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1.INTRODUCTIONResearch is the beginning pathway toward creating a solution to a problem. History affords us the background to know that inventions are the product of creating a solution to a problem or providing advancement in technology. Technicians provide the skills to bring ideas to reality. Our early inventors and theorists were scientists, engineers, and technicians. There is a strong need to bring the technician and the engineer together as a team while creating a solution to a problem. A National Science Foundation START1 (Skills Training in Advanced Research) grant has provided a pathway for Monroe Community College optics students to participate in a paid 6-week internship to work with the Center for Freeform Optics (CeFO) at the University of Rochester. All MCC optics students are eligible to apply, while ideal candidates are students who are interested in pursuing a bachelor’s, master’s, or doctoral degree. Selected students are partnered with research groups to perform measurements, manufacture optics, analyze data, and participate in group discussions of applied optical science. Being involved in research activities early in a career creates more opportunities for development of employable skills that can carry on to industry research. The experience of working with a research group develops soft skills such as group collaboration, problem solving, personal responsibility, documentation, and scientific process. Community college students participating in the START program engage in teamwork through collaborative discussions, advanced data analytics, and are encouraged to contribute to problem-solving sessions. Monroe Community College Optical Systems Technology students strengthen their research groups with manufacturing and metrology experience, as well as a strong understanding of optical materials, handling, and cleaning practices. 2.METHODOLOGYOptics Manufacturing Courses at Monroe Community CollegeThe MCC Optical Systems Technology (OST)2 program offers a 1-year stackable certificate and a 2-year associate of applied science degree. Both credentials require completion of three manufacturing courses. Optical Fabrication and Metrology (OPT 213) is a first year, first semester course that gives students hands-on manufacturing experience through grinding and polishing of glass, Newton fringe testing, Fizeau interferometry, handheld metrology tools, proper handling, and cleaning methods for optics. These skills are taught as part of the practical lab work while the students make spherical lenses as part of a 2-lens assembly. The students get to take their lenses with them after completion of the full semester lab. Advanced Optical Fabrication and Metrology (OPT 235) is a first year, second semester course. The required lab project exposes students to computer numerically controlled (CNC) optical machinery as well as higher level metrology tools, including contact profilometry and optical surface profilometry (white light interferometry), while reinforcing metrology skills learned in OPT 213, such as handheld metrology tools and Fizeau interferometry. Throughout the course, OPT 235 students manufacture an aspheric optic as their lab work. During class lectures on optical processing, the students are introduced to manufacturing methods such as Single Point Diamond Turning (SPDT) and Magneto Rheological Finishing (MRF). These classes allow students to familiarize themselves with modern day manufacturing equipment and state-of-the-art technology. Students who complete the 1-year certificate have skills sought by industry, making them more attractive to employers for a variety of positions in manufacturing, testing, quality, and assembly. Second year students take Optical Systems and Testing (OPT 245) where they perform various lab exercises including Fizeau interferometry, Transmitted Wavefront Error (TWE), surface alignment tools for lens component assembly, and Modular Transfer Function (MTF) testing of lens assemblies. The MCC curriculum builds the complexity of the testing methods, reinforces skills such as handling, cleaning, data collection, metrology, calibration, and builds comfortability with using expensive equipment necessary in the optics industry. Optics Manufacturing Short Courses at Monroe Community CollegeStudents can learn additional skills by attending non-credit, 40-hour workshops that focus on Single Point Diamond Turning (SPDT) and Magneto Rheological Finishing (MRF). During these workshops the students dive deeper into the setup methods and operation of both SPDT and MRF machines. During the set up and operation of the machines, students learn to utilize proper supporting metrology equipment and leverage skills they learned during OPT 213 and OPT 235. With such a broad exposure to different methods of manufacturing and testing, the MCC students involved in the START program can provide value to the research group and are more adaptable to the needs of different types of manufacturing and testing projects. 3.RESULTSSTART program participant Josh Clement completed the A.A.S. program at MCC and attended the additional SPDT and MRF workshops. During his time with the University of Rochester research group, Josh worked with MCC/UR faculty member Mike Pomerantz to manufacture optics using both SPDT and MRF. The SPDT workshop experience at MCC allowed Josh to assist in the setup of the Moore-Nanotech 250 UPL diamond turning lathe for a CeFO-related diamond turned freeform mirror. Josh learned how 3D modeling is used in Nanocam software to generate the tool path and apply surface corrections after metrology of the surface. Josh’s involvement in the mirror manufacturing process enhanced his understanding of the mounting and datum structure methods required for the metrology techniques used to evaluate the mirror surface. Josh was able to relate his understanding of the mirror surface to the rest of the outside geometry and the cartesian coordinate system of the machine. Metrology of the mirror was performed on an Optipro Ultrasurf 5X interpretation for diamond turned freeform. Josh and the University of Rochester research group members learned how to calibrate and set up the Ultrasurf, set up the mirror on the Ultrasurf, and measure the surfaces. After multiple measurements, the group observed the extensive exposure to Zernike polynomials, and engaged in rigid body fitting algorithm discussions. Having Josh involved with the manufacturing and subsequent testing allowed students to see the higher-level analysis of data, and expanded his knowledge of future applications. MCC’s MRF workshop prepared Josh to assist with set up and alignment of the mirror on a QED Q-flex 100. Josh assisted with the MRF polishing of a mirror and performed periodic care and upkeep on the MRF machine between runs. Josh contributed to cleaning and care for the wheel, monitoring the fluid strength, taking removal function (RF) spots, and participating in process flow set up utilizing the “Analysis Scratch Pad” feature in the Q-flex software. The mirror project consisted of a mild departure concave asphere. The surface started as a well-polished concave sphere and the MRF was used to create the aspheric prescription and correct the figure error in subsequent runs. Josh learned how Luphoscan data of the aspherized part was used to generate figure correction runs on the MRF and he was involved with the different machine settings needed to optimize the process. Josh participated in discussions on how data clocking and part orientation were necessary to achieve form error requirements and minimize mid-spatial frequency (MSF) error specifications. Understanding metrology and proper machine setup is crucial for the successful manufacture and testing of optical components. Repeated use of the equipment reinforces knowledge and familiarity. Josh developed an appreciation for the precision and sensitivity of both manufacturing and metrology equipment. Through his experience, he learned about various processing methods, process parameters, and materials used in part manufacturing. His MCC fabrication courses made complex concepts more accessible during his research, enabling him to apply his knowledge of polishing and testing to adjust processes effectively. Josh’s involvement in research projects deepened his appreciation for the complex analytics involved and highlighted the value of furthering his education in this field. The fabrication classes boosted his competence in manufacturing methods and his respect for the skills of technicians who make, measure, and assemble optics. He also gained a greater appreciation for the delicacy of optical components and the equipment used to produce and measure them. The START program ignited Josh’s passion for continuing his education. Josh demonstrated that exposing students to research through the START program can help them develop an appreciation for the detailed work required in creating something new and foster a desire for understanding and perfection. His key takeaways from the experience include enjoying the hands-on aspects of fabrication and metrology more than data analysis, and finding fulfillment in contributing to the project. Two MCC students have participated in the START program, both deciding to further their education as a result. The first participant, Chanseung Lee, completed his bachelor’s degree at the Institute of Optics at the University of Rochester and is now pursuing his PhD there. Josh Clement’s experience in the START program highlighted the value of higher education and research, intensifying his hunger for knowledge and his desire to connect engineering and testing with manufacturing. Following the program, Josh is considering continuing his studies at the University of Arizona or gaining more industrial experience before pursuing a bachelor’s degree in optics. He felt that participating in the START program was highly encouraging and believes it can inspire other students to pursue further education at a four-year institution. The collaboration between Monroe Community College and the University of Rochester paves the way for students to work together on resolving modern day challenges in optics and photonics. 4.CONCLUSIONEngaging community college students in research initiatives at universities offering four-year degrees and beyond serves as a powerful introduction to the research field. This opportunity allows students to work with research teams and make meaningful contributions. Such exposure provides valuable insights for community college students, guiding their choices towards pursuing advanced education or entering the workforce. The optics industry acknowledges a pressing need for technically skilled engineers. Candidates who possess a blend of practical technical skills, a robust theoretical foundation, and hands-on research experience are particularly in demand. ACKNOWLEDGEMENTSThe START program is funded by the National Science Foundation; Industry-University Cooperative Research Center (IUCRC)3 Program. REFERENCES,US National Science Foundation, A New Supplemental Funding Opportunity for Skills Training in Advanced Research & Technology (START),”
(2023) https://new.nsf.gov/funding/opportunities/new-supplemental-funding-opportunity-skills-0 April ). 2023). Google Scholar
,Monroe Community College – Optical Systems Technology Program, https://www.monroecc.edu/go/optics Google Scholar
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