A Teacher’s Adventure at AISES


Cynthia at the Robotics Session

Recently I went to the AISES 40th annual conference because of my participation in the O-RETINAS program at the University of Arizona.  This was a phenomenal experience. I was able to go to so many sessions that directly or indirectly related to classroom instruction.  At the session “An Innovative Approach to STEM Engagement” presented by Melinda Higgins,  I learned about a new device developed by the Department of Energy which I can make using a 3-D printer and simple beads to attach to a cell phone and turn it into a microscope. I really enjoyed talking with various grad students to high school students who presented their posters regarding their primary research. Each person was very engaging and there was so much research on environmental issues, which is my forte.


Marjorie (another O-RETINAS teacher) also participated at AISES


Madison (on stage, central), an IOU-NA REU participant represents the Univ. or AR chapter of AISES.

Another session I attended due to volunteering was “Why Every Tribal Building should be Net Zero” by Michael Laverdure.  I wouldn’t have chosen this session on my own but I was encouraged to learn that such buildings are possible.  I also was able to make contact with so many companies and picked up so many brochures about opportunities out there for my STEM students. I am building a bulletin board now with these brochures.  I also found out about a robotics program which is very affordable. I am currently working to help launch a STEM after-school program at my school and because of this session, I am exploring doing robotics from KISS Institute for Practical Robotics.

Overall, it was a great conference and I learned so many new things that will help my students.


Interested in learning more about the O-RETINAS program? Check it out here!

A Teacher’s Experience at Edmund Optics

Claire, far right, with her O-RETINAS RET cohort at the closing poster session.

Edmund Optics (EO), Inc. is where my industry experience took place. In 1942, EO started as a supplier of optics and science items for hobby and educational purposes. As EO celebrates its 75th anniversary, they have become a leading manufacturer and supplier of lens and optics equipment worldwide. The site visits to the Edmund Optics Tucson office included shadowing the employees of the following departments: research & development, design, and customer service.

Edmund Optics Tucson office included shadowing the employees of the following departments: research & development, design, and customer service.

I started in the research and development (R & D) department. The task on this day was to find the right combination of pressure, direction of movement, and composition of slurry to create a suitable cylindrical lens. This involved measuring a 3-dimensional surface of the blank (lens), using a light meter to take a picture of the surface of the lens, and polishing the lens by adjusting the factors involved (time, composition of the polishing slurry, the polishing pad, the pressure applied to the blank (lens) and the configuration of the movement of the polishing pad). The measurement and picture of the blank were done by machines. However, the polishing of the blank (lens) required an understanding of physics, chemistry, and mathematics, and experience in the use of the materials used.

Claire presents her project to her Edmund Optics hosts.

My second visit was to the design department. When a customer needs a specialized optics system, they talk to the design department. The process begins with the optics design engineer communicating with the customer. The design engineer then creates a design of the optics system that meets the requirements of the customer. Once an optimal choice of components has been made, the design engineer creates a blueprint of the optics system and sends it to the mechanical engineer. The job of the mechanical engineer is to analyze the optics system blueprint and make decisions on whether the design is physically possible to build. Then the mechanical engineer will consider the materials and the fabrication process and, if necessary, will make modifications to the design. If the specifications are too tight or limiting, then the mechanical engineer will send the blueprint back to the design engineer with recommendations for improvement. Once a blueprint has been finalized, it is sent to the manufacturing location in Barrington, New Jersey.

In the lab at the University of Arizona.

My third visit was to the customer support department. There are two types of employee positions in this department, customer support and product support. Most of the customer support employees have engineering degrees. A customer support employee must be familiar with the optics in the EO catalog. To learn about optics components newly-hired employees go through five weeks of training. This training includes phone etiquette, product identification in the EO catalog, and a personality evaluation. Once training is complete the customer support employee is ready to process online and phone orders. What happens when a customer calls to order an optics component but doesn’t know whether it is the right one? Then the job goes to the product support employee. These are the employees who help the customer make a product choice based on their needs. They are trained to determine whether EO has the correct part or if the part needs to be a custom made.

As I reflect on my site visits with Edmund Optics, Inc., I realize their success in the lens and optics equipment business is because they have a knowledgeable workforce. Almost every employee at EO, even the customer support employee, has an engineering degree. The employees at EO know optics. The field of optics is presently experiencing rapid growth and for EO to keep up with the demand for precision lens and optics components, they need to have well-trained and knowledgeable employees. The knowledge EO employees bring to their jobs is invaluable.

My students…must also be equipped with a toolbox filled with 21st century skills, such as critical thinking, creativity, innovation, communication, problem-solving, analysis, and research skills. It’s my job to get them there.

How have these visits impacted me professionally? The implications for me as a science teacher are I need to stay abreast of the latest educational trends, I need to have a sound knowledge of the subject matter I teach, and I need to continually update my catalog of instructional strategies. If my students are going to be ready for a career that requires them to be technologically savvy, not only must they be aware of the latest trends in their chosen field, they must also be equipped with a toolbox filled with 21st century skills, such as critical thinking, creativity, innovation, communication, problem-solving, analysis, and research skills. It’s my job to get them there.

The final project

How will I convey the importance of this message to my students? I need to communicate to my students the importance of knowing their subject matter and of developing the skills and learning strategies that will make them great employees. I can help my students know their subject matter by including instructional strategies that include components of inquiry and discovery. I can help my students further their knowledge base by including assignments that include information gathering with the use of technology. I can include lessons that combine the engineering design process with opportunities for students to report/present their findings. As I provide these types of learning opportunities for my students, I will remind them that the skills they are practicing in our classroom are the very skills they are going to need in STEM careers.

Learn more about applying to the O-RETINAS RET Program!

Learn more about Edmund Optics.

Claire McKenzie
7-12th grade teacher at
Los Alamitos Middle School

My name is Claire McKenzie. I graduated from the University of New Mexico in 1988 with a Bachelor’s degree in math education and completed the teacher certification program by 1991. My teaching career began at Manzano High School in Albuquerque, New Mexico. For the next 7 years, I taught middle and high school mathematics in northwestern New Mexico. I took a leave of absence to raise and homeschool my children.  Returning to teaching in 2012, I accepted a position to teach developmental math at New Mexico State University in Grants, New Mexico for three years. Once I became endorsed to teach secondary science, I accepted my current teaching assignment as the STEM physics teacher at Los Alamitos Middle School in Grants, New Mexico.

Adventures as an LLNL Intern: Jilian Nguyen

I am more than halfway through my time as an intern at Lawrence Livermore National Labs (at the time of this writing) in Livermore, California and I can’t quite believe it’s already half over! I’ve been able to meet some truly amazing people, work in a fantastic environment, and go to some awesome places in Northern California. I’m excited to share!

The Lab culture is very laid back, which isn’t something you’d expect of a place with the imposing title of “National Government Laboratory”! Student interns are given the freedom to decide when to come into work and how to best spend that time, as long as you still complete the number of required hours per week and you get your work done. Occasionally your mentor will touch base with you, but otherwise, you are not constantly supervised. There are always talks and workshops happening somewhere on lab campus, so attending those help give you a break from work while still learning something new. The atmosphere of the lab makes this a wonderful place to work!

The Lab hires a diverse set of students from all parts of the country, all majors, and all educational backgrounds. Because of this, I’ve been able to meet people who show me different ways of thinking about and seeing everything around me! I’ve had the pleasure of making good friends here that I would love to keep up with in the future. Being able to go to amazing places with other interns has made my experience that much better, I really don’t think I’d be having as much fun as I am without them!

I’ve gone to San Francisco a few times now, and each time is an adventure (it’s also a workout…those hills sure are something)! The first time, we went to Pier 39 to window shop and have good food, while enjoying the cooler weather by the ocean (Livermore is a bit too far inland to enjoy the benefits of the best heatsink there is).

Getting our picture taken with the rest of SF in the background

We went seal observing, and then walked further into the city to attend a food and culture festival in the North Beach neighborhood, where we found a lovely park (with many dogs!) and some insanely good gelato!

The next time I went to SF, the visit became a mini culinary tour of Chinatown and J-town. We started with eating dim sum in the oldest dim sum restaurant in SF (dating back from the 1920’s!), watched insane volleyball games with over 10 people per side, and then walked to a dog park in front of a beautiful church, where I was able to pet many different dogs including a sheltie, a golden, a pug, and a terrier! Afterwards we trekked to J-Town, where I had black sesame ice

You can’t go wrong with Pocky and rainbow sprinkles on top of a delicious dessert

cream in a tayaki cone (a fish-shaped cake with sweet red bean filling). We went to a Japanese restaurant to have dinner, where we ate some delicious ramen. I’m definitely not done with San Francisco yet, and I can’t wait to see what else this city has in store for me!


I am not what you would call “in shape”, but nonetheless I still ventured to Yosemite and took up the challenge of a 7-mile round trip hike with a couple of interns who helped pace me. The beauty of Yosemite astounded me, and I was in awe (and a little bit of fear) when I witnessed the awesome power of the waterfalls, crashing frigid snowmelt against sharp rocks.

Vernal Falls views from the Mist trail (click to view the full pictures, especially the right one!)

We took the Mist trail, which misted us real well at the end of the first mile with the spray from Vernal Falls soaking the steep steps up past the waterfall. I was bone-tired after the hike, but very proud of myself and my fellow interns who made the hike with me. In the over-the-top words of Matt, one of the interns I was with, we explored the cathedrals of the earth that day, and boy was it beautiful.

It is only because of a very slight slope that the water didn’t wash over the area where people were sunbathing, just feet away!

Our change in elevation was a total of about 3,400 feet from the bottom of the trail up to Nevada falls. This is an insane amount of exercise for a sedentary person such as myself

This past weekend, a group of 11 interns including me decided to take a beach day and drive to Santa Cruz to enjoy the Santa Cruz beach boardwalk! It was a hot day in Livermore and we were very happy that Santa Cruz was about 15 degrees cooler. The water was frigid, but once you stopped screaming and just kept yourself in the water for a few minutes, it was doable.

And it was fun riding the waves back towards the beach. It wasn’t too hot out on the beach and the breezes were wonderful! I also rode the 5th oldest roller coaster in the US here, since the boardwalk has a permanent carnival overlooking the beach. In the evening we found a local burger place that had a large selection of amazing burgers, which tasted SO GOOD.

A picture of the Merced river with Yosemite falls in the background at the end of the day after our hike

Especially after a day of exertion at the beach!


That has been a recap of my adventures so far, and I am so ready for whatever else is in store!

Fun at the beach!



Jilian Nguyen is an undergraduate at the University of Arizona, College of Optical Sciences. She previously worked for Pierre Blanche as an undergraduate fellow, working on holographic solutions for better internet networks. She is an active participant in optics outreach both for CIAN and for the college. For the summer of 2017 she will be an intern at Lawrence Livermore National Labs in Livermore, California. Jilian enjoys video games, Game of Thrones, and long boarding.

Trudy’s RET Experience at UCSD

I am a life science teacher, and recently, our district adopted the new NGSS standards. This research project and lesson fit in well with the standards and with the spirit of the new standards.

In my project, I improved on a technique I saw on youtube to build a cell phone spectrophotometer to view plant pigments. As part of my project, I dug into how a spectrophotometer works, I learned more about photosynthesis, and I learned a lot about light. To design a better cell phone spectrophotometer, I did experiments as outlined below.

Experiments were conducted in Peter Ilinyhk’s lab. A web page[1] and YouTube video[2] were found on how to make a spectrophotometer out of a cell phone very simply. I experimented with the idea to determine how to build one that would give the students the best results. To determine which procedure was best, I used data generated with different types of cell apps and designs for the box to create standard curves using Beer’s law to estimate known concentrations of solutions. Several tests were done as shown below, with the best results achieved using method #3.

  1. 6/29/17 Methods and Trial 1
    1. Reproduce standard curve using the exact procedure as in the video (see footnotes) using green paper and red food coloring. Graphed raw data and absorbance.
    2. Calculations were performed in Excel as follows: G value was collected directly from cell phone using paper or light as close to complementary as possible. Complementary colors have the highest peaks of absorbance. This could not be controlled with the paper experiments, but later, using the online wavelength to color relationship app, the best color can be transmitted directly through the computer screen. Absorbance was calculated by  Ay = -log10(I/Io) where Ay is the absorbance of light with wavelength y and I/Io is the transmittance of the test material[3]. Io is the intensity of the light being passed through a blank (solvent used), and I is the intensity of the light passing through the sample.
      For example, with the red solution, the green value of the blank was used as I0, which would be high for the blank, while the I was the green value of the red test solution, which would transmit less of the green light because it was absorbed by the red liquid.
    3. Using Beer’s law, and known concentrations of the red liquid, a standard curve could be drawn and then used to determine the accuracy of the spectrophotometer.
    4. All data were collected and analyzed in this Excel spreadsheet. You must open this in Excel, does not read file correctly online! https://drive.google.com/file/d/0B_c27o3SYJ3NeTd4al9qT2xYMUE/view?usp=sharing
    5. I chose the ColorMeter Free version over about 9 other spec and colorimeter apps. This one is really easy to use. Use one of the RGB meter apps on the cell phone to get readings. Use paper to reflect light closest to complementary color of solution for peak absorbance.
    6. I then cross-checked the results using the Vernier SpectroVis spectrophotometer. I looked for a peak of absorbance and chose that value as the wavelength to focus on. It was in the green spectrum.

Some issues I had with setting up the spectrophotometer: inside of the box needs to be covered in black paper, it works better that way. I simply lined the box with black construction paper.

Green paper with red dye solution gave results pretty similar to the results I got with the store bought spec.

I made the following concentrations of solutions:

  1. 1000 ppm = 2 drops food coloring/100 ml of deionized water
  2. 500 ppm = serial dilutions were made using the stock solution above
  3. 250 ppm
  4. 125 ppm
  5. 62.5 ppm
  6. 333 ppm
  7. 0 ppm using deionized water

Got a huge % error, but it was consistent in both store and home spec. I think I measured the solutions incorrectly.

3.      17. Method 2: Using a Filter and More Testing with Colored Paper

  • Did same experiments 2 drops per 100 ml with the same serial dilutions of 50% each time. Remade the solutions. Unknown is 333 Continue to get huge % error in both store and home. Perhaps another problem with measuring the solutions? I also only did one trial, so could have just been a sample size issue.  There also seems to be a problem with the reflected light using the paper.
  • I placed transparent colored film over the outside of the boxes and used direct light to measure absorbance of red liquid using a green filter. I could not get good results with the filters. Data accuracy was poor, especially at low concentrations. Phone color meter was saturated with light. When using reflected light, there did not seem to be enough light passing through the filter to get an accurate reading.

4.       7/10/17. Method 3: Using White Paper to Reflect Red Light

  • Experiment with using red light on white paper with green liquid to simulate chlorophyll. Here is set up. Also used the spectrophotometer.
  • Method appears to work well. This was the best estimate yet and is very close to what I measured as 333 ppm. This spec measured 327 ppm! This time I took three measurements and averaged them to get my R value and used the average to calculate the absorbance. Huge improvement over the other way with paper, since the paper didn’t really look like red or green. Both store and home specs worked equally well. There is some concern that the error is too low, but nevertheless, for my purposes, I think this is the best method. I was very careful mixing solutions and this time took the average of the R values over three trials using the green solution. I like the method much better of using the red light on white paper. Seems to work very well. Store bought spec got similar results. I took three measurements of absorbance at around wavelenth 500 nm. As usual, I chose this wavelength because there was a peak of absorbance around this value with the green food coloring solutions.


My improved cell phone spectrophotometer design gave good results, and the students can use this app and technique to do other types of experiments. I am very excited to have the students use their cellphones to do science, both in the classroom, and outside of it!

[1] “Use Your Smartphone as an “Absorption Spectrophotometer ….” 30 Mar. 2016, https://www.chemedx.org/blog/use-your-smartphone-absorption-spectrophotometer. Accessed 25 Jul. 2017.

[2] “Smartphone “Spectrophotometer” – YouTube.” 30 Mar. 2016, https://www.youtube.com/watch?v=LzYhyXYcs0M. Accessed 25 Jul. 2017.

[3] “How to Calculate Absorbance | Sciencing.” 24 Apr. 2017, http://sciencing.com/calculate-absorbance-2650.html. Accessed 28 Jul. 2017.

pachon-headshotTrudy Pachon teaches AP Biology, AP Environmental Science, Biotechnology, Biology, and Advanced Biology at Mount Everest Academy in SDUSD. She received her B.S. from UCSD in Biology (Evolution, Behavior, and Ecology), a M.S. from UCR in Entomology, and her Master’s in Educational Technology from Boise State University.



A Magical Internship: Feibien Cheah at Disney

While I was biking home from my first final during my Spring 2017 semester, I received a phone call from a number from Anaheim, California. I thought nothing of it as I continued to bike home. After about an hour of the “post-final-I-might-have-to-retake-this-class” episode, I decided to return the missed call. I had applied for an internship position via email and I

Everyone around me was incredibly passionate

didn’t really think of it in great detail as I know that this company is incredibly prominent and would never select an undergraduate to do an internship with them.  Fast forward after the phone call, I was shocked and jittery because I didn’t know what had just happened to me in the past hour. I just got my first internship with none other than Walt Disney Imagineering!

Mind you, I am not a big Disney follower. I did, however; play video games on the classics of my era, as I didn’t really enjoy the movies, such as The Lion King, The Little Mermaid, and Aladdin just to name a few. But that is the full extent of my Disney knowledge. Within Walt Disney Imagineering, I was under the Disney Research group and what we did was more academia focused where we write papers and patents. Essentially, we are pretty far away from the actual implementation in the parks.

At the company, I worked in Glendale, California, a city just behind the famous Hollywood sign. I was hired to do VR, AR, and projection optics. I, however;

One of the most, if not the most, magical experiences in my life

was not strictly confined to the scope of my job. My boss and I were essentially full-time researchers and part time optics consultants.

Day-to-day work life at the company is amazing, to say the least. Everyone around me was incredibly passionate about the things that they are doing and also many of them are leading scientists or professors in their field. As an intern, work life was also incredible. There are many events for interns such as overnight tours at the parks, lunch meet-ups with other interns, lunch meet-ups with an assigned mentor within the company, “take the day off and go to the park while you are getting paid” day, ping pong tournaments, I can go on and on.

Now that my internship has ended, I am officially a fairly big Disney fan. Trust me it is hard to resist the atmosphere of happy ending movies, the song “Let it Go,” crazy state of the art animations while putting a story behind it, and of course the free admission to the parks as an intern. Trust me it was incredible! Please be weary that I am about to use some face palm worthy clichés. All in all, this summer has been a fairy tale to me. A lot of people might not believe it but it was one of the most, if not the most, magical experiences in my life.

Feibien Cheah is an undergraduate at the University of Arizona studying Optical Engineering with a minor in Mechanical Engineering. Previously, Feibien worked with Pierre Blanche under the CIAN fellowship on 3D heads up displays and optical switches. Currently, he is working with Roger Angel at the Steward Observatory Solar Lab doing research on CPV and off axis interferometer systems.

EASIS Summer Camp 2017


From June 12th to 16th, CIAN at the University of Arizona hosted 15 Native American high school students from Winslow Unified School District in Winslow, AZ. The annual Expect Academic Success in STEM (EASIS) Optical Engineering Summer Camp offers 8th-12th grade students the chance to learn more about optics and engineering through demonstrations, presentations by OSC graduate students and faculty, guided tours, and a college preparation talk. A great “thank you” to CIAN and UA College of Optical Science faculty, students, and staff for making the third year of EASIS another huge success!

Check out the slides below to see the fun we had and learning about optical engineering.

Interested in supporting EASIS 2018? Or interested in making a summer camp adventure for your students? Contact Us!


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The Summer 2017 EASIS program was supported in part by contributions from SPIE and the College of Optical Sciences. We’d like to give hearty thanks to these contributors for their essential part in the summer’s success!

IOU REU: 2017 Program Summary

Every summer, CIAN hosts undergraduate students for the Integrated Optics for Undergraduates (IOU) Research Experience for Undergraduates (REU) program. This summer CIAN hosted four talented and successful students to participate in innovative research across CIAN campuses nationwide. Following is a summary of these students’ experiences and more information about the program.

Learn more about and apply for the IOU REU program for Summer 2018 here.


Aneek James, an electrical engineering student from the University of Georgia performed research on Construction of a Fiber Array-Centered Silicon Photonic Chip Prober. His Mentor was Dr. Keren Bergman.

Aneek working on his research project.

Project Abstract:

Two-fiber stage probers are limited in stability, cost of required actuators, and inability to run parallel tests on the I/ O ports(e.g. cross talk experiments). In an effort to address these issues, a fiber array-based prober was developed to facilitate efficient testing of silicon photonic chips.


Jazz Pouls, an electrical engineering and computer science major from the University of California Berkeley performed research on Accelerated High Precision 3D Imaging with FMCW Lidar. His mentor was Dr. Ming Wu.


200 x 200 scan of human fingers

Project Abstract:

Frequency Modulated Continuous Wave Lidar (FMCW)

  • Galvo mirrors to scan laser across target
  • Interferometry to determine target’s distance
  • Applications: driverless cars, robotics, manufacturing
    • These applications need high resolution and speed
    • Current resolution is good: <1mm resolution at ~10m distance
    • Our current system is slow: a 100×100 point scan takes ~10 min
    • Goal: Increase speed, ideally to video frame rate (30 fps)


William (Trey) Rauh, an engineering major from the Tidewater Community College completed his project on Optical Triplexer Design. Dr. Demetris Geddis was his mentor.

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Project Abstract:

  • Optical Triplexers are utilized in the creation of optical networks. These devices are used to send and recieve multiple wavelengths of light in the same fiber optic cable.
  • Incoming optical pulses are converted to electric signals via photodetectors.
  • Outgoing electrical transmissions are emitted by VCSEL (Vertical Cavity Surface Emitting Laser).
  • Ultimately, the triplexer serves as a device for converting optical pulses to electrical signals, and vice versa.


Jeffrey Smith, an engineering student from Thomas Nelson Community College performed research on Design and Simulation of Reciever and Transmitter Circuits for Optical Triplexers. Dr. Demetris Geddis also mentored him.

Project Abstract:

The goal was to design and simulate receiver and transmitter circuits for optical triplexer. Fiber networks are so cost effective that this new triplexer build might be a more cost efficient way to open a catalyst of data centers.

I’m personally motivated by the children whom live in poverty stricken communities or those secluded rural areas where fiber coverage isn’t offered. Providers only render these resources to the more prominent economies. The motivation for this research for me is giving people the tools they need but were never offered, so that they may transform their minds.


IOU-NA Research Experience for Native American Undergraduates 2017 Program

The fourth year of the Integrated Optics for Undergraduate Native Americans (IOU-NA) Research Experience for Undergraduates (REU) program has come to a close at the University of Arizona, College of Optical Sciences. The IOU-NA program is designed for Native American students to participate in hands-on research opportunities at the University of Arizona in optics and photonics, as well as in hydrology, astronomy, soil sciences, atmospheric sciences, environmental sciences, and more. IOU-NA students participate in Native American focused workshops facilitated by the Center for Integrated Access Networks (CIAN) staff. This summer twelve students from across the country came together,

The IOU-NA program is designed for Native American students to participate in hands-on research opportunities at the University of Arizona in optics and photonics, as well as in hydrology, astronomy, soil sciences, atmospheric sciences, environmental sciences, and more. IOU-NA students participate in Native American focused workshops facilitated by the Center for Integrated Access Networks (CIAN) staff.

This summer twelve students from across the country came together, performed, and presented unique and innovative research projects. Over the last four years, the IOU-NA program has hosted 35 NA students from 12 different tribes, 17 different universities, and many were freshmen and sophomores. Thirteen students have since graduated and eleven students have gone on to pursue higher degrees of education including degrees from the University of Arizona, MIT, University of Virginia, and more.

Since the program has begun CIAN’s IOU-NA REU program will continue for two more years based on National Science Foundation Funding. This year’s students are listed below along with their project titles and mentors.

If you would like to learn more or apply for the program visit our website here.

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Israel Aragon

Fort Lewis College
Optical Diffraction Switching
Pierre-Alexandre Blanche, Colton Bigler


Leo Bia

University of Arizona
The effects of increasing temperatures on photochemical smog in the Phoenix Metropolitan area during 1984 to 2016
Chris Castro

Refreeno Harvey

Fort Lewis College
Research in Hydrology for Streamflow Infiltration at Walnut Gulch Experimental Watershed
Pieter Hazenberg

Antonia Jim

Fort Lewis College
Testing the Ability of Landscape Evolution Observatory Soil To Support Plant Growth
Aditi Sengupta

Jasmine Lopez

Tohono O’odham Community College
Water Quality in The Southern United States & Navajo Nation
Paloma Beamer, Nathan Lothrop, Yoshi Ornelas

Madison McMillen

University of Arkansas
Navajo Gold King Mine Spill (GKMS) Exposure Project: Dietary Patterns Pre- and Post- the GKMS
Paloma Beamer, Nathan Lothrop, Yoshi Ornelas

Natasha Manygoats

 University of Arizona
Effects of centrifuging brine prior to membrane distillation has on the performance and fouling of the membrane
Vicky Karanikola, Bob Arnold, Chris Yazzie

Micah Mann

University of Arizona
Fluorescent Anisotropy Measurements
Leilei Peng, Dustin Tran, Dongli Xu


Harrisetta Sandoval

Fort Lewis College
Assembling and Operating a Direct Write Photolithography System
Sasaan Showghi

Jesse Toledo

 University of California, Los Angeles
Walnut Gulch Experimental Watershed Raindrop Size and Distribution
Pieter Hazenberg

Leon Toledo

Southwestern Indian Polytechnic Institute
Adaptations of Plants against Damage by Insects and Pathogens
Betsy Arnold

Craig Draper

University of Arizona
An Optical Ising Machine Based on Multi-core Fiber Lasers
Pierre-Alexandre Blanche, Lichuan Liu

O-RETiNAS 2017 Program

In its second year of grant funding (7th year for CIAN’s Native American focused Research Experience for Teachers programs) CIAN hosted eight educators of Native American students. These teachers participated in an 8-week summer program at the University of Arizona. This included multiple relevant workshops, a course in the College of Education through the Teachers in Industry program, an intensive research laboratory experience, and a unique industry experience at CIAN’s partner companies (Edmund Optics, Lam Optics, and the UA Tech Park).


Teacher School Taught at Subject & Grade Taught Mentor Project
Marjorie Beno Pinon Middle School 7th grade science Alan Kost Laboratory Robotics Distance Learning Education
Roger CrazyWolf Thoreau HS 9-12th science and health Jesse Little Supersonic Pressure Profiles
Rowena Ranoco Newcomb High School 10-12th chemistry, anatomy & physiology, integrated science Sasaan Showghi DIY Droplet Lenses from Three Commercial Polymers
Claire McKenzie Los Alamitos Middle School 7-12th, & Developmental Com. College mathematics and physics Bob Norwood Which Lens do I Use? The Characterization of Acylindrical Array Lenses
Dan Moreno Gresham School 9-12th chemistry and biology Jeff Pyun Nanomaterial Synthesis for Magneto-Optical Sensing Applications
Rolanda Francis Wingate High School 9-12th chemistry, physics, environmental sciences, intervention math & reading Dan Kilper Fiber Optic Temperature Monitoring for Water
Olivia Lansing East Valley Academy 9-12th biology, chemistry, physics, earth science, environmental science Euan McLeod Characterization of Functionalized Gold Nanoparticles with Gel Electrophoresis
Cynthia Demone Sherman Indian High School 10-12th biology and chemistry Alan Kost Laboratory Robotics Distance Learning Education

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CIAN would like to especially thank the many faculty and graduate student mentors who made this summer such a success. Additionally, CIAN gives special thanks to the industry partners hosting teachers throughout this summer.

Edmund Optics

Lam Optics

UA Tech Park

If you are interested in learning more about the O-RETiNAS RET program or applying, please visit our website.

Additionally, if you are interested in hosting teachers as an industry partner or helping in other ways as an industry partner, please contact us.

San Simon Family STEM Night Success!

sansimonAs part of the AISPIRE (American Indian Student-Parent Involved Research Experience) after school program collaboration with San Simon Day School on the Tohono O’odham Reservation, CIAN recently co-hosted a special San Simon Family STEM Night.

On May 2nd CIAN, WiO (Women in Optics), SOCk (Student Optics Chapter), and College of Optical Sciences students and staff visited San Simon Day School on the Tohono O’odham Reservation to celebrate the inaugural San Simon STEM Family Night. The event was hugely successful with Tohono O’odham students and parents in attendance. Students presented their science fair projects, a number of which were featured and received awards at SARSEF. University participants presented optical demonstrations including virtual reality glasses, a laser radio transmitter, and much more. There was also a rocket launch demonstration by the students and a tribal dance celebrating the students and parents’ culture.

Click the picture to see it larger!

Overall, the event was a huge success and will be occurring annually in May. CIAN will continue to co-host and participate in the event as part of CIAN’s AISPIRE After School program. The school and the optics volunteers were thrilled to see the event featured on the first page of “The Runner,” the official newspaper covering the Tohono O’odham Nation.

This event is largely in thanks to the dedication and hard work of previous ROKET (Research in Optics for K-14 Educators and Teachers) participant, Martha Rogers; and San Simon Principal, Frank Rogers. Additional thanks go to the student volunteers from WiO and SOCk, and all the participants at San Simon.