A modular laboratory curriculum for teaching integrated photonics to students with diverse backgrounds

Serna, Samuel; Hidalgo, Nancy; Tjan, Janice; McComber, Kevin A.; Kimerling, Lionel C.; Verlage, Erik; Diop, Julie; Hu, Juejun; Saini, Sajan; Agarwal, Anuradha M.; Gagnon, Gerald; Preble, Stefan F.; Howland, Gregory A.; Niekerk, Mathew van; Steidle, Jeff; McNulty, Karl; Cárdenas, Jaime; Song, Meiting; Popović, Miloš A.; Khilo, Anatol; Nagarkar, Pradnya; Vazehgoo, Farhad; Moskowitz, Ira S.; Gu, Guiru; Schnitzer, Cheryl; Deveney, Edward; Kling, Thomas; Petkie, Douglas T.; Longacre, Jacob

doi:10.1117/12.2523867

Cited by 4 publications

(1 citation statement)

References 6 publications

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“…24, 164 academic institutions around the world offer a total of 279 degree programs in nanotechnology fields (refer to a database with listed universities 24 ); however, there is a lack of comprehensive papers on all university programs in nanotechnology. [14][15][16][18][19][20][21][22][23] The novelty of this paper is related to the outcomes of our project: [21][22][23] (a) creating a coherent educational program at the UR on the Certificate in Nanoscience and Nanoengineering (CNSNE, Sec. 2); (b) creating an example model for other universities of collaboration in nanotechnology between a university with state-of-the-art, expensive experimental facilities and a local, two-year community college (CC) (Sec.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate program in nanoscience and nanoengineering: five years after the National Science Foundation grant including two pandemic years

Lukishova

Bigelow

2022

Opt. Eng.

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We describe a coherent undergraduate educational program in nanoscience and nanoengineering at the University of Rochester (UR) based on the Institute of Optics and Integrated Nanosystems Center resources. This project has three main outcomes: (1) developing a curriculum and offering the Certificate in Nanoscience and Nanoengineering (CNSNE); (2) creating an exemplary model of collaboration in nanotechnology between a university with state-of-the-art, expensive experimental facilities and a nearby two-year community college (CC) with the participation of the local Monroe Community College (MCC); and (3) developing universally accessible "hands-on" experiments (mini-labs) on nanophotonics/quantum nanophotonics, learning materials, and pedagogical methods to be introduced in some Institute of Optics classes from freshman to senior levels. The inexpensive mini-labs described herein can be adopted in small colleges. An important outcome of this project is that ∼50% of the 41 awardees of the CNSNE (by May 2021) after graduation continued their career in the field of nanoscience and nanoengineering. For the CNSNE program, UR students must take three courses: Nanometrology Laboratory (a new course specifically created for this program) and two other selective courses. Students should also conduct a one-semester research or design project in the fields of nanoscience and nanoengineering. A total of 52 MCC students (including non-science, technology, engineering, and mathematics major students) participated in two labs at the UR on atomic force microscopy and photolithography in a clean room. Our teaching methodology, the progress of students' learning outcomes, and the investigation of students' attitudes and self-efficacy toward selecting their careers in nanoscience/nanotechnology are also discussed and analyzed. Discussions on the challenges in teaching advanced lab classes during the pandemic, our solutions for preserving the CNSNE program, and lessons learned are also included. © 2022 Society of Photo-Optical Instrumentation Engineers (SPIE)

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Section: Introductionmentioning

confidence: 99%

Undergraduate program in nanoscience and nanoengineering: five years after the National Science Foundation grant including two pandemic years

Lukishova

Bigelow

2022

Opt. Eng.

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Promoting 21st Century Emerging Technologies in Science Education In Light of Photonics Education Framework

Malay,

Çepni,

Aydemir

2024

Sci & Educ

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Leveraging MOOCs in a hybrid learning bootcamp model for training technicians and engineers in STEM manufacturing

Serna

Weninger

Ranno

et al. 2022

2022 IEEE Learning With MOOCS (LWMOOCS)

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A modular laboratory curriculum for teaching integrated photonics to students with diverse backgrounds

Abstract: A modular laboratory curriculum with exercises for students and lesson plans for teachers is presented. Fundamentals of basic integrated photonic (IP) devices can be taught, first as a lecture-in-the-lab followed by "hands-on" laboratory

Cited by 4 publications

References 6 publications

Undergraduate program in nanoscience and nanoengineering: five years after the National Science Foundation grant including two pandemic years

Undergraduate program in nanoscience and nanoengineering: five years after the National Science Foundation grant including two pandemic years

Promoting 21st Century Emerging Technologies in Science Education In Light of Photonics Education Framework

Leveraging MOOCs in a hybrid learning bootcamp model for training technicians and engineers in STEM manufacturing

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