Professional development in photonics: the advanced technology education projects of the New England Board of Education

Judith Donnelly; Fenna Hanes; Nicholas Massa

doi:10.1117/12.732634

14 September 2007 Professional development in photonics: the advanced technology education projects of the New England Board of Education

Judith Donnelly, Fenna Hanes, Nicholas Massa

Author Affiliations +

Proceedings Volume 6668, Novel Optical Systems Design and Optimization X; 66680A (2007) https://doi.org/10.1117/12.732634
Event: Optical Engineering + Applications, 2007, San Diego, California, United States

Abstract

Since 1995, the New England Board of Education (NEBHE) has been providing curriculum and professional development as well as laboratory improvement in optics/photonics to middle school and high school teachers and college faculty across the United States. With funding from the National Science Foundation's Advanced Technology Education program, NEBHE's optics/photonics education projects have created a national network of educational and industry alliances resulting in opportunities in optics and photonics for students at participating schools and colleges. The cornerstone of NEBHE projects is collaboration among educational levels, career counselors and teachers/faculty, and industry and academia. In such a rich atmosphere of cooperation, participants have been encouraged to create their own regional projects and activities involving students from middle school through four-year universities. In this paper we will describe the evolution of teacher/faculty professional development from a traditional week-long summer workshop to a collaborative distance learning laboratory course based on adult learning principles and supported by a national network of industry mentors.

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Judith Donnelly, Fenna Hanes, and Nicholas Massa "Professional development in photonics: the advanced technology education projects of the New England Board of Education", Proc. SPIE 6668, Novel Optical Systems Design and Optimization X, 66680A (14 September 2007); https://doi.org/10.1117/12.732634

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