5.1.

Applying Problem Based Learning (PBL) approach

Problem Based Learning (PBL) is defined as a dynamic classroom approach in which students actively explore real-world problems and challenges, which requires deeper subject matter knowledge [14], [15], [16]. This approach achieves superior learning outcomes and many technical programs at LWTech use it with great success. An example of a PBL teaching methodology was a project made by our students in the electronics technology department. The project idea was constructing a portable drone (Drone-Sat) capable of providing environmental feedback remotely, capturing video, and small payload delivery. Students and lead faculty mentors, worked together to build this project from scratch that met the project’s goals which were to: (a) Utilizing knowledge gained in the program to demonstrate competency in the field of electronics. (b) Completing an assigned (PBL) industry-based-project from concept to final completion. (c) Employ industry acceptable documentation techniques. (d) Communicate, information of materials, processes, and methodologies to superiors, peers, and subordinates. And (e) Self-assess learning needs and design, implement, and evaluate strategies to promote intellectual growth and continued professional competence. A photograph of the project is shown in figure 4. This project example was a great opportunity for the students to experience a real-world application building challenge, that local industries at Seattle, such as Amazon, and others are pursuing. Students have applied their critical thinking skills, teamwork skills, communication skills, and problem-solving with great success. Hence, upon the proven value of this teaching approach, similar projects will be generated so that students can expand their learning curve and increase their hands-on practical experience. This encourages cross-departmental collaboration (interdisciplinary-activities) between the different programs in our advanced manufacturing division includes Machining, Welding, Innovation, Biomedical-Device, and Engineering.

Figure.4.

A tested flying drone (Drone-Sat) – made by a group of electronics students, at the LWTech’s labs supervised by the lead faculty.

From (PBL) into regionally-specific application-based scenarios. For the new (LOT), the lead faculty will continue engaging industry partners in developing lab experiments/projects that go beyond basic PBL to enhance it into regionally-specific, application-based learning. This will be accomplished through outreach to local firms, understanding their issues and activities, and integrating those activities into the lab environment. This collaborative process will not only enhance the level of training of our students but will also encourage continued faculty collaboration with regional business partners, resulting in the development of long-term partnerships with members of the community and local industry. While conversations are preliminary, faculty at the University of Washington (UW) have expressed interest in collaboration with facilities and course transferability. The college is hopeful LWTech students will have a strong bridge to UW in the future.

5.2.

Encouraging Applied Research

To address the college’s core themes [7], the college has recently launched a new initiative to encourage undergraduates to conduct scientific research via an annual applied research symposium. This symposium offers all students and faculty mentors an opportunity to showcase their work concerning products, projects, problem-solving activities, as well as classic research. Our students from all programs and departments can participate. This event will give students and faculty a public platform to, not only communicate and promote the type of work they do; but also to recognize the students and faculty who are leading the way in terms of academic research and innovation. We hope it can become an annual event that supports industry connections and promotes local community building and engagement. For the new (LOT) program, it’s a great chance for students to present what they’ve learned through their classroom projects and research experiences to their families, friends, and the college community. The capstone project of the (AAS) degree (as shown in figure 2) is infused with dedicated applied research that teaches students the fundamentals of scientific thinking and research. Classic research is often scholarly and theoretical, while applied research tends to be more practical, problem, and client-driven.

5.3.

Implementing I-BEST-like teaching methods to accelerate student progress

Washington’s Integrated Basic Education and Skills Training Program (I-BEST) is a nationally recognized model known to quickly boosts students’ literacy and work skills, enabling them to earn credentials and obtain living-wage jobs [17]. I-BEST programs are team-taught, with one faculty member teaching technical content and the other teaching basic skills in math, writing, or English language (50% overlap). The content delivery systems initially developed through I-BEST is based in contextualization, defined here as “the merging of basic Photonics-skills and subject area” instruction.

5.4.

Photonics Facilities, Equipment, and Other Resources

A photograph of the new program’s lab at LWTech is shown in (figure 5.a). The lab is a combined computer/classroom space ideal for repositioning as a photonics laboratory. The lab space is located in a safe and quiet location on the college campus with existing electrical and light buffering attributes required for running some of the fundamental core Photonics courses. The lab is currently prepared with the essential resources such as, highly stable-optical breadboard tables, optical components, electronics testing devices, optical measurement instrumentations, and laser systems, for conducting the basic core photonics course experiments existing in the fundamentals of light and lasers (CP-1), Laser Systems and Applications (CP-3), and Communications, Imaging and Remote Sensing (CP-4). Some experimental examples are shown in (figure 5.b, and 5.c). The authors are also looking forward to getting the other needed equipment for serving the rest of the program’s advanced courses in (figure 2). The program is also looking forward to constructing a small cleanroom for related hands-on teaching and training purposes.

Figure.5.

(a) Optics and Photonics lab at LWTech, (b) Some experimental results to study the fundamental physics of light and lasers (c) Advanced photonics precision experimental example such as optical interferometry.

6.1.

Student Recruitment for the LOT program

Recruiting new students and increasing program enrollment is always one of the top priorities for LWTech. The college team is actively working hard on recruiting non-traditional and underrepresented students to the new photonics program to include veterans, females, and older and undeclared students. For veterans: as they transition from combat zones to the classroom, the most notable concern is the lack of guidance and support available to meet their unique needs. LWTech aims to break down barriers that returning Veterans face by making the study of technology more widely accessible. Additionally, the Military Friendly School list recently named LWTech as one of the top vet-friendly institutions in the nation and our geographic proximity to Joint Base Lewis-McChord (the largest joint base in size), as well as Naval Station Everett, Naval Base Kitsap-Bangor, ensures a continued population of veterans in this region. In addition, the college’s veteran center will be responsible for ensuring the skills of returning Veterans are integrated into this newly-designed and highly-collaborative structure of the problem-solving approaches being taught. The center is a partner with existing organizations in the greater Puget Sound to reach Veterans as they transition from military service. Additionally, the leadership and collaboration skills Veterans bring in from the military will be a strong and positive influence on the type of collaboration of our regional hiring industries. By using this model, we will be able to integrate some of these strong community values to all participants, and strengthen both technical and community “fit” for the photonics industries they will be joining.

LWTech is also working on conducting several recruitment events aimed specifically at the female population of students at LWTech as well as in the community. A website will be created that will highlight the role of women in photonics. Recruitment materials targeted specifically at the role of females in the optics and photonics industry will be provided by organizations such as SPIE. Other LWTech-specific printed materials (posters, flyers, and brochures) with program information will also be developed.

LWTech is also conducting several recruitment events aimed specifically at older and undeclared students. Students who have a designation of “undeclared” or have no assigned program affiliation will receive targeted materials and/or invitations to speak with an advisor or to attend a recruitment activity such as an open house or other recruitment events.

6.2.

Marketing the new Program

The college Marketing team is responsible for managing all communication. They use an existing infrastructure to inform people via the campus webpage, internal message boards/screens, social media, radio, TV ads, press releases, bus boards, and electronic and printed materials. Faculty and staff are utilizing a multi-faceted approach to marketing the new lasers and optical technology program to current and future students. These recruitment efforts include: Holding campus kick-off events such as an open-house, all-staff meetings, creating and deploying recruitment messages for students to ensure students are aware of the new program. Staff and faculty conduct Outreach to educational organizations such as high-schools, and universities as well as new local industry partners in the area. Staff reach out to local government agencies that provide educational assistance and worker retraining (e.g. Work Source, Employment Security, and King County Veteran Services), and to local nonprofit organizations that help people reach financial independence (e.g. Multi-Service Center, Hope Link, and Friends of Youth). Faculty and staff work with business and industry groups to help publicize the program to continually engage the industry and to promote upcoming work. Awareness of the program is also achieved at our annual Industry Advisory Committee dinner and regularly scheduled meetings with industry-specific employer groups.

6.3.

Student Support Services

LWTech also offers several additional resources to students, including the following: Advising Services, Computer Labs, Counseling Services, Disability Support Services, Employment Resource Center, Financial Aid, Library-Learning Commons, Math Lab, Tutoring Services, Veteran’s Support Services, and Worker Retraining Services. These services will be available for supporting the students of the new (LOT) program. More info can be found on the college web site: www.lwtech.edu.