The completion of the report 'Harnessing Light: Optical Science and Engineering for the 21st Century' by COSE (Committee on Optical Science and Engineering) by the National Academy in 1998 has had a profound effect on optics related activities and the recognition of optics as a most pervasive and enabling field of technology. After a brief summary of the report - an update on its principal recommendations and other significant U.S. and global activities will be highlighted.

The broad scope and interdisciplinary nature of optics makes it difficult to develop an optics curriculum with sufficient breadth and depth to adequately teach the material one would like a graduating student to know, and to effectively prepare them for career in optics. The University of Arizona's Optical Sciences Center offers M.S. and Ph.D. graduate programs as well as an undergraduate B.S. program, with each of these programs having distinctly different goals and curricula. The primary intent of the Ph.D program is to provide the student with a broad basic optics education plus in-depth education and research experience in a sub-field of optics, while the primary intent of the M.S. program is to provide students with either an in-depth education in a particular optics sub-field or a broad basic optics education. The undergraduate program prepares students for an industrial optics career at the junior engineer level, with tracks or minors that allow a student to also acquire competence in any one of several related fields. In this paper, the various curricula and related examinations that have been developed for these three programs are discussed, along with the considerations that drove their development, their successes, and their shortcomings.

The San Jose State University Physics Department, located in Silicon Valley, provides students with a high quality education in optics and provides local high-tech industry and government laboratories with a partner for optics- related research and development projects. There are approximately 50 undergraduate majors and 20 graduate (M.S.) students in the Department. Core courses leading to the B.S. in Physics are offered with upper division courses in Modern Optics, Lasers and Applications, Advanced Optics Lab, Advanced Instrumentation Lab, and Individual Studies as well as graduate courses in Electro-optics, Graduate Optics, Optical Metrology, and Laser Spectroscopy. Graduates are well prepared to enter the lasers and optics industry or go onto graduate school. A 4000 square-foot lab in the Science Building houses the Institute for Modern Optics, an organized research unit in the College of Science. One of the major goals of the Institute is to facilitate collaborative research between the local optics industry and the faculty and students at SJSU. The Department is presently developing a new biophotonics lab for single molecule studies with a dual beam optical tweezers already operational. A National Science Foundation Research Experience for Undergraduates Program grant provides research support for undergraduates.

In this paper the construction is described of an undergraduate course in Quantum Electronics and Lasers which has been presented to Third Year students of Electronics and Electrical Engineering in the University of Glasgow each year since 1995. When expressed in matrix form the quantum mechanics of the 2-level atomic system is quite accessible to the average student of Electronic Engineering, since it involves mathematics identical to that already used in simple circuit theory, namely systems of a finite number of linear ordinary differential equations.

The comparison of basic educational approaches in optics studying is carried out. It is shown that considered models supplement each other. The advantages and lacks of educational models are exhibited. It is shown that the educational level of the students which study according to the proposed system is not worse than others. The basic problems of education at physical faculty of Taras Shevchenko Kyiv National University, in particular on Optics Division are reviewed. The perspectives for the development of education in optics in Ukranian universities are discussed.

A sandwiched M tech program is proposed for Photonics. The course structure is designed carefully so as to provide a thorough base in the subject simultaneously students are trained well to meet the present and the future market challenges at par with any conventional technology based program.

The teaching and learning optics in Thailand is some how rather slowly developed. This is could possibly due to its importance, as seen by the educators and scientists in Thailand, was not so pronounced in the past. This made Thai scientists and researchers in many other disciplines lag of basic optics knowledge to getting involve with today advanced optics and photonics technologies. The need for high precision and high speed of the measurement and control in today experiment urges them to get involve in optics and photonics techniques more than ever before. At Chiang Mai university we offer 4-credit course: Optics and Spectroscopy. It covers a conventional optics course detail as referred in most conventional optics text books. Advanced optics course is also offered at higher level. The development of research activities utilizing optics and photonics techniques has been very slow due to the higher cost for most of the equipment involved. Very often that we have to assemble our own designed micro-computer-based equipment. The multi-scaler and a computer to serve as a photon correlator in dynamic light scattering (DLS) system to study correlation length in a liquid mixture at its critical point is one of the examples. The Ph.D. projects work in our section involve medical laser and electro-optics properties of a liquid mixture are some examples of our interest.

During the last decade, there has been an explosive growth in the systems based on optical fibers. These systems require a correspondingly large number of optical components. Most of these components have been realized in integrated-optic form with a number of advantages compared to other forms. Therefore it is extremely important to impart education and training to students in the area of integrated optics. A course on 'Integrated Optics' has been offered during the last few years at the Electrical Engineering Department, Indian Institute of Technology, Delhi (IIT Delhi), India. An integrated optics laboratory in the same department has supported the course. This paper presents various aspects related to this course, viz., the topics covered, laboratory demonstrations, and some of the student projects that have been undertaken over the past few years.

Lens design is a widely spread field of optical engineering and virtually all optical-devices that are manufactured involve some lens design. Lens design is considered at the University of Arizona as an important discipline and courses are offered at the Master's and Ph.D. levels. Although lens design involves simple geometrical concepts, the grasp by students of this discipline is not easy. It takes time, repetition of concepts, and homework exercises for students to grasp and then master the subject. Therefore, we have carefully chosen our approach to teaching lens design so that students, after two courses are prepared to do useful work at the industry level. In this paper we present our approach to teaching lens design.

World-Class Technicians in emerging and rapidly changing fields such as Photonics require interdisciplinary technical skills, a strong, practical academic/technical core, highly interactive people skills, and the ability to think critically and solve open-ended problems. An improved curriculum and delivery system is required that spans both secondary and post-secondary experiences, along with employer-provided internships. A strong, useful math/science foundation must be provided using contextual teaching and learning strategies. A Photonics Technician education program will be presented that demonstrates the new curriculum model described above. The Photonics Technician Program has been recently designed and developed in the USA under an NSF grant. It is being tested in community and technical colleges. The technical aspects of the program are based on a Laser/Electro-Optics Technology curriculum, developed by CORD, that has been successfully used by twenty-five colleges as well as hundreds of businesses in the USA over the last twenty-five years.

Canada has established itself as a leader in photonics. Ontario in particular - home of giants such as JDS Uniphase, Nortel Networks, GSI Lumonics and an increasing number of successful start-up companies - has seen the demand for highly-qualified personnel in photonics grow exponentially in the past few years. The scarcity of these photonics experts has become - recent market woes not withstanding - the single most important impediment to the further growth of photonics companies. Nonetheless, it is mostly at the graduate school level that lasers and photonics are introduced to students, with only very few thus being trained in the field. Photonics Research Ontario has put together an aggressive plan to change this situation and present Optics, Lasers and Photonics at all levels in the education system, from grade school to graduate school. This paper will present this Photonics Education and Training plan, as well as other efforts being undertaken across Canada to address this crucial issue. The paper will focus especially on the training of Photonics Technicians and Technologists in Ontario's Community Colleges. The new curriculum designed for these programs will be presented, and the importance of industry support will be emphasized.

Since the advent of the communication revolution and global Internet system, the rate of creation of new knowledge is increasing at almost a geometric rate in diversity of applied fields. The global competitive economic system is driving everybody to rush into the technology innovation process. This is acutely apparent in all technology fields, and especially, in optics/photonics. Today's technology knowledge will become almost obsolete tomorrow. Then how do we create lasting textbooks for technicians? Different industry segments use same photonic sciences but for different applications and with different emphasis on different principles. Then how do you create textbooks that are customizable for different industry sectors? Rapid innovation and competition is also creating pressure on technicians to know and learn more with appropriate mathematical foundations that high schools are unable to provide. We will present concepts and ideas on how industries, professional societies and interested individuals can create a 'lasting' series of textbooks that are rapidly updateable along with extra, mathematically oriented examples to keep up with the technology changes and quickly customizable for different industry sectors. These concepts evolved through the experience of the NSF supported project, STEP (Science and technology Education in Photonics). The objective of STEP is to create a set of optics/photonics textbooks for technicians. The first overview text, 'Fundamentals of Photonics,' is already under field test. Explore cord.org on the web for more details.

In continuing the development of a three-year high school photonics program, the Columbia Area Career Center (Missouri, USA) faces the challenges associated with introducing a new subject area to career technical education in the public school system. The program was established to address the severe lack of Laser Electro-Optical Technicians (LEOTs) in the local manufacturing industry. Its goals are to increase student awareness of the expanding job opportunities available in photonics and optics, teach skills needed for the field, and foster close ties with industry and post-secondary institutions. This paper examines the success of the program to date and outlines the problems associated with teaching an advanced curriculum at the high school level.

This paper examines how optics is treated in instructional materials developed for the Great Explorations in Math and Science (GEMS) Program at the Lawrence Hall of Science, University of California, Berkeley. The GEMS program is a prominent resource for teachers in the United States and in many other countries. It represents a widely acknowledged, innovative approach to science and mathematics education. GEMS teacher's guides and handbooks offer a wide range of supplementary learning experiences for preschool through 8th grade (about age 13). Two guides already developed (Color Analyzers and More than Magnifiers) and one under development (working title: Invisible Universe) have a strong emphasis on fundamentals of optics. The organization and approaches of the guides will be described, with particular emphasis on the pedagogical approach represented. GEMS activities engage students in direct experience and experimentation in order to introduce essential, standards- based principles and concepts. Overwhelming educational evidence that students learn best by doing is the basis for the GEMS approach.

In order to get more people, especially those under- represented in the technical fields, to discover careers in light-enabling technologies, more schools must make a greater effort at an earlier age to provide qualified instruction in these areas. The hardest part of creating new curriculum is the process of establishing its credibility. Aligning new photonics curriculum with National Science Education Standards is the most logical way to do this. Integrating optics and photonic activities that align with these established standards into the normal science curriculum allows for the measurement of student performances against these standards. This paper is about teaching strategies that use these standards to create new photonics activities and incorporate them into the K - 16 classroom. It also addresses using these strategies to design classroom activities and assessments that lead to students' successful demonstration of these standards.

As a premier school, Raffles Institution (RI) seeks relevant and forward-looking educational initiatives. Bringing emerging technologies into the school encourages the students to cultivate skills and attitudes that will empower them to ride the present and future waves of information and technology most meaningfully and innovatively. Photonics has diverse applications in the modern technological world, and Singapore aims to become a center of excellence for optics and photonics in the region. However, a serious study of photonics begins only at the college level (K - 11/12). Entrusted with Singapore's brightest young minds, RI pioneered the development of a Photonics Exploratory Laboratory (X-LAB), being the first among secondary (K-7 to K- 10) schools in Singapore and possibly in the region. Young RI students are learning photonics fundamentals and recognizing photonics as a potentially rewarding field of study. With the expertise of lecturers from tertiary institutions, selected RI students are instructed in basic theory and trained in fundamental experiments. These students progress to embark on projects and in-depth studies under the wing of tertiary institutions and universities. Studies on Haidinger Fringes, Laser Doppler Anemometry and Optical Gratings have thus been successfully completed. Furthermore, the X-LAB acts as a focal point for students to experiment with Holography and Laser Animation.

As a premier institute of learning in Singapore, The Chinese High School (CHS) is committed to nurturing the high academic achievers in the country to be forerunners and leaders in research, technology, business and government. We have chosen to stimulate our talented young minds by constantly exposing them to new frontiers of knowledge and technology as one would find in photonics. Our strategies of achieving the objectives are the following: (1) Prepare a series of activity-based lessons that cater for all levels, particularly the juniors, so as to get students interested in the subject. (2) Organize talks and seminars by renowned scientists and entrepreneurs to motivate and to expose our pupils to new applications and developments in photonics. (3) Provide the students with top-notch facilities within the campus to encourage and to support more students to do research. (4) Establish strategic alliances with local and international organizations through mentorship, attachment and immersion programs. (5) Encourage teachers to upgrade themselves to keep abreast with the latest developments in photonics through participation in workshops and conferences. (6) Attract talented primary school students with special interest in photonics to join our school. The CHS Photonics Learning and Research Center was set up in 2000. We are very fortunate to continue to obtain full support from the school administration, various professional bodies and institutes of higher learning, be it locally or from abroad, in running our programs.

As optical technologies become increasingly important to a variety of industries, the demand for optical engineers, researchers, and technicians continues to grow. Workforce shortages are raising salaries and threatening to slow the growth of exploding markets. Although the slowdown of the telecom industry has reduced the pressure in the near term, optical technologies are as critical today as they were two years ago and the demand for trained workforce will continue to grow. Statistics in the U.S. indicate that we will fail to meet the demands of industry unless the make up of the technical workforce undergoes dramatic changes through the increased participation of segments of the population that are currently under-represented. In an effort to address this challenge, SPIE's Women in Optics (WiO) has developed a variety of programs to attract and retain women in optics- related careers.

Raffles Girls' Secondary School, Singapore has a Gifted Education Program whereby bright young women are given the opportunity to fulfill their potential by taking up a project in a tertiary institution. Ning Hwee Tiang is one of the science teachers in the Program who has seen the relevance of getting her students involved in optics and photonics. Basic optics is taught in Secondary 3 and this program helps the students to enrich themselves with other related concepts in optics, and its application. It also helps build links between what is learnt in class and the real world. The ultimate aim is to get them interested enough to join in this area, thus increase the women representation in Optics. This paper aims to show how the Photonics Centre, NgeeAnn Polytechnic has participated in their Program, the training methodology used to introduce difficult topics in optics and photonics, and the projects undertaken. Some of the projects include making transmission holograms, lasershows and sensor applications of the Michelson Interferometer.

Three Rivers Community College, in conjunction with CiDRA Corporation a fiber-optic telecommunication company and Middlesex Community College, offered a 12 week, 9.5 college credit Fiber Optics training program for 14 unemployed and underemployed women in central Connecticut. Classes were held at the Meriden Center of Middlesex Community College, with some laboratory activities held at CiDRA's headquarters in Wallingford. Connecticut photonics related manufacturing companies project a need to hire anywhere from 100 to 1000 new photonics workers over the next several years. Despite this incredible demand, Three Rivers Community College is the only community college to offer an associate degree program in Photonics Engineering Technology in Connecticut, and one of only two colleges in new England. Funded in part by monies targeting Non-Traditional Occupations for women through the Connecticut Department of Labor, this accelerated program enabled participants to learn industry basics, be interview ready, and earn valuable credit towards an associate degree. The goal of the training program is to provide these former waitresses, truck drivers, certified nurse aides and medical technicians an opportunity to enter the higher-paying field of fiber-optic technology. The course, designed with curriculum assistance from Connecticut companies, will provide education and training needed to qualify for an entry-level position in fiber-optic manufacturing. In addition to free tuition students enrolled in the program received all supplies needed for the course including textbooks, a scientific calculator and an optics experiment kit. Students also practiced fiber termination and splicing skills and were eligible to take the Fiber Optic Association Certification Test at the conclusion of the program. The cost for the test was also paid by the grant. Students met regularly with female employees of CiDRA who served as mentors for the 12- week program. Math and science tutoring was provided by Middlesex Community College as well as basic employability skills and job search skills. CiDRA interviewed all participants who successfully complete the program. All students will complete pre- and post-tests in Math, Photonics, and Fiber Optics in addition to receiving grades for the courses.

It is amazing that in a world now dominated by light - a world that is absolutely dependent upon light - that there is almost no lighting education. In a few countries of the world there exist tertiary level lighting programs but these can be counted on the fingers of two hands. Developments in lighting technology have produced a range of design tools that can lead to improved and energy-efficient lighting. However, most of this technology is 'harder' to use than traditional technology, emphasizing the need for not only improved lighting education but for its initiation. This paper discusses the need for education and uses the example of the University of Sydney program as a possible basis for others to use. It also examines how it is being delivered in Singapore.

The principal aim of the Photonics Centre at NgeeAnn Polytechnic, Singapore, is to provide a broad-based and practice-oriented education and training in photonics and laser technology. Students who choose to do their final-year project in this field, do not have any photonics background at all at the start of their project. However, the Centre's project-based learning programs have been successfully tried and tested. Through a series of specially selected lectures and experiments, the students are eventually led into the project proper. By the time the students complete their project, they would have gained immense knowledge and hands- on experience in photonics and laser technology. Some examples of completed projects include development of a fiber laser using erbium-doped fiber, polarimetric sensors for damage detection of aluminum materials and concrete structures, development of holographic optical elements and external cavity semiconductor laser sensor. The students have gone on to participate in R&D competitions and have been awarded either the second or top positions. The aim of this paper is to examine the methodology used that has made this form of training successful.

The concept of teaching in optics and methodical problems of mathematical student's education are discussed. The fundamental knowledge on modern mathematics and of computer- based methods of investigations acquired by students at the first years allows our professors to represent the different branches of optics and photonics at the high scientific level. The methods of teaching have resulted from the more than thirty year's experience of work of the Chair of General Physics and Wave Processes staff of M. V. Lomonosov Moscow State University on training the mathematical students.

Biomedical engineering is a newly developed interdisciplinary subject developed from the combination of modern life science, medical science and engineering. In this paper, the development of BME program in China is simply dealt with at first, and then BME program in Zhejiang University is presented, especially some effective and innovative acts which have been tested and proved in the process of education and trading of undergraduates are emphatically introduced. A conclusion is reached at the end of this paper.

Photonics has emerged as multidisciplinary technology of the future. Hence photonics has become an important course to be reckoned with in all disciplines of technology. We have developed a new basic and advanced lecture and laboratory course on optics, lasers, interferometry and fiber optics for mechanical engineers. This course is the primary senior level experimental physics course with emphasis on practical experience with necessary theoretical knowledge. The course is structured to cover the relevant topics in photonics, from wave nature of light to ultra short pulse generation, types of lasers and various applications.

We describe the contents of an advanced undergraduate course on Optoelectronics at the Department of Electrical and Computer Engineering, National University of Singapore. The emphasis has changed over the years to keep abreast of the development in the field but the broad features remain the same. A multidisciplinary approach is taken, incorporating physics, materials science and engineering concepts to explain the operation of optoelectronic components, and their application in display, communications and consumer electronics. The course comprises of 36 hours of lectures and two experiments, and covers basic radiometry and photometry, photoemitters (LEDs and lasers), photodetectors, and liquid crystal displays. The main aim of the course is to equip the student with the requisite theoretical and practical knowledge for participation in the photonics industry and for postgraduate research for students who are so inclined.

Except of specialists, dealing with different photonics areas, the education of all technical professionals about basic photonics principles, components, applications and system solutions is necessary. Paper deals with the place of photonics in the basic range of education and also in other facultative subjects developing the basic photonics knowledge to the area of systems solution. Photonics education is carried in the three steps: in electrical engineering subjects, in the facultative subjects and in the professional subjects. Basic professional spheres of electrical engineering student education could be as follows: theory of field, theory of signals, theory of information, electronic signals and systems, and electronic measurements. In Electrical Engineering and Electronics Department we offer two facultative subjects for different professions: Opto-electronics, and Fiber Optics. Both subjects are based on the lectures and also on the laboratory practice.

In latter 2001, SPIE - The International Society for Optical Engineering and the Optical Society of America (OSA) will hold a series of three workshops to develop a long-range plan for impacting formal science education in optics in the U.S. The National Science Foundation, with matching support from the societies and industry participants, is funding these workshops. This paper will report out on the workshop results. The stated goal of the workshops is the creation of A Blueprint for the 21st Century. This Blueprint will include an analysis of short and long-term needs in optics education, an assessment of resources and capacities of the optics community to meet these needs, and development of an action plan for a more visible and viable national optics education program. The workshops will be held between July and November 2001 in varying locations around the U.S. Participants in the workshops will include members of OSA and SPIE, and a variety of experts in informal, youth, and minority science education. The workshops will be independently evaluated for their effectiveness in meeting the stated goals of the workshops.

Photons and laser beams provide an ideal situation to discuss some of the mysteries of quantum physics. There are many additional fundamental features which are not accessible with a classical system such as an electric current, which include: quantum noise, the uncertainty relation and correlations between different laser beams. Not only is the difference between the quantum behavior of photons and classical waves a curious effect, it is also important in many technical applications and forms the basis of future technologies, such as improved optical sensors or quantum cryptography. Using the example of a simple beam splitter and its effect on a laser beam one can explore these mysterious quantum effect with undergraduate students. We will discuss a systematic series of cases, using the beam splitter, which identify the difference between the quantum and the classical world. We will present the technical details of an experiment suitable for third year students that demonstrate genuine quantum noise effects.

One important issue in teaching interferences is that two separate wavelengths usually do not interfere: any interference pattern is the spectral integral of all interference patterns of all monochromatic components. Although optical detectors are quadratic in nature, crossed terms involving two different frequencies in the expression of an interference pattern vanish. More precisely, while in non stationary signals such as ultrashort pulses two wavelengths can give rise to beating phenomena, this does not happen with the usual thermal light beams. The phenomenon is directly connected with the Wiener Khintchin theorem, and therefore with the principle of Fourier transform spectroscopy. In an introductory course, oversimplification leading to frustrating physical and mathematical deficiencies is hardly avoidable. In this communication, we suggest an introduction of this question at a senior/graduate level. Numerical simulations are used to provide an intuitive understanding of the phenomena. If the Wiener Khintchin theorem is introduced by defining the power spectrum from the infinite time limit of the ordinary Fourier transform of a Gaussian windowed version of the signal, the mathematics are simple and the method offers a clear connection with the operation of real (i.e. finite time) detectors analyzing interference fringes.

As we know about it, the more we try to learn, the more we cannot learn. The thought of learning is quite different from college to college, and from person to person. In this paper, I shall discuss some of the major differences in the thoughts of learning (or rather education), as from the point of view of artificial neural network. By the virtues of understanding a neural network learning, we would be able to educate our students more efficiently and effectively. Particularly with the current rapid-trend of information science and technology, we may have to force ourselves to educate our students differently. Experimental results, as derived from some of our optical neural network models, as related to education, will be demonstrated and interpreted.

Since the advent of the laser, the rapid development of new interferometric techniques such as holography and shearography has brought precision measurement and non- destructive testing to a new dimension. Many novel variations of these techniques are developed and used, but in general, their working principles are based on the comparison between two optical gratings - the known reference grating and the object grating that is distorted by the test surface. Comparison of the two gratings will result in the formation of a fringe pattern that depicts lines of equal spatial coordinates and surface displacements (both in-plane and out-of-plane), and lines of equal surface slopes and surface displacement gradients. Conventionally, optical interferometry is developed using high-resolution films but with the rapid advancement of computer and image- processing technology, these film-based techniques have given way to digital techniques. While the theories of both film-based and digital techniques are now well developed, students, however, often find it difficult to understand how the fringe pattern is formed and reconstructed, especially when the shift from the film based to the digital techniques. In this paper, the formation of the optical gratings (that is, the object grating and the reference grating) is explained in the light of the well-known Young's interference fringes. The formation and reconstruction of the visible fringe pattern is explained in the light of the well-known moire phenomenon caused by the interference of the two optical gratings. In the film-based techniques, the visible fringe pattern is explained with reference to image- addition(that is, addition of two optical gratings) and subsequent image-multiplication (that is, multiplication of two optical gratings). In the digital techniques, the fringe pattern is reconstructed using image-addition and subsequent image-subtraction.

A second year Photonics and Fiber Optics unit in our B. Sc. (Photonics) course at Swinburne University is delivered via power-point lectures, problem-solving tutorials and laboratory sessions. Student interest and participation in lectures is enhanced by the use of 'interactive learning' methods such as 'live' lecture demonstrations, 'virtual demonstration' video clips, computer simulations and on-line discussion groups. Hands-on lecture demonstrations add variety and excitement to lectures, and if used as part of the 'predict, observe, explain' sequence can illicit student interaction, critical thinking and peer dialog. Lecture demonstrations are also used to introduce or reinforce particular 'key concepts,' which assists comprehension for many students. Video clips are used to show lecture demonstrations that are too difficult to set up in a normal lecture. Similarly, interactive ray-tracing simulations greatly extend what can be taught with words and diagrams alone. Finally the cooperative learning style (developed in tutorial sessions) can be extended with properly structured (and assessed) on-line discussion groups, in which all students are expected to participate.

Laser shows and beam effects have been a source of entertainment since its first public performance May 9, 1969, at Mills College in Oakland, California. Since 1997, the Photonics Center, NgeeAnn Polytechnic, Singapore, has been using laser shows as a teaching tool. Students are able to exhibit their creative skills and learn at the same time how lasers are used in the entertainment industry. Students will acquire a number of skills including handling three- phase power supply, operation of cooling system, and laser alignment. Students also acquire an appreciation of the arts, learning about shapes and contours as they develop graphics for the shows. After holography, laser show animation provides a combination of the arts and technology. This paper aims to briefly describe how a krypton-argon laser, galvanometer scanners, a polychromatic acousto-optic modulator and related electronics are put together to develop a laser projector. The paper also describes how students are trained to make their own laser animation and beam effects with music, and at the same time have an appreciation of the operation of a Class IV laser and the handling of optical components.

The appearance of commercial spatial light modulators (SLM) opens new ways for teaching some optical phenomena. There are possible applications in a great variety of fields: interferometry, diffraction theory, simulation and compensation of random media, Fourier Optics, etc. In this paper, we propose the use of low cost liquid crystals displays (LCDs) as SLMs to perform some interesting optical experiments. The liquid crystal SLMs are extracted from a commercial video projector. This is one of the cheapest ways to obtain a SLM. For phase modulation, it requires the calibration of the system, because the manufacturers do not provide the physical specifications of the LCDs. This work is quite instructive since many different aspects are involved in the calibration process. Finally, we show an experiment using this setup, which demonstrates that the proposed SLM is an easy-to-use and flexible tool to show some well-known optical phenomena.

Here we report and discuss the strategy of using the study of present ultra-short laser pulses to develop a better understanding of wavepackets and their propagation. It is well-known that in spite of its relevance and ubiquity this subject does not receive in modern optics courses the extra attention it deserves, very much in the same way that it happens in introductory physics courses or even in quantum mechanics courses. Notwithstanding, the subject has become very important both in applied optics and quantum optics, in multiple ways. For instance the generation and applications of femtosecond laser pulses, the exploitation of laser pulses as a tool in quantum control, the propagation of solitons in optical fibers, or even the propagation of light pulses in rather special media such as a Bose-Einstein condensate. A set of cases taken from applications in ultrashort laser pulse optics, non-linear optics, and optics communications, can be used to present wavepackets physics and the associated transform calculus related to the models involved. The set of cases can be also illustrated with simulations in which optical phase is seen to play the crucial role. A comparison with the traditional way of teaching wavepackets is presented.

A special training laboratory on optical biophysics for the undergraduate and postgraduate students specialized in biophysics, biochemical physics and medical physics in the framework of sub-specialties on biomedical optics, laser medicine, information technologies and mathematical modeling in medicine, and biomedical transducers and sensors is described. The laboratory consists of several sets of topically united practical works: (1) Electronics; (2) Coherent optics of scattering media and interferometry of random phase objects; (3) Coherent-domain optical methods in bio-medicine; (4) In vivo reflectance and fluorescence spectroscopy of human skin; (5) Educational-research setups for postgraduate students; (6) Tissue optics and spectroscopy.

We review the fundamental development in the last decade of white-light optical information processing for digital color photography and its instrumentation for the applications to education in white-light optical information processing. Applications to education in white-light information processing for graduated students majoring in physics, optics, information science, or opto-electronics will be introduced with emphasis.

The UD Electro-Optics Graduate Program offers the M.S. and Ph.D. degrees. It is an interdisciplinary program between the Electrical and Computer Engineering Department and the Physics Department and is designed for students with a B.S. in either of these fields. In order to strengthen skills in applied optics, optical measurement techniques, photonics and data acquisition and analysis methods, a required three- course laboratory sequence was designed. The first course in the fall term has seven basic optics projects that include focal length measurements, lens systems, radiation detection, polarization, interference, near and far field diffraction, interferometry and coherence. The first half of the second course, given in the summer term, covers fiber optics and fiber optical systems. In the second half, the students propose, design, construct, test and report on an electro-optical/photonics system. The third course in the fall term has five advanced projects on the topics of optical spectroscopy, holography, characterization of lasers, laser Doppler velocimetry and optical pattern recognition. Details on the design of these courses are presented along with examples of student work and the results of student evaluations and responses to the lab program.

At Queensborough Community College, with the support of the National Science Foundation (Advanced Technological Education grant award #DUE - 9752061), we have addressed the issues of distance learning and laboratories and are adapting courses for our Laser and Fiber-Optics Technology Program for distance learning. The 'problem' of the laboratory is solved by remote-controlled laboratory equipment. We have completed the work on course materials in physical optics, lasers and fiber optics. Course materials include interactive multimedia textbooks and laboratory manuals along with the remote-controlled laboratory exercises. The remote-controlled exercises are 'real' experiments with 'real' data as opposed to simulations. The real nature of the exercises allows for the unexpected, which occurs in any laboratory situation. Remote-controlled laboratory exercises include interferometry, diffraction, polarization, acousto-optics, electro-optics, second harmonic generation, Q-switching, modelocking, thermal lensing, diode laser characteristics, laser principles, optical time domain reflectometry, coupling losses, wave division multiplexing and characteristics of fiber optic switches and couplers. As course materials were developed they were tested at a remote site, Suffolk County Community College.

Our senior undergraduate laboratory offers 14 experiments in optics and photonics, including experiments on acousto- optics, properties of lasers, holography, optical fiber sensors and communications. Six of the experiments, and a mandatory assignment on laser safety, are individually completed by each student in a one semester course. A brief description of the experimental course and of each experiment is given, together with more detailed descriptions of the 'Fourier optics' and 'Photoluminescence of semiconductor quantum wells' experiments.

In response to industry's need for scientists and engineers skilled in the design, manufacture and operation of photonics systems, Strathclyde University and OptoSci Ltd. have developed a suite of Photonics Educator Kits, which enable students to experimentally investigate all of the major technical features, principles and design issues of optical waveguides, optical communications systems, erbium doped fiber amplifiers and lasers. To support these applications experiments we have recently added a range of kits enabling students to experimentally investigate the basics of physical optics covering reflection, refraction, polarization, diffraction, coherence and interference. In this paper, we will describe the educational objectives and the design philosophies behind the development of these kits. To illustrate these, full details of the experimental procedures, the results and the benefits to the student will be discussed for the recently upgraded optical communications kit and the erbium doped fiber amplifier (EDFA) system, in particular addressing the crucially important noise characteristics of optical amplifiers.

In recent years, optical fringe-projection and other optical interferometric techniques for surface profiling have received much attention because they are whole-field and non-contacting; very high data processing speeds can be achieved using computer image-processing techniques. These advantages over many other mechanical probe-based techniques are particularly useful for the measurement of large surfaces as well as for micro-systems at the sub-micron level. In the fringe-projection technique, a reference optical grating is first generated and then projected onto the surface of interest. For a given optical set-up, the distribution of the reference grating is perturbed in accordance with the profile of the test surface, thereby enabling direct derivation of surface profiles from measurements of the perturbed fringe distribution. The reference gratings are readily generated with a Michelson interferometer, which uses a beam-splitting cube and mirrors - these optical elements are readily available in all laboratories. A major drawback of this technique is the need for good vibration isolation, as otherwise unstable fringes will be generated. Alternatively, beam-splitting cubes with coated reflective surfaces can be used, but this would not allow adjustment of the frequency of the generated fringes. This paper describes a very simple method of generating and projecting optical grating for surface profiling. The working principle is based on the reflection-refraction of a commercial beam-splitting cube. By carefully adjusting the orientation of the laser beam, the frequency of the grating can be varied. A distinct advantage of this method over the Michelson interferometer lies in its ability to generate stable carrier fringes under lax vibration isolation conditions.

For measuring the angle of rotation of flat objects using projected fringes, the method of point-of-light triangulation and the method of line-of-light triangulation will breakdown when the grating lies on the axis of rotation. Therefore, a grating other than a point or linear lines is preferred. In this paper, a simple Michelson interferometer-based method for the generation and projection of circular gratings is described. The basic optical element in a Michelson interferometer is a beam- splitting cube. With this Michelson interferometer, a circular grating is observed when the screen is placed normal to the line containing the two point-light sources produced by the beam splitter. By placing an expander between the beam-splitter and the laser source, and by carefully adjusting the two mirrors beside the beam- splitting cube, the frequency of the circular grating can be adjusted. This paper also describes the use of the generated circular optical grating for measuring the amount of rotation of flat surfaced that are either diffuse or specularly reflective - the method is based on relating the distortion of the circular grating to the angular rotation of the surface.

We present a simple experiment to show the photoacoustic effect, a well established but not widely known effect which has many applications. The photoacoustic effect consists of the generation of acoustic waves by pulsed radiation incident on a sample. In our case, we used a homemade Nitrogen laser as a source of pulsed light for many samples in order to measure the speed of sound. The Nitrogen laser is easy to build by undergraduate students, it is a transversal discharge laser at atmospheric pressure (TEA), excited by a Blumlein circuit, emitting nanosecond pulses in the ultraviolet region of the spectrum ((lambda) equals 337.1 nm) and has been previously reported. The acoustic waves generated on the surface of the samples travel through the material and are detected with a piezoelectric sensor. The transducer is also easy to build using the piezoelectric of cigar lighters. The electric signals are registered by a 100 Mhz oscilloscope triggered by the light produced at the laser discharge. Knowing the thickness of the sample and the arrival time of the acoustic wave we can precisely measure the speed of sound.

The optoelectronics industry is of increasing importance to the Scottish economy, with annual sales of 1 billion and it is planned to grow this to 8.8 billion by 2010. The industry already employs around 5,000 people and, in the last year, 800 new jobs were created, including a high percentage filled by graduates and PhDs. One of the major challenges is to provide staff training at all levels: technicians, graduates and postgraduates. A variety of organizations - industry, government, university and professional societies - are working together to meet this challenge.

An undergraduate optics laboratory sponsored by the National Science Foundation of the United States was established to foster a link between local industry and academia. A series of innovative experiments was developed utilizing high-speed data acquisition equipment and signal processing software to demonstrate the fundamentals of diffraction, fiber optics, and physical optics principles. The experiments were performed in two complementary settings. The university experiments concentrated on basic optical principles and experimental techniques. A parallel industrial component was provided by local industry. Students were invited to industrial research laboratories to work on real-life optical problems of current interest. The students were able to see the relevance between fundamental optical principles and real industrial problems, use state-of-the-art equipment, and experience working in an industrial laboratory. Feedback was also solicited from industry management regarding improvements to academic training of students for the work force.

Sometime ago, the Government of Quebec decided that a zone comprising Quebec City will become an Optics City. In Fact, this decision is based on long tradition of Optics that Laval University with the Defence Research Establishment of Valcartier (The Optics arm of the Canadian Defence Research Network) maintained for years despite the fact that Optics was not well seen as Research Domain. The Optics City zone in which we can find the 'Groupe d'optique photonique Quebec' (GOPQ - The Quebec City Optics Cluster) has decided that their first priority is to fulfill the needs of Optics/Photonics Specialists. As we know, this need is seen all over the world and every places where Optics/Photonics want to be done, wants to find or train this type of Specialists. The Faculty of Science and Engineering was appointed as the main player to organize such training in collaboration with a Network of College where Technicians are trained.

In recognition of the rapid growth potential of the world market in optics and photonics Singapore is determined to establish itself as an optics hub. Indeed, Singapore's strong industry base in electronics, electrical devices, and semiconductors will complement well the multidisciplinary characteristics of optics and photonics, and will serve as an excellent foundation to develop more optical applications. In addition, Singapore's excellent infrastructure and appropriate industry mix, coupled with its close proximity to the emerging Asian markets would also give it an advantage for undertaking R&D and incubation of new technologies. However, a critical factor for realizing the rapid growth of the optics industry is the adequate and steady supply of qualified personnel at all levels. In this paper, a plan for developing a comprehensive, integrated education and training system is proposed. It is pointed out that the development and implementation of such a system requires the collaboration and dedication of the whole optics and photonics community in Singapore, as well as the support of a global network of optics clusters. In particular, the important roles of the Singapore Centre of Photonics Excellence (SCOPE) and the Photonics Association (Singapore) [PA(S)] is emphasized.

Traditionally the economy of Wales has been based on the coal and steel industries. Recently, Wales has elected its own National Assembly and together with the Welsh Development Agency (WDA) and through a Regional Technology Plan, has prioritized the creation and development of a knowledge based economy. The culture of Wales has always placed emphasis on education and for a small nation, has a University sector with an excellent reputation for advanced research. The WDA and the University of Wales Swansea came together to establish Technium, which is an unique concept designed to bridge the gap between advanced University research and commercial exploitation. Technium was co-funded by the WDA and the European Regional Development Fund. The project is seen as the first phase of creating a network of sector specific Techniums across the country, all linked via state of the art telecomm-infrastructure to University centers of research excellence. This paper will describe two case studies, both in the Optics/Photonics field, of research centers being established in Technium by blue chip international companies. Those companies having located in Technium specifically because of the links to high quality university research. One company is Agilent Technologies Inc. (USA) a global leader in Optoelectronic components. The second company, ICN Pharmaceuticals Inc, design and develop optical devices to be used in conjunction with pharmaceuticals for the treatment of a range of diseases. Working closely with the WDA and the University of Wales Swansea, these and other companies will pursue product development, sponsor postgraduate research and generate intellectual capital that will benefit the company, students and the region alike.

In recent years, several New England projects have promoted professional development and curriculum design in optics and photonics. Funded in part by the Advanced Technological Education (ATE) program of the National Science Foundation (NSF), these projects have prepared middle and high school teachers, college faculty and career counselors from more than 100 New England institutions to introduce fiber optics, telecommunications and photonics technology education. Four of these projects will be discussed here: (1) The New England Board of Higher Education's (NEBHE) Fiber Optics Technology Education Project, (FOTEP) was designed to teach fiber optics theory and to provide laboratory experiences at the secondary and postsecondary levels. (2) Springfield Technical Community College's Northeast Center for Telecommunications Technologies (NCTT) is developing curricula and instructional materials in lightwave, networking and wireless telecommunications technologies. (3) The Harvard-Smithsonian Center for Astrophysics project ComTech developed a 12-week, hands-on curriculum and teaching strategies for middle and high school science and technology teachers in telecommunications and focused on optical communication (fiber optics). (4) NEBHE's project PHOTON is preparing middle, secondary and postsecondary instructors to introduce theory and laboratory experiences in photonics, including geometric and wave optics as well as principles of lasers and photonics applications.

Photonics and photon technology play an important role in information technology and life science in the 21st Century. Jinan University always devotes itself to the training of the technicians in optics and photonics. We have founded the system of undergraduate and postgraduate courses and also built up the photonics technology major lab of Guang Dong Education Bureau. The research involves the optoelectronics detection, the image processing, laser biological effects, optical communications, and so on. Jinan University works hard to promote the industrial application of photonics technology. Jinan University is making its great contribution to the construction of Photon Valley of Guang Dong Province.

Photonics education and training in Australia, like many other countries with a strong photonics industry base, is going through a stage of rapid evolution to meet the anticipated requirements of industry and other sectors over the next decade. Additional support and promotion of these and other activities at various levels of education and training from school through to university and industry is being introduced through the recently established Photonics Institute, which is planned to become a national focus in photonics. This talk will summarize the various activities of the Photonics Institute that are helping to achieve this goal.

The Coalition for Optics and Photonics (CPO) happened for all the best of reasons, while born out of a somewhat tumultuous past that could not have predicted it. First, there were optical societies. Born from each other, or because of each other, they had their own agendas. Each felt strongly that they had the one and only right path. There was little cooperation and even, from time to time, some non-constructive competition among the professional societies and trade associations. The optical industry was still in its infancy stage for the most part. It was probably due to the combination of intelligent people from all societies, and the rapid growth of the industry and their conferences that made some coordination necessary. What started as high-level discussions, complete with some staff, led to a better understanding and cooperation between the societies and preceded the formation of CPO.

In our emerging Society of Information, Light and Optics have a crucial importance not only in Science and Technology but also in the widest range of aspects of our every day life. In this communication we will present a project presented to the EC program Socrates action Comenius 3. The project aims the establishment of a network, the OPTICA XXI network, involving eighteen educational institutions from seven European countries and a transnational consortium (CoLoS - Conceptual Learning Of Science). Our activities are focused on the development and promotion at European scale of new positive good practices on teaching optics and optics related technologies at basic and secondary schools by leading the students to an active volunteer and committed participation in the teaching/learning process through practice and experimentation, making intensive use of the new instruments and resources of the Information Society. Text and workbooks with electronic interactive versions will be produced in all languages of the countries involved. Educational hands on kits of experiments with different levels of difficulty, from basic optics to photonics and telecommunications, will be produced and commercialized. Interactive web sites and virtual simulation tools and labs will be established. Two international conferences will be held as well as a number of course for schoolteachers and contests and activities for school students.

The annual International school for young scientists and students on optics, laser physics and biophysics [Saratov Fall Meeting (SFM)] having five years experience in organization of a special Internet session is described. The technology of the Internet conference organizing as a new approach for distant and continuing education is discussed.

The design of computer-assisted educational materials and programs is a speciality of science education and relies heavily upon the results of science education and educational technology research. This paper explores the implications of this research for successful computer- assisted instruction. Two areas are examined: (1) Simulations and problem-based learning environments. (2) The basis for the evaluation of distance learning course software. Examples will be given using a project developed by the NASA Classroom of the Future, at the Center for Educational Technologies at Wheeling Jesuit University. There are a number of optics-related computer simulations in CD-ROM based programs such as the award winning Astronomy Village: Investigating the Universe. Most educational designers can identify the characteristics of a good educational simulation. The design of an entire course delivered over the Internet requires high quality software that can maximize not only course material delivery but the conversation and information exchange that must take place as well. A model approach for an entire course using such software will be presented. Particular care will be given to how one evaluates the course software.

The highly competitive global photonics industry has created a significant demand for professional Photonic Design Automation (PDA) tools and personnel trained to use them effectively. In such a dynamic field, CAD-supported courses built around widely used industrial PDA tools provide many advantages, especially when offered through tertiary education institutions (which are ideally suited to producing the future workforce of the Photonics industry). An objective of VPIsystems' University program is to develop tertiary level courses based on VPIsystems' WDM transmission and component modeling software tools. Advantages offered by such courses include: visualizing and aiding the understanding of complex physical problems encountered in the design of fiber-optic communication systems; virtual laboratory exercises that can accurately reproduce the behavior of real systems and components without the prohibitive infrastructure and maintenance costs of real laboratories; flexibility in studying interrelated physical effects individually or in combination to facilitate learning; provide expertise and practical insights in areas, including industry-focused topics, that are not generally covered in traditional tertiary courses; provide exposure to, currently, the most widely used PDA tools in the industry. In this paper, details of VPIsystems' University program and its CAD-supported Photonics courses will be presented.

In industry today, professional Photonic Design Automation (PDA) tools are a necessity to enable fast development cycles for the design of optical components, systems and networks. The training of industrial personnel is of great importance in facilitating the full usability of PDA tools tailored to meet these demands. As the market leader of design and planning tools for system integrators and manufacturers of optical transmission systems and components, VPIsystems offers a set of two-day training courses. Attendees are taught on the design of metro WDM networks, high speed DWDM and ultra long-haul WDM systems, analogue and digital cable access systems, EDFA and Raman amplifiers, as well as active devices and circuits. The course work compromises of: (1) lectures on physical and modeling background topics; (2) creation of typical simulation scenarios and; (3) the analysis of results. This course work is facilitated by guided, hands-on lab exercises using VPIsystems software for a variety of practical design situations. In classes of up to 15, each attendee is allocated a computer, thereby allowing for a thorough and speedy training for the individual in all of the covered topics as well as for any extra-curriculum topics to be covered. Since 1999, more than 750 people have graduated from over 60 training courses. In this paper, details of VPIsystems Industry training program will be presented.

A training computer program for simulation and elimination of instrument distortions is described. The program demonstrates the noise influence on the result of instrument distortion elimination. There is an opportunity to reduce noise effects introducing a priory information about the function to be found by filtration of restored function Fourier transform. But when spread function is wide, the distortion elimination becomes impossible. Some applications of the program to simulating and real experiments for educational and scientific purposes in spectroscopy are presented. The program as well as program description and user guide is accessible for everyone on Web site dfe3300.karelia.ru.

For thirty years, the Institute of Electronics and Telecommunication has been teaching students in the field of telecommunications. In the academic year 1990/91, a course in optical communications was introduced. Currently, within electronics and telecommunication programs, we offer an undergraduate course entitled: Optotelecommunications, two courses for master level specialities: Optical Networks and Advanced Fiber Optic Systems, and finally, a course for extramural students. We also provide lab projects for Computer Science and Electrotechnics students and contribute to continuos education training. Over the last ten years, a number of students participating in our laboratories has increased seven times. At present, we have two laboratories, offering 40 projects, which fall into 5 categories: basics projects, fundamental projects, applied projects, advanced projects, optical systems. Such a variety of topics allows to offer a flexible choice to suit individual student interests.

Some phenomena of color and light in the human life and Nature are demonstrated for students in junior high and senior high school as well as college students as atmospheric optics. We used simple experiments and computer simulations as teaching materials and demonstrated atmospheric optics phenomenon so far. We let college students make computer programs in addition to experiments and computer graphics for their understanding of theory. In any case we stimulate their curiosity. It is necessary and important to let them interested in the teaching materials.

In the paper two different approaches for spatial coherence measurement are discussed. The usage of a special optical element (specklegram of shift) in the scheme of Young interferometer essentially raises a relative aperture of the optical device and allows one by an evident way to study the spatial coherence of light and to measure radius of spatial coherence. It is shown with use of the Michelson interferometer that the consideration of mutual spatial shift of interfering fields allows one to connect directly the spatial distribution of fringe visibility in the area of their localization with the function of a spatial coherence. The theoretical estimations and experimental results for longitudinal distribution of fringe visibility in the area of localization in the Michelson interferometer with an extended source of white light are given. The description of laboratory work and the demonstration instruments are discussed.

The turn of the century has brought new perspectives for teaching Quantum Optics. Recent research results provide opportunities to educate specialists in the area with considerable less efforts than in the recent past. Important experiments can now be performed using cheaper optical sources. Full quantum electrodynamics approaches are often simpler to understand, and indeed more comprehensive than the semi-classical ones used before. This correlates well with the fact that it is easier to introduce quantum mechanics using Feynman's many path approach, the root of quantum electrodynamics, instead of the traditional picture based on a set of postulates. A set of cases is presented to demonstrate that full quantization of radiation and matter is not that hard to grasp by physics students with a background in quantum mechanics. The strong motivation achieved is reinforced with a set of medium cost experiments in which matter and radiation are seeing to interact, sometimes in surprising ways. Not to mention the motivating applications and high-technology potential of present quantum optics, the teaching of both introductory and advanced quantum optics can now be performed at the highest level with an effort which, if not less, is comparable with the required when using the semi-classical approach.

The laser Doppler velocimeter was developed specially for students laboratory training. The experimental kit consists of the classic dual beam laser Doppler system and the set of the dynamic objects such as moving phase screen and scattering flows. Signal processing and data analysis is performed using personal computer that allows for flexible training.

The paper is devoted to an education of Photonics at the Dept. of Telecommunications, Faculty of Electrical Engineering, at the University of Zilina. Originated from the university historical development the photonic subjects are implemented in two basic areas: Telecommunication Technology and Radiocommunication Technology. From the school year 1994/95 the new subject Photonics has been taught and it has attracted numerous students. The subject is focused on both physical principles and system application. The relevant parts can be listed as: interaction photon - matter, photonic receivers and transmitters, modulation and demodulation in Photonics, photonic networks - narrowband and wideband, photonic switches, image sensors and displays. The education of Photonics has been supported by research activities in the field of applied photonic system for signal (data) transmission and selected results have been implemented into the subject structure. The paper listed a detailed content of the subject in two fields: lectures and experimental laboratory exercises. As an integral part of the course we plan to implement selected experiments from the area of 2D photonic (image) processing and to expand the imaging photonic part.

CATTS is a National Science Foundation-funded partnership between the University of Arizona and local school districts to improve science, mathematics and technology teaching at all levels. The goals of the CATTS Program are to develop sustainable partnerships with Kindergarten through 12th grade level (K-12) educators that foster integration of science, mathematics, engineering and technology research in classroom learning experiences. The program also creates opportunities for graduate and undergraduate students to be active participants in K-12 education by providing training and fellowships. CATTS seeks to foster effective teaching and a greater understanding of learning at all levels. School districts and University of Arizona outreach programs propose fellowship activities that address identified educational needs; they work together with CATTS to create customized programs to meet those needs. CATTS Fellows, their faculty mentors and K - 12 partners participate in workshops to gain experience with inquiry-based teaching and understanding diverse learning styles. In the partnership, CATTS Fellows have an opportunity to share their research experiences with K - 12 educators and gain experience with inquiry teaching. On the other side of the partnership, professional educators share their knowledge of teaching with Fellows and gain deeper understanding of scientific inquiry. In the two years that this NSF funded program has been in operation, a variety of lessons have been learned that can apply to school, university, and industrial partnerships to foster education and training. In particular since each organization operates in its own subculture, particular attention must be paid to raising cultural awareness among the participants in ways that foster mutual respect and communication of shared goals. Proper coordination and sensible logistics are also critical for the success of a complex project such as this. Training of the partners and the project management will also be described.

The University of Arizona's Collaboration to Advance Teaching Technology and Science (CATTS) program sponsored by the National Science Foundation has found a successful way to unite public and charter school students and teachers, university science outreach programs, graduate and undergraduate students, and university faculty for the betterment of science education. A key aspect of this success has been the ability of the project to assist stakeholders in understanding the different cultural perspectives of all of the participants. The success of this program has led us to create a template for a professional development and support program emphasizing the degree of cross-cultural understanding appropriate for today's multinational photonics industry. This template is designed to give future photonics technical, managerial, and manufacturing leaders training in a variety of areas that can enhance their productivity and ability to lead teams. The design would be appropriate for photonics research and development teams, sales and marketing teams, teams with diverse members new college hires, and newly emplaced managers. This education template would also be appropriate for students in photonics industry technician and graduate- level programs. This type of program is not a substitute for other forms of professional managerial training, but rather augments such programs with material that can aid in a more global perspective.

Nationwide, photonics technicians are in short supply. Even with the recent downturn in the nation's economy, thousands of technicians are needed by traditional optics manufacturing companies, telecommunications providers, defense contractors, and other industries that rely on photonics technologies. Though many reasons have been offered to explain why the shortage has occurred, the lack of technicians remains a fulsome conundrum. This paper addresses ten hypotheses commonly cited to explain the shortage of qualified technicians. Then, the evidence that supports or disconfirms the hypothesis is explored. Direct and indirect actions are identified that photonics industries could take to help alleviate the shortage of trained personnel. Direct actions include (1) collaborating with appropriate experts to study the problem in more detail; (2) conducting outreach programs with local schools and informal education centers; and (3) helping produce K - 12 educational materials that integrate photonics concepts into all areas of the school curriculum. Indirect actions include (1) collaborating in building educational systems that encourage young people to pursue technical careers: (2) becoming part of the K-college educational enterprise; (3) lobbying federal and state governmental agencies; and (4) engaging in partnerships.

We have been offering a successful BS degree in optical engineering for the past ten years. We have produced more than 100 graduates, highly trained in basic optics and electronics. Our Industrial Affiliates, while very pleased with our graduates, requested that we produce some with greater mechanical engineering skills and knowledge. Our response was the creation of a new degree program, retaining the virtues of the previous one, but allowing a high degree of flexibility through the inclusion of minors within the program. The new program allows sufficient room for a variety of minors. Engineering minors identified include aerospace, computer, electrical, materials and mechanical. Science minors include astronomy, computer science, math and physics. Non-science minors accommodated include business, pre-health and pre-law. The new BSO program features: (1) Better structure and flow, more tightly coupling related classes; (2) New laboratory classes for juniors, linked to lecture classes; (3) Expanded optical deign, fabrication and testing classes; (4) New class in electronics for optics; (5) New classes in fiber optics and optical communications; (6) New capstone/senior project class for ABET compliance. This new BSO program will produce better entry-level optical scientists and engineers, and better candidates for graduate school. Our interactions with the external community will provide inputs concerning industrial needs, leading towards improved student counseling and program development. We will better serve national needs for skilled personnel in optics, and contribute even more to the optics workforce pipeline.

Exhibits and programs at hands-on science centers, museums, and on the web can be used to increase science literacy in optics and photonics. These informal science education efforts play a profound role in increasing the public's understanding of optics and photonics and its applications. Informal science education also plays a significant role in interesting young children in the photonics field. This paper presents a tour of the informal science education world and describes how scientists can work with science centers. It also describes how science centers and museums have made use of web broadcasts of special events such as eclipses to enhance public interest in science topics.

A discussion of the parts of the electromagnetic spectrum, along with wave and particle models of light, are often taken as starting points in introductory physics and optics courses. Creating a spectrum and recreating Herschel's experiment verifying the presence of infrared energy is an effective demonstration for students at all levels. However, such a supposedly simple experiment has a number of potential pitfalls, which will be examined in this paper. Methods of doing the experiment both indoors and outside with simple experimental materials will be described and recommendations on best ways to link this experiment to further studies about the spectrum will be given. The use of digital cameras for near infrared imaging in a classroom setting will also be discussed briefly. Having students perform the Herschel experiment provides an excellent introduction to the history of optics and gives them experience in the scientific process. Such a guided inquiry approach can be used successfully to increase student learning and achievement in optics.

In the last few years, there have been more and more College and University engineering courses appearing on the Web. Most of the instructors producing these Web courses have not only never done so before, they have not even taken or viewed a Web class before. Because of this, it is helpful to share as many details as possible about Web courses actually presented. This paper describes a Web course on fiber-optic communications presented to a class of 55 students at the senior/first-year-graduate level.

Among the main objectives of designing a photonics course based on the integration of Science and Technology is to produce job-ready graduates with sufficient fundamental knowledge and hands-on experience with optoelectronics and photonics devices and systems. The course is designed to present the fundamental concepts in photoncis and these concepts are further enhanced with the engineering principles. Hands-on experiments on the basic components are essential in comprehending the principles and knowledge learned earlier. These lead to students who are competent of handling various sophisticated and sensitive photonics equipment and devices, furthermore they will acquire the essential fundamental knowledge and their applications of both the photonics devices plus equipment and the know-how on the telecommunication network systems and protocols.

Laser cooling experiments are a good example of how the interaction between light and matter can be applied to manipulate neutral atoms. At the University of San Carlos we have constructed a magneto-optical trap (MOT) for rubidium (Rb) atoms. The setup is based on the design of the MOT Wieman et al used in their efforts to reach Bose-Einstein condensation. The use of diode lasers enables the introduction of these advanced experiments at undergraduate level. Since 1998, when the MOT became operational at USC, a great number of undergraduate students have done the experiment. Not only did they learn the basics of cooling and trapping, they also gained experience in operating lasers properly, vacuum technology, and techniques for frequency stabilization. In some cases students opted to perform spectroscopy experiments on Rb atoms, which could easily be done using this setup. Of course, the presence of the MOT also gave a great boost to the research in optoelectronics, a new research direction in our department. Characterizing the MOT has resulted in several scientific papers in local physics journals as well as presentations to the annual Philippine Physics Congress. The next step is towards the realization of Bose-Einstein condensation of Rb in our Optoelectronics Laboratory.

Interferometry (the use of interference phenomena) provides ample opportunities for measurements in various areas of physics, particularly in optics. In an interferometer, light from a single source is split into two beams that travel along different paths. The beams are recombined to produce an interference pattern that can be used to detect changes in the optical path length in one of the two arms. Here we report about the use of a fiber optic version of the Mach- Zehnder interferometer in measurements of the index of refraction of water and air. The open air version of the Mach-Zehnder interferometer employs two beam splitters and two highly reflective mirrors. This open air version is difficult to align and sensitive to environmental disturbance. In our fiber optic version we have replaced one beamsplitter and two mirrors by a bidirectional coupler supplied with single mode fibers. This replacement greatly simplified the operation of the interferometer. A stable interference pattern could quite easily be obtained. The simplified operation allowed the introduction of the instrument in our BS program. This year two students performed highly accurate measurements on the index of refraction of various fluids (water, air) for their graduate project. Recently the instrument has been introduced in the regular laboratory classes.

When there is a scarcity in equipment for teaching optics, some alternative way should be found to maintain the students' ability to cope with practical situations. It is assumed that creativity and innovative attitude may help them derive solution of real problems. In our department, optics is taught through lectures and through a thesis for students choosing optics as their final project. Topics of the thesis are selected such that no delicate equipment is needed yet important principles of optics are involved. For the lecture, special assignment related to patents is given. In one type of the assignment, each student is required to find a patented invention in optics and to formulate any thinkable improvement or modification of the invention. In another type, each student is asked to study several patents about a certain subject in optics and then to propose his own invention.

The philosophy for human resources development in CANON Inc is based on the three-self spirit (Self-motivation, Self- awareness and Self-management). The Canon's R&D engineers are required a positive attitude, creativity and courage to research and to develop products of innovation. Educational measures in optics being in effect in Canon consist of the in-house training courses, studying abroad, publication and others.