PIC device concepts are difficult to grasp, and explanations typically require the solution of Maxwell’s equations. Laboratory experiments which demonstrate the testing of these devices can offer some intuition into device functionality. However, photonics device test on an unpackaged die requires a complicated equipment set-up because devices, both passive (all optical) and active (opto-electronic), need precise (~nm) optical alignment. Online asynchronous courses, Integrated Photonics Test: Passive Devices (IPT:Passive) and Integrated Photonics Test: Active Devices (IPT:Active), that teach hands-on laboratory testing of volume-manufactured photonic integrated circuit (PIC) devices are created as a multi-instructor collaborative approach with lectures and laboratory videos and exercises.

Successful visibilization of Optics and Photonics in the general media and at schools is critical to build societal appreciation for our research, establish the relevance of the field in the minds of policy makers, and foster student's motivation and interest in pursuing future careers in these topics. Rewarding such visibilization efforts from journalists and educators is not only fair, but can also be an effective way of enhancing their impact and ensuring their continuity. In this talk I will illustrate this approach with the example of Instituto de Óptica's Photon Awards.

The interdisciplinary field of biomedical optics is a potential career choice for students with various educational backgrounds. Despite this, the field of biomedical optics education remains it in infancy. Having recognized the lack of data regarding the causes of lack of awareness of the field, we seek to understand where interventions need to be made to increase access to biomedical optics education. To that end, we have distributed a survey to those in biomedical optics to determine their path to awareness of this field. We present the results of this survey and make recommendations for future biomedical optics outreach initiatives.

Accuracy and precision are two of the most important metrics of experimental measurements. In this work, the data from a home-build lidar prototype is used to suggest a new method for teaching these two quantities to undergraduate students. The method involves curve fitting which in turn helps students develop computational skills while doing the activity. In addition, the method can be used for quantification of lidar systems.

AmeriCOM has partnered with the DoD Industrial Base and Sustainment (IBAS) and Monroe Community College (MCC) programs to create a nationwide precision optics technician training capability in key U.S. regions, and an important training model for precision optics manufacturing engineering and technical leadership. IBAS has also selected AmeriCOM to create a new Defense Precision Optics Consortium (DPOC). Advanced materials, process, and equipment technologies developed by DPOC will drive the need for new training. As a result, AmeriCOM will be uniquely positioned to anticipate and support the rapid development and deployment of training as new technologies are developed.

In this work, we present an optics modular course with a strong emphasis on hands-on training with state-of-the-art elements in free space. We provide a list of the equipment required as well as the learning outcomes for modules in specific laws of light phenomena like reflection, refraction, polarization, and interference. These kits could be used for more advanced teaching and training of engineers, making a very versatile set of equipment to be used for diverse audiences. We will also present the experience of the first cohort of a technician program with a diverse background and their feedback. This proposed course will promote in-demand skills for advanced manufacturing in the optics and photonics industries.

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

The MCC Optics Club provides community outreach to educate and raise awareness of the use of Optics in our everyday life. We work with a variety of groups and age levels to create interest and excitement for the industry. We work closely with local school districts, community groups, industry partners, and other colleges to inform and engage tin the field of optics. The ability to partner has increased our outreach capabilities. With the growth of the club and student engagement we were able to partner with NASA to host the release of first images from WEBB telescope. The club members facilitate hands-on optical science games and demonstrations for groups such as, Brighton School District Festival of Ideas, Career Days, STEM Fields, Community Fairs, and High School classes. Club members promote female empowerment and student involvement with Women in Photonics Workgroup

As part of the hands-on instruction for the Silicon Photonics course, students make Models, create layout, and fabricate optical devices using electron-beam lithography (EBL) and nano-pattern generating system (NPGS). Devices are written with a JOEL-100 SEM on a resist coated SiN or SOI substrate. The developed patterns are etched with RIE and tested with one of two available probe stations depending on I/O design (grating coupling or edge coupling). We’ll discuss the resulting passive and active devices made by students for this course.