Teaching a Standalone Optics and Lasers Course Using Project-Based Learning

Contribution: A hybrid approach involving reduced lecture content with project-based learning (PBL) was introduced to a standalone course in optics at an engineering school not specialized in this area, with promising results. Background: At most schools, optics is an elective “niche” area involving a single senior course. This presents challenges, since the topic has breadth and depth, leaving little time for application projects. Yet, seniors want future applicability. After many years, the instructor questioned his “broad-brush” approach involving many topics with limited application, especially given the role of optics and photonics in technology leadership. A literature search uncovered recent use of project-based methods for optics in K-12 and community colleges but little use in U.S. universities, suggesting an opportunity. Intended Outcomes: The authors intended that achievement and valuation by students would be greater with authentic projects and less content. Application Design: Therefore, an approach that concentrated content and project work on light's dualistic nature in a mathematically rigorous manner was taken. With reduced content, class time was available for PBL, whereby the problem motivated the content. For light's wave nature, five lecture weeks were followed by a project simulating the propagation of light. For the particle nature, a circuit design project to implement analog electronic circuits during class occurred after five lecture weeks. Findings: Student interviews and instructor perspectives on impacts of learning, career preparation, graduate school interest, and in-class engagement uncovered encouraging results. A direct assessment showed significantly higher homework scores with the course changes.