Marco Molinaro

Cell-Phone-Based Platform for Biomedical Device Development and Education Applications

In this paper we report the development of two attachments to a commercial cell phone that transform the phones integrated lens and image sensor into a 350× microscope and visible-light spectrometer. The microscope is capable of transmission and polarized microscopy modes and is shown to have 1.5 micron resolution and a usable field-of-view of 150×150 with no image processing, and approximately 350×350 when post-processing is applied. The spectrometer has a 300 nm bandwidth with a limiting spectral resolution of close to 5 nm. We show applications of the devices to medically relevant problems. In the case of the microscope, we image both stained and unstained blood-smears showing the ability to acquire images of similar quality to commercial microscope platforms, thus allowing diagnosis of clinical pathologies. With the spectrometer we demonstrate acquisition of a white-light transmission spectrum through diffuse tissue as well as the acquisition of a fluorescence spectrum. We also envision the devices to have immediate relevance in the educational field.

Evaluating the effectiveness of the open-access ChemWiki resource as a replacement for traditional general chemistry textbooks

Open educational resources (OERs) provide a potential alternative to costly textbooks and can allow content to be edited and adapted to a variety of classroom environments. At the University of California, Davis, the OER “ChemWiki” project, as part of the greater STEMWiki Hyperlibrary, was developed to supplant traditional post-secondary chemistry textbooks. The effectiveness of using this OER was assessed by comparing two general chemistry classes, one using ChemWiki and one using a traditional textbook, during the spring quarter of 2014. Student performance was measured using common midterms, final, and a pre/post content exam. We also employed surveys, the Colorado Learning Attitudes about Science Survey (CLASS) for Chemistry, and a weekly time-on-task survey to quantify students’ attitudes and study habits. The effectiveness of the ChemWiki compared to a traditional textbook was examined using multiple linear regression analysis with a standard non-inferiority testing framework. Results show that the performance of students who were assigned readings from the ChemWiki section was non-inferior to the performance of students in the section who were assigned readings from the traditional textbook, indicating that the ChemWiki does not substantially differ from the standard textbook in terms of student learning outcomes. The results from the surveys also suggest that the two classes were similar in their beliefs about chemistry and minimal overall study time. These results indicate that the ChemWiki is a viable cost-saving alternative to traditional textbooks.

A biophotonics course for freshman honors students

The National Science Foundation (NSF) funded Center for Biophotonics Science and Technology CBST) is collaborating with the Integrated Studies Honors Program (ISHP) at UC Davis to provide an introductory course to some of the top students in the freshman class. The course, IST 8A (Shedding Light on Life), was offered for the first time in Spring 2004 for the 2003-2004 ISHP class. A second offering was provided in Winter 2005 for the 2004-2005 ISHP class. This course is successfully increasing the educational, research, and training opportunities in the emerging field of biophotonics for high-achieving undergraduates at UC Davis.

Learning analytics for curriculum and program quality improvement (PCLA 2016)

This workshop on Learning Analytics for Curriculum and Program Quality Improvement investigates how LAK can drive improvements in teaching practices, instructional and curricular design, and academic program delivery. This workshop brings forward research and examples of how LAK can help build the case for instructional, curricular, or programmatic change and further how LAK can be used to foster acceptance of change processes by teachers, administrators, and other stakeholders in the educational enterprise.

Introducing biophotonics to first year undergraduates in science and non-science majors: approaches and lessons learned

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.

The Spectrum of Courses offered by the Center for Biophotonics Science and Technology (CBST)

The National Science Foundation (NSF) funded Center for Biophotonics Science and Technology CBST) provides a number of short to full-length courses on the subject of biophotonics. A middle school summer camp and various versions of multi-year high school courses are currently in progress. Two courses define a Biophotonics Option within the Photonics Technology Degree Program at the Central New Mexico Community College. CBST also collaborates with the Integrated Studies Honors Program (ISHP) at UC Davis to provide an introductory course to some of the top students in the freshman class. Advanced undergraduate and graduate courses are provided at UC Davis and sister institutions within CBST.

Introducing and engaging diverse high school students to biophotonics through multi-year courses

The National Science Foundation (NSF) funded Center for Biophotonics Science and Technology (CBST) has created various high school biophotonics research academies for both students and teachers from diverse socioeconomic backgrounds. These academies engage diverse students for 10 hours to over 350 hours per year for multiple years with an emphasis on learning the basics of biophotonics and then conducting original, team-based research. We have developed three versions of the academy, one focused on biology and biophotonics, one on cancer and biophotonics, and a third on plants and biophotonics. A fourth emphasis on biomedical engineering and biophotonics is planned. We have conducted one of these academies for three years and have had very good student retention and science fair winners. As part of our program we also have a summer academy for training teachers. Challenges have arisen amongst the various levels of Academies, chief among them sustainability. In the future, more extensive evaluation, curriculum consolidation, and widespread dissemination are critical.