Nicholas Massa

Problem-based learning in photonics technology education: assessing student learning

Problem-based learning (PBL) is an instructional approach whereby students learn course content by collaboratively solving complex real-world problems and reflecting on their experience. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new situations. One of the challenges with PBL, however, is that real-world problems are typically open-ended with more than one possible solution, which poses a challenge to educators with regard to assessing student performance. In this paper, we describe an approach to assessing student performance in PBL developed by the Photon PBL Project, a three-year National Science Foundation Advanced Technological Education (NSF-ATE) project in which eight interdisciplinary multimedia PBL “Challenges” were created in collaboration with photonics industry and university partners for use in high school and college math, science and technology courses. Assessment included measures of content knowledge, conceptual knowledge, problem-solving skills, motivation, self-efficacy, and metacognitive ability. Results from pilot testing at four community college photonics technology programs are presented.

PHOTON2: A web-based professional development model for photonics technology education

In this paper, we present a web-based teacher professional development model for photonics technology education funded by the National Science Foundation Advanced Technology Education (ATE) program. In response to the rapidly growing demand for skilled photonics technicians, the PHOTON2 project will increase the number of high school teachers and community college faculty across the US proficient in teaching photonics technology at their own institutions. The project will also focus on building the capacity of educators to engage in lifelong learning through web-based professional development. Unlike the traditional professional development model whereby educators receive training through intensive short-term workshops, the PHOTON2 project team has developed a pedagogical framework designed specifically for adult learners in which technical content, curriculum development, and learner self-regulatory development are integrated into an active, collaborative, and sustained online learning environment. In Spring 2004, two cohorts of science and technology educators, career/guidance counselors, and industry mentors from eleven states including California, Pennsylvania, Texas, Arizona, Hawaii, and the six New England states commenced participation in the three-year project. Qualitative and quantitative research, focused on individual and environmental factors related to web-based learning, will examine the viability of web-based teacher/faculty professional development in engineering technology education.

Student Reactions to Problem-Based Learning in Photonics Technician Education

Problem-based learning (PBL) is an instructional approach in which students learn problem-solving and teamwork skills by collaboratively solving complex real-world problems. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new and novel situations. One of the challenges faced by students accustomed to traditional didactic methods, however, is acclimating to the PBL process in which problem parameters are often ill-defined and ambiguous, often leading to frustration and disengagement with the learning process. To address this problem, the New England Board of Higher Education (NEBHE), funded by the National Science Foundation Advanced Technological Education (NSF-ATE) program, has created and field tested a comprehensive series of industry-based multimedia PBL “Challenges” designed to scaffold the development of students’ problem solving and critical thinking skills. In this paper, we present the results of a pilot study conducted to examine student reactions to the PBL Challenges in photonics technician education. During the fall 2012 semester, students (n=12) in two associate degree level photonics courses engaged in PBL using the PBL Challenges. Qualitative and quantitative methods were used to assess student motivation, self-efficacy, critical thinking, metacognitive self-regulation, and peer learning using selected scales from the Motivated Strategies for Learning Questionnaire (MSLQ). Results showed positive gains in all variables. Follow-up focus group interviews yielded positive themes supporting the effectiveness of PBL in developing the knowledge, skills and attitudes of photonics technicians.

The light fantastic: PHOTON materials for technician education

Project PHOTON has developed a set of instructional materials suitable for a onesemester laboratory based introduction to photonics course. The textbook, laboratory experiment kit and laboratory manual have been thoroughly field tested by participating high schools and two year colleges. All materials have been aligned to national Math, Science, Technology and Language Arts standards.

Creating and using industry-based problem-based learning challenges in photonics: lessons learned

Problem-based learning (PBL) is an educational approach whereby students learn course content by actively and collaboratively solving real-world problems presented in a context similar to that in which the learning is to be applied. Project PHOTON PBL, in collaboration with photonics industry and research university partners, created eight interdisciplinary multi-media Challenges to be used in high school and community college math, science and technology courses. Each Challenge was recorded on location and features the scientists, engineers and technicians who originally solved the problem engaged in authentic problem solving. In this paper we describe the evolution of the development of the Challenges and we provide instructions on creating a Challenge and using it in the classroom to enhance student learning.

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

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 Foundations Advanced Technology Education program, NEBHEs 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.

The PHOTON2 web-based professional development model: a year in review

In this paper, we present preliminary results from project PHOTON2, a National Science Foundation Advanced Technology Education (ATE) project aimed at increasing the number of high school teachers and college faculty across the US prepared to teach photonics technology at their own institutions. During the Fall 2004 and Spring 2005 semesters, two cohorts (51 high school teachers and college faculty) from 12 states across the US including Hawaii participated in a web-based Introduction to Optics & Photonics course. Qualitative and quantitative research was conducted to examine the relationship between learner interaction, self-regulation, and learning outcomes in a web-based learning environment. Research results and recommendations are presented.

Workforce Development for Optics and Photonics

The need for photonics technicians is rapidly increasing, but the present and future needs will most likely not be met. How do we encourage students to enter this continually transforming field, and adequately prepare them to become vital professionals?

Industry-based projects in photonics technician education

Students in photonics technology associate degree programs have two short years to prepare for employment as technicians. Recognizing that there is little in the traditional lecture/lab format of instruction that allows students to practice real-world project planning, time management and technical problem-solving skills, the authors have collaborated to provide students with authentic “real-world” industry problems in a final one or two semester capstone course. In this paper we present several student projects, describe barriers to successful project completion and strategies to improve outcomes.

An inquiry-based course in nano-photonics

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.