AmeriCOM – to increase the number of optics technicians. Recognizing the success of connecting industry, community, and governmental partners with an optics-focused academic institution, AmeriCOM is replicating this “ecosystem” model in regions across the country. The initiative has: 1) Extensively enhanced precision optics technician training with innovative approaches that meet the needs of the optics industry and students; 2) Increased the number and diversity of optics technicians nationwide; and 3) Established opportunities for student and faculty engagement with the optics industry. This paper describes the success of MCC’s optics ecosystem model and illustrates why AmeriCOM is replicating it nationally to strengthen the nation’s precision optics workforce.

Fabry-Perot interferometers are optical resonators used for developing high-resolution sensing devices. With the ability to detect and resolve the fine features of a transmission spectrum with high precision, these devices are commonly used to determine the resonant modes of a laser cavity, which often feature closely-spaced spectral peaks with narrow line widths. The most common configuration of a Fabry-Perot interferometer is a resonator consisting of two highly reflective, but partially transmitting, spherical mirrors that are facing one another. In this work, we present an experiment of how the academic knowledge acquired can be applied to the development of technologies that improve the quality of life. We believe that the teaching of experiment-oriented topics, combined with a dynamic and dialogue-based classroom delivery, can encourage greater class participation. This experiment is designed around commonly used optoelectronic devices, such as LEDs, to engage students' interest. Additionally, students will learn to investigate non-trivial features of such devices, for example, that it is possible to relate the emission spectrum of a resonant cavity to physical parameters that affect the cavity, such as temperature or refractive index.

Engineering students in optics and photonics need robust intuitions for the micron-scale behavior of light in dielectric materials. Educators often use textbook images of ray diagrams and static electric field profiles to introduce the behavior of light, after which undergraduate and graduate students are expected to run commercial software simulations to explore the dynamic behavior of waveguide modes. While incredibly powerful and flexible, complex commercial software tools are difficult for novices to use, preventing students from gaining nuanced conceptual insights about the behavior of optical components and devices. The Virtual Manufacturing Lab (VM-Lab) at MIT has created a series of simulations that use novel data visualizations and dynamic electric field profiles to teach the fundamentals of photonic circuit components. This work identifies key misconceptions on the topics of fiber optics, waveguides, and photonic integrated circuits which prevent students from building an accurate model for light propagating in a micron-scale dielectric waveguide. A library of interactive photonics simulations helps students learn about silicon photonics by exploring waveguide modes, mode superposition, on-chip interferometers, resonant structures, and more. In addition, interactive learning games introduce students to the application areas of photonic integrated circuits, including on-chip chemical sensing, hyperscale data centers, RF wireless communication, and LiDAR imaging.

The bachelor program in Information Technology Security of the Universidad Autonoma de Nuevo Leon used to teach the students the use of hardware and software needed for their professional development; moreover, the constant evolution of technology and the imminent arrival of new technologies such as Quantum computers, 5G, 6G, and more lead to needing to include a solid base on Physics at the first semesters of the curriculum. Considering this, the recent updates in the academic program of the Bachelor of Information Technology Security include a subject called Transmission Signals, where fundamental electrodynamics and optics are the main topics covered, including the explanation of its application in Computer, Telecommunications, Cryptography, and Security in IT. The main objective of the subject is to prepare the students to understand how the technology works and the science behind it, which will lead to the opportunity for the student to easily understand future technologies from a solid foundation of knowledge in Electrodynamics and Optics. The subject of Transmission Signals has been taught since 2019, and the present work shows a summary of its content, the projects developed by the students, the impact of this subject in the curriculum, and the future work proposed to improve the integral development of the IT Security students.

Photonics is a broad research area that underpins many different areas of science and engineering. The future of the United Kingdom (UK) photonics industry depends on training the next generation of photonic engineers and scientists to lead research and innovation across a wide range of industrial applications. In 2018, the UK government invested £446 million through the Engineering and Physical Sciences Research Council (EPSRC) in 75 Centres for Doctoral Training (CDT), of which one is focused on industry inspired Photonics, Imaging, Sensing and Analysis (CDT in Applied Photonics). A key element of these CDTs is the increase in formal taught components to enhance technical interdisciplinary knowledge and broaden the postgraduate research student’s skills and knowledge base. This paper presents the development, implementation and evaluation of a new taught course for the CDT in Applied Photonics to broaden the skills of photonics researchers to integrate analogue and programmable digital electronics in to photonic systems. The course builds fundamental theoretical knowledge in digital and analogue electronics and provides practical laboratories using accessible programmable digital hardware. It also provides the opportunity to apply this knowledge through a practical group project developing an integrated photonic system, culminating in an assessed practical presentation and demonstration of the working systems. The course uses National Instrument’s myRIO, designed to allow access to industry-grade embedded system technology combining LabVIEW’s graphical programming environment with a processor, reconfigurable field programmable gate array (FPGA) and convenient hardware interfaces. This facilitates access to the technology for postgraduate students from a range of undergraduate backgrounds, yet also provides a pathway to develop similar technology used in industrial photonic research.

Rose-Hulman Institute of Technology has 35 years of graduating optical scientists and engineers. The change from the Applied Optics degree program to the Optical Engineering degree program occurred in 2003, which paved the way for ABET accreditation. The past and present program reinforces the idea that we are educating our students in optics applications to deal with real-world problems and practice the profession of optical engineers. The RHIT program has been at the forefront of developing project-based learning since its inception in 1983. Since the name changed, the optical engineering program (OE) has completed three cycles of ABET accreditation. We are continuously improving our OE curriculum to meet the current and future needs of the industry and cutting-edge research. To lead the ABET review, Rose-Hulman initiated the dialogue with SPIE to be the lead society for optical engineering in 2004. This paper will discuss several steps taken to develop a world-class OE program with state-of-the-art laboratory facilities for undergraduate optical engineering education.

In several countries such as the UK, the optometric profile has shifted towards a healthcare professional. The optics lecturer has thus to help students with often a limited interest and background in optics to become professionals with a reasonable understanding of the main optical phenomena and how they can be put in use in optometric instruments. In this context, and in order to help improving teaching strategies, the aim of this study was to identify misconceptions in optics among optometry students, and to assess if these misconceptions would change with professional experience and continuous education. An on line, anonymous, survey was carried out among first, second, third year Optometry students and qualified optometrists registered for at least two years with the General Optical Council. The number of respondents in the four groups was respectively 67, 54, 22 and 74. The survey consisted of 40 True/False/Pass questions regarding the nature of light (7), geometrical optics (8), visual optics (11) physical optics and ophthalmic applications (14). Results show that the misconceptions identified are similar to those reported in other science groups (e.g. image formation, wave nature of light) with the exception of few more directly related to Optometry concepts. If globally, students understanding improve with academic education, a number of misconceptions however persist along their studies and new misconceptions may also appear as students are introduced to new concepts, which may not always be clarified afterwards with professional experience.

Radiometric calibration is the process of assigning engineering units and uncertainties to digital counts such that an instrument reading (or image format) conforms to a recognized standard such as radiance. One way to implement spectral radiometric calibration is through the use of an integrating sphere or FEL Lamp/Lambertian plaque setup. Calibrated integrating spheres can be expensive thus in this paper, we (i.e., student and faculty advisor) set out to design, construct, test, and evaluate a NIST-traceable FEL Lamp/plaque setup (as a senior project) for in-house spectral calibration as well as integration into the undergraduate and graduate curriculum at the Center for Imaging Science at the Rochester Institute of Technology. We compared FEL Lamp/plaque spectral radiance measurements to that of a NIST-traceable 20-inch integrating sphere with an uncertainty of 1%. Results showed our set up (with a 1% uncertainty 1000-watt FEL lamp) was on-par with the integrating sphere. As mentioned, this calibration station will be integrated into the lab section of RIT’s radiometry course to educate students on how to conduct spectral radiometric calibration, independent of an integrating sphere. There is much to convey to students from classroom lecture-based radiometric concepts on calibration to the actual use of such a station in the lab. This includes, setting up the source, alignment, operation and usage, measurements, etc. Our take-away is to illustrate how others can replicate our station so as to teach students about hands-on spectral radiometric calibration. We will also discuss our success and failures related to the project. As someone now in the “radiometry” industry, thanks to this project, I would like to like to share our project with the educating community.

In order to make aware of the importance that fiber optic sensors have in the modern industry, students in the master´s degree in Telecommunications Engineering at the University of the Basque Country are faced with a practical case of interest that provides a convenient training platform for learning important aspects of fiber-based optical sensing, such as probe design, the calibration curve, data interpretation and management, etc. The hands-on experiment runs around a tabletop rotor kit that includes different rotating parts and custom-designed fiber-based displacement sensors for monitoring the dynamics of the rotation. Practical aspects such as data interpretation and processing are dealt thoroughly, but without neglecting more fundamental aspects involved in the design of the optical probe.

In this work, the content for an undergraduate-level holography workshop is presented. The session is divided into two parts: an instructional section and a hands-on application activity supported by research-grade open-source software. The first section starts with a brief theoretical review of conventional imaging, interference, and diffraction as the underlying physical phenomena. These concepts are then used for the description of the recording, processing, and reconstruction stages of analog holography, emphasizing in each case the phenomenology rather than the mathematical framework. Finally, the translation of these stages to digital holography is presented, introducing the principles of digital recording and numerical reconstruction. The contents of the instructional section are then applied in a lecturer-guided activity, in which the participants generate a computational off-axis hologram and calculate its reconstruction. All the operations are performed using the “Numerical Propagation” plugin of the open-source software ImageJ. This research-grade software allows the modeling and manipulation of complex-valued wavefields from a user-friendly graphical interface. It thus allows the participants to recreate step-by-step the recording and reconstruction stages of the holographic process, while directly identifying when each physical phenomenon is at play. The proposed content can be implemented either as a stand-alone workshop or as an applied component of an undergraduate optics course.

We present the beginning of an ambitious project to extend initiatives of education and research in optics and photonics for population with disabilities. Specifically, we describe an activity organized by different student chapters in countries of Latin America geared towards the discussion and development of materials to teach optics and astronomy with and to the visually and hearing impaired. The particular event has been completed twice, once remote, in 2020, and another hybrid in 2022, with the in-person section hosted in Bogota, Colombia with remote participants from several countries. The event aims to develop educational materials, create a space for synergy interactions between different populations, and facilitate the expansion to different languages and regions in the Americas, particularly to reach under-served and remote communities. Different spaces are proposed and quantitative outcomes are provided.

MassTech Collaborative has helped to make the Commonwealth of Massachusetts a beacon for advanced manufacturing. In partnership with the AIM Photonics manufacturing institute, MassTech has launched five Laboratories for Education and Application Prototypes (LEAPs) within academic institutions and/or companies spread across Massachusetts, to develop a skilled workforce in integrated photonics. Hands-on and in-person workshops, bootcamps and laboratory courses are offered at these LEAPs to learners from academia, industry, and the government. The MA LEAP network stands as an excellent self-sustaining model for hands-on STEM education and workforce training for the rest of the country.

Lithuania is recognized as a laser-tech cluster and therefore the Materials Engineering and Nanotechnologies study program carried out at the Kaunas University of Technology is tempting to address the competencies required by the beneficiaries. Students are introduced to Optics and Laser technologies via three recently revised dedicated courses that have theory lectures, practical tasks, and laboratory works. The endeavor starts at the basic level like geometrical optics, light interference, diffraction, etc. going through modern optics covering optical devices and processes, and finalizes with a deeper understanding of topics covering nonlinear and ultrafast laser optics, plasmonics, and laser material processing. The study program is unique in a way that it provides double degree diplomas both in Physics and Materials Engineering fields. Considering the challenges and needs of the laser-related industry in Lithuania the courses in Optics were adapted to include fundamental and applied research-based topics along with problem-based learning tasks directly related to the real-life problems that expand the content of the classical textbooks. Lab work tasks are performed at university research laboratories employing the state-of-the-art femtosecond laser, laser micromachining workstation, and transient absorption spectrometer allowing students to get familiar with the locally produced photonics products. Handson experiences with contemporary technologies together with a critical amount of fundamental knowledge in photonics later on stimulate students seeking a job position in the laser/optics-related industry in Lithuania. The feedback from the students shows that the problem-based learning approach and teamwork allow students to get a better understanding and more in-depth knowledge of the field and teaches soft skills expected by employers.

In Mexico, just a little more than 30% of the scientist are women. One of the main reasons why girls decide not to study science is the shortage of female scientist models. This situation is a matter of concern for the CIO-OPTICA-SPIE student chapter. For that reason, we decided to create and organize an event particularly designed for high school women students interested in a STEM career. This event was launched as our main event for the International Day of Girls and Women in Science. Enthusiastic girls for STEM participated in conferences about the importance of women in science, experimented with optics and photonics, and visited laboratories such as biophotonics, optical metrology, vision optics, nanophotonics, and fiber optic sensors. This event has been organized for five editions since 2020 with the financial support of SPIE, OPTICA and CIO. Around 300 female high school students participated, who were highly impacted by this event.

More than 10 years ago, the Photonics Explorer Kit (PEK) was developed for secondary schools to inspire the next generation towards photonics in Europe and beyond. It is widely used by physics teachers in their classrooms and during optics outreach activities, such as International Day of Light events by many optics-related organizations, SPIE and Optica student chapters. Nearly 4.000 PEKs, used by 200.000 students annually, have already been distributed worldwide and aim to delegate the impact of light and light technologies in schools, universities, companies and beyond. In this article, we want to demonstrate the multiuse of this educational kit and the positive impact we will make in the future.

We introduce LightFlow, an open-source software package for simulating light wave propagation through custom optical components and systems. Built upon TensorFlow and Keras, it benefits from GPU acceleration and offers a user-friendly and modular architecture. Optical components are represented as layers, simplifying the design and modification of simulation models. Our approach also streamlines the addition of new custom components. LightFlow’s automatic gradient calculation is valuable for computational imaging applications involving optimization algorithms and inverse problems. With its intuitive interface, tested building blocks, and expandable design, LightFlow is well-suited for education and research, from undergraduate to advanced graduate levels. The GPU-accelerated processing enables efficient, real-time visualization of optical simulations, making LightFlow valuable across a broad range of user expertise and applications.

As part of its altruistic activities, the Indian Student Chapter of Optica, Hyderabad-India carried out an Optics Sensitization program for the under-privileged school students. Onus was on delivering the complex aspects of lights like interference, diffraction, polarization, reflection, refraction, dispersion, scattering etc., through experiential learning using optical kits. Since most of the students belonged to the deprived sections of the society who were never exposed to complex optical gadgets, we used rudimentary but effective tools for demonstration purpose. The ubiquitous laser and a telescope were also displayed for the students to appreciate how light-based technologies have revolutionized the human society. A do-it-yourself session was also organized for the students to make themselves a crude telescope. Audience comprised both of students and teachers. We could record an overwhelming response for the program from the participants who despite the financial limitations, showed eagerness to pursue science as a future career option especially follow the path of light and optics.

Optical technologies can be found in many aspects of our daily lives. We have developed three experiments using items that can be found in a toy box or around the house to demonstrate and explain optical concepts. Videos of the experiments, their principle, and applications are available on our YouTube channel. The first experiment uses moldable putty to make a shapeable lens and light guide to observe refraction and total internal reflection respectively. The putty’s characteristics allows for hand molding into different shapes to observe how light propagation is changed within the putty in real time. The second experiment is to learn about color absorption and reflection. The color pattern of clothing would change depending on the color of light that is used to illuminate it. The experiment illustrates how optical communication can use different colors to support multiple users. The third experiment uses a bubble to illustrate light interference, the principle behind eyeglasses coating. Different colors are seen at different locations on the bubble due to light interference. The above experiments can be carried out at home or at school through our outreach program. During our school outreach, we relate the above hands-on experiments with two demonstrations. The first demonstration is a laser-transmitted audio system that explains how electrical signals can be transmitted using optical fibers. While the second allows for the observation of how laser light is guided within an optical fiber. The toy-based experiments are a fun approach to introduce complex concepts to students.

Schools and universities primarily prepare graduates for the workforce. Conventional pen-and-paper-tests which include multiple choice or theoretical derivations are mainstays in the assessments in most STEM subjects. Practical laboratory tasks, many of which involve carrying out experiments, are also prevalent as assessment components. However, to what degree do these types of assessments test student competency in an applied context? That is, how authentic are these activities in assessing would-be workforce-ready graduates? Authentic assessment focuses on activities that reflect, as accurately as possible, the tasks and contextual environments that employees would typically carry out and be exposed to in a real-world setting. We review developments in authentic assessment and how it can be applied in general STEM as well as specifically optics and photonics contexts.

Due to the constant presence of information, it is imperative that today’s students can evaluate and apply the information effectively. This skillset, known as information literacy (IL), is valuable in all fields, yet state and national education standards have little in terms of developing those skills in current curriculums. Due to this lack, it is increasingly important to have open discussions about IL with key education stakeholders, like K-16 educators, to identify their interpretations and assessment of IL and its potential integration into the science curriculum. We aim to answer three questions: (1) How do Central Florida education stakeholders interpret information literacy, (2) How is information literacy represented by stakeholders when teaching scientific content, and (3) How can data from education stakeholders support developing initial threshold concepts for scientific information literacy? To begin, a set of focus groups were conducted with Central Florida K-16 educators and librarians to determine how they interpreted and assessed IL, and the perceived obstacles they encounter with integrating IL in science instruction. As these educators and librarians are involved with the current guidelines and standards, the insight they provided from these discussions will be useful in aligning IL with these standards and threshold concepts. These discussions have also allowed for the survey development to probe at a larger set of higher educators. This survey will allow education stakeholders to evaluate IL within science classrooms. This survey data will allow us to generate greater awareness about IL and its teaching practices and better understand educator perceptions of IL.

With the widespread use of mobile internet, cloud computing, big data, and artificial intelligence in the field of education, a new teaching model based on cloud technology has been rapidly developed. This new model follows the curriculum's "construction-implementation-evaluation" process and includes a quaternity intelligent cloud teaching framework consisting of teaching content, teaching tools, teaching management, and teaching evaluation. This framework comprises intelligent cloud teaching materials, cloud-based classes, cloud-based big data management, and an intelligent monitoring system for teaching quality. The data and services of these four modules can be mutually invoked and supported. Intelligent cloud teaching has been studied and implemented in many core courses, such as "Optoelectric Technology," "Applied Optics," "Physical Optics," "Photoelectric Information Comprehensive Experiments," and "Electrodynamics." The implementation of intelligent cloud teaching has shown several advantages. Firstly, it allows students to make full use of fragmented time for autonomous learning, which is particularly beneficial for optoelectronic majors that require knowledge from various fields such as optics, electronics, mechanics, computer science, and materials science. Secondly, it enables teachers to promote formative evaluation and research-oriented teaching reform, and to continuously improve their courses. Thirdly, it facilitates intelligent monitoring of teaching quality, with relevant teaching big data being used to evaluate teaching and learning and support evidence-based teaching research. Lastly, it provides a historical database that can support professional construction and certification, meeting the requirements for output orientation, quality assurance, achievement evaluation, and improvement. In order to further promote the intelligent cloud teaching model, several suggestions have been proposed, including optimizing the construction of evaluation and incentive mechanisms and implementing technologies to improve the intelligent cloud teaching platform.

Cloud Technology is changing the teaching mode of traditional higher education. The use of mobile teaching assistants such as “Cloud Class” and “Cloud Textbook” can effectively improve teaching efficiency and quality. On this basis, the online and offline hybrid teaching interaction mode based on “Cloud Class +” is constructed and applied to the teaching practice of the Applied Optics course. The online and offline hybrid teaching interaction model is introduced in detail from three aspects: pre-class preparation, in-class discussion, and post-class feedback. The practical results could provide useful references for solving hot topics and difficult problems in education and teaching.

Introductory physics courses aim to improve students’ problem-solving and reasoning skills. To aid in attaining this goal, researchers in physics education have studied students’ qualitative inferential reasoning to develop and refine theoretical frameworks for how students reason through qualitative physics problems. Recently, researchers have begun to apply dual-process theories of reasoning (DPToR), from cognitive science and psychology, to support mechanistic predictions of student reasoning in physics. This talk will explore the DPToR framework and discuss the ways in which it is being used to expand student reasoning skills in the physics classroom.

This paper describes and provides examples of getting high school students interested in quantum information and then teaching them some aspects that draw them in and keeps their attention. These examples are informal education for afterschool programs that can begin with a presentation during a regular science class period. The goal of this paper is to provide methods that have been successful and can be duplicated in other geographic locations globally. These methods include providing other volunteers, such as Optica and SPIE Student Chapter members at colleges and universities and professionals in industry, with easy-to-follow written materials and easy to acquire hands-on materials for low-cost laboratory experiences. The importance of bringing the hands-on experiences to the high school students early in the process is highlighted and getting them to understand that the quantum world is basically at the atomic level and not the macroscopic world we experience every day. While there are many programs worldwide aimed at teaching quantum to high school students, they each have their strengths and challenges with a variety of outcomes. Here the author provides the best practices he has found from some of these programs and merges them with his own experiences in the optics and photonics education outreach endeavors to deliver a concise path for quantum outreach volunteers to use in their programs.

Quantum science and technology has potential to revolutionize applications in metrology, sensing, imaging, computing, and communication. Preparation for quantum-classical technology integration is crucial for the future scientists. Formal theoretical training in quantum electrodynamics usually requires several hundred hours of coursework, notwithstanding the physics background, which would not be feasible for learners from diverse background. We present an online Experimental-based Quantum Technologies course that makes this education more accessible. The module has six lectures and hands-on experiments. The participants enter the lab using VR goggles and 360° live video conferencing and perform the experiment over a virtual network connection. Experiments focus on observing physical effects and conceptualize findings. We'll share our insights from this course's that enables self-paced remote-learning.

Quantum science and technology education is in increasing demand from both educational and industrial establishments. Photon- and Cloud-based systems play a vital role in experimental-based education and training. This contribution features our most recent Master's level course, 'Experimental Quantum Technologies,' which was offered in 2022. This unique course provided brief introductions to each topic with minimal theoretical formulation, and emphasized on observing quantum phenomena. Lab instructions contained the physics and mathematics needed to understand the experiments. The reports were succinct and focused on understanding the experimental results. Our contribution will address the course's key outcomes, including experiments done.

We present an educational activity for measuring Wigner distribution functions of quantum states of light in the undergraduate laboratory. The activity was implemented by undergraduate students in different courses of the undergraduate curriculum, and the resulting activity was tested by different students of an introductory Quantum Optics course at the Universidad de los Andes in Bogotá, Colombia. The activity consists of a two-hour laboratory practice where students work in a pre-aligned experimental setup and then use an open-access, custom made computational graphical user interface that enables the reconstruction of the Wigner distribution function. Since the testing of the activity coincided with the COVID-19 pandemic, the possibility of analyzing simulated data was included in the computational user interface. The activity is now running for in-person classes and its virtual feature is now valuable for the implementation of distance learning of Quantum Optics.

While quantum science occupies a deserved place in STEM curricula, new learning trajectories are also suggested for those seeking to generate value in emerging product and service settings. Harnessing quantum technologies for commercial purposes invites innovative curricula that guides both industry and government players in making promising use of their resources. Strategic resource allocation demands an underlying innovation thesis by which to diagnose value propositions with a guiding set of value principles. These tools then deliver cohesive actions that realise a quantum strategy to unlock value. Given this imperative, a key question arises: “How can we best educate a distributed skilled workforce to deliver and capture value from quantum innovations?”. This distributed learning challenge suggests a massive open online course (MOOC) to align quantum science with quantum strategy. We have recently built such a MOOC and have tracked its development arc as we tested our pedagogy, leading us to some interesting delineations. Firstly, those with existing products and services adopting particular quantum technologies to improve performance require tools to cut through the quantum hype in distilling value opportunities such technologies are uniquely positioned to deliver. Secondly, those already immersed in the technology need guiding frameworks to distil and propagate their value proposition aligned with end-user needs, thereby connecting technology advances with market expectations. We draw on our experience to note distinctive successes and learning boundaries enabled by MOOC platforms to allow both learning scale and geographic dispersion. We suggest future research and pedagogical development pathways.

Quantum optics laboratories are emerging as suitable educational platforms to complement quantum mechanics instruction and expose students to non-traditional demonstrations of quantum physics involving quantum superposition and measurement. The automation of these experiments offers an interesting alternative paradigm. In this contribution, I present the automation of laboratory experiments through motorized mounts that displace or rotate optical components, enabling remote execution of the experiments. Some additional benefits include improved repeatability and better preparation of photonic quantum states.

Quantum technologies are expected to be among the most transformational technologies of the twenty-first century, changing how we sense the world around us, approach security, and process critical information. Transitioning the industry from quantum research labs to the commercial environment requires a sizable workforce skilled in supporting Quantum 2.0. To achieve the goal of the entire quantum ecosystem, society at all levels needs to be aware of this emerging field and then be inspired, attracted, educated, and trained with the new quantum skills and competencies. This poses a challenge as quantum science is a difficult and counterintuitive subject. How is a subject such as quantum mechanics that, as the famous quantum scientist Richard Feynman once said, “nobody fully understands” to be taught? In this presentation, we will share our experiences and results of EdQuantum, an NSF-funded project whose goal is to develop a curriculum to train future quantum technicians. The proposed curriculum intends to provide an essential first step in quantum education at the associate’s level. The curriculum relies heavily on a visual, hands-on approach that is based on commercially available quantum educational hardware. The curriculum strives to bring complex quantum science to a level understandable to individuals without a solid scientific background through algebra-based theory and simple experiments. As such, it may also be used to raise awareness and inspire high school students to seek careers as future quantum scientists.

Undergraduate quantum mechanics focuses on teaching through a wavefunction approach in the position-space representation. This leads to a differential equation perspective for teaching the material. However, we know that abstract representation-independent approaches often work better with students, by comparing student reactions to learning the series solution of the harmonic oscillator versus the abstract operator method. Because one can teach all of the solvable quantum problems using a similar abstract method, it brings up the question, which is likely to lead to a better student understanding? In work at Georgetown University and with edX, we have been teaching a class focused on an operator-forward viewpoint, which we like to call operator mechanics. It teaches quantum mechanics in a representation-independent fashion and allows for most of the math to be algebraic, rather than based on differential equations. It relies on four fundamental operator identities—(i) the Leibniz rule for commutators; (ii) the Hadamard lemma; (iii) the Baker-Campbell-Hausdorff formula; and (iv) the exponential disentangling identity. These identities allow one to solve eigenvalues, eigenstates and wavefunctions for all analytically solvable problems (including some not often included in undergraduate curricula, such as the Morse potential or the P¨oschl-Teller potential). It also allows for more advanced concepts relevant for quantum sensing, such as squeezed states, to be introduced in a simpler format than is conventionally done. In this paper, we illustrate the three approaches of matrix mechanics, wave mechanics, and operator mechanics, we show how one organizes a class in this new format, we summarize the experiences we have had with teaching quantum mechanics in this fashion and we describe how it allows us to focus the quantum curriculum on more modern 21st century topics appropriate for the second quantum revolution.

Quantum Mechanics in the headlines today captures the imagination of the public, deep wallets of investors and industries, and prioritizes academic and national research programs throughout the world. It all begins with superposition and entanglement. Canonical educational approaches, however, may not build the intuitive or the computational ability required of practitioners where quantum is center-stage. An APS News front-page article by Meredith Fore details and explores the current situation: ”The Newest Frontier: Building a Skilled workforce. Education in Quantum Mechanics has lagged for years. Experts are trying to change this.” Here we highlight innovations and experiences coupling our curriculum, advanced labs, and undergraduate research to best address these educational questions and skills-based needs. Our approaches are based on ready-available two-state, two-particle entangled light source table-top experiments and finite-dimensioned (familiar) vector spaces as opposed to infinitely dimensioned function-space solutions to differential equations with little intuitive connection and/or easy access to experimental experience. Our Physics and Photonics and Optical Engineering Quantum I course has migrated from a traditional text to one espousing these new directions (M. Beck. Quantum Mechanics, Theory and Experiment) and our experiments are centered around a commercially available educational entanglement source (Quantum Design, quTool’s quED) with avalanche single-photon detectors, coincidence electronics, with standard and add-on experiments that are in step with the text but, as a kit, come more student-ready. This approach may better promote quantum technologies, prepare scientists, technicians, and engineers, and offer deeper insight to what quantum is really telling us.

In this paper, we discuss a set of novel initiatives aimed at educating and training the next generation of quantum engineers via a combination of conventional coursework, project based learning and institutional partnerships. Toward this end, we discuss the role of our newly – designed laboratory experiments, together with our recently installed commercial quantum key distribution (QKD) test bed as the quintessential tool to provide “hands on” training and skills to our Master of Engineering (MEng) degree students. Of particular importance is the emphasis on the participation of experts from industry, especially companies looking to incorporate quantum technologies into their product/service portfolios, as well as companies developing such technologies. Next, the potential implications of these initiatives in the context of cutting-edge graduate education and research are discussed. Finally, we offer insight into our efforts at developing robust quantum education curricula and experiential learning approaches at the grassroots level on a wider scale, by partnering with institutions such as Historically Black Colleges and Universities (HBCUs), both locally within the state of Virginia, as well as nationwide.