This PDF file contains the front matter associated with SPIE Proceedings Volume 7783, including the Title Page, Copyright information, Table of Contents, Introduction, and the Conference Committee listing.

Based on physics education goals adopted at the 2005 World Conference on Physics and Sustainable Development, the workshop on "Active learning in optics and photonics (ALOP)" has been described as a model for teacher training and professional development. This paper describes the basic philosophy and elements of the workshop and how it has served physics teachers in schools and introductory college/university in the developing world. Its main philosophy of fostering modern hands-on learning techniques-- adapted to local culture, needs and availability of teaching resources-- is elaborated. The workshop provides the participants with a conceptual evaluation instrument, drawn from relevant physics education research, giving teachers an important tool to measure student learning.

Using the Photonics Leaders (PL2) program model of recruitment and retention, photonics content, parental engagement, internship, and a hybrid virtual format, the session's goal is to inform outreach coordinators and scientists of strategies used to develop teachers' awareness and skills in teaching Optics to ethnically diverse students who lack traditional experiences in the discipline. The National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) funded program highlights initial findings of a pilot study with middle and high school teachers from The Science House at North Carolina State University sharing lessons learned and future scale-up plans.

The PHOTON PBL project developed eight multimedia problem-based learning "Challenges" in optics/photonics in collaboration with industry and research university partners for use in technician education programs. More than fifty high school and college faculty from across the U. S. and Romania attended professional development workshops in 2007 and 2008 to become familiar with the PBL method and the Challenges. Teachers then field-tested the Challenges in their own classrooms. In this paper, we present the experiences and reactions of teachers and students who used the PBL Challenges to teach and learn optics/photonics.

The paper's goal is to inform outreach coordinators and scientists of strategies used to develop a Light Emitting Diode (LED) curriculum module for high school students. Field-testing the weeklong LED curriculum, teachers acquired new instructional strategies to develop students career and global workforce skills in STEM disciplines. The National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) funded program session will highlight initial findings of the developmental process, review data of the pilot study with middle and high school teachers participating in a teacher workshop and student program offered by The Science House of North Carolina State University.

With the inclusion of light in the Connecticut Science Standards for 5th grade, classroom teachers were faced with teaching an unfamiliar content area. At EASTCONN, a regional education service center, we were asked to provide teachers with professional development workshops which include essential background knowledge; assist with selecting curriculum aligned with the standards and which fit into an already packed teaching schedule; formative assessments; and finally, ensure that the curriculum provided students with inquiry-based, engaging hands-on lessons. In this paper, we will explore addressing these challenges and demonstrate engaging lessons aligned with the standards.

The Center for Biophotonics Science and Technology has developed an evaluation tool to assess the impact of its educational programs on participants' understanding of basic concepts underlying biophotonics science. The Biophotonics Concepts Inventory (BPC) includes fourteen items; some adopted from other concept tests as well as several original items developed by CBST scientists and educators. Scientists also contributed to instrument development by completing a pilot version of the BPC during the CBST annual retreat and rating each item for relevance and importance to the field of biophotonics. The final items were selected based on item feedback and comparisons between mean item scores for scientists, undergraduates, and high school students who completed the draft version of the BPC. Items primarily focus on the behavior of light and light-matter interactions. The instrument has been used as a pre-test and post-test in programs for undergraduates, K-12 teachers, high school and middle school students. To date, there has been a significant increase in BPC scores from pre to post conditions across CBST programs and courses. We will discuss BPC development, response patterns, and pre/post group comparisons. Specifically, we will address how typical misconceptions about light and light-matter interactions were used to design items, the rationale for incorporating visual representations into many items, the methods used for investigating instrument quality, and implications for making claims about the effectiveness of CBST biophotonics education programs.

Research exploring students' knowledge of optics from elementary through college has revealed that many concepts can be difficult for students to grasp. This can be the case particularly with fundamental concepts, such as the nature of light, how light interacts with matter, and how light behaves in optical systems. The use of formative assessment probes (low-stakes questions posed to students before instruction or in real-time in the classroom) can inform instructors about student background knowledge, and can also be used as they progress through learning in class. By understanding what students know prior to instruction, and how well they are learning in real-time, instruction can be designed and modified in order to encourage the development of scientifically-accurate knowledge.

It often takes one single event to interest teenagers in a topic that will become a passion or a career. It is in this spirit that the SPIE and OSA Student Chapters at Université Laval created the Photonic Games three years ago, to kindle an interest in teenagers towards studies and careers in optics. The activity, offered each year to more than a hundred grade 11 students, is divided in two parts. First, we offer a hands-on workshop in their classrooms about reflection, refraction, dispersion, birefringence and polarization. A few days later, all the students come to the Centre d'optique, photonique et laser (COPL) at Université Laval for a day of competition where a volunteer physics student accompanies each team of four students. Challenges are various to promote the qualities that make great scientists: creativity, teamwork, knowledge, inquisitiveness, self-confidence and perseverance. The first two editions of the Photonic Games have proven to be beneficial for the students, teachers and volunteers, and we endeavor to improve it as we construct on our experience with the past editions to fine-tune and improve the Photonic Games concept.

In this paper we discuss several science education modules that we developed and pilot tested in grades 3-7. The modules are optically-based and consist of physical kits and associated curriculum materials. The modules emphasize real-world applications such as color displays, environmental monitoring, telecommunications via a light beam, CD-players, and bar code readers. Small groups of 4-5 students have used the kits and provided valuable feedback. We have pilot tested these modules with over 500 students and will highlight several of the modules including pre- and postclass questionnaires completed by the students. The kits use modern photonic materials including light emitting diodes and simple solid state optical detectors. We also discuss how these modules are consistent with National Science Content Standards and cover both science and technology applications.

Adaptive optics is rarely mentioned in high school physics classes due to its complex nature but is a valuable way to introduce key optics concepts that have practical applications. Over the last three years, we have been developing a series of hands-on activities targeted at high school students addressing various topics in adaptive optics. Using only high school math, these activities build a conceptual understanding of the processes involved in modern adaptive optics systems. The topics include atmospheric distortion, Shack-Hartmann sensors, and flexible mirrors. We will outline the activities as well as the results of classroom testing.

For children, playing and learning is often one thing. They learn while playing and by playing the right games they learn a lot. It is therefore obvious that we should use (among other things) games in order to fascinate children for optics and to teach them the basic laws of optics. In this contribution we will introduce different optical games for children in preschool and elementary school. The majority of commercial learning games on the market do not achieve the ambitious goal of leading to fun and knowledge since very often there are serious design flaws within these games. We introduce ten design rules for learning games that will enable you to create your own successful learning game for a special topic. Exemplary, we will show games based on and for color mixing and polarization.

During 2007, the Universidad del Valle Student Chapter presented a proposal for developing an educational outreach activity for children from an underprivileged zone to the Optical Society of America Foundation (OSAF) and to SPIE. The activity was carried out jointly by OSA and SPIE Universidad del Valle Student Chapters in the hillsides of Santiago de Cali, in a zone known as "Pueblo Joven" during 2008. It was aimed to boys and girls with ages between 8 and 13 years and was called "Experience the magic of light and color". The main purpose was to bring the children some basic concepts on optics and to encourage them to explore science through optics. The Universidad del Valle Student Chapters designed a series of talks and practical workshops where children participated in hands-on experiments that easily explain the fundamental concepts of light phenomena. Afterwards the children presented their achievements in a small science fair offered to the community and tried to explain in their own words what they learned and built. In this work, we present the most successful experimental designs and the educational standards we tried to develop with this activity.

The National Optical Astronomy Observatory has led the development of a new telescope kit for kids as part of a strategic plan to interest young children in science. This telescope has been assembled by tens of thousands of children nationwide, who are now using this high-quality telescope to conduct optics experiments and to make astronomical observations. The Galileoscope telescope kit and its associated educational program are an outgrowth of the NSF sponsored "Hands-On Optics" (HOO) project, a collaboration of the SPIE, the Optical Society of America, and NOAO. This project developed optics kits and activities for upper elementary students and has reached over 20,000 middle school kids in afterschool programs. HOO is a highly flexible educational program and was featured as an exemplary informal science program by the National Science Teachers Association. Our new "Teaching with Telescopes" program builds on HOO, the Galileoscope and other successful optical education projects.

One-third of outdoor lighting escapes unused into space, causing light pollution. Light pollution is a growing concern on many fronts: energy conservation, cost, safety, health, effects on wildlife, and our ability to view the stars. How we use illumination engineering to optimize where, when, and how light is used is of significant importance. We will discuss how NOAO's light pollution education kits are used to teach illumination engineering. In particular we will address topics associated with achieving sufficient ground coverage, color rendition, types of outdoor lighting, glare and sky glow, assessment of city lights, and task-oriented lighting.

This paper focuses on the concept of the website "Magic of Light", an internet platform that offers podcasts, slides, pictures, Flash animations and educational materials to allow a better understanding in optics and photonics.

Over the past decade, Southern California has seen informal optics education and outreach programs grow substantially, mainly due to efforts from members of the Optical Society of Southern California (OSSC) and more recently the Optical Society of America, UC Irvine, Student Chapter. Also, the Optics Institute of Southern California (OISC) has served as a focal point for many of these programs, as an independent organization working closely with society members and other partners. This paper provides an update of these programs, including a new OSSC website that provides a new platform for significantly expanding the member participation efforts.

The New England Section of the Optical Society of America (NES/OSA), founded in 1949, provides programming for the promotion of science and optics education. In recent years, the NES/OSA has combined funding to provide demonstrations during the Massachusetts Science Fairs for Middle and High School age groups and award prizes to the winners. This funding is supplied from the Section's operating budget, along with grants from the Optical Society of America (OSA). NES/OSA attends two annual science fairs comprised of the statewide finalists from 6 regional competitions. During these fairs, NES/OSA members conduct optics demonstrations using the Section's "Optics Suitcases". This talk will outline the NES/OSA's outreach program, some of the demonstrations and results.

Often in the ever-expanding community of Optics and Photonics, what we do remains a mystery to the outside world. The technology created by our community permeates the lives of every citizen yet is taken for granted due to unfamiliarity. At Three Rivers Community College (TRCC), we have taken steps to rectify that situation. The college's Laser and Fiber Optic Technology program (LFOT) and the TRCC student chapter of SPIE run many outreach activities, the most successful of which is Laser Camp. This paper will present a comprehensive overview of Laser Camp from the students' aspect with testimonials, discussion of the optics themed activities and provide a view of the SPIE members' journey.

We developed a curriculum to introduce nanotechnology and photonics concepts to community college students enrolled in a program designed to attract and retain students in technology associate degree programs. Working with the Center for Research on Interface Structures and Phenomena, an NSF Materials Research Science and Engineering Center, and the PHOTON projects, funded by the Advanced Technological Education program of NSF, we developed hands-on, inquiry-based activities to address the course goals: improve critical thinking, introduce science and technology concepts common to technology programs and provide opportunity to practice math skills in context.

Three years ago we reported on a new optics education program established at the Irvine Center for Applied Competitive Technologies (CACT) at the Advanced Technology and Education Park (ATEP) operated by the South Orange County Community College District (SOCCCD). This paper reports on new Optical Engineering and Instrument Design Programs now being offered through the University of California, Irvine Extension. While there are some similarities between the two programs, the differences are mainly the students' level. The community college level programs were targeted primarily at technicians and junior level engineers. The university level programs are targeted at senior level engineering and physical sciences university students, graduate and post graduate students and designers in industry. This paper reviews the reasons for establishing these certificate programs and their content, the students' motivations for taking them and their employers' incentives for encouraging the students.

We developed a three quarter capstone project course sequence for our ABET accredited optical engineering program. In the first course of the sequence we teach design methodology based on a mini-project done concurrently with lectures outlining the product development process. The mini-project is centered on the design of an imaging system. The kit used for this design project consists of a webcam, 20 lenses, and a collection of lens tubes and adaptors. Over the next two quarters the students choose from a selection of client-based projects, where the focus is on team work that culminates in a functional prototype.

In 2000, there was no way for an Ontario student to obtain a credential in optics, laser or photonics without going through graduate school. This was in, arguably, the world-leading jurisdiction in photonics-enabled telecommunications industry. To alleviate this problem and supply the job market with highly-qualified people in the field of optics and photonics, the Ontario Centres of Excellence - then as Photonics Research Ontario - partnered with Algonquin College (Ottawa) and Niagara College (Welland) to establish over the past decade a suite of programs: a 1-year Certificate in Advanced Lasers, a 2-year Diploma for Photonics Engineering Technician, a 3-year Diploma for Photonics Engineering Technologists and a 4-year Bachelor of Applied Technology - Photonics. Much has been learnt along the way - the crucial need for industrial partner and government support, for example - and many course corrections had to be made (telecom bust, anyone?). The author will share the results of this 10-year journey so far, the lessons learnt, and a view to the next ten years for these programs and photonics education in Ontario in general.

Engaging students in photonics can be challenging as the field appears lesser known compared to standard majors offered at US Colleges and Universities. At the University of California Davis we teach a well-received introductory biophotonics course that attracts 20-25 honors freshman students yearly. The 40-hour course attracts science, engineering, and humanities majors alike. The course is a basic interdisciplinary exploration of the intersection of biology, physics, medicine, optics and technology with light. In addition to an overview of biophotonics, class participants do hands-on experiments, practice peer-review, interact with biophotonics scientists, and carry out projects to communicate biophotonics to others.

Mobile learning (m-learning) can be considered as a new paradigm of e-learning. The developed solution enables the presentation of animations and 3D virtual reality (VR) on mobile devices and is well suited for mobile learning. Difficult relations in physics as well as intricate experiments in optics can be visualised on mobile devices without need for a personal computer. By outsourcing the computational power to a server, the coverage is worldwide.