Center for Adaptive Optics An NSF Science and Technology Center UC Santa Cruz, 1999-2010

Final Report to the National Science Foundation

TABLE OF CONTENTS I. I. CONTACT INFORMATION AND CONTEXT STATEMENT...... 6 I.1A GENERAL INFORMATION ...... 6 I.1B BRIEF BIOGRAPHICAL INFORMATION FOR EACH NEW FACULTY MEMBER BY INSTITUTION...... 8 I.1C NAME AND CONTACT INFORMATION FOR THE PRIMARY CONTACT PERSON REGARDING THIS REPORT ...... 8 I.2 RETROSPECTIVE SUMMARY...... 9 I.2.1 What is Adaptive Optics? ...... 9 I.2.2 Research and Education Accomplishments...... 11 I.2.3 What Participants Valued Most about the CfAO ...... 16 I.2.4 The Community Built by the CfAO ...... 17 I.2.5 Achievement of CfAO Goals...... 19 II. RESEARCH 21 II.1A CFAO MISSION, GOALS AND STRATEGIES...... 21 II.1B PERFORMANCE AND MANAGEMENT INDICATORS ...... 21 II.1C PROBLEMS ENCOUNTERED...... 21 II.2A THE FOUR THEMES OF THE CFAO'S RESEARCH AND EDUCATION PROGRAM ...... 21 Theme 1: Education and Human Resources...... 21 Theme 2: Adaptive Optics for Extremely Large Telescopes...... 21 Theme 3: Extreme Adaptive Optics (ExAO): Enabling Ultra-High Contrast Astronomical Observations ...... 35 Theme 4: Adaptive Optics for Vision Science...... 43 II.2B CONFORMANCE WITH METRICS...... 52 II.2C FUTURE RESEARCH PLANS...... 52 Theme 2: Extremely Large Telescopes ...... 52 Theme 3: Extreme Adaptive Optics ...... 52 Theme 4: Vision Science Adaptive Optics ...... 52 III. EDUCATION 54 III.1A EDUCATIONAL OBJECTIVES ...... 54 III.1B PERFORMANCE AND MANAGEMENT INDICATORS ...... 54 III.1C PROBLEMS ENCOUNTERED REACHING EDUCATION GOALS...... 55 III.2A THE CENTER'S INTERNAL EDUCATIONAL ACTIVITIES: THE PROFESSIONAL DEVELOPMENT PROGRAM (PDP)...... 55 Outcomes from the CfAO Professional Development Program ...... 56 III.2B SUMMARY OF PROFESSIONAL DEVELOPMENT ACTIVITIES FOR CENTER STUDENTS...... 76 III.2C THE CENTER'S EXTERNAL EDUCATIONAL ACTIVITIES ...... 76 Internship Programs...... 77 Akamai Workforce Initiative...... 82 Adaptive Optics Summer School Inquiry Activities ...... 86 III.2D INTEGRATING RESEARCH AND EDUCATION ...... 87 III.2E CONFORMANCE TO METRICS...... 88 III.2F PLANS FOR THE FUTURE ...... 88 Institute for Scientist and Engineer Educators (ISEE) ...... 88 Professional Development Program...... 88 Akamai Workforce Initiative...... 89 IV. KNOWLEDGE TRANSFER 90 IV.1 KNOWLEDGE TRANSFER OBJECTIVES...... 90 IV.2 PERFORMANCE AND MANAGEMENT INDICATORS...... 90 IV.3 PROBLEMS ...... 90 IV.4 DESCRIPTION OF KNOWLEDGE TRANSFER ACTIVITIES ...... 91 IV.5 OTHER KNOWLEDGE TRANSFER ACTIVITIES ...... 97 IV.6 FUTURE PLANS ...... 99 V. EXTERNAL PARTNERSHIPS 100 V.1 PARTNERSHIP OBJECTIVES...... 100 V.2 PERFORMANCE AND MANAGEMENT INDICATORS ...... 100 V.3 PROBLEMS...... 100 V.4 DESCRIPTION OF PARTNERSHIP ACTIVITIES ...... 101 V.5 OTHER PARTNERSHIP ACTIVITIES ...... 103 V.6 FUTURE PLANS...... 103 VI. DIVERSITY 104 VI.1A OBJECTIVES ...... 104 VI.1B PERFORMANCE AND MANAGEMENT INDICATORS...... 104 VI.1C CHALLENGES IN MAKING PROGRESS ...... 106 VI.2A/B ACTIVITIES AND IMPACT ...... 106 VI. 2C DIVERSITY INDICATOR METRICS ...... 110 VI.2D FUTURE DIVERSITY PLANS ...... 110 VII. MANAGEMENT 111 VII.1A ORGANIZATIONAL STRATEGY ...... 111 VII.1B PERFORMANCE AND MANAGEMENT INDICATORS...... 111 VII.1C IMPACT OF METRICS...... 111 VII.1D MANAGEMENT PROBLEMS ...... 111 VII.2 MANAGEMENT COMMUNICATIONS...... 112 VII.3 CENTER COMMITTEES ...... 112 VII.4 CHANGES TO THE CENTER’S STRATEGIC PLAN...... 113 VIII. CENTER-WIDE OUTPUTS AND ISSUES 114 VIII.1A. CENTER PUBLICATIONS, 1999-2010...... 114 Peer Reviewed Publications (by year of publication) ...... 114 Books and Book Chapters, 1999-2010 ...... 137 White Papers for the Astro2010 Decadal Survey of Astronomy and Astrophysics ...... 139 Conference Presentations, 1999-2010...... 141 VIII.2 AWARDS AND OTHER HONORS ...... 157 VIII.3 UNDERGRADUATE, M.S., AND PH.D. STUDENTS...... 163 VIII.4A GENERAL OUTPUTS OF KNOWLEDGE TRANSFER ACTIVITIES, YEARS 1 - 10...... 166 VIII.4B. OTHER OUTPUTS OF KNOWLEDGE TRANSFER ACTIVITIES MADE DURING THE REPORTING PERIOD NOT LISTED ABOVE...... 168 VIII.5. PARTICIPANT LIST...... 169 VIII.6 CENTER’S PARTNERS...... 178 VIII.7 SUMMARY TABLE: CHECK NUMBERS AGAINST ALL THE TABLES ABOVE...... 180 VIII.8 DESCRIBE ANY MEDIA PUBLICITY THE CENTER RECEIVED IN THE REPORTING PERIOD...... 180 IX. INDIRECT/OTHER IMPACTS 182 IX.1 INTERNATIONAL ACTIVITIES...... 182 IX.2 OTHER OUTPUTS, IMPACTS, OR INFLUENCES RELATED TO THE CENTER’S PROGRESS AND ACHIEVEMENT ...... 182 X. BUDGET 183 X.1 YEAR 10 BUDGETS AND EXPENDITURES ...... 183 X.2 UNOBLIGATED YEAR 10 FUNDS ...... 183 X.3 NO FUNDS REQUESTED FOR 2010...... 184 X.4 CENTER SUPPORT FROM ALL SOURCES...... 184 X.5 BREAKDOWN OF OTHER NSF FUNDING ...... 184 X.6 COST SHARING...... 184 X.7 ADDITIONAL PI SUPPORT FROM ALL SOURCES...... 185

2 APPENDIX A – BIOGRAPHICAL INFORMATION ON NEW FACULTY ...... 186 A. FACULTY WHO JOINED THE CFAO, 1999-2009 ...... 186 B. CFAO STUDENTS AND POSTDOCS WHO NOW HAVE FACULTY POSITIONS...... 188 APPENDIX B – CENTER ORGANIZATIONAL CHART...... 189 APPENDIX C – EXTERNAL REVIEWER REPORTS, 2008-2009...... 190 REPORT OF THE EXTERNAL ADVISORY BOARD MEETING - 9 NOVEMBER 2008 ...... 190 THE PROGRAM ADVISORY COMMITTEE...... 194 APPENDIX D – MEDIA PUBLICITY MATERIALS ...... 195

3 TABLE OF FIGURES

Figure 1 Bright Star (Arcturus) through the Lick Observatory's 1-m Telescope...... 9 Figure 2 Cartoon showing the key elements of an adaptive optics system...... 9 Figure 3 Pseudocolor AO image of the trichromatic cone mosaic in a living human retina...... 10 Figure 4 Design manual "Adaptive Optics for Vision Science," Wiley 2006 ...... 10 Figure 5 The Center for Adaptive Optics building on the UC Santa Cruz campus ...... 11 Figure 6 Building Cross-disciplinary bridges...... 12 Figure 7 Results from AO for Vision Science...... 12 Figure 8 Direct Imaging of Extra-solar Planets...... 13 Figure 9 Advanced AO components...... 14 Figure 10 Science Papers Enabled by Laser Guide Stars...... 15 Figure 11 Akamai students in the midst of an optics laboratory inquiry activity...... 16 Figure 12 Evening at CfAO's Fall Retreat...... 17 Figure 13 Inquiry activity at CfAO Summer School...... 18 Figure 14 Roadmap for the development of Adaptive Optics for Extremely Large Telescopes within the CfAO...... 22 Figure 15 Elements needed for development of through-waver vias for high actuator count MEMS mirrors...... 25 Figure 16 Cross section of continuous face-sheet MEMS deformable mirror. The reflecting surface is on top of the face-sheet (shown in orange)...... 25 Figure 17 Corner of 16x16 array of X-beam actuators fabricated for 3D MEMS project...... 26 Figure 18 Key components of the 938 nm leg of the LLNL fiber laser system...... 28 Figure 19 LLNL Fiber Laser: Data from the Year 10 sum frequency mixing demonstration...... 28 Figure 20 Images of a disk galaxy that is a gravitational lensing system...... 30 Figure 21 Comparison of the lit and unlit sides of the rings of Uranus...... 31 Figure 22 Keck laser guide star AO image of the Galactic Center...... 33 Figure 23 Results of sky coverage calculations for the TMT NFIRAOS first-light AO system. ..34 Figure 24 First direct imaging of extrasolar planets...... 36 Figure 25 Keck and Gemini images of the HR8799 planetary system ...... 37 Figure 26 Astrometric measurements of HR8799 extrasolar planet system showing planet motion over 1-4 years...... 38 Figure 27 OSIRIS spatially resolved spectroscopy observations of one of the HR 8799 planets. 39 Figure 28 Orbital solutions for the binary brown dwarf LHS 2397a...... 40 Figure 29 Predicted GPI images of a young planetary system with a Kuiper belt and an asteroid belt...... 41 Figure 30 Attendees at CfAO's Gemini Planet Imager science planning workshop, Oct 2009.....41 Figure 31 Populations of known planets, as of CfAO Year 10...... 42 Figure 32 The dependence of linear cone density on eye length...... 44 Figure 33 Single frame AOSLO image containing a letter ‘E’ stimulus...... 45 Figure 34 Cone-stimulation map for subject S3...... 45 Figure 35 Cone interferometry measures regeneration of cone outer segments...... 46 Figure 36 Spectra of eye motion...... 47 Figure 37 Comparison of Alpao and Mirao deformable mirrors...... 48 Figure 38 Comparison of retinal images obtained on the Alpao and Mirao deformable mirrors..49 Figure 39 Modeling Transverse Chromatic Aberration as function of lateral misalignment of the eye and off-axis imaging...... 50 Figure 40 High Speed CMOS Linear Array Detectors that Enable High Speed OCT ...... 51 Figure 41 The CfAO's Two-Strand Education Model ...... 57 Figure 42 PDP participants engage in a workshop on inquiry process skills at a "PDP Intensive" ...... 58

4 Figure 43 Front and Back Covers for the Volume "Learning from Inquiry in Practice"...... 59 Figure 44 PDP outcomes regarding inclusive teaching strategies ...... 61 Figure 45 Professional Development Program ...... 63 Figure 46 PDP Participants discuss education research at a PDP intensive (2009)...... 64 Figure 47 PDP Discussions...... 66 Figure 48 Working Session on Project Management Skills, Fall Retreat 2009...... 76 Figure 49 The Structure of the CfAO Internship Model...... 78 Figure 50 Components of the Akamai Workforce Initiative (AWI)...... 83 Figure 51 Akamai interns engaged in the Light and Telescope Activity...... 84 Figure 52 High School students participating in the COSMOS program's optics activity ...... 87 Figure 53 Students from an early CfAO Summer School relax on the steps of Stevenson College, UCSC ...... 91 Figure 54 Members of the CfAO Education staff at a Fall Retreat, UCLA Lake Arrowhead Conference Center...... 92

LIST OF TABLES

Table 1 The Three PDP Focus Areas ...... 58 Table 2 Examples of inquiry activities designed by 2010 PDP participants ...... 60 Table 3 Participants in the Professional Development Program, 2001-2010 ...... 69 Table 4 Demographics of CfAO Interns 2003-2009 Cohorts ...... 79 Table 5 Status of Interns 2002-2009 Cohorts, by Program...... 80 Table 6 Post-baccalaureate Persistence in STEM for Mainland Internship Participants...... 80 Table 7 2009 Hawaii Island Akamai Observatory Hosts...... 85 Table 8 2009 Maui Akamai Hosts...... 85 Table 9 CfAO Workshops and Related Events, 1999-2010...... 93 Table 10 Summary of Other Knowledge Transfer Activities, 1999-2010...... 98 Table 11 Recruitment outcomes for Big Island and Maui Akamai Programs ...... 107 Table 12 CfAO Executive Committee, Second 5 Years ...... 112 Table 13 CfAO Internal Oversight Committee, UC Santa Cruz (Second Five Years)...... 112 Table 14 The Program Advisory Committee ...... 113 Table 15 The External Advisory Board ...... 113 Table 16 Awards ...... 157 Table 17 Students ...... 163 Table 18 Patents and Licenses ...... 166 Table 19 Licenses and Start-up Companies ...... 168 Table 20 Participant List ...... 169 Table 21 CfAO's Partners...... 178

5

I. I. Contact Information and Context Statement

I.1a General Information

Date Submitted August 13, 2010 (updated December 20, 2010)

Reporting period November 1, 2008 to April 30, 2010 Name of the Center Center for Adaptive Optics Name of the Center Director Professor Claire Max Lead University University of California, Santa Cruz Contact information Address 1156 High Street, Santa Cruz, CA 95064 Phone Number (831) 459 5592 Fax Number (831) 459 5717 Email Address of Center Director [email protected] Center URL http://cfao.ucolick.org/

Names of participating institutions, role, and name of contact person and other contact information.

Institution 1 Name University of Rochester Address 274A Meloria Hall, Rochester, NY, 14627-0140 Phone Number (716) 275 6672 Fax Number (716) 271 3043 Contact Professor David Williams Email Address of Contact [email protected] Role of Institution at Center Lead institution in Vision Science Research

Institution 2 Name University of Houston Address Houston TX 77204 - 2020 Phone Number (713) 743 1960 Fax Number Contact Professor Scott Stevenson Email Address of Contact [email protected] Role of Institution at Center Vision Science Eye Motion Algorithms

Institution 3 Name Indiana University School of Optometry, Indian University, Address Bloomington, IN 47402-1847 Phone Number (812) 855 7613 Fax Number (812) 855 7045 Contact Professor Donald Miller Email Address of Contact [email protected] Role of Institution at Center Vision Science, Optical Coherence Tomography

Institution 4 Name University of Chicago Address 5640 S. Ellis Ave., Chicago, IL 60637

6 Phone Number (773) 702 8208 Fax Number (773) 702 8212 Contact Professor Edward Kibblewhite Email Address of Contact [email protected] Role of Institution at Center Sodium Guide Star Lasers

Institution 5 Name California Institute of Technology Address 1201 East California Blvd. Pasadena, CA 91123 Phone Number (626) 395 6798 Fax Number (626) 585 1917 Contact Dr. Richard Dekany Email Address of Contact [email protected] Role of Institution at Center AO for Extremely Large Telescopes; Laser Guide Stars

Institution 6 Name University of California, Berkeley Address 36 Sproul Hall, Mail Code 5940, Berkeley, CA 94720 Phone Number (510) 642 8238 Fax Number (510) 642 3411 Contact 1 Professor Imke de Pater Email Address of Contact [email protected] Role of Institution at Center Extreme AO, Astronomical Science, MEMS Tech. Phone Number (510) 642 1947 Fax Number (510) 642 3411 Contact 2 Professor Austin Roorda Email Address of Contact [email protected] Role of Institution at Center Vision Science, Scanning Laser Ophthalmoscopy

Institution 7 Name University of California, Los Angeles Address 10945 Le Conte, Suite 1401, Los Angeles CA. 90095- Phone Number (310) 206 0420 Fax Number (310) 206 2096 Contact Professor Andrea Ghez Email Address of Contact [email protected] Role of Institution at Center Astronomical Science, Extreme Adaptive Optics

Institution 8 Name Lawrence Livermore National Laboratory Address P.O. Box 808, L435, Livermore, CA 94551 Phone Number (925) 423 6483 Fax Number (925) 422 1796 Contact Dr. Scot Olivier Email Address of Contact [email protected] Role of Institution at Center Extreme Adaptive Optics, MEMS Technology

7

Institution 9 Name Montana State University Address Mathematical Sciences, Bozeman MT 172400 Phone Number (406) 994 5332 Fax Number Contact Professor Curtis Vogel Email Address of Contact [email protected] Role of Institution at Center Math modeling, Algorithm development

Current affiliation as of Fall 2010 the Optical Sciences Corporation

I.1b Brief Biographical Information for Each New Faculty Member by Institution

See Appendix A

I.1c Name and Contact Information for the Primary Contact Person Regarding This Report

Name of the Individual * Claire Max Center role Managing Director, Center for Adaptive Optics
Address 1156 High Street, Santa Cruz, CA 95064 Phone Number (831) 459 5592 Fax Number (831) 459 5717 Email Address [email protected]

* After July 1, 2010 please contact: Professor Claire Max Director, Center for Adaptive Optics 1156 High Street, Santa Cruz, CA 95064 (831) 459 2049 (831) 459 5717 [email protected]

8 I.2 Retrospective Summary

I.2.1 What is Adaptive Optics? Astronomical Adaptive Optics (AO). Turbulence in the Earth's atmosphere limits the performance of ground-based astronomical telescopes. In addition to making a star twinkle, turbulence spreads out the light from a star so that it appears as a fuzzy blob when viewed through a telescope. This blurring effect is so strong that even the largest ground-based telescopes, the two 10-m Keck Telescopes in Hawaii, have no better spatial resolution than a modest 8-inch backyard telescope! One of the major motivations for launching telescopes into space is to overcome this atmospheric blurring, so that images will have higher spatial resolution than had been possible in the past from the ground. Figure 1 illustrates the blurring effect of the atmosphere in a long-exposure image (left) and a short "snapshot" image (center). When the effects of turbulence in the Earth's atmosphere are corrected, this distant star looks like the image on the right.

Figure 1 Bright Star (Arcturus) through the Lick Observatory's 1-m Telescope. Left: Long-exposure images of stars are typically 1 arc second in diameter. Center: Short exposures of the same star show changing "speckle" pattern. Right: Adaptive optics image of the same star is much smaller, on the order of the diffraction limit of the telescope. Adaptive optics is a new technology that corrects for blurring caused by the Earth's atmosphere and by optical aberrations in other media. Figure 2 illustrates how it works, in its application to astronomical telescopes. Assume that you wish to observe a faint galaxy. The first step is to find a bright star close to the galaxy. a) Light from both this "guide star" and the galaxy passes through the telescope's optics. The star's light is sent to a special high-speed camera, called a "wavefront sensor," that measures how the star's light is distorted by the atmosphere. b) This information is sent to a fast computer, which calculates the shape to apply to a special "deformable mirror" (usually placed behind the main mirror of the telescope). This mirror cancels out the turbulent distortions. c) Light from "guide star" and galaxy is reflected off the deformable mirror. Both are now sharpened (distortions removed).

Figure 2 Cartoon showing the key elements of an adaptive optics system. (a) A bright "guide star" is used to measure the turbulent distortions hundreds of times a second. (b) A fast computer calculates the voltages to be applied to a special "deformable mirror" which changes its shape to remove these distortions. (c) Light from both the guide star and the astronomical object bounces off the deformable mirror; both are corrected.

The role of laser guide stars for astronomical AO. Until the past five years, astronomical adaptive optics relied exclusively on the presence of a bright star positioned on the sky very

9 close to the astronomical object being observed. Of course astronomers would like to be able to look anywhere in the sky, not just at those lucky locations that have a bright guide star very nearby. To accomplish this, a laser can be used to make an "artificial star" almost anywhere in the sky. Adaptive Optics for Vision Science. In a very good analogy with atmospheric turbulence for astronomical AO, in the eye there are optical distortions caused by the cornea and lens, and by the ever-changing tear film that protects the eye. Adaptive optics is used to correct for these

Figure 3 Pseudocolor AO image of the trichromatic cone mosaic in a living human retina. Blue, green and red colors represent the S, M and L cones, respectively. A striking result is that individuals with normal color vision can have very different distributions of the S, M, and L cones (sensitive to blue, green, and red light respectively). Images obtained in by A. Roorda and D. Williams, at University of Rochester. See Nature, 397, 520 (1999). distortions, which are most severe when the pupil is large. The technology is much the same as for astronomical AO: a laser or luminescent diode is focused onto the blind spot on the retina to allow the optical distortions to be measured. A deformable mirror changes its shape to remove the optical aberrations. Then the retina is flood-illuminated, and the retinal image is obtained. The hardware for the distortion-sensor and the deformable mirror are of the same heritage as those for astronomy, as are the computer algorithms used to control the system in real time. Figure 4 shows some of the results, by David Williams and Austin Roorda at the University of Rochester in 1999. One can, for the first time, obtain high- spatial-resolution images of the living human retina and distinguish individual cells and their functions. (In the past, retinal structure was studied using excised retinas from corpses.) Another of the legacies of the CfAO's Vision Science Theme is a 500+ page monograph entitled "Adaptive Optics for Vision Science," edited by CfAO members Jason Porter, Hope Queener, Julianna Lin, Karen Thorn, and Figure 4 Design manual "Adaptive 1 Optics for Vision Science," Wiley Abdul Awwal. As the forward says, this monograph is 2006 "intended to equip engineers, scientists, and clinicians with the basic concepts, engineering tools, and tricks of the trade required to master adaptive-optics-related applications in vision science and opthalmoscopy." It contains substantial sections on the wavefront aberrations of the eye,

1 "Adaptive Optics for Vision Science," by J. Porter, H. Queener, J. Lin, K. Thorn, and Abdul Awwal (Wiley, Hoboken NJ, 2006).

10 wavefront measurement and correction, AO system assembly, integration, and performance characterization, the science and technology of high-resolution retinal imaging and optical sectioning (SLO, OCT), several applications to vision correction, and four full-up "design examples" to illustrate how the pieces fit together for real vision science AO systems. Figure 4 shows the cover of this monograph, of which the CfAO is very proud. I.2.2 Research and Education Accomplishments In this section we look back at the 10-year life of the NSF's Center for Adaptive Optics (CfAO) and summarize its accomplishments. We point out the ways in which the CfAO's accomplishments have fulfilled the NSF Science and Technology Center Program goals of "supporting frontier investigations requiring the scope, scale, and duration that a Center can provide, while incorporating education, diversity and knowledge transfer programs that are embedded in the centers and of the highest quality." We begin with a statement of the Mission Statement, Goal, and Strategies of the CfAO, followed by highlights of its major contributions to research and education. We next discuss the "Community of Practice" that the CfAO built, a community consisting of cross-disciplinary and cross- institutional research and education collaborators spanning the study of astronomy and the study of the living human eye, engineering and biological imaging. We summarize with a discussion of the ways in which the CfAO fulfilled its mission and goals and those of the NSF. The Mission Statement and Goals of the CfAO Figure 5 The Center for Adaptive Optics Mission: To advance and disseminate the technology of building on the UC Santa Cruz campus adaptive optics in service to science, health care, industry, and education.

Goal: To lead the revolution in AO, by developing and demonstrating the technology, creating major improvements in AO systems, and catalyzing advances nationwide within the next decade.

Strategies: CfAO will pursue its purpose and achieve its goal by: 1. Demonstrating the power of AO by doing forefront science. 2. Increasing the accessibility of AO to the scientific community. 3. Developing and deploying highly capable AO systems and laser beacons. 4. Coordinating and combining research efforts to take advantage of the synergies afforded by the Center mode of operations. 5. Integrating education with our research. 6. Building a Center community that is supportive of diversity through vigorous recruiting, retention, and training activities. 7. Encouraging the interaction of vision scientists and astronomers to promote the emergence of new science and technology. 8. Leveraging our efforts through industry partnerships and cross-disciplinary collaborations.

11 Major Accomplishments, 1999-2010

How the CfAO Operated as a Center The NSF Center for Adaptive Optics (NSF CfAO, 1999-2010) brought together astronomers, who use adaptive optics (AO) technology to correct for the effects of atmospheric turbulence, vision scientists, who were just beginning to use AO to image individual cells in the living human retina, and engineers, who make the adaptive optics systems robust and efficient. In an extended effort over 10 years, the CfAO launched and established the new fields of AO for vision science and laser guide star AO for astronomy. What we called the "Center Mode of Operation" was the key enabler for the transfer of knowledge, experience, components, and algorithms between our disparate communities. This will be described further in Section I.2.4. The CfAO’s Education Program provided the “social glue” within the community by establishing cross-disciplinary and cross-institutional education teams of graduate students and post-docs who worked closely together, and then drew their advisors into strong research and education collaborations.

Figure 6 Building Cross-disciplinary bridges. Vision scientist Prof. Austin Roorda (then at Univ. of Houston) characterized the eyes of astronomer Prof. Edward Kibblewhite (Univ. of Chicago) with a newly built wavefront sensor, at an early CfAO Retreat. We found that everyone (including astronomers, engineers, and mathematicians) was intensely interested in their own eyes. Hence we included in CfAO Summer Schools and retreats activities in which CfAO vision scientists measured the wavefronts of everyone's eyes. The results were made into a game: we gave prizes to the participants who had the best (and worst) optics, the largest (and smallest) pupil, and so forth. Each person took home printouts of their wavefront measurements.

Accomplishment 1. CfAO Launched the New Field of Adaptive Optics for Vision Science This accomplishment concerns the use of adaptive optics (AO) to image the living human retina, for both scientific and clinical applications. With the help of AO one can now image individual cone photoreceptors, retinal pigment epithelial cells, ganglion cells, and nerve fiber bundles;

Figure 7 Results from AO for Vision Science. Left to right): A) Image of the living human retina without adaptive optics. B) Retinal image with adaptive optics (credits: A. Roorda and D. Williams). Individual cone photoreceptors (small hexagonal structures in the image) can now be studied. C) Labeled ganglion cells visible with adaptive optics in a living monkey (credit: D. Williams). D) Three dimensional optical sectioning of the living human retina using adaptive optics optical coherence tomography, showing (top to bottom) the nerve fiber layer, inner and outer plexiform layers, outer nuclear layer, photo-receptors, retinal pigment epithelium, and choroid (credit: S. Olivier, J. Werner).

12 monitor blood flow through the smallest of capillaries in the retina; and measure intrinsic retinal signals on a cellular scale. The hardware and software for these vision science AO systems are very similar to those used in astronomy, which were far more advanced at the beginning of the last decade when the CfAO was established. Strong communication between astronomers and vision scientists within the CfAO enabled dramatic progress in AO for the study of human vision and retinal disease. In 1999 there was one functioning AO system for the eye in existence: in David Williams’ lab at the University of Rochester. Ten years later, adaptive optics is employed in dozens of vision systems, and for a wide range of applications. The diversity of instruments today includes flood- illuminated ophthalmoscopy, AO optical coherence tomography, AO scanning laser ophthalmoscopy, and adaptive optics vision testing systems or phoropters. These very varied hardware systems have led to many new applications: structural and functional imaging of the living human retina; 3D optical sectioning of the retina; high frequency, high accuracy eye tracking; simultaneous testing of the optical, retinal and neural limits to vision; and clinical applications such as monitoring of disease progression and testing of new drug therapies for diseases that cause blindness. It took a full decade of focused effort to achieve these goals; the results firmly established AO as a tool for studying the living human eye. A critical factor was the role played by the CfAO in defining the requirements and leveraging the development of AO components specifically suited for vision applications, most significantly MEMS (Micro-Electro-Mechanical Systems) and other types of deformable mirrors. Because MEMS mirrors are much smaller and less expensive than traditional glass-based mirrors, they have enabled several new generations of compact vision science AO systems suitable for use in a clinical setting. Figure 7 shows a sampling of the results from these and other vision science AO systems. Accomplishment 2. Direct Imaging of Extrasolar Planets One of the NSF CfAO’s chief scientific goals was to use AO to directly image planets orbiting nearby stars. Since 1995 more than 500 of these extrasolar planets have been discovered. Almost all were detected indirectly, via the motion of the parent star, or by detecting the dimming of light from the parent star when a planet passes directly in front of it. Direct imaging of the planets themselves opens discovery space to include planets similar to those of our own Solar System, and allows the spectra of these planets to be characterized in order to understand their temperature, mass, composition, and physical origins.

At the founding of the CfAO, this Figure 8 Direct Imaging of Extra-solar Planets. goal seemed unimaginably distant.

Discovery AO image of three planets in orbit around the star The Center led the advance of this HR8799, after most of the light from the bright host star has been field, called "extreme adaptive removed by ADI processing. Color image was combines J-, H-, and optics," over the past decade. Ks-band images. (Credit: C. Marois et al. 2008) Cross-institutional CfAO teams developed new techniques such as

13 Angular Differential Imaging, enhancing by a factor of ten the ability of current AO cameras to see faint planets. Using these techniques, the CfAO team of C. Marois, B. Macintosh, and collaborators obtained the first-ever image of an entire 3-planet extrasolar system.2 They used the adaptive optics systems at the Keck and Gemini Observatories, CfAO partner institutions. Another team led by CfAO members J. Graham and P. Kalas used the Hubble Space Telescope to image a planet orbiting the star Fomalhaut, and then used ground-based adaptive optics data to constrain the planet’s temperature and nature.3

The CfAO combined the analytic and design skills of its engineering members with the observational experience of its astronomers to produce rigorous system designs optimized for exoplanet imaging, and developed a deep understanding of the issues that limit existing AO systems. This facilitated the dramatic new approaches to high-contrast planet imaging now embodied in the Gemini Planet Imager (GPI) instrument being built for the Gemini Observatory; CfAO member B. Macintosh is PI. GPI incorporates key innovations developed by the CfAO, from 4096-actuator MEMS deformable mirrors to fast real-time computer algorithms to ultra- precise calibration methods that allow it to be a factor of 10-100 times more sensitive than current instruments. GPI, which will be assembled at UC Santa Cruz in the winter and spring of 2010-2011, will be capable of imaging giant planets in 5-40 astronomical unit (AU) orbits around thousands of nearby, young stars – producing images of many solar systems like our own.

Figure 8 shows the discovery image of three planets orbiting the star HR 8799, obtained using the adaptive optics systems at Keck and Gemini. Accomplishment 3. Adaptive Optics on Future Extremely Large Telescopes In its 2000 Astrophysics Decadal Survey Report4, the US National Academy of Sciences recommended design and construction of a ground- based thirty-meter-class telescope equipped with adaptive optics. At that time, developing an AO system for such a telescope was extremely challenging, and required an extension of almost

Figure 9 Advanced AO components. every aspect of AO system design and component UCSC graduate student Andrew Norton tests technology. Today, with the help of the CfAO and a new MEMS deformable mirror in the its partners, most of the conceptual and hardware Laboratory for Adaptive Optics. development issues have been solved. The CfAO focused on those key areas where a sustained cross-institutional and multidisciplinary collaboration would help develop the technology, while at the same time demonstrating that exciting science can be done with state-of-the-art AO. In concert, the CfAO’s technology and

2 Marois, C., Macintosh, B., Barman, T., Zuckerman, B., Song, I., Patience, J., Lafrenière, D., Doyon, R., Direct Imaging of Multiple Planets Orbiting the Star HR 8799, Science, 322, 1348 (2008). 3 Kalas, P., Graham, J. R., Chiang, E., Fitzgerald, M. P., Clampin, M., Kite, E. S., Stapelfeldt, K., Marois, C., Krist, J., Optical Images of an Exosolar Planet 25 Light-Years from Earth, Science, 322, 1345 (2008). 4 McKee, C. and Taylor, J. 2001, "Astronomy and Astrophysics in the New Millenium," National Research Council/National Academy of Sciences (National Academy Press: Washington DC).

14 scientific advances have made concrete the promise of the forward leap in science discovery that will take place with Extremely Large Telescopes (ELTs) and their AO instruments. Key technologies developed by the CfAO and its partners include use of multiple laser guide stars to measure atmospheric distortions via tomography, efficient real-time computational algorithms to convert these tomographic measurements into instructions for the AO system, and improved AO components such as lasers, MEMS deformable mirrors, and wavefront sensor detectors. The CfAO also focused on system design, holding a series of workshops on "Analysis Modeling and Simulation of AO for Extremely Large Telescopes" and sponsoring research teams in these areas. The CfAO demonstrated the component technologies at Palomar Observatory and Lawrence Livermore National Laboratory (lasers), in the Laboratory for Adaptive Optics at UCSC (MEMS, Figure 9), and in the VILLAGES experiment at Lick Observatory’s Nickel Telescope (a MEMS- based AO system). The Next Generation AO System for the W. M. Keck Observatory will be the next step toward ELT AO systems.

Accomplishment 4. Bringing Laser Guide Stars for Astronomy into Broad Acceptance. For AO on Extremely Large Telescopes to be credible within the astronomy community, both adaptive optics and laser guide stars must first come into broad use on today’s large telescopes. The decade-long activities of the CfAO were highly instrumental in establishing laser guide star AO as Figure 10 Science Papers Enabled by Laser Guide Stars. a mainstream observational tool. This was accomplished through CfAO Graph shows dramatic increase in astronomical papers making Summer Schools and Retreats, use of laser guide star AO over past 6 years. This growth was led by the Keck and Gemini Observatories, CfAO partners, through our graduate course in with very strong participation from CfAO scientists, engineers, adaptive optics, and by funding key and post-doctoral fellows. postdoctoral fellows and staff in residence at Keck and Palomar Observatories. These postdocs and staff worked closely with CfAO scientists and engineers to upgrade their laser guide star systems for better usability and efficiency. In 1999 when the CfAO was launched, the number of peer-reviewed science papers using AO published per year worldwide was less than 20, none of which used laser guide stars. A decade later in 2009 alone, hundreds of astronomical science papers using all kinds of AO were published. To date more than 100 of these have used laser guide stars (Figure 8). This laser guide star AO science was transformational, both in terms of advancing astronomical knowledge and in terms of convincing the broader astronomical community that AO technologies (and therefore ELTs) were mature. The high-spatial-resolution science enabled by laser guide stars is both important and dramatic. It includes the ability to follow the orbits of individual stars around the 106-solar-mass black hole at the center of our Galaxy in order to measure the black hole’s mass, and the ability to open up distant high-redshift galaxies to high-spatial-resolution study with AO for the first time. At infrared wavelengths, laser guide star AO on 8-10 m ground-based telescopes routinely achieves higher spatial resolution than the 2.4-m Hubble Space Telescope at the same wavelength.

15 Accomplishment 5. Innovative Education Programs Utilizing Inquiry Based Learning The goals of the CfAO's Education Program were to increase participation in science and engineering through innovative projects that tapped the unique resources of the CfAO, integrated Center research and education, and built a research community that fosters diversity. The program provided Center graduate students and postdocs with a very strong background in research-based methods of teaching and learning, emphasizing use of inquiry to motivate students and to inspire their active learning. Our graduate students and postdocs then applied their new knowledge in CfAO-led programs aimed at increasing the retention of science and engineering college students from under-represented groups. Of special note are the very successful Akamai internship programs in Figure 11 Akamai students in the midst of an optics laboratory inquiry activity. Hawaii, held on the Big Island (Hawaii) and on Maui to encourage Hawaiians to pursue careers in science, engineering, and technology. More than 80% of students from the CfAO’s internship programs in Hawaii are still on a science or engineering track. CfAO's Education programs will continue after NSF STC funding ends, via UCSC’s Institute for Scientist and Engineer Educators and NSF’s Akamai Workforce Initiative in Hawaii. I.2.3 What Participants Valued Most about the CfAO In late spring of 2005, in preparation for a Strategic Planning Retreat held that August, we established a website so that CfAO participants (PIs, postdocs, students) could give their inputs to the strategic planning process. We called it our "Blog" because the web response format was free- form and people offered many different kinds of thoughts. The responses were quite revealing about the most-valued aspects of a Science and Technology Center. Four specific questions were asked of each CfAO participant: 1) What 3 things has the CfAO done since its inception that have been of the greatest value to you? 2) In your view, how has the Center been of greatest help to others? 3) What additional needs do you see that the CfAO could be addressing? 4) Imagine the CfAO's role 15 years from now. In what ways can the CfAO best have an impact? We present here a sampling of the responses to the above questions. As the topics tended to wander a bit from the four questions above, we have re-categorized them here. Blog: Astronomy and Vision Science "The CfAO has definitely succeeded to bring the whole AO community together and has developed the strong interaction between the AO engineer/physicists, the astronomers and the medical application. Congratulation!" (from an international participant) "I've found the connection with vision scientists to be thrilling. It's added a whole new dimension to my scientific life." (from an astronomer) Blog: Education and Research "The CfAO ... has trained me as an educator through the Professional Development Workshop. Ironically these skills are often hard to pick up in American academia ... CfAO grads are in a position to really influence higher education in the years ahead." (from a graduate student)

16 "Being involved with the CfAO's EHR programs has been an amazing and very unique experience for many science graduate students like myself." (from a graduate student) Blog: Engineers and Scientists "Through CfAO and interactions with David Williams and co-workers, the impact that MEMS can have on vision applications for AO has energized our research program." (from a PI) Blog: Community "I think the most valuable thing the CfAO has done is to foster an exciting and vibrant research community. This community is one in which, as a young researcher, I feel lucky to be involved." "Researchers have frequent opportunities to interact with each other ... [Retreat] presentations are at a level where serious technical detail can be presented ... The atmosphere encourages communication and real technical discussion" "The new colleagues and friends I've made through the CfAO have added richness and meaning to my life over the past six years." "It's also nice just to schmooze; meet other people at different institutions, get to know their work and expertise. It changes the 'feel' of work in AO to something more like a small community."

I.2.4 The Community Built by the CfAO While some NSF Science and Technology Centers are focused at a few nearby sites, the CfAO was quite spread out both geographically and in terms of the types of institutions involved. As of 2009 its members and partners consisted of 10 primary university sites, 2 national laboratories, several eye institutes, 2 spin-off companies, 5 observatories and astrophysical centers, 2 science museums, 2 community colleges, and more than a dozen other sites in Hawaii and on the Mainland. Many of these partners were added as the decade went on, but even at its inception the CfAO involved researchers and students at 8 different university campuses, and in fields as diverse as astronomy, vision science, and engineering. Thus from the start we spent considerable effort putting in place deliberate mechanisms aimed at enhancing real collaborations between sites, across scientific disciplines, and between the research and the education aspects of our activities. For potential future NSF Science and Technology Centers, we record below the methods that we evolved to build and enhance our adaptive optics

Figure 12 Evening at CfAO's Fall Retreat. research community, which in the US did not Vision scientists, engineers, and astronomers in an really exist prior to the start of the CfAO. Over the after-dinner game at UCLA Lake Arrowhead ten years of our Center, we used these tools to conference center Fall Retreat. build a real "Community of Practice" in adaptive optics and its applications. Within the first two years of the CfAO's existence, we evolved the following processes to enhance collaborative outcomes:

17 • Internal research and education projects within the Center would only be funded if they involved more than one site and if they played a role in making "the whole bigger than the sum of the parts." • Annual Fall Retreats (2.5 days) at a remote location were structured so as to mix up the PIs and students from different disciplines, with joint sessions spanning the relevant fields. • Considerable time was designated as social time at the Retreats, including unstructured sessions every evening held in one of the interaction rooms, going on late into the night. These evening sessions were sponsored by our industrial partners; the graduate students' posters were attached to the walls all around the interaction room so that everyone could have plenty of time to see them. The Fall Retreats turned out to be key for participants to get to know and trust each other. • Spring Retreats and multiple topical workshops were held throughout the year. The Spring Retreat focused on getting CfAO members together so that they could formulate joint collaborative internal research and education proposals for the coming year. • The CfAO Education programs brought together graduate students and postdocs from all of our sites, to learn about research-based teaching and learning in our annual week-long annual Professional Development Workshop. An output of each Workshop was a series of teaching experiences in which our graduate students and postdocs broke up into teaching teams and led an activity aimed at increasing the participation of college-level students from under- Figure 13 Inquiry activity at CfAO Summer School. represented groups in science and engineering. Like the Fall Retreats, the Two UCLA astronomy graduate students facilitate an annual Professional Development optics laboratory inquiry activity with vision Workshops and their subsequent scientists during one of the annual CfAO Summer teaching activities formed the social Schools. bonds that tied the CfAO together as a multi-site and cross-disciplinary organization. • The first encounter with the CfAO community for new graduate students, postdocs, and PIs was frequently their participation in the annual CfAO Summer School, an intense week-long event held in Santa Cruz each August. All meals and most of the lodging were communal, to encourage interactions. The Summer Schools proved to be very effective at introducing new researchers to this fast-developing field (Figure 13).

• Videoconferencing. Early in the life of the CfAO, we obtained an NSF supplement to purchase compatible videoconference equipment for all of our main university sites. Once CfAO participants got to know each other via retreats or education programs, the videoconferencing facilities were used on a regular basis for meetings of research groups and/or education groups, for joint seminars and workshops, for Claire Max's graduate course in adaptive optics, and for informal one-on-one working meetings. The fact that all of our video equipment was compatible and easy to use made it quite straightforward

18 to initiate a videoconference call - hence the systems were widely used by students and faculty alike. The outcome of the policies and activities described above was a true "Community of Practice" in adaptive optics across disciplines and across institutions. In parallel to the description of the SciSIP Community of Practice by Teich and Feller5 (2009), the CfAO was able to "create an intellectually cohesive and sustainable community in which the participating members are familiar with and benefit from the work of others who are addressing identical or closely related questions." Many CfAO participants in our 2005 survey felt that this was the most important contribution of our Center. I.2.5 Achievement of CfAO Goals We repeat the CfAO's Mission and Goal here: Mission: To advance and disseminate the technology of adaptive optics in service to science, health care, industry, and education. Goal: To lead the revolution in AO, by developing and demonstrating the technology, creating major improvements in AO systems, and catalyzing advances nationwide within the next decade. The CfAO has more than met these goals. It played a very strong role in the flourishing and growth of AO technology and science in the US over the past decade, convening topical meetings and workshops, sharing algorithms and equipment, setting clear requirements, and trouble- shooting other people's AO systems and instruments so that they worked better. It launched the new discipline of adaptive optics for vision science and clinical applications in eye disease. It launched laser guide star AO for astronomy so that all of extragalactic astronomy can now use this powerful tool. It developed new models for science education in which graduate students are trained in the methods of inquiry based learning and then use their new skills in programs to recruit and retain college undergraduates from groups under-represented in science and engineering. These same accomplishments have met the overall goals of the NSF Science and Technology Center Program, which are "to support frontier investigations requiring the scope, scale, and duration that a Center can provide, while incorporating education, diversity and knowledge transfer programs that are embedded in the centers and of the highest quality." For the future, below are several examples of ongoing activities that are outgrowths of CfAO projects and programs: Education – The Professional Development Program will continue to be offered to UCSC graduate students and post docs in Science and Engineering by the Institute of Science and Engineering Educators, which is part of the UCSC and Social Sciences Division. The Akamai workforce Initiative in Hawaii will continue as well. AO for Extremely Large Telescopes – The AO system studies on ELTs played an important role in the initial design of AO for the Thirty Meter Telescope to be built on Mauna Kea in Hawaii. As the telescope's design and development continues, these concepts are being refined and incorporated into the full-up system design. Likewise, many CfAO-developed concepts are being incorporated into the Keck Next-Generation AO System. Extreme Adaptive Optics – The CfAO facilitated the revolutionary new approaches to high- contrast planet imaging now embodied in the Gemini Planet Imager (GPI) being built for the Gemini Observatory. First light is anticipated in 2011. GPI will be capable of imaging giant

5 A. H. Teich and I. Feller, "Toward a Community of Practice, Report on the AAAS-NSF-SciSIP Workshop," American Association for the Advancement of Science, 2009.

19 planets in 5-40 astronomical unit (AU) orbits around thousands of nearby, young stars – producing images of solar systems like our own. Vision Science –The diversity of vision science AO systems and instruments in use today, including flood-illuminated ophthalmoscopes, AO optical coherence tomography, AO scanning laser ophthalmoscopy, and adaptive optics vision testing systems, will continue to increase as these systems are incorporated into university research laboratories and, increasingly, into clinical applications

20 II. Research

II.1a CfAO Mission, Goals and Strategies

The Mission, Goals, and Strategies of the CfAO were presented in Section I.2.1

II.1b Performance and Management Indicators Research – When preparing their proposals for funding, researchers were required to include progress milestones for the coming year. Subsequently on year’s completion, when evaluating research results the Director and Executive Committee reviewed the milestones predicted vs. results achieved and used this as a criterion for determining future funding. The quality of the research was taken into account based on results obtained, publications etc. Proposals were not funded unless the PI demonstrated that their work was cross-disciplinary and/or cross- institutional, or that if the project were completed, "the whole would greater than the sum of the parts" because of the Center Mode of Operation.

Administrative Management - The Center had a Managing Director (reporting to the Director) who was responsible for the day-to-day management and oversight of the various CfAO activities. These included budgets and expenditures, arrangement of retreats, workshops, and summer schools, report writing, facilities, etc. On completion, retreats and the summer school were reviewed and evaluated to determine if improvements could be made. The Center’s External Advisory Board (EAB) met with the Center Executive Committee each year and included in their report an evaluation of management performance. The two recent NSF audits by the Office of the Inspector General (OIG) made a special mention of the high level of competence in the record keeping and administration of the Center.

II.1c Problems Encountered In recent years the main problem encountered was adapting to the reduction of NSF funds in the CfAO’s two final years and the need to focus activities on those projects identified as having strategic importance and most likely to contribute to the Center’s ongoing legacy.

II.2a The Four Themes of the CfAO's Research and Education Program

Theme 1: Education and Human Resources The Education and Human Resources theme is presented in Section III.

Theme 2: Adaptive Optics for Extremely Large Telescopes

Introduction The key objectives for CfAO’s Theme 2 have been 1) to develop next generation adaptive optics technology for the next generation of large astronomical telescopes, and 2) to support high- leverage ongoing observational astronomy programs using present day adaptive optics systems, in order to demonstrate the power of laser guide star AO to the broad astronomical community. Throughout the lifetime of the Center, we have funded research in new system design, technology for lasers and deformable mirrors, quantitative AO data analysis, and groundbreaking astronomical science. The science includes observations of the Galactic Center, planets, moons,

21 and rings in our Solar System, active galactic nuclei in merging galaxies, and galaxy evolution at medium redshift.

In its 2000 Astrophysics Decadal Survey Report6 the National Academy of Sciences recommended the design and construction of a ground-based thirty-meter class telescope equipped with adaptive optics. Developing an adaptive optics system for such a telescope is extremely challenging and requires an extension of almost every aspect of AO system design and component technology. The CfAO objectives in Theme 2 were therefore focused on those areas where cross-institutional and cross-disciplinary collaboration would help develop the technology while at the same time working on the science cases, so together these would realize the promise of a forward leap in science productivity with Extremely Large Telescopes (ELTs) and their AO instruments.

In response to the challenge, we created the roadmap shown in Figure 14. At the time, the critical issue was whether such a large complex AO system was even feasible, so a major initial thrust was to determine a workable point design (roadmap items 1.1-1.4). Our parallel objectives were to develop new technologies for the deformable mirrors and for the lasers that would be scalable to the ELT level without a corresponding scaling in cost, which otherwise would be prohibitive. Many of the participants in the CfAO-funded analysis and modeling activity are now key players in the Thirty Meter Telescope design effort. In addition, there is a major effort to improve the Keck 10-meter telescope AO system that will enable higher Strehl science and extended spectral coverage, an effort that involves CfAO members as key players and the use of CfAO developed technology and science cases.

Figure 14 Roadmap for the development of Adaptive Optics for Extremely Large Telescopes within the CfAO.

6 McKee, C. and Taylor, J. 2001, "Astronomy and Astrophysics in the New Millennium," National Research Council/National Academy of Sciences (National Academy Press: Washington DC).

22 At the end of Year 10 we highlight below the successful completion of the two major component development milestones: large scale MEMS deformable mirrors and a pulsed guidestar laser. In the science arena, observations with the Keck laser guidestar system yielded thrilling results in understanding the science fields mentioned above. The scientists involved now play guiding roles in setting the science agenda for both the Thirty Meter project and for the Keck Next Generation AO system.

MEMS Deformable Mirror Development for Theme 2 MEMS devices scale to large numbers of actuators with lower cost than conventional mirror technologies. These devices are also smaller and more precise, making them an ideal choice for high contrast extreme adaptive optics systems. For similar reasons they are attractive for applications in vision science and to the commercial ophthalmology market.

Small, low cost deformable mirrors enabled by CfAO funding of non-recurring research and engineering efforts have now resulted in commercially available high-actuator count MEMS deformable mirrors. Current MEMS mirrors are now suitable in size for visible wavelength AO on 10-meter telescopes and infrared wavelength AO on 30 meter telescopes. Furthermore, CfAO- sponsored advanced research in "through-wafer via" interconnects has led to a plausible approach for scaling the MEMS to even higher actuator count, which will eventually enable visible wavelength AO on the 30-meter-class aperture. Presently, a 4096-actuator device is under testing for use with the Gemini Planet Imager (GPI) instrument for the Gemini Observatory. GPI is a major thrust of CfAO Theme 3.

Complementary research funded by NSF has proven the MEMS technology in on-the-sky tests with a prototype visible-light AO system.7

Through-Wafer Interconnects Work of Steven Cornelison and Jason Stewart of the Boston Micromachines Corporation and Alioune Diouf of Boston University. The next stage in the development of MEMS deformable mirrors is to improve the packaging with the goal of making >4000 actuator devices feasible. What is needed is a device that not only includes the actuating elements but also has the drive and multiplexing electronics as an integral component. This will eliminate the costly analog cables that connect to outside drive amplifiers and is essential to scaling future devices to higher actuator counts. Presently the high-voltage drive leads are routed in a crowded pattern in the top-layers of the silicon out to wire-bond pads for access to a carrier with thousands of pins for multiple connectors. Boston Micromachines Corporation investigated a new approach where high-voltage leads are routed directly through the silicon device, a “through-wafer via". From there, it is possible to bump-bond an application-specific integrated circuit (ASIC) chip that contains the multiplexers and drive electronics. In future versions of a complete package the above will enable digital addressing and thereby far fewer external cables, and will greatly reduce the cost per device for the mirror drivers.

During Year 10, an assembly and packaging process for MEMS deformable mirrors (DMs) with through wafer via (TWV) interconnects was demonstrated. This necessitated the identification and evaluation of low-stress flip-chip bonding processes capable of attaching a DM die with high- density TWV electrostatic actuator interconnects to an interposer substrate. The latter fans out these connections for interfacing to conventional packaging technology.

7 “MEMS in Astronomical Adaptive Optics Visible Light Laser Guidestar Experiments” (ViLLaGEs) was funded with an NSF Small Grants for Exploratory Research (SGER) award, #0649261.

23 Processes involving excessive temperatures and pressures can damage the Boston Micromachines Corp. (BMC) MEMS DM technology. Preliminary research identified two flip-chip bonding processes that were compatible with the BMC technology. These include gold-gold thermo- compression bonding and gold-studded conductive adhesive bonding, both of which are well- established flip-chip packaging techniques. Gold thermo-compression bonding in particular has been a standard in integrated circuit (IC) packaging and was the primary method evaluated in this work. Gold is a desirable metal to use in thermo-compression bonding because it does not oxidize. Oxidation limits the strength and conductivity of other metals that are used for compression bonding.

The flip-chip bonding system used was the Suss MicroTec FC-150, which is capable of implementing nearly every flip-chip process used in the IC packaging industry. To use this system, tooling capable of handling the TWV DM die without damaging structures on the chip surface were designed and fabricated. The system to create/deposit gold studs or bumps was the Esec 3018 automated wire bonder that can place highly repeatable bumps on interconnect bond pads with sub-micron precision.

Bonding experiments began with a silicon test die patterned with arrays of gold bond pads, and progressed to flip-chip assembly of die with fully functional 12x12 arrays of DM electrostatic actuators (with TWV interconnects, hereafter referred to as the TWV die) to silicon interposer die, which are thicker and larger than the TWV die. The TWV die were previously fabricated and the interposer substrates were fabricated as part of this work. They fan-out the high-density TWV DM interconnects to lower density wire-bond connections using gold wires routed on the die surface. The bonded TWV and interposer die assembly were designed to be conventionally packaged in a ceramic pin grid array (PGA) chip carrier. Although flip-chip packaging is unnecessary for a die with only 140 interconnects, the flip-chip assembly process demonstrated this year showed how the interposer die can be used for reducing interconnect density AND for providing interfacing to standard packaging solutions, such as the PGA carrier. Using the PGA package also provides a straightforward method for electromechanical evaluation of the bonded DM actuators, as it is compatible with BMC driver electronics. In addition to connectivity and bond yield tests, changes in the TWV substrate curvature and deflection of unpowered actuators were used to evaluate stress in the bonded TWV die, providing the identification of an ideal low- stress flip-chip bonding process.

The concept is shown in Figure 15.

The process was tested and evaluated for mechanical and electrical integrity. Key issues were the selection of materials and techniques that allowed low temperature and low pressure bonding while preserving the optical quality of the deformable mirror; the processes provided extremely high success rate for low-resistance interconnects. Final tests of the experiment samples validated that these goals were achieved with the thermo-compression flip-chip assembly and bonding with TWV interconnects to interposer die. The methodology of using an interposer board for reducing connection density was demonstrated to be useful. A flip-chip process capable of producing low stress bonded die was developed and is expected to be successful for fully functional DMs with actuator counts up to the tens of thousands.

24

Figure 15 Elements needed for development of through-waver vias for high actuator count MEMS mirrors.

Gold bond pad arrays on the interposer die and reverse side of the through wafer via die (left) to be aligned and bonded using the thermo-compression process (right). Gold bumps are deposited on the interposer bond pads prior to being bonded.

High Precision Open-Loop Control of MEMS DMs Work by Jason Stewart and Steven Cornelissen of the Boston Micromachines Corporation. The primary objectives of this program were the extension and evaluation of an open-loop control algorithm, previously developed for an early generation Boston Micromachines Corporation (BMC) MEMS deformable mirror (DM) system with 140 actuators and 1.5µm of stroke, to new DM technology with up to 1024 actuators and 5.5µm of stroke. The work began with an investigation into sources of error that limit controller precision, such as DM non-uniformities (including the mirror and driver electronics), models and approximations used to describe system electromechanics, as well as the measurement hardware and data processing algorithms used to perform DM calibration. The overall configuration is shown in Figure 16. Three significant sources of controller error were identified to be DM non-uniformity, data processing techniques used for DM calibration, and models used to describe the mechanical behavior of the mirror face- sheet and electrostatic actuators. The first two of these have been addressed using an improved DM calibration method that characterizes every mirror subaperture with a new filtering technique. The last error source remains under investigation, and has led to an improved understanding of actuator behavior during DM operation.

The new DM calibration procedure has improved open-loop control precision to better than 30nm RMS for producing desired mirror shapes with amplitudes greater than 3µm peak- to-valley and containing maximum controllable spatial frequencies. This is a factor of 2 better than that achieved by the previous open-loop controller. The controller has been used with DMs that have up to 1020 actuators (the BMC KiloDM technology) with similar results. The actuator calibration process is performed in parallel, so that several actuators are Figure 16 Cross section of continuous face-sheet characterized simultaneously. For the KiloDM MEMS deformable mirror. The reflecting surface is technology, this offers a two order of on top of the face-sheet (shown in orange). magnitude improvement in calibration efficiency compared to sequential calibration.

25

High Stroke MEMS Actuator Design Work by Joel Kubby, UCSC and his students. Professor Kubby has called this program “3- Dimensional MEMS for Adaptive Optics” to highlight his use of new approaches to extend the vertical structure of the underlying MEMS architecture, with the goal of achieving substantial improvements in actuator stroke, required in large aperture astronomical telescopes and in vision science AO. This research employs the LIGA (“Lithographie, Galvanoformung, Abformung”) fabrication processes to prototype large stroke (>10 micrometers) actuators. The high-aspect-ratio process creates metal (gold or nickel) microstructures by bonding multiple, independently patterned layers (e.g., counter-electrode, actuator and face plate layers). The design freedom of LIGA over conventional silicon micromachining has potential for building MEMS structures with heights of up to 1 mm.

Since the sacrificial layer thickness itself can be up to 1 mm, the design of high-stroke actuators is straightforward and does not require any new process development (e.g., deposition and patterning of thick sacrificial oxide layers as required in polysilicon surface micromachining). Also, the electrochemical deposition process does not require high temperature fabrication steps, allowing the MEMS deformable mirror arrays to be deposited on substrates with pre-fabricated through-wafer vias for addressing very high actuator count (>4000) mirror arrays. The actuators and faceplate are made of the same metallic materials, so they are temperature matched and can be directly bonded. The materials that are used, gold actuators and faceplates and ceramic substrates, are chemically inert, making the deformable mirrors more robust for use in the tough environmentally exposed astronomical telescope environment.

Successful design and fabrication of single-actuator prototypes in earlier years was followed in Year 10 with the construction of a 16x16 demonstrator array of actuators. The “X-beam” concept (see Figure 17) was found to work best. The team still needs to demonstrate a number of packaging steps, not the least of which is the bonding of a reflective top mirror plate, before this system is proven as a viable MEMS deformable mirror technology. The initial tests of the 16x16 array successfully demonstrated 9.3-micrometer deflections, and the test data agree well with engineering design predictions. Thus the approach has clearly demonstrated promise.

Figure 17 Corner of 16x16 array of X- beam actuators fabricated for 3D MEMS project.

High actuator stroke was achieved using the LIGA fabrication process. These actuators can be deflected up to 9.3 microns.

26 Sodium Guidestar Laser Development During the 10 years of the Center, CfAO funded sodium-layer laser guidestar development efforts at the University of Chicago, Palomar Observatory, and the Lawrence Livermore National Laboratory.

The Palomar laser guidestar system used a laser technology originally developed at MIT Lincoln Laboratories that was further enhanced by researchers at the University of Chicago. In 2008 the system was commissioned at Mount Palomar, and achieved its closed-loop on-sky performance milestone. Operations for laser guide star astronomical science then began.8

The CfAO's Lawrence Livermore laser program had the goal of producing 589 sodium D2 line guide star light with a pulse format that is particular to the requirements of Extremely Large Telescopes. The pulsing enables tracking of the guidestar as it transits the ten-kilometer thick sodium layer in the atmosphere. This eliminates a source of error that grows larger for increased telescope diameters. LLNL demonstrated their 10-Watt fiber laser system (PPSLT-combined 1583 nm and 938 nm fiber lasers) in the laboratory in 2009. The system is now scheduled for on- the-sky testing in 2011, depending on the availability of external funding.

Fiber Laser Based Sodium Guide Star Work by Jay Dawson of the Lawrence Livermore National Laboratory. The effort at Lawrence Livermore (LLNL) has resulted in the successful laboratory demonstration of 10 watts of output power at 589 nm wavelength with a beam quality metric M2<1.1. This was achieved via mixing 12W of 938 nm optical power from a neodymium doped fiber laser with 12 watts of 1583 nm optical power from an erbium doped fiber laser system. Both lasers operated in a pulsed mode with a 500 kHz repetition rate and a 10% duty cycle. The lasers were sum frequency mixed in a periodically poled stoichiometric lithium tantalate crystal (PPSLT) to generate the 589nm light. The laser operated for several hours at >8W in the laboratory.

In Year 10, the second-generation design of both the 938 nm and 1583 nm laser amplifiers was successfully completed. 938 nm is the more challenging wavelength as this is not a common laser line in commercial use and technically, the neodymium doped fiber is susceptible to parasitic emissions in the 1000 nm band which must be carefully suppressed by design. The final version of the 11 watt 938 nm amplifier has three stages, each of roughly equal factors of amplification, with inter-stage isolation of parasitic oscillations.

Although 1583 nm is closer to more developed laser wavelengths, the commercial options for high-power versions were not of suitable reliability for this use. After designing and procuring a custom single-mode polarization-maintaining fiber, the LLNL group deployed a single stage 11- watt amplifier and drove it with a commercial seed oscillator with little difficulty.

Sum-frequency generation, combining the 938 nm and 1583 nm lines to produce 589 nm for the sodium mesosphere interaction, was accomplished in a MgO:PPSLT crystal. The 938 and 1583 fiber amplifiers running at 10% duty cycle produced sufficient power density for the PPSLT crystal to provide efficient nonlinear conversion to 589 nm photons. The 938nm power conversion efficiency approaches 55% at the highest powers, while the 1583nm power conversion efficiency saturates at approximately 30%. This is because the system needs approximately 1.5 times as much 938nm power as 1583nm power in order to achieve the correct photon balance for 589nm light generation, so some of the 1583 light is not used in conversion.

8 Unfortunately, LGS science observing at Palomar is temporarily curtailed due to tightening observatory budgets.

27 In the current system, the more difficult-to-produce 938nm laser power is roughly equal to that of the 1583nm light. An enhancement of the 938 laser to higher output power would significantly increase the fraction of converted 1583 light. However the current system, overall, has a 40% conversion efficiency of fiber laser power to 589 nm output power.

The LLNL fiber laser has a tunable pulse and spectral format that make it interesting for experiments on-sky to test sodium layer response. Recent theoretical results have pointed to a very significant dependence of the sodium return on the pulse and spectral format. See the section below describing the CfAO sponsored laser guidestar workshops for a report on these interesting developments. The plan for the future is to transfer the laser to the Lick Observatory for engineering packaging and then subsequently to deploy it in on-sky Figure 18 Key components of the 938 nm leg of the LLNL fiber experiments at Mt Hamilton in laser system conjunction with the laser guidestar adaptive optics systems there.

Figure 19 LLNL Fiber Laser: Data from the Year 10 sum frequency mixing demonstration.

Graphs show conversion efficiency to sum-frequency light, as a function of the product of the powers of the input lasers.

CfAO Sponsored Laser Guidestar Workshops Lead by Donald Gavel, UCSC. The CfAO has sponsored five internationally attended Laser Technology and Systems for Astronomy Workshops. These workshops had participation from nearly all the major world observatories using or planning to use sodium-layer laser guidestar AO, including Keck, Gemini, Lick, Palomar, Subaru (Japan), and the Very Large Telescope (European Southern Observatory) plus the US Air Force Starfire Optical Range. The latest of

28 these workshops was held at the CfAO Fall Retreat in November 2009. The workshop discussions resulted in key exchanges of technical information, and fostered collaborative research that has led to better understanding of laser light interaction with the mesospheric sodium atom and has had major impact on the design of sodium-layer laser guide star lasers. Workshop information and presentations are available on the web, where there is also a summary page describing all the astronomical AO sodium guidestar lasers currently in operation or under development.9

The CfAO Treasury Survey (CATS) Work by CfAO PIs Claire Max and David Koo, UCSC, and James Larkin, UCLA, and their graduate students. The five-year CfAO Treasury Survey (CATS) used laser guide star adaptive optics to observe a large, deep sample of galaxies in the early universe. The observations track the early assembly of galaxies like our own Milky Way, and characterize the history of star formation in the Universe. The resolution of near-infrared adaptive optics observations using the Keck telescope matches those obtained by the Hubble Space Telescope at shorter wavelengths. The chosen sky fields all have complementary long-exposure observations at other wavelengths, using space-based images from far infrared, optical to x-ray wavelengths, and ground-based images at radio and sub-mm wavelengths. The database has been made available to the public in an on-line archive.10

The observations, which were done at the Keck Observatory, utilized the NIRC2 40” x 40” wide camera with the Keck laser guide AO system in the GOODS-South deep field. We have addressed four scientific questions regarding active galactic nuclei (AGNs): 1. Are there young stellar populations in AGN hosts at a redshift z ~ 1? Are the young stars distributed or centrally located? 2. What is the nature of obscuration in the Type II AGN host galaxies? Is the obscuration due to the canonical AGN dusty torus on parsec scales, or due to other features? 3. What are the morphological properties of the AGN host galaxies? Are there correlations between the morphological properties and the AGN type or strength? 4. How do the answers to the questions above compare to those for local AGN hosts?

For each image of an AGN, we performed a spatially dependent stellar populations analysis by fitting Bruzual & Charlot (2003)11 models to the fluxes in 5 photometric bands. We found a correlation between the presence of younger stellar populations and the strength of the AGN, as measured by either [OIII] line luminosity or X-ray (2-10 keV) luminosity. This finding is consistent with similar studies at lower redshift. However, we also find that strong Type II AGN hosts at high redshift are more likely to be spirals or disturbed irregulars than all Type I sources, which are in galaxies of earlier type. In addition, the mid-IR spectral energy distributions of the strong Type II AGNs indicate that they are excited to Luminous Infrared Galaxy (LIRG) status via galactic starbursting, while the strong Type I AGNs are excited to LIRG status via emission from hot dust surrounding the central AGN. This supports the notion that the obscured nature of Type II AGNs at z~1 is connected with global starbursting and that they may be extincted by kpc- scale dusty features that are byproducts of the starbursts. Preliminary results were obtained on a subsample of 8 AGN, which represented the portion of our CATS sample with the most visible host galaxies. Analysis of 20 AGN hosts constituted part of the PhD Dissertation of UCSC Graduate Student Mark Ammons.

9 http://www.lao.ucolick.org/static/SodiumLaserGuidestars_Frameset.html 10 http://www.ucolick.org/~jmel/cats_database/cats_search.php 11 G. Bruzual and S. Charlot, MNRAS 344, 1000 (2003)

29 At the conclusion of CfAO, the CATS legacy includes:
Natural and laser guide star AO images of 500-600 distant field galaxies within well- studied Hubble Space Telescope fields that also have extensive multi-wavelength data. Collection of the full Keck data set for CATS was a joint effort among CfAO PIs Max, Larkin, and Koo over the full 5 year term of the CATS project.
A well-documented, well-known, and well-used public AO data archive.
CATS refereed science publications (9 published to date and several more in preparation) that have blazed the trail for faint extragalactic science using laser guide star AO, ranging from exploring the structure of distant faint galaxies, the morphologies of the host galaxies of AGNs, the location of star formation in luminous infrared galaxies (LIRGs), the dark matter versus stellar mass from gravitational lensing (Figure 20), the ages of nearby galaxies via AO observations of their very red, luminous TP-AGB stars, to tracking the light decay of extremely distant supernovae using the most advanced AO technologies and analysis software tools.
Jason Melbourne & Mark Ammons PhD theses completed; CfAO training of one female postdoc (Metevier) and four male postdocs (Steinbring, Melbourne, Dutton, Rosario).
Demonstration to the community that laser guide star AO on 8-10m class telescopes can contribute in the scientific study of the early Universe and serves as a stepping stone to the extragalactic science case for AO on extremely large telescopes.

Figure 20 Images of a disk galaxy that is a gravitational lensing system.

Compared to Hubble Space Telescope images of a dusty edge-on disk galaxy seen in optical filters (right), the left shows dramatic reduction of the effects of obscuring dust seen in the near-infrared K-band using the Keck laser guide star AO system. The smoother and more regular light distribution of the inner disk enables a superior model of stellar mass of the disk to be compared to total mass models derived from the gravitational lensing arc (credit: A. Dutton working in collaboration with T. Treu, D. Koo, & P. Marshall).

30 Planetary Science with AO Work by Imke de Pater and her students and postdocs, UC Berkeley. A major goal in planetary science and planetary astronomy has been to understand how our Solar System formed and evolved, in a framework that can also help explain the formation of extrasolar planetary systems. In particular the study of planetary rings yields direct parallels with planet formation in disks, while observations of binary asteroids and trans-Neptunian objects allow derivation of their density and interior structure, giving clues to the collision based evolution within our early and present-day Solar System. Observing such objects using adaptive optics (AO) systems on large telescopes has provided key understanding of fundamental processes in planetary atmospheres and ring systems, and understanding of the origin and composition of the dusty outer regions of the Solar System: the Kuiper belt and Oort cloud.

In CfAO Year 10, the UCB group acquired data with the Keck and European Very-Large Telescope (VLT) adaptive optics systems using a wide variety of observing modes (natural and laser guide star AO imaging in broad and narrow band filters, slit and field- integral spectroscopy) on e.g., Titan, Neptune, Uranus, Io, Jupiter, and binary asteroids, accomplishing our Years 8–10 and long-term Milestones. In addition to their scientific value, the public loves the images! Results are being extensively used for educational and public outreach, giving the CfAO broad visibility. The observations of Titan provide infrared maps of the 3-dimensional distribution of haze in Titan’s atmosphere, as well as its surface albedo and the presence of tropospheric clouds, addressing questions regarding seasonal variations in the satellite’s atmosphere, Titan’s methane cycle, and the composition of its surface.

Io is extremely active volcanically. Each observation in the Keck AO monitoring program revealed surprisingly different surface features, due to new volcanic eruptions. This year we saw a bright eruption at Loki, a volcano that had been surprisingly inactive in past years.

Images of Uranus’ atmosphere and ring system are among the best ever taken. In 2007, the Earth went through Uranus’s ring plane, and we obtained the first ever ground-based images of the dark side of Uranus’s rings. These data reveal a surprisingly dynamic ring system: the dust distribution within the rings has changed significantly since the Voyager encounter in 1986. (See Figure 21.)

Figure 21 Comparison of the lit and unlit sides of the rings of Uranus.

(A) The lit side in early July 2004, when the ring opening angle to Earth B = 11°, and the angle Bo to the Sun =13.2°. (B) The lit side on 1 August 2006 when B = 3.6° and Bo = 5.2°. (C) The unlit side on 28 May 2007 when B = 0.7° and Bo= 2.0°. The dotted lines show the position of rings  (upper line) and  (lower line). The pericenter was near the tip of the ring in 2006, at ~11 o’clock in 2004,and at ~ 2 o’clock position in 2007.

31 The first spectrum of a binary asteroid, Kalliope, was obtained with AO and the Keck infrared integral field spectrograph, OSIRIS with the conclusion that the spectra of the primary and secondary are essentially identical, indicating the possibly that they are of common origin.

Professor Imke de Pater runs the planetary sciences group at Berkeley and helped develop planetary sciences at the Technological University in Delft, Netherlands, where she spends a few months each year. The CfAO involvement has helped Prof de Pater and her group to flourish.

Adaptive Optics Studies of the Galactic Center Work by Andrea Ghez, UCLA, with her students and postdocs. The team at UCLA studied the environment of our Galaxy’s central super-massive black hole (more than a million times more massive than our Sun) to measure the dynamics, distribution, and properties of stars in the central stellar cluster. Spectroscopy and imaging have allowed them to obtain the most accurate and precise estimate of the distance to the Galactic Center, to constrain the dark mass distribution at smaller radii than ever before (with special focus now on what might surround the central black hole), to improve studies of counterparts to Sgr A* at near-infrared wavelengths, and to resolve the paradox of apparently young stars in an environment currently quite hostile to star formation. The program, which relies heavily on the Keck laser guidestar adaptive optics system, has served as an excellent example to the astronomical community of the power of laser guide star AO.

Technically, studying the Galactic Center presents many challenges. These range from observational, due to the lack of a bright natural guide star at optical wavelengths, to analytical, due to the crowded stellar field at near-infrared wavelengths. The UCLA team was able to evaluate adaptive optics performance on this field with a variety of different AO systems (Keck vs. Gemini; natural vs. laser guide stars). They evaluated point-spread function (PSF) quality, stability and anisoplanatism (the field variation of image quality). The resulting conclusions about achievable astrometric and spectroscopic accuracy of adaptive optics observations are crucial to AO science planning in a broad range of astronomy programs.

Educationally, the Galactic Center program offers exciting opportunities both to display the power of AO and to educate the general community. The benefits of AO are very visually demonstrable and the subject of supermassive black holes is of great interest to the public. Since much of the astronomical investigation rests on very basic principles of physics, it also has served as a great vehicle for more generally educating the public through public lectures, documentaries, and textbooks.

Milestones achieved in Year 10 of the CfAO include:
Analysis of infrared excess sources in the “Arches” region near the Galactic Center. A paper has been completed and submitted. Analysis of the initial mass function (IMF) in this cluster is under way.
Completed analysis of all existing Keck OSIRIS observations of fields within the central few arcsec of the Galactic Center.
Extensive observations of the stellar cluster M92, a field also observed and well calibrated by HST/ACS. These observations improved the astrometric calibration of Keck/NIRC2 and have been used to understand what effects might be important for the design of the future Thirty Meter Telescope (TMT) AO system.
With new laser guide star (LGS) AO observations, we have obtained the first orbital elements estimates for stars discovered with LGS-AO, which has doubled the number of

32 stars that give independent estimates of the central black hole’s properties and that can control for source confusion (see Figure 22). Stars that are dynamically important are those that have periapse distances (Amin) of less than 800 AU and whose periapse passage has or will be observed over the course of our experiment. Among the new stars is one, S0-37, with the shortest orbital period measured to date (11 years) and one, S0- 102, whose periapse passage is predicted to occur in ~2010.

Figure 22 Keck laser guide star AO image of the Galactic Center.

Dots and lines depict the obits of stars near the supermassive black hole (Sgr A*). The new orbital determinations indicated by dots are for stars recently discovered using laser guide star (LGS) adaptive optics at Keck.

Analysis and Modeling of Future AO Systems for Astronomy In the early phases of the CfAO's Theme 2, we embarked on formulating a point-design for an AO system that would work at high Strehl on a 30-meter aperture telescope. At that time there was not a feasible concept; through its workshops and projects, the CfAO developed a realistic point-design, fulfilling an important milestone. Since then, the Thirty Meter Telescope (TMT) project has advanced and is carrying with it a serious first-light instrument design that uses large- scale multi-conjugate adaptive optics (MCAO) with multiple laser guidestars. Brent Ellerbroek, an active member of the CfAO, is leading this AO effort. His pioneering work in MCAO algorithm development, sponsored in part by the CfAO, has had a fundamental impact in the TMT AO system design. Ellerbroek and his team have carried out analyses of fundamental engineering design issues, in particular, the key issue of “sky coverage” for laser guidestar adaptive optics. The fraction of the sky accessible to LGS-AO (the sky coverage) is limited by the availability of sufficiently bright natural guide stars for the tip/tilt signal. This is an especially important consideration for those science regions deliberately chosen for their darkness and distance from bright foreground stars, such as the GOODS field and the Hubble Deep Field regions. The recent work by Ellerbroek and his collaborators has determined the limits to AO performance as a function of position on the sky and for important science fields.

Sky Coverage Analysis of NFIRAOS, the First-Light TMT AO System Work by Lianqi Wang and Brent Ellerbroek of the Thirty Meter Telescope project, and Jean-Pierre Veran of the Herzberg Institute of Astrophysics. NFIRAOS is the acronym for the “Narrow Field Infrared Adaptive Optics System” concept for the Thirty Meter Telescope. Some of the low-order aberrations caused by the atmosphere, such as tip/tilt and a number of tilt anisoplanatism modes, are not sensed by the laser guidestar (LGS) probes. Therefore ancillary

33 natural guidestar (NGS) sensors are required to control these modes. Most of the error in tilt anisoplanatism can be corrected by applying a combination of three quadratic Zernike modes with proportional amplitudes in two conjugate planes. For a two DM multi-conjugate adaptive optics system like the TMT NFIRAOS, a small number of equations describe the global tip/tilt modes and these three dominant tilt anisoplanatism modes that must be corrected using the low order natural guide star (NGS) wavefront sensors.

TMT's requirement for NFIRAOS is for 50% sky coverage. That is, if you observe an object at an arbitrary position in the sky, half the time the AO system will deliver good performance. This is being evaluated via high fidelity, time domain simulations of the NFIRAOS system’s complete NGS/LGS control architecture. The simulation uses physical optics models implemented in software. The NFIRAOS split tomography control architecture enables the efficient modeling and evaluation of the LGS and NGS control loops as a two-step process. The five NGS controlled modes contained in the atmosphere are first corrected perfectly without noise or servo delay to minimize the wavefront error over the science field of view as part of a simulation of the high- order LGS control loop using the Linear Adaptive Optics Simulator (LAOS) code. A time history of the resulting NGS point-spread functions and associated sensory measurements are recorded for both types of low order wavefront sensors. During a post-processing step, those time histories are used to simulate and evaluate the performance of the NGS control loop when the telescope is pointed at various locations on the sky. At each such position, the AO system is presented with an essentially random constellation of natural stars to use as the low-order guidestars.

These methods have been applied to calculate TMT NFIRAOS sky coverage. Baseline conditions are median seeing and guide star statistics at the Galactic pole. Other conditions, such as a 25 percent seeing condition and star statistics at 30-degrees galactic latitude, were also studied to show the improvement obtained in better conditions. See Figure 23.

Figure 23 Results of sky coverage calculations for the TMT NFIRAOS first-light AO system.

Horizontal axis shows predicted wavefront error in nm. Solid blue curves labeled “Median” are sky coverage results for median seeing and guide star statistics at the Galactic pole. The dashed green curves show results under 25% seeing conditions. The dash-dot cyan curves are results for guide star statistics at 300 Galactic latitude. The dotted magenta curves labeled as “tCoG” are for the threshold center of gravity pixel processing method instead of the matched filter method. The red, thin curves are results from older Zernike-based geometric sky coverage simulation.

34 Wind Parameter Estimation and Predictive Control for AO Work of Donald Wiberg his student Luke Johnson, UCSC for Theme 2, and Lisa Poyneer, LLNL for Theme 3. The wind predictor concept relies on the fact that for brief periods of time (comparable to the diameter of the telescope divided by the wind speed), the pattern of turbulence-induced aberrations is essentially fixed in the frame of the wind, and is simply blown across the telescope aperture. This enables use of previous wavefront measurements upstream to correct the wavefront later when it is translated downstream, thus permitting a lower rate of wavefront measurement. Consequently a fainter guidestar can be used. In Theme 2, Wiberg and his students developed a predictive control algorithm that can take advantage of previous turbulence measurements. Closely related work has proceeded in Theme 3 under the leadership of Lisa Poyneer. Research on multiple wind predictive algorithms has shown promising results in simulations and in bench experiments at the Laboratory for Adaptive Optics. This will be a useful algorithm not only to greatly improve Strehl in windy conditions but also to permit observations under conditions in which an observatory might not otherwise be able to observe with AO. Cooperation with scientists at the Lick, Keck, and Palomar Observatories has allowed us to examine real data from adaptive optics systems on which to test the wind predictor concepts. The next step is to program the predictive controller for on-sky experiments using the Nickel telescope VILLaGES AO system on Mount Hamilton, and to generate active control-loop demonstrations of the predictive controller’s on-sky performance. The same principles that allow wind-blown wavefront prediction from past measurements can be carried over to predicting the next few milliseconds of resonant vibrations often present in the telescope structure and which cause the otherwise diffraction-limited AO corrected science images to blur. Inspired by the need for the Keck Next Generation Adaptive Optics Control System to mitigate for the 29 Hz structural vibration mode of the primary mirror support system, there is an ongoing effort in this area with the assistance of engineers Chris Neyman and Erik Johansson at Keck Observatory. Two UCSC undergraduate students are writing their undergraduate theses in Electrical Engineering studying this problem.

Theme 3: Extreme Adaptive Optics (ExAO): Enabling Ultra-High Contrast Astronomical Observations

Introduction Extreme Adaptive Optics (ExAO) focuses on the development and utilization of precision AO systems and instrumentation to enable ultra-high-contrast astronomical observations. The primary goal is the discovery and characterization of extrasolar planets through direct imaging, thereby providing new insights into planet properties and formation. Commencing in CfAO Year 4, members of the ExAO theme set out to accomplish this by proposing an ambitious, highly collaborative, multi-institutional, long-term project that included both scientific and technological components of Extreme AO. The objective is deployment of a dedicated ultra-high-contrast instrument for an 8-10 meter telescope capable of imaging self-luminous, extrasolar planets at contrast levels > 10-7 (planet compared with its parent star), while carrying out high-contrast science using existing AO systems in support of studies of extrasolar planets.

In CfAO Year 10, these goals achieved spectacular success with the first unambiguous images of extrasolar planets. The November 25, 2008 issue of Science contained two papers – by Marois et

35 al.12 and Kalas et al.13 – showing images of planets orbiting the young stars HR8799 and Fomalhaut. These results received the 2008-2009 Newcomb Cleveland prize by Science magazine. The scientific context is discussed below. These epochal results – particularly HR8799 - were uniquely and completely enabled by the Center for Adaptive Optics. Center-funded upgrades to the performance of the Keck AO system (2002-2004) gave it the sensitivity to see these faint planets; the Angular Differential Imaging technique (Marois et al 2006)14, conceived by Macintosh and Marois and developed under the Center (2005-2006); and the multi- institutional collaborations spanning UCLA, LLNL, UC Berkeley, and international partners, led to this spectacular success. In Year 10, the OSIRIS instrument – also seeded by the Center – was used to begin direct spectroscopic studies of these new extrasolar planetary objects.

The other great success of Theme 3 is the development of the Gemini Planet Imager instrument. In CfAO Year 5, the CfAO team completed the conceptual design of an ExAO system for the Keck Observatory and subsequently competed for and was awarded a contract from the Gemini Observatory for a similar ExAO system design study. During CfAO Year 6, this partnership completed the Gemini ExAO system design study and delivered to Gemini a comprehensive conceptual design report and a proposal for construction of the instrument. Following a series of technical and programmatic reviews, this proposal – now called the Gemini Planet Imager (GPI) -- was selected for funding by the Gemini Observatory, thereby fulfilling one of the overall ExAO theme objectives: building an instrument capable of Figure 24 First direct imaging of extrasolar planets. directly imaging extrasolar planets. The GPI instrument project continues on track; it passed Cover of the November 25 2008 issue of Science, its Critical Design Review (CDR) in May 2008. showing the three extrasolar planets HR8799 bcd (upper) and Fomalhaut b (lower), both discovered by When it becomes operational in 2011, GPI will CfAO teams. be a major legacy of the CfAO.

During Year 10, the Center supported scientific development needed to insure that Center researchers reap the full benefit of this facility. Year 7-10 ExAO theme efforts also included risk reduction and the study of key technologies for ExAO: properties of MEMS deformable mirrors, wavefront sensing and reconstruction without systematic errors, optimal coronagraph architectures, and precision wavefront calibration.

The ExAO theme takes explicit advantage of the “Center mode of operation,” since its project is significantly larger in scope and duration than a typical NSF single PI project, and can only be

12 Marois, C. et al., “Direct Imaging of Multiple Planets Orbiting the Star HR 8799,” 2008 Science, 322, 1348. 13 Kalas, P. et al., “Optical Images of an Extrasolar Planet 25 Light-Years from Earth,” 2008 Science, 322, 1345. 14 Marois, C. et al. “Angular differential imaging: a powerful high-contrast imaging technique”, 2006 Astrophysical Journal 641, 556.

36 accomplished by coordinating and combining the efforts of numerous researchers at multiple institutions. Developing the key enabling technologies for an ExAO system necessitates cross- disciplinary collaborations, including links to engineering researchers and industrial partners.

Development of key enabling technologies also has strengthened the links between astronomy and vision science. For example, MEMS deformable mirrors are being developed for both applications, and current AO system performance optimization activities address both astronomical and vision science systems. Finally, design and implementation of an ExAO system with 103-104 degrees of freedom on the current generation of large telescopes is an important step towards AO for extremely large telescopes, which requires a similar number of control points.

Discovery and Imaging of HR 8799 and Fomalhaut Extrasolar Planetary Systems Since before the first extrasolar planets were discovered using indirect Doppler spectroscopy techniques, astronomers have wanted to image an extrasolar system to directly detect the photons emitted from the planets themselves. In 2007-2008 this goal was finally achieved. Using adaptive optics on the Gemini and Keck telescopes, Marois et al (2008)14 imaged three planets orbiting the young star HR 8799 (Figure 25). The planets are massive (5-10 times the mass of Jupiter) and young (30-160 Myr), and hence hot (800-1100K), which allowed them to be detected at infrared

Figure 25 Keck and Gemini images of the HR8799 planetary system

The three planets are marked b, c, and d. The 3 panels show different algorithms to suppress residual light from the parent star, the central regions of which have been blocked out here. Suppression of light from the parent star is key to this kind of extrasolar planet detection and imaging.

37 wavelengths even with today's conventional adaptive optics systems. The outer two planets were subsequently discovered in archival CfAO Keck AO images from 2004. With 1-4 years of precision astrometric position measurements, the team unambiguously determined that the objects were bound companions of the primary star and in fact detected significant orbital motion (Figure 26), with all three planets moving counter-clockwise around the star at rates determined by Kepler’s laws.

Figure 26 Astrometric measurements of HR8799 extrasolar planet system showing planet motion over 1-4 years.

The wiggly solid lines show the motion expected (due to differential proper motion and parallax) for a background star unassociated with the system. The orbits of Jupiter through Pluto in our own Solar System are shown for scale. The shaded region represents the dust belt known to orbit HR8799.

This new solar system has generated tremendous interest in the astronomical community, with more than 100 papers published since November 2008 citing Marois et al.14 – discussing the planets’ formation, properties, orbital dynamics, and implications. A particularly exciting window into the system properties is spectroscopy. In CfAO Year 10, the LLNL CfAO team began spectroscopic observations of this solar system. These used the OSIRIS integral field spectrograph (IFS) at Keck (whose original seed funding came from the CfAO in Year 1). OSIRIS produces a three-dimensional “data cube”, 16x64 spatial pixels with a spectrum at each pixel. This can be used to distinguish speckles from spectral artifacts through their wavelength dependence. See Figure 27.

The Kalas et al (2008)15 observations of a Jovian planet orbiting the nearby star Fomalhaut are equally spectacular. In that case, the primary detection was obtained using the Hubble Space Telescope – but analyzed using a variant of the LOCI algorithm developed for ground-based AO observations. Keck and Gemini AO observations provided crucial photometric upper limits that suggest the planet is emitting light in a way very different than had been predicted by previous models – possibly including luminosity from accreting material falling onto the planet and/or light reflected by a super-sized version of Saturn’s ring system.

38

Figure 27 OSIRIS spatially resolved spectroscopy observations of one of the HR 8799 planets.

Left: A 60-second snapshot image of HR 8799 with the OSIRIS field of view overlaid in the white rectangle (upper left side of the overexposed star). Center: Broadband image (wavelength 2.2 µm) of one of the planets, from a single 20-minute ORISIS exposure. Right: Same image after processing to remove speckles by taking advantage of their wavelength dependence.

Dynamical Masses of Low-mass Brown Dwarf Stars Over the past few years, the Theme 3 program at UCLA (PI: Ghez) has obtained orbital solutions, and thus dynamical masses, for stellar brown dwarf binaries with sufficient precision to robustly constrain theoretical evolutionary models for substellar objects (see Figure 28 for example orbital solutions.)15 By using a combination of imaging with NIRC2 (left) and spatially resolved, high resolution spectroscopy with NIRSPEC+AO to obtain radial velocities (right), the UCLA group was able to measure both total system masses and individual component masses for a comprehensive set of brown dwarfs, with spectral types ranging from M8 to T5.5. The unique instrument suite at Keck that can be coupled with the laser guide star AO system makes it the only facility in the world currently capable of performing this particular work.

This program has revealed some surprising results. In comparing dynamical mass estimates to the predictions of two of the most frequently used evolutionary models of brown dwarf stars – Chabrier et al. (2000)16 and Burrows et al. (1997)17 – we found that instead of one model being more consistent with the empirical mass than another, both models show very clear systematic trends. Specifically, sources of late M/early L spectral type have dynamical masses that are 50% higher than the models predict, while the one T dwarf source in our sample with a well-measured mass appears to have a dynamical mass that is 70% lower than predicted. It is also striking that the differences between the observations and the models appear to be much greater than those among the models themselves. This suggests that these models may have common, but inaccurate, assumptions.

15 Konopacky, Q. et al., “High-precision Dynamical Masses of Very Low Mass Binaries,” ApJ, 711 (2010). 16 Charbrier, G. et al., 2000, ApJ, 542, 464 17 Burrows. A. et al., 1997, ApJ, 491, 856

39

Since brown dwarfs are thought to have many similarities in their interior and atmospheric properties to giant planets, our results (at face value) may solve the conundrum presented by the first directly imaged extra-solar planet system HR 8799, which resembles a scaled up version of our own planetary system. Based on masses estimated from evolutionary models, dynamical simulations show that the current configuration of HR 8799 has a high probably of dynamical instability over long timescales. However, if the masses are smaller by as little as 10-20% of their currently estimated values from evolutionary models, dynamical stability is more easily achieved (Fabrycky & Murray-Clay 2010)18. Extrapolating our results to this system would suggest that this indeed is the case, thereby eliminating the apparent stability problem.

Science Case for the Gemini Planet Imager The CfAO has supported development of the science case for the Gemini Planet Imager; construction of the instrument itself is now funded by the Gemini Observatory. CfAO member James Graham serves as Gemini Planet Imager (GPI) Project Scientist and has been leading the development of the GPI science case. The science case currently includes three main themes for exoplanet research: First, to assemble a statistically significant sample of exoplanets that probes beyond the indirect searches and quantifies the abundance of solar systems

Figure 28 Orbital solutions for the binary brown dwarf LHS 2397a

LHS 2397a is a binary consisting of an M8 and an L7.5 brown dwarf. Left: orbit measured astrometrically using laser guide star AO at the Keck Observatory. Right: Complementary measurements of the radial velocities of the two brown dwarfs from spectroscopy. Monitoring this and other binaries over a period of 3 years enabled the measurement of the masses of both binary components.

like our own, studying the fossil remnants of planet formation to constrain current theories that make different predictions for populations in the outer parts of solar systems. Second, to begin spectroscopic characterization of extrasolar planets. GPI will produce spectra of individual planets from 1-2.4 µm at spectral resolution /~ 45. The third major science area for GPI is

18 Fabrycky, D.C. and Murry-Clay, r. A., “Stability of the Directly Imaged Multiplanet System HR 8799,” ApJ, 710, 1408 (2010).

40 extending the study of circumstellar dust disks from the current target set – young stars with very massive debris disks – to more mature sun-like stars. GPI will combine extremely precise AO correction with a polarimetric mode that can distinguish the polarized light scattered by a dust disk from unpolarized artifacts (Figure 29). Prof. Graham’s group has developed this technique at Lick Observatory and is now planning to incorporate it into GPI.

Figure 29 Predicted GPI images of a young planetary system with a Kuiper belt and an asteroid belt.

This figure illustrates the advantages of using polarized light to detect dust disks around nearby stars. Simulated 5-minute GPI image of a young planetary system orbiting an H=5 mag. F0V star at a distance of 20pc. The star has a outer Kuiper belt (15-20 AU t=10-3) visible in the direct image (left) and an inner asteroid belt (5-8 AU t=10-4) visible only in polarized light. Both disks are clearly evident in polarized light, but only hinted at in the total intensity image.

In CfAO Year 10, the science focus was on target selection and preparation for a large-scale survey. The Gemini Observatory plans to devote ~200 nights of telescope time to a systematic survey of 1000+ stars using the GPI instrument – an extremely significant investment for a major observatory. The team for this survey will be selected competitively (as with Gemini’s current NICI instrument.) A major goal for Theme 3 in Year 10 is to consolidate the scientific foundation for this survey.

At the end of Year 10, the CfAO sponsored a GPI science-team meeting at UC Berkeley (Figure 30). This was extremely well attended by the GPI instrument-building group, external scientists (specialists in stellar age determination, Doppler observations of exoplanets, planetary atmospheres and evolution), Gemini staff, and the GPI science team. This provided an opportunity to define the scientific operation of the instrument, plan for “first light” science, and prepare for a GPI campaign.

Figure 30 Attendees at CfAO's Gemini Planet Imager science planning workshop, Oct 2009.

41 Conclusions for Theme 3 Perhaps the most striking evidence of progress in the field of extrasolar planets is given in the figure below, showing the population of extrasolar planets known in the Center’s last year. Multiple new techniques have shown their power, from detections of transiting planets blocking their parent star, through the gravitational bending of light in microlensing events. Most significant to the Center are the planets labeled as “Image” below – planets where adaptive optics has allowed the faint planet to be detected against the bright glare of its parent star. The most spectacular of these detections was directly CfAO-funded – the three HR 8799 planets – and all of them have built upon the techniques developed by the Center. Through the CfAO’s lifetime, direct imaging of exoplanets has moved from a promise to a proven technique, and with the Gemini Planet Imager, it is poised to become the most important window into the physical conditions on planets in other planetary systems in the next decade.

Figure 31 Populations of known planets, as of CfAO Year 10.

Graph includes both extrasolar planets and objects in our own Solar System. Horizontal axis: scaled orbital radius (adjusted by stellar luminosity). Vertical axis: planetary mass. The four “image” planets at 10-30 AU- equivalent are the HR8799 and Fomalhaut systems discovered by CfAO scientists.

42 Theme 4: Adaptive Optics for Vision Science The goals for Theme 4: Adaptive Optics for Vision Science are:
Improve technology to image the retina in vivo at the 3-D resolution limit, exploiting confocal methods, OCT, fluorescence, polarization, retinal tracking, and post-processing in addition to adaptive optics.
Improve and commercialize AO systems for correcting vision, such as AO phoropters that are superior to and replace conventional subjective refraction, and the use of such systems to clarify the role of optical and neural factors in visual performance.
Expand the capabilities of adaptive optics instrumentation for vision science, such as improving wavefront sensing, deformable mirrors, control algorithms, or system calibration.
Disseminate knowledge about vision AO by increasing connections with science, medicine and industry. Demonstrate possibilities for fundable research beyond Year 10.

We continued to make substantive progress in all of these major thrust areas in year 10. Researchers within Theme 4 are science-based and all engineering improvements are made toward facilitating scientific experiments. Here we highlight some of the main scientific accomplishments of CfAO in Year 10.

Scientific Progress Arrangement and Visual Implications of the Trichromatic Cone Mosaic One of the landmark scientific outcomes of adaptive optics for ophthalmoscopy has been the ability to map the trichromatic cone mosaic (Roorda & Williams, 199919, Hofer et al, 2005a20) and also to stimulate the same cones and measure perceived color appearance (Hofer et al 2005b21). To continue the work further in Year 10, Osamu Masuda, a postdoctoral fellow at Rochester, undertook the task of mapping the cone mosaic in more individuals. In addition, he has been able to study the organization of the cone mosaic outside the fovea. He classified the L, M, and S cones in 3 subjects with adaptive optics imaging combined with retinal densitometry at eccentricities including 1.25, 2.5, 4, and 10 deg in the temporal retina. All the subjects had color normal vision according to standard behavioral tests. His analysis revealed that the arrangement of cones is essentially random, similar to what was reported for locations closer to the foveal center in previous investigations. A paper reporting on these most recent results is in preparation.

What is the Fovea? Over the life of the CfAO, improvements in deformable mirror technology coupled with more intelligent control, better designed systems, and developments in image processing have finally allowed us to routinely image cones at or very close to the foveal center. As a result, CfAO researchers have increasingly found interesting properties related to the human fovea.

19 Roorda,A. & Williams,D.R. (1999). The arrangement of the three cone classes in the living human eye. Nature 397, 520-522. 20 Hofer,H., Carroll,J., Neitz,J., Neitz,M., & Williams,D.R. (2005a). Organization of the human trichromatic cone mosaic. J.Neurosci. 25, 9669-9679 21 Hofer,H., Singer,B., & Williams,D.R. (2005b). Different sensations from cones with the same pigment. J.Vision 5, 444-454.

43

Previously, (Putnam et al., 200522) reported that the eye does not choose to place fixated images at the location of maximum cone density. In CfAO Year 9, Stevenson used new psychophysics tools for the adaptive optics scanning laser ophthalmoscope (AOSLO) and found that the preferred retinal locus (where the eye chooses to place an image) depends on task - it is different for steady fixation than for tracking a moving object. This implies that different physiological mechanisms may be in place for each of these tasks. New findings in 2010 about the structure and function of the human foveal region are described below.

Fovea 1: The Relationship Between Eye Length and Foveal Cone Spacing (CAL Study) The causes of progression of myopia (nearsightedness) remain largely unknown. The fact that there is a strong correlation between eye length and myopia has led some researchers to hypothesize that abnormal eye growth may lead to expanded separation between photoreceptors. In this scenario the undersampled image by the lower density of photoreceptors leads to image blur, which in turn leads to eye growth.

Using adaptive optics imaging of foveal cones, we have been able test this hypothesis. The key was to image cones as close to the foveal center as possible. Kaccie Li, a student in Roorda’s lab at UC Berkeley, is completing a study of cone density as a function of eye length. He has shown that, despite the relationship between cone density and eye length that has been found outside of the fovea, this relationship does not exist in the foveal center. In fact, longer eyes of myopes are more likely to sample the image with more cones than an emmetropic eye. Increases in eye size correlate with decreases in cone density but not within 260 microns of the fovea center. The main result is shown in Figure 32.

Figure 32 The dependence of linear cone density on eye length. Left: near the fovea, there is no dependence of cone photoreceptor density on eye length. Right: farther from the fovea (at 1 deg) linear density is lower in longer eyes. Conclusion: at the fovea, other factors govern photoreceptor density, but away from the foveal center, the retina tends to expand with eye growth.

Fovea 2: Optical and Retinal Limits to Human Vision Adaptive Optics Scanning Laser Ophthalmoscopy (AOSLO) provides a unique way to study both the optical and retinal limits to human vision. In CfAO Year 10, Ethan Rossi completed his PhD research at UC Berkeley. He explored the relationship between acuity, eye movements, and cone

22 Putnam, N.M., Hofer,H., Doble,N., Chen,L., Carroll,J., & Williams,D.R. (2005). The locus of fixation and the foveal cone mosaic. J.Vision 5, 632-639.

44 spacing. The primary research involved the use of adaptive optics to simultaneously image and deliver AO-corrected visual stimuli to the retina. An example is shown in Figure 33.

Figure 33 Single frame AOSLO image containing a letter ‘E’ stimulus.

Frames like this can be analyzed to determine exactly which cones are receiving the stimulus signal.

Rossi used this tool to measure the retinal extent over which cones impose the sampling limit to vision. At the foveal center it is thought that each cone has a ‘private line’ connection to the brain via an axon from one or more ganglion cells to which it is connected. Outside of the foveal center, signals from more than one cone converge into their associated ganglion cells, thereby ‘binning’ the signal and reducing the sampling resolution. The literature is not clear on the spatial extent over which these sampling changes occur. Using simultaneous measurements of cone spacing and visual acuity at a series of locations at and just outside of the fovea (Figure 34), Rossi determined that the private lines exist only within a tiny region at the foveal center, and suggested that more than one cone converges onto ganglion cells at lower eccentricities than previously thought. This work was published in Nature Neuroscience in Feb 2010. (Rossi & Roorda, 201023)

Figure 34 Cone-stimulation map for subject S3.

Cones appear as bright circles arranged in a triangular lattice pattern. Stimulated cones are shown as topographic maps overlaid in color. Color bar shows normalized level of cone stimulation.

23 Rossi, E.A. & Roorda, A. (2010). The relationship between visual resolution and cone spacing in the human fovea. Nat.Neurosci. 13, 156-157.

45 Cone Interferometry Measures Regeneration of Cone Outer Segments The benefit of recording retinal activity optically and non-invasively is very high, both from a clinical and basic scientific perspective. Such measurements will allow one to make direct relationships between structure and function in the human retina.

Don Miller’s group at Indiana has developed an innovative technique to measure subtle changes in cones by capitalizing on interference between two primary reflecting layers within the optical fiber of the cone photoreceptors. In Years 8 and 9 they reported on how this technique can be used to record small optical and physical changes to the photoreceptors in response to visible stimulation.

They continued to hone their methods in Year 10. They performed longitudinal studies to better characterize the stability of the signals they were recording. However, they discovered that under their imaging conditions, the cone reflectance oscillates very slowly with a cycle of about 3 hours (see Figure 35) The interpretation was that the oscillation originates from renewal of discs, causing a lengthening of the outer segments of the cones. By quantifying the frequency of the oscillation they determined the outer segment renewal rates to be 93 and 112 µm/hour for the two subjects that were studied. These correspond to daily rates of 2.2 and 2.7 microns, which lie squarely within the range of renewal rates reported in the literature.

This is a very exciting new result as they have developed an accurate method for measuring disc renewal in the living human eye; a process that has been previously studied only by histology. By using interferometry for this application, they can achieve a resolution that exceeds optical and coherence gated resolution limits by orders of magnitude.

Figure 35 Cone interferometry measures regeneration of cone outer segments.

(a) Cone mosaic image acquired from subject with the AO retina camera. The image, an average of 21 images acquired over five hours, is 324x264 µm and each bright spot is a single cone cell. (b-f) Enlarged images of a sample region (location indicated by white box in (a)), acquired at 0h, 0.75h, 1.5h, 2.25h, and 3h. Most of the cones can be observed to go through approximately one full cycle of reflectance change. For example, cone 1 is bright at times 0h and 3 h, but dark at time 1.5 h, while cone 5 is dark at times 0h and 3h, but bright at time 1.5h.

AOSLO Eye Tracking to Determine Statistics of Eye Motion In CfAO Years 5-9, Scott Stevenson at the University of Houston demonstrated that the by- product of correcting for eye-motion-caused image distortion in AOSLO frames was eye motion traces with high frequency and accuracy. In fact, the AOSLO turned out to be the world’s best eye tracker. This property launched a new field of application of AOSLO, involving eye tracking and basic studies of eye motion and fixation. Eye motion traces can be obtained with monitoring devices of varying complexity, accuracy, and cost. Important details of the eye motion are on the

46 scale of minutes and degrees, and these can be recorded with search coil systems or infrared reflection systems that are in fairly widespread use. The smallest features of eye motion are much more difficult to record, however, and the motion of the eye during steady fixation has been the subject of much interest over the years. It is well established that the eye makes tiny jerks or “micro-saccades” and that it drifts slowly as well over the scale of a few minutes. The third component, “ocular tremor” is on the scale of seconds of arc and has been the subject of debate regarding its frequency content and amplitude. Stevenson has applied the high sensitivity of the AOSLO to record the motions of a steadily fixating eye and has made the most comprehensive analyses to date of the spectral content of the motion.

The spectrum in Figure 36 reveals that the motion of the eye follows a pattern that is typical of many naturally occurring stochastic processes. The movement spectrum is characterized by having amplitude inversely proportional to temporal frequency, consistent with a series of small randomly directed steps as would be caused by individual action potentials acting on muscle fibers. There is no indication of a clear “tremor” component as some have reported. There is a small deviation from the 1/F behavior in the range of 30 – 100 Hz that may be the source of reports in the literature of a dominant component in this range. The noise spectrum, made from a recording of a stationary grid, is well below the eye motion spectrum at all frequencies, giving us high confidence that the motions we record are due to eye rotations and not system noise.

Figure 36 Spectra of eye motion.

Amplitude spectra of the motion of a fixating human eye (red upper curve, “ar”) and an artificial, stationary eye (blue, lower curve, “grid”.) A segment of the eye motion record with no microsaccades was chosen so only drift and tremor components were analyzed. The eye motion spectrum follows roughly a 1/F rule (fitted line), typical of many natural stochastic processes. The artificial eye spectrum reveals the noise level of our recording system, and it is below an arc second for all frequencies. The variation at harmonics of 30 Hz are artifacts of the recording method.

Technical Progress The central mission of the original Theme 4 laboratories (Indiana, Rochester and Berkeley) has been to engineer instrumentation for high-resolution retinal imaging with adaptive optics that can facilitate basic science as well as improve understanding, diagnosis, and treatment of retinal disease. Here we highlight some of the technical improvements that were made to vision AO systems in CfAO Year 10.

Deformable Mirrors for Vision Science Testing of Alpao and Mirao Deformable Mirrors The deformable mirror is the key technology for AO retinal imaging. It is the cost and performance of deformable mirrors that has been the most important obstacle to the widespread

47 dissemination of adaptive optics technology to vision researchers and ultimately into the clinic. There has been rapid progress in the development of deformable mirror technology in recent years, with roughly a half a dozen companies competing to produce mirrors that are specifically designed for ophthalmic applications. Currently, mirrors made by Boston Micromachines (BMC) or by Imagine Eyes are being used in working systems. These mirrors have technical limitations that greatly reduce their usefulness especially in a clinical setting where robustness and large dynamic range are essential. The BMC mirror has a limited dynamic range (up to 5.5 microns) that prevents it from correcting the low-order, but high-magnitude aberrations in eyes, like defocus and astigmatism. The Mirao 52 mirror from Imagine Eyes has a larger dynamic range but has other serious problems as described below. Mirrors from IrisAO show promise, but their current mirrors still have limited stroke and they have not yet been fully tested on human eyes.

The University of Rochester has recently completed the testing of a new deformable mirror on loan from Alpao (Grenoble, France). This mirror has been shown to have superior performance on multiple criteria to other mirrors that are currently available. The Alpao hi-speed 97 DM is the first DM that has large-stroke (20µm stroke, 40 µm wavefront) and larger number of actuators (97) than the Mirao (52), as shown in Figure 37. The Alpao mirror meets the requirements for correcting large refractive errors while simultaneously correcting both low and high spatial frequencies. One of the critical features of this mirror is that the influence function (the width of the deformation on the mirror surface when one actuator is pushed/pulled) is 2.5 times narrower than that of the Mirao deformable mirror. This, combined with the larger number of actuators, has allowed the group at the University of Rochester to successfully correct subjects with large prescriptions up to 7D. This therefore is the first DM that has high clinical potential, eliminating the need for trial lenses, with their magnification artifacts, and light loss. As shown in the graphs in Figure 37, vibrations in the mirror are smaller in amplitude and extinguish more rapidly in the Alpao mirror following mirror deformation.

The best evidence we have of the high potential of the new mirror is that our success rate on imaging photoreceptors increased from less than 50% with the Imagine Eyes Mirao 52 mirror to 100% of the 15 patients we have imaged while the Alpao mirror was on loan from the company. Figure 38 shows retinal images obtained with the two mirrors installed in the same AOSLO and collected on the same patient who proved to be a problem case for the Mirao, but not the Alpao.

Figure 37 Comparison of Alpao and Mirao deformable mirrors.

The Alpao mirror has both more actuators and improved mechanical stability relative to the Mirao mirror that it was compared with.

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Figure 38 Comparison of retinal images obtained on the Alpao and Mirao deformable mirrors

Cones can be resolved throughout the image with the Alpao mirror (left), but not with the Mirao mirror (right). Images were obtained in a similar retinal location in the same patient with the same AOSLO.

IrisAO - Closed Loop Performance on the Human Eye Although IrisAO mirrors have not yet had a major impact on the vision AO market, their mirrors have desirable features that could be an advantage over other technologies. The segmented mirror array, for example, is not subject to edge or membrane effects. IrisAO made an important step to becoming a viable producer of deformable mirrors for vision science applications when, in Year 9 they demonstrated closed loop AO performance in a human eye.

In Year 10, they started the process of integrating their DM technology into the AOSLO in Roorda’s lab at UC Berkeley. The integration required a complete redesign of the AOSLO system. Testing of the IrisAO mirror in the newly designed system is slated for 2010.

Quantifying the Downside of Broadband Sources for Optical Coherence Tomography In CfAO Year 9, Don Miller’s lab at Indiana equipped their adaptive optics optical coherence tomography (AO-OCT) system with a broader band light source and a special lens designed to correct for chromatic dispersion in the eye. They obtained significant improvements in their images with axial resolutions of 3 microns. But the increase in the source bandwidth has a downside: it makes OCT more vulnerable to the chromatic aberrations of the eye and brings into question the impact of Transverse Chromatic Aberration (TCA) on lateral resolution of AO SD- OCT cameras. While the impact of longitudinal chromatic aberrations on OCT has been well documented in the literature, the impact of TCA has not. To address this, Miller made a detailed theoretical analysis of the problem, which was published as a section in a recent paper (Zawadzki et al., 200824). Representative model predictions of TCA are shown in Figure 39. The results from the model emphasize the fact that proper lateral alignment of the pupil will be essential if one wants to obtain the best possible image quality in an AO-OCT system with a broadband source.

24 Zawadzki,R.J., Cense,B., Zhang,Y., Choi,S.S., Miller,D.T., & Werner,J.S. (2008). Ultrahigh-resolution optical coherence tomography with monochromatic and chromatic aberration correction. Opt.Express 16, 8126-8143.

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Figure 39 Modeling Transverse Chromatic Aberration as function of lateral misalignment of the eye and off-axis imaging.

(Left) TCA as a function of lateral displacement of the eye’s nodal point relative to the optical axis of the retina camera. (Right) TCA as a function of eye rotation (defined as the angle between the camera’s optical axis and the eye’s achromatic axis). The eye’s entrance pupil remains centered on the camera’s optical axis, which is consistent with our experimental alignment protocol. Three near-infrared bands were chosen that correspond to specific OCT light sources.

Evaluation of High Speed CMOS Linear Array Detectors that Enable High Speed OCT

High-speed line scan detectors have been recently demonstrated in ultra-high resolution spectral domain OCT (SD-OCT) for retinal imaging. While successful, fundamental tradeoffs exist between image acquisition time, image sampling density, and sensitivity. All impact the extent of motion artifacts, visualization of fine spatial detail, and detection of faint reflections. Miller’s lab in Indiana is investigating these tradeoffs for imaging retinal nerve fiber bundles (RNFBs) using ultra high resolution SD-OCT equipped with AO. Volume scans of 3°x3° and 1.5°x1.5° were acquired at retinal locations of 3° nasal and 6° superior to the fovea on healthy subjects. Acquisition rates were 22.5k lines/s and 125k lines/s with A-lines spaced at 0.9 µm and 1.8 µm, and B-scans at 1.8 µm and 9 µm. Focus was optimized for visualizing the RNFBs, maximizing its signal. En face projection and cross-sectional views of the RNFBs were extracted from the volumes and compared to images acquired with a conventional CCD-based line-scan camera. Figure 40 compares representative projection views obtained from the volumetric datasets of the inner retina acquired at the two speeds. The projection view obtained from the fast dataset shows fewer motion artifacts and reveals more structural details of the retina, displaying for example the smaller vessel and orientation of individual nerve fiber bundles as they transverse the retina. The projection view of the slower dataset also shows the major structures such as large blood vessels, but more subtle features such as the orientation of the nerve fiber bundles were less clear, possibly because of increased motion artifacts. In general, higher imaging speeds resulted in improved visibility of fine structures in the RNBs. The loss in sensitivity, however, is significant and will likely confine the use of these high-speed detectors to layers of the retina that reflect the most light (e.g., retinal nerve fibers and photoreceptors).

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Figure 40 High Speed CMOS Linear Array Detectors that Enable High Speed OCT

Comparison of projection views at 6° superior to the fovea obtained from the volumetric datasets of the inner retina with two speeds: 125k lines/s (left) and 22.5k lines/s (right). Left: 1.5° x 1.5° projection view that has 250 A-scans by 250 B-scans acquired at 125k lines/s speed. Right: 3° x 3° projection view that has 1000 A-scans by 100 B-scans acquired at 22.5k lines/s speed.

Eye Tracking and Stabilized Stimulus Delivery In Year 9, Arathorn and his group at Montana State University, in collaboration with the Roorda lab at UC Berkeley, successfully delivered stabilized, AO-corrected stimuli to the retina (Arathorn et al., 200725). This work enabled research where electrophysiology and single cone stimulation were done simultaneously in monkeys to reveal functional connections between single cones and neurons in the lateral geniculate nucleus (Sincich et al., 200926).

In Year 10, the algorithms were successfully integrated in a field programmable gate array (FPGA) for which operations can be programmed onto a computer chip at the board-level. The FPGA framework allowed for both increased performance and decreased cost and complexity. The increase in performance allowed for delivery of more complex stimulus to the retina with shorter delay times. By reducing everything to a single board, the cost was reduced by almost an order of magnitude. This will enable broader use of tracking and light delivery technology.

In the system at UC Berkeley where the FPGA is being tested, the software controls were enhanced to allow delivery of spatially complex, motion-controlled stimuli. The user could either stabilize the projected image onto the retina or could superimpose controlled amounts of image motion of the stimulus that may or may not be coupled to the eye’s actual motion. This feature enabled a new line of visual psychophysics pilot experiments that were designed to understand how the eye manages to perceive a stabilized image when the image is, in fact, moving across the retina.

25 Arathorn,D.W., Yang,Q., Vogel,C.R., Zhang,Y., Tiruveedhula,P., & Roorda,A. (2007). Retinally Stabilized Cone- Targeted Stimulus Delivery. Optics Express 15, 13731-13744.

26 Sincich,L.C., Zhang,Y., Tiruveedhula,P., Horton,J.C., & Roorda,A. (2009). Resolving single cone inputs to visual receptive fields. Nat.Neurosci. 12, 967-969.

51 II.2b Conformance with Metrics Over the lifetime of the Center, the Program Review Committee reviewed the annual research progress of all CfAO Principal Investigators (PI) funded by the Center, prior to continued support of their Research. In this review process, outcomes from the previous year were compared with the Milestones predicted in the previous proposal. Projects were numerically ranked against each other, with demerits given for incomplete milestones unless there were external extenuating circumstances causing the delay. In two instances, PIs were not meeting their research goals over two or more years of the proposal review process. In those cases the CfAO arranged for a panel of experts (we called these "Tiger Teams") to visit the laboratories of both PIs, to hold in-depth discussions, and to determine the underlying problems and possible solutions. In both cases, strategies were suggested to move past the identified “roadblocks” and these were subsequently implemented. In both cases, the interventions had the desired result. The research of both PIs was revitalized. In subsequent years, they successfully met their goals.

II.2c Future Research Plans

Theme 2: Extremely Large Telescopes The Thirty Meter Telescope is to be built on Mauna Kea in Hawaii and is scheduled to go on sky late in the coming decade. Theme 2 participants will continue to support this effort, as well as that for the Giant Magellan Telescope if requested, in testing hardware components in the Laboratory for Adaptive Optics, and in the subsequent science agenda. Theme 2 members are playing a leading role in the development of the Next Generation AO system at the Keck Observatory, and will continue to use the Keck AO systems for science. The LLNL fiber laser is now operating at 10 watts in the laboratory, and we plan to field test the laser at Mt. Hamilton (Lick Observatory) and perform laser guidestar experiments there as part of the ViLLaGEs project. Science with laser guide star AO using existing AO systems will continue to be an emphasis. This includes ongoing work on Solar System objects, the Galactic Center, membership in star clusters, nearby active galactic nuclei and merging galaxies, and morphological studies of more distant galaxies.

Theme 3: Extreme Adaptive Optics The cornerstone of the CfAO Extreme AO theme remains the construction and deployment of an operational high-contrast AO system for the discovery and characterization of extrasolar planets around nearby stars. A key area for further development is optimization of image processing techniques to extract planetary signals from point spread function speckle noise. Developing the science plan for GPI continues as an important task and will ensure that this CfAO legacy instrument is used effectively once GPI becomes operational. In addition, CfAO scientists will continue to use current AO systems for high contrast science, including planet detection and characterization, studies of binary brown dwarfs, circumstellar and protoplanetary debris disks, and the host galaxies of Type I quasars.

Theme 4: Vision Science Adaptive Optics During 10 years of support from the NSF CfAO, Roorda’s lab at Berkeley developed and demonstrated the first adaptive optics scanning laser ophthalmoscope (AOSLO), providing the first real-time, microscopic views of the retina. Since first light on the system in December 2001, they have made steady improvements to the scope of applications and to the technology itself. In the 10th year, the AOSLO system is capable of advanced anatomical imaging, functional imaging and vision testing. Further refinements will continue to be made to the system in the future.

52 The Rochester group will continue to characterize the organization of the trichromatic cone mosaic across the visual field, and will continue microstimulation experiments in which the color appearance of lights that stimulate single cones is recorded.

In Year 8, the Rochester group discovered changes in the retina resulting while recording autofluorescence (AF) images of the retina of a macaque monkey. At the time, they were using exposure levels that were deemed to be safe according to ANSI standards. Following the discovery, all proposed AF imaging experiments as well as other experiments on humans were halted at Rochester in order to focus energy on characterizing the nature of the damage and to determine actual safe levels of exposure. In Year 9, they continued this effort. In Year 10 they completed the characterization to a point where they were confident about what exposures were safe, and were proactive in educating researchers as to what exposures could do damage. Jennifer Hunter, a postdoc in the Williams lab, presented the work at the American National Standard Institute meeting on light exposure hazards. Since the last report, they have published 3 papers on the topic. Future research in this area will be at a more basic scientific level, for example using autofluorescence as a tool to determine the molecular nature of the endogenous fluorophores in the retina.

The Indiana University team has developed an accurate method for measuring disc renewal in the living human eye; a process that has been previously studied only by histology. By using interferometry for this application, they can achieve a resolution that exceeds optical and coherence gated resolution limits by orders of magnitude. They will continue developing this technique in the future.

In Year 10, Montana algorithms were successfully integrated into a field programmable gate array (FPGA) for which operations can be programmed onto a computer chip at the board-level. The increase in performance allowed for delivery of more complex stimuli to the retina with shorter delay times and at lower cost. At UC Berkeley, it enabled a new line of visual psychophysics pilot experiments that were designed to understand how the eye manages to perceive a stabilized image when the image is, in fact, moving across the retina. This will be an on-going project.

The Houston group will continue to study how very small eye movements depend on the precise location of a target feature, and to study how subjects perceive the position of targets at various known retinal locations.

Commercialization In the area of vision science AO systems, we are expecting the deployment of the first commercial AOSLO system from Optos in 2011. There has been a delay in its introduction due to the down turn in the economy. Optos has licensed AO and AOSLO patents from Williams and Roorda. Our two MEMS spin-off companies, Boston Micromachines Inc. and IrisAO, will continue to refine their product lines and broaden their customer base.

53 III. EDUCATION

III.1a Educational Objectives The mission of the CfAO Education and Human Resources (EHR) program has been to use the Center’s unique resources to promote institutional and cultural changes that help broaden student access to CfAO related fields. A range of programs that are aligned with our overall mission have been developed and implemented. The impact of CfAO EHR activities is measured by our success in each of the four interwoven initiatives:
TOOLS. Implement activities and programs that broaden access to CfAO related fields.
PRACTICES. Involve CfAO members in CfAO EHR programs and activities, and more specifically in educational practices that broaden participation of students from under-represented groups in STEM.
PARTNERSHIPS & LINKAGES. Develop linkages and partnerships that broaden participation in the CfAO and CfAO sites.
PEOPLE. Advance underrepresented students who will enhance the diversity of participation within the CfAO and CfAO fields

III.1b Performance and Management Indicators The CfAO measured short-term and long-term success by monitoring progress in the four major areas as follows:

TOOLS. Implement activities and programs that broaden access to CfAO related fields. The metrics for determining success include:
Programs developed, implemented, and documented
Activities (within programs or stand-alone) developed, implemented, and documented
Courses developed, implemented, and documented
Progress in sustaining programs, activities, and courses beyond CfAO Year 10
Publication of new knowledge learned from programs, activities or courses
New educational pathways stimulated by, or spun off from, programs, activities, or courses

PRACTICES. Involve CfAO members in CfAO EHR programs and activities, and more specifically in educational practices that broaden participation. The metrics for determining success include:
Number of CfAO members involved in CfAO EHR
Number of CfAO members that incorporate new teaching or mentoring strategies into their practice
Number of CfAO graduate students and postdocs who implement inquiry based teaching strategies
Number of CfAO graduate students and postdocs who move into faculty positions, and incorporate inquiry based teaching strategies
Number of new research proposals that include EHR components due to affiliations with CfAO
Number of communications that include research and EHR

54 PARTNERSHIPS & LINKAGES. Develop linkages and partnerships that broaden participation in the CfAO and CfAO sites. The metrics for determining success include:
Linkages between CfAO sites and organizations that serve significant numbers of students from underrepresented groups
New pathways that broaden access to CfAO and CfAO related fields
Joint activities, programs, and courses developed and implemented by CfAO and organizations that serve students from underrepresented groups
New mechanisms for engaging relevant communities in the CfAO and CfAO related fields

PEOPLE. Broaden participation of CfAO and CfAO fields by advancing students from underrepresented groups. The metrics for determining success include:
Number of underrepresented undergraduates participating in CfAO activities (research and education)
Number of underrepresented undergraduates retained in STEM fields
Number of underrepresented undergraduates advanced into CfAO and CfAO related graduate programs
Number of underrepresented graduate students participating in CfAO activities (research and education).

III.1c Problems Encountered Reaching Education Goals The primary challenge faced by the Education theme in Year 10 was in transitioning successful activities developed over the ten years of STC funding to the two new spin-offs that will continue beyond the life of the CfAO. These are the new Institute for Scientist & Engineer Educators (ISEE) and the Akamai Workforce Initiative (AWI). Each project required time intensive and substantial re-organization of business and management procedures. However, both ISEE and AWI are now poised to begin a new era and have a great deal of momentum as a result of the experience gained in the CfAO years.

III.2a The Center's Internal Educational Activities: The Professional Development Program (PDP)

Activity Name Annual Professional Development Program Led by Lisa Hunter. Team included: Barry Kluger-Bell, Anne Metevier, Jason Porter, Lynne Raschke, and Scott Seagroves, and Patrik Jonsson Intended Audience CfAO graduate students and postdoctoral researchers; graduate students from CfAO institutions who are commited to teaching in CfAO programs; some scientists and education partners Approx Number of 50-60 participated each year (~50% are new each year; 50% returning Attendees (if appl.) for their 2nd year or more) http://cfao.ucolick.org/EO/PDWorkshop/

The Professional Development Program (PDP) was developed through the Center for Adaptive Optics (CfAO), and continues beyond CfAO NSF funding through the Institute for Scientist & Engineer Educators (ISEE) at the University of California, Santa Cruz (UCSC), and the Akamai Workforce Initiative (AWI) at the University of Hawaii Institute for Astronomy. Since 2001, the PDP has been instrumental in developing and advancing a growing community of scientist- and engineer-educators. Participants attend the PDP early in their careers—most as graduate

55 students—and they emerge as leaders who integrate research and education in their professional practice. The PDP engages participants in the innovative teaching and learning strategies of inquiry. Participants put their new knowledge into action by designing inquiry activities and teaching these activities in undergraduate science and engineering laboratory settings. In addition to inquiry, members of the PDP community value and intentionally draw from diversity and equity studies and strategies, assessment strategies, education research, knowledge about effective education practices, and interdisciplinary dialogue.

Outcomes from the CfAO Professional Development Program

Outcomes from the PDP include: • Development of scientist- and engineer-educators who: o Successfully design and implement inquiry activities o Understand strategies for how to teach inclusively o Design and teach activities that address diversity and equity o Gain career qualifications and advance in their careers • Demonstration of inquiry teaching and learning: o Across science and engineering disciplines o At different levels o To recruit and retain students, and to prepare them for research • Developed and disseminated professional development curriculum, tools, and infrastructure • Institutionalization of the PDP at two sites: o UC Santa Cruz Institute for Scientist & Engineer Educators o University of Hawaii Akamai Workforce Initiative

1. PDP and CfAO’s Educational Model for Effective and Inclusive STEM Education

The PDP is at the heart of an educational model developed by the CfAO and is designed to impact teaching and learning in higher education. Both strands of the PDP focus on the ways that students experience and engage in the processes, practices, and culture of science and engineering. One strand focuses on the learning experience of current undergraduates, while the other focuses on the teaching practices of early-career scientists and engineers. The two-strand model can be applied to different teaching and learning contexts. The CfAO chose to focus these strands on a challenge closely related to its research goals: the fact that a disproportionate number of women, Hispanics, African Americans, Native Americans, and Pacific Islanders who pursue baccalaureate degrees in the physical sciences and engineering (fields that the CfAO relies on for a workforce) either leave the field as undergraduates or choose not to pursue work or an advanced degree in these fields. The CfAO’s two-strand model, shown in Figure 41, is designed to simultaneously (1) prepare a new generation of scientists and engineers to effectively engage all students when teaching their disciplines (horizontal “strand”), and (2) change the learning experience of students currently pursuing science and engineering careers, in order to retain them (vertical “strand”). The vertical strand includes programs and courses aimed at retaining students of all backgrounds in science and engineering disciplines. These have many innovative components that serve as “teaching laboratories” led by participants in the horizontal strand.

56 Figure 41 The CfAO's Two-Strand Education Model Early-career scientists and engineers are trained to teach more effectively and inclusively (horizontal strand), and college students from diverse backgrounds engage in research-like experiences that increase their knowledge and interest in pursuing further science and engineering opportunities (vertical strand).

2. The Overall PDP Experience The full PDP experience for young scientists and engineers includes active participation in a series of workshop-based "intensives," development of an inquiry activity, a teaching experience, and time for reflection. Together, these activities comprise a pathway in which participants experience inquiry from the learner’s perspective, reflect on their experience, practice inquiry as educators, and reflect on their practice. There are several pathways through the PDP, and participants may return multiple years to focus on different areas, as well as to take on leadership roles. There is considerable latitude in what participants design and teach; however, there is a common goal for all PDP participants (the "PDP Design Task"): Teams will design a PDP inquiry activity where their students simultaneously learn scientific knowledge, reasoning processes, and attitudes, by practicing science or engineering. Designs should reflect consideration for contemporary issues in education (such as those summarized in the How People Learn series27) through careful integration of the ISEE focus areas of inquiry, diversity/equity, and assessment in the activity. Teams will assess learners’ gains in understanding through their explanations.

3. PDP Workshops and Intensives PDP training is organized into intensives and workshops that bring the PDP community together

27 "How People Learn: Bridging Research and Practice," S. Donovan, J.D. Bransford, & J.W. Pellegrino, editors, National Academy Press, Washington DC (1999); the Expanded Edition of this report (2000).

57 to learn, share ideas, and work on new instructional designs in a community setting. Each intensive is an immersive experience made up of a series of workshops on teaching and learning inquiry. The format of the intensives has varied over the years, both in how the workshops are arranged and divided between the intensives, and in the workshops themselves. For example, in 2008 the PDP cycle began with two intensives: a one-day event for new participants, and a four- day retreat for all participants. Regardless of the variations on the structure of the intensive, there is always a significant multi-day intensive in which first-year and returning participants sometimes work together and sometimes engage in separate activities. Throughout these intensives, participants are mixed in different ways to encourage community and a broad exchange of ideas. Returning participants may take on leadership roles and participate in training Figure 42 PDP participants engage in a workshop new participants. on inquiry process skills at a "PDP Intensive"

4. The PDP Teaching Experience The PDP supports participants in designing, teaching and assessing an inquiry activity. Participants’ inquiry activities are all taught within a course or a program, and are intended to support the higher-level goals of a course by facilitating the learning of important scientific or engineering content and reasoning processes. Some PDP activities are taught within informal programs (e.g., co-curricular or outreach) as a piloting opportunity for later integration into a formal course. Even these informal activities are expected to include learning goals (content and process), much like an activity designed for a formal course. Thus the bar is high for all PDP activities, so that learners gain an enduring learning experience, and PDP Inquiry Focus Area participants gain an experience that is Cognitive S&E processes as close as possible to what would be Foundational S&E content Intertwined content and process expected if they were teaching in a Mirroring authentic research processes formal course which has learning Ownership of learning goals, objectives, and a course syllabus Explaining using evidence or outline. Diversity & Equity Focus Area Multiple ways to learn, communicate and succeed To support participants in Learners’ goals, interests and values accomplishing the PDP Design Task, Beliefs about learning, achievement and teaching the PDP is organized around 3 “focus Inclusive collaboration and equitable participation areas” related to the How People Learn Social identification within S&E culture framework (principles of learning, and Assessment Focus Area lenses for viewing learning Articulating assessable learning outcomes environments, that are read about and Making learners’ thinking visible discussed in PDP workshops) and are Monitoring and self-monitoring the application of cognitive processes further informed by years of Assessing content understanding through learners’ experiences with inquiry in practice. explanations The 3 focus areas are (Table 1): Table 1 The Three PDP Focus Areas • Inquiry These are used to organize and frame the PDP curriculum, • Diversity & Equity structure discussions and assess PDP participants’ progress. • Assessment S&E=science & engineering.

58 Each focus area includes emphases that are particularly relevant to laboratory experiences in higher education. The focus areas are carefully integrated into a concrete activity design through a “design template” which scaffolds participants in designing and preparing to teach. Table 1 shows each of the focus areas. PDP participants do more intensive reading and participate in discussions about these focus areas as they prepare to design an inquiry activity. 5. Outcomes from the PDP Outcomes fall into the four broad goals for the PDP which are outlined in the sections that follow: 1. Development of scientist- and engineer-educators 2. Illustrating inquiry in practice 3. Establishing infrastructure 4. Effecting broader change

Many of the outcomes of the PDP have been published in a volume that contains 45 papers written by the PDP community (Figure 43):

Hunter, L. & Metevier, A. (eds.) Learning From Inquiry In Practice, (2010). Astronomical Society of the Pacific Conference Series 436, (San Francisco, CA: ASP), in press.

Figure 43 Front and Back Covers for the Volume "Learning from Inquiry in Practice"

The volume is a CfAO legacy that encapsulates much of what was learned from ten years of work. It includes a thorough description of the PDP, the work of PDP participants, and research and evaluation on the impact of the PDP. The papers included within the volume will provide the broad community of science and engineering educators, researchers, and policy-makers with

59 information, ideas, and lessons learned from a decade of innovative work. Below some of the most notable outcomes are briefly described, with references to relevant papers in the volume. 5.1 Development of scientist- and engineer-educators Since its inception in 2001, the PDP has served 255 participants (see Table 2), who have in turn designed and taught 65 inquiry activities through their involvement with the program. All participants in the PDP actively design an inquiry activity, and then teach the activity in a venue where they have the opportunity to facilitate learners as they engage in inquiry. Through participation in the intensives, experience designing and teaching an inquiry activity, and then reflection, participants have been successful in designing and implementing inquiry, have learned inclusive teaching strategies, and have gained highly values career qualifications.

Table 2 Examples of inquiry activities designed by 2010 PDP participants Activity Learning goals How diversity & equity were addressed (cognitive inquiry process & content) (selected examples; not all inclusive) Transiting Process: Formulating questions Strategies to encourage all to talk and participate Planets Content: Determining properties of an Strategies to create comfortable, friendly classroom exoplanet from observing a transit light curve environment Color, Light Process: Designing experiments Components and strategies enabling learners’ to & Spectra Content: While light is composed of colors; pursue their own interests for investigating colors can be produced via emission lines, Authentic research practices helped students identify continuous light, or combination with S&E culture Adaptive Process: Designing a system to meet science Emphasis on being part of scientific community via Optics (AO) goals; evaluate tradeoffs using error budgets projects, design review System Content: AO components Clear and uniform expectations for all Design Interpreting Process: Supporting claim using multiple Learners explained observed phenomena in different Spectroscop sources of data ways: large and small groups, written y Data Content: Spectroscopic techniques for Encouraged flexible view of intelligence through characterizing compounds multiple iterations of a solution and how answers developed Process: Explaining results using evidence Activity on dealing with frustration that explicitly Fluid emphasized responding to problems with a “growth” Layering Content: How temperature, salinity, and mindset. Inquiry polarity affect fluid layering and floatation of Discussed the difference between our normal cultural objects interactions in society and in science, particularly as it relates to criticisms. Galaxy Process: Analyzing relevant data and Intro talk on concept of malleable mindset. Inquiry synthesizing Small groups for better access, increased Content: Galaxy components and properties opportunities to participate. Oscillations Process: Refine investigable questions; Brought in everyday phenomena to motivate their & design experiments interests and connect to their own experiences Resonance Content: Natural frequencies of oscillation, Promoted social identification with S&E by factors that affect them, and connections to contextualizing their questioning and investigations as real-life phenomena what researchers do At the Process: Asking questions; designing Tipping experiments Learners’ goals, interests and values were addressed Point by allowing and encouraging students to pursue their Content: Thresholds and interdependence of own questions and investigations physical systems: ocean acidification and buffering; ocean circulation and density; Offered encouragement to figure it out on their own to surface temperature and reflectivity/albedo convey belief that all can succeed

60 Throughout the PDP, staff members formatively assess PDP participants’ progress – first in their design work, and then later when they teach. Participants complete design templates, report on their designs at multiple points, discuss their designs with staff consultants, and often maintain an electronic record of their progress. This open and transparent design process allows multiple points for staff to assess and intervene if necessary, and ultimately ensures that all participants clearly articulate learning goals and form a general plan that aligns with inquiry learning. Table 2 provides an example using the most recent cohort. Participants are expected to articulate learning goals that include both cognitive inquiry processes and content (important concepts or principles). They are also tasked with addressing diversity and equity within their activity. Table 2 provides examples of some of the ways in which participants accomplished these objectives.

Review of the 2010 PDP participants’ work provides strong evidence that participants successfully developed and taught activities that aligned with two essential aspects of an inquiry activity: 1) cognitive science or engineering processes; and 2) foundational science or engineering concepts.

Learners taught by PDP participants engage in explaining – a key inquiry process In addition to observations by staff and participants’ documentation of their activity designs, an education researcher led a study documenting the inquiry learning that occurred in a PDP teaching venue.28 In this study, the lead researcher recorded multiple inquiry activities taught by PDP participants. The study included an examination of how and when learners engaged in explaining, or the early stages of generating scientific explanations (an important inquiry process). The extensive documentation of learners engaged in explaining, and the PDP participants’ facilitation, is compelling evidence that PDP participants are successfully designing and implementing inquiry activities.

PDP training improves participants’ understandings about how to teach inclusively PDP participants are expected to include consideration for diversity and equity in their activity designs and teaching practice. There are specific sessions to teach them about relevant issues, to expose them to inclusive teaching strategies, and to facilitate the integration of inclusive teaching practices in their own design and teaching. An assessment was designed to gauge participants’ increase in understanding about how they could engage diverse learners through their teaching

Figure 44 PDP outcomes regarding inclusive teaching strategies Percentage of PDP participants with survey responses containing two or more strategies with the diversity and equity scoring rubric. Pre = before workshop; post = at end of workshop. New = first-time participants; Returning = second or more times.

and research, using an open-ended prompt that was given before and after the PDP workshops. The prompt asked participants to briefly describe how they would engage a diverse undergraduate student population through their teaching and research. A total of 98 pairs of pre- and post-

28 Ball, T. & Hunter, L. Using Inquiry to Develop Reasoning Skills and to Prepare Students to Take Initiative in a Research Setting: Practical Implications from Research, 2010, to appear in ASP Conference Series 436, Learning from Inquiry in Practice, eds. L. Hunter & A. J. Metevier (San Francisco, CA: ASP), in press

61 workshop responses from two different PDP years were analyzed, scored, and compared.29 The analysis and scoring used a rubric based on the PDP Diversity & Equity Focus Area. Two authors scored the responses, blind to pre/post and new/returning participation status, and established a satisfactory inter-rater reliability. Results from this analysis showed a significant improvement (p<0.01) in participants after participation in the PDP (Figure 44), indicating that the PDP training does improve participants’ understandings about how to teach inclusively.

PDP participants design and teach activities that address diversity and equity PDP participants are tasked with addressing diversity and equity in concrete ways through their design and teaching. Results above demonstrate that participants improve their understandings about strategies that support diversity and equity. However, the integration of that understanding into practice is a critically important next step. Participants use the Diversity & Equity focus area to frame their thinking, and are exposed to some inclusive teaching strategies within a model inquiry activity (which they experience as learners). They analyze teaching scenarios, engage in role-playing, and discuss reading assignments. After teaching, participants report on how they feel that they addressed diversity and equity within their design through specific components, and as they taught and employed on-the-fly teaching moves. Table 2 (above) lists some of the ways that 2010 PDP participants accomplished this in their own activities.

Participants value the PDP community, teaching inquiry, and overall experience In order to assess the effect of the PDP on participants after their participation, a survey was sent to the 2002-2009 participants to gather information on the long-range impact of the PDP. Of the 118 participants considered “primary participants” (completed at least one full cycle of PDP training including teaching, and who participated in the PDP while they were either a graduate student or postdoctoral researcher), 50% (60 of 118) responded. As part of the survey, participants were asked to rate the value of various aspects of the PDP on a four-point scale, with 0 = not valuable, 2 = somewhat valuable, and 4 = extremely valuable. Some of the highest rated aspects of the PDP are: • Being part of a scientist-educator community (mean response: 3.6) • Learning how to teach inquiry (mean response: 3.6) • Having an opportunity to design and teach something of your own (mean response: 3.6) These responses indicate that participants strongly value the PDP community and the opportunity to spend time on teaching as part of their career training. Participants’ rating of the overall value of the PDP experience was very high, with a mean rating of 3.7 out of 4.

Participants gain career qualifications and advance in their careers Since their participation in the PDP, many of our participants have received prestigious postdoctoral positions, and 15 participants (10 of these are "primary" participants) have now moved on to tenured or tenure-track faculty positions. Clearly, there is much potential for the PDP to benefit not only our participants, but also their current and future students. On our long- range survey, we asked participants to rate the impact of the PDP on various aspects of their careers, now using a four-point scale with 0 = negative impact, 2 = neutral, and 4 = positive impact. Participants’ responses indicate that the PDP has had a notably positive impact on: • Enhancing your job qualifications (mean response: 3.5) • Valuing education as a part of your career (mean response: 3.6) • Overall impact of PDP on career (mean response: 3.3)

29 Metevier, A. J., Hunter, L. Goza, B. K., Raschke, L. M., & Seagroves, S. Improvements in Professional Development Program Participants’ Understandings about Inclusive Teaching, 2010, to appear in ASP Conference Series 436, Learning from Inquiry in Practice, eds. L. Hunter & A. J. Metevier (San Francisco, CA: ASP), in press

62 5.2 Illustrating Inquiry As explained earlier, members of the PDP community have designed and taught 65 different inquiry activities. These span a wide range of disciplines and are designed for educational levels from high school to graduate level, with many aimed at the undergraduate level. Inquiry activities have been taught in informal and formal settings, in some cases using an informal setting to pilot an activity for later use in a formal classroom. The PDP volume (Figure 43) includes descriptions of many of these activities; others are available through internal documentation. The sections below describe many of the ways that the PDP community has integrated inquiry into teaching and learning, as well as some of the innovative methods by which challenges to implementing inquiry learning have been overcome.

Inquiry across science and engineering disciplines The range of content taught through PDP activities is very broad, including topics such as stellar populations,30 telescope design31, molecular biology32, fluid dynamics33, and vision science34. The community has grappled with the unique challenges posed in designing inquiry activities Figure 45 Professional Development across disciplines such as biology35 and engineering Program 36 Feedback from instructor to Participant technology . PDP teams have demonstrated models for team at PDP workshop. inquiry to overcome other curricular challenges that are present across a range of disciplines, such as inquiry learning with hardware systems37 38and with content that could not be investigated by directly with physical objects39.

Inquiry in higher education, professional levels, and pre-college programs Activities have been designed for high school students4041, community college students4243, four- year university undergraduates44, and graduate/professional level audiences45. At the college

30 Rafelski, M., Foley, M., Graves, G. J., Kretke, K. A., Mills, E., Nassir, M. & Patel, S. Teaching Astronomy with an Inquiry Activity on Stellar Populations, 2010, to appear in ASP Conference Series 436, Learning from Inquiry in Practice, eds. L. Hunter & A. J. Metevier (San Francisco, CA: ASP), in press 31 Sonnett, S., Mills, E., Hamilton, J. C., & Kaluna, H. The 2009 Akamai Observatory Short Course Inquiry Activity: “Design and Build a Telescope," ibid. 32 Quan, T. K., Yuh, P., & Black, F. Central Dog-ma Disease Detectives: A Molecular Biology Inquiry Activity for Undergraduates, ibid. 33 Traxler, A. L., Kretke, K. A., & Garaud, P. A Fluid Dynamics Activity for Prospective Graduate Students, ibid. 34 Putnam, N. M., Maness, H. L., Rossi, E. A., & Hunter, J. J. An Inquiry-Based Vision Science Activity for Graduate Students and Postdoctoral Research Scientists, ibid. 35 Petrella, L. N., Dorighi, K. M., Quan, T. K., & Yuh, P. Inquiry Interpreted for the Biological Sciences: Challenges and Triumphs, ibid. 36 Morzinski, K., Azucena, O., Downs, C., Favaloro, T., Park, J., & U, V. Circuit Design: An Inquiry Lab Activity at Maui Community College, ibid. 37 Harrington, D. M., Ammons, S. M., Hunter, L. Max, C., Hoffmann, M., Pitts, M., & Armstrong, J. D. Teaching Optics and Systems Engineering With Adaptive Optics Workbenches, ibid. 38 Ammons, S. M., Severson, S., Armstrong, J. D., Crossfield, I., Do, T., Fitzgerald, M., Harrington, D., Hickenbotham, A., Hunter, J., Johnson, J. Johnson, L., Li, K., Lu, J., Maness, H., Morzinski, K., Norton, A., Putnam, N., Roorda, A., Rossi, E., & Yelda, S. The Adaptive Optics Summer School Laboratory Activities, ibid. 39 Montgomery, R. & Kulas, K. The Design and Implementation of the Galaxy Component Inquiry, ibid.

63 level, activities have been designed for science majors46, as well as non-majors47. The format of activities has followed traditional three-hour lab periods48, 6-8 hour activities spread over two days49, and multi-week student projects50.

Overcoming challenges to implementing inquiry Educators who have tried to implement inquiry in various learning environments know that it can be very challenging. The PDP community has identified challenges, and has either developed or observed strategies to make inquiry successful. As noted earlier, observations of PDP participants while they were teaching provided evidence of participants’ success in implementing inquiry28. This same study brought to light challenges faced in classrooms, as well as strategies used to overcome these barriers. The learners often were not immediately ready to engage in inquiry learning. They arrived with expectations and classroom habits that made it difficult for them to engage in the kind of self-directed learning that PDP inquiry activities require. However, it was also observed that through careful design of the curriculum, PDP participant-instructors overcame these barriers, using specific strategies such as setting the context for inquiry, sequencing activities, and carefully timed instructional moves.

Implementing inquiry to recruit and retain, and prepare students for research Inquiry activities have been used to accomplish goals that go beyond learning scientific content and processes. A number of activities were designed to engage students transferring from community college into a university51. Programs aimed at motivating high school students to pursue STEM majors have been designed by PDP participants52. Activities have been incorporated into special courses designed to prepare Figure 46 PDP Participants discuss education research at a PDP intensive (2009) college students for research,535455 as well as short

40 Yuh, P., Wheaton, M., Wright, A., Contreras, L., & McCann, S. Building A Scientific Community: An Inquiry-Based Biology Short Course for the 2009 Hartnell SUMS Program, 2010, to appear in ASP Conference Series 436, Learning from Inquiry in Practice, eds. L. Hunter & A. J. Metevier (San Francisco, CA: ASP), in press 41 Dorighi, K. M., Petrella, L., McCann, S., & Metevier, A. M. An Inquiry-Based Microbiology Short Course in the SUMS Program at Hartnell College, ibid. 42 Mostafanezhad, I., Tam, J., Rozic, C., Harrington, D. M., Jacobs, B. A., Swindle, R. & Reader, E. Teaching Charge Coupled Devices Using Models as Part of the Engineering Design Process at Maui Community College, ibid. 43 Morzinski, K. M., Crockett, C. J., & Crossfield, I. J. Digital Image Exploration at Maui Community College, ibid. 44 Dorighi, K. M., Betancourt, J., Sapp, J., Quan, T. K. & Lee, J. Teaching PCR Through Inquiry in an Undergraduate Biology Laboratory Course, ibid. 45 Do, T., Fitzgerald, M., Ammons, S. M., Crossfield, I., Yelda, S., Armstrong, J. D., & Severson, S. A Fourier Optics and Wavefront Sensing Laboratory Activity, ibid. 46 Rogow, D. L., McDonald, W. & Bresler, M. An Inquiry Based Exercise Using X-ray Diffraction Data to Incite Student Learning, ibid. 47 Putnam, N. M., Cheng, J. Y., McGrath, E. J., Lai, D. K., & Moth P. Lens Inquiry: An Astronomy Lab for Non-science Majors at Hartnell Community College, ibid. 48 McConnell, N. J., Medling, A. M., Strubbe, L. E., Moth, P., Montgomery, R. M., Raschke, L. M., Hunter, L., & Goza, B. K. A College-Level Inquiry-Based Laboratory Activity on Transiting Planets, ibid. 49 Kim, S., Stauffer, H., Peach, K., & Nelson, K. The Tipping Point: Thresholds between Earth’s physical systems, ibid. 50 Bresler, M. R., Rogow, D. L., McDonald, W. & Hunter, L. Porous Materials: Synthesis and Applications Discovered Through Inquiry, ibid. 51 Kretke, K. A., Kim, S. & Bresler, M. Resonant Pendulums: An Inquiry-Based Physics Lab, ibid. 52 Cooksey, K., Seagroves, S., Porter, J., Raschke, L. Severson, S., & Hinkley, S. The CfAO’s Astronomy Course in COSMOS:Curriculum Design, Rationale, and Application, ibid. 53 Montgomery, R., Harrington, D. M., Sonnett, S., Pitts, M., Mostafanezhad, I., Foley, M., Laag, E. & Hunter, L. The Design and Implementation of the Akamai Maui Short Course, 2010, to appear in ASP Conference Series 436, Learning from Inquiry in Practice,

64 programs to recruit prospective graduate students.56 Through the design and implementation of this broad range of activities, the PDP community has demonstrated that inquiry-based learning is broadly applicable, and can accomplish many valued educational goals.

5.3 Establishing infrastructure Through ten years of evolution, the PDP has produced tools, methods, professional development curricula, and a community that both enables PDP participants and can be used in the broader community. Tools include frameworks, templates, reading materials, models, handouts, and other concrete items that the community uses. Methods include the ways that we accomplish the goals of the PDP, ranging from our philosophy to the lessons learned about how to carry out particular professional development in our arena. Our curriculum includes from the large to the minute details that make up each of our intensives, workshops, and sessions. Finally, we consider the PDP community part of the infrastructure and an essential part of the success of the PDP.

Professional development curriculum and tools From ten years of an evolving design, the PDP staff and participants have developed many tools that are integrated into our curriculum at all levels. A PDP design template and guide provides structure for inquiry design while still encouraging creativity. Our articulation of primary focus areas and emphases within the PDP provides reference points for work on inquiry, assessment, and diversity/equity. As PDP participants have expanded into teaching in new areas, we have created new tools to support their work. For example, the expansion into engineering education led us to collaborate with the Akamai Workforce Initiative to develop a new framework for engineering technology skills.57 We have developed many handouts that are either used in workshops or read before workshop participation; these include carefully written scenarios that participants can analyze, and templates for encouraging reflection.

Methods and best practices for professional development Two of our papers give high-level perspectives on the methods used within the PDP.5859 In addition, a paper that articulates values and the unique attributes of the PDP,60 and the priorities that significantly shape its methods has also been published. These methods include being familiar with participants’ common prior understandings about and experiences with teaching and learning, and having strategies for dealing with them when they become constraints. For example, participants may arrive at the PDP with some exposure to inquiry and even view it as a method for teaching scientific processes, but they may not recognize its value in teaching scientific content. One of the most important methods for changing this view is to give participants a personal experience in inquiry, and an opportunity to reflect on the experience. Years of practical eds. L. Hunter & A. J. Metevier (San Francisco, CA: ASP), in press 54 Rice, E. L., McElwain, M., Sonnett, S., & Rafelski, M. The Evolution of Inquiry Activities in the Akamai Observatory Short Course, 2004–2009, ibid. 55 Metevier, A. J., Church Joggerst, C., Moth, P., Lotz, J., Pollack, L., Noeske, K., Lopez, L., Laver, C., Rubin, K., Ammons, S. M., Laird, E., & Newton, A. The Hartnell Astronomy Short Course: Bolstering the Scientific Research Preparation of Community College Students, ibid. 56 Jacox, M. G. & Powers, M. L. Science on Sunday: the Prospective Graduate Student Workshop in Ocean Sciences, ibid. 57 Seagroves, S & Hunter, L. An Engineering Technology Skills Framework that Reflects Workforce Needs on Maui and the Big Island of Hawai‘i, ibid. 58 Hunter, L., Metevier, A.J., Seagroves, S., Kluger-Bell, B., Porter, J., Raschke, L., Jonsson, P., Shaw, J., Quan, T.K., and Montgomery, R. Cultivating Scientist- and Engineer-Educators 2010: The Evolving Professional Development Program, ibid. 59 Hunter, L., Metevier, A., Seagroves, S., Porter, J., Raschke, L, Kluger-Bell, B., Brown, C., Jonsson, P., and Ash, D. Cultivating Scientist- and Engineer-Educators: The CfAO Professional Development Program, 2008. http://cfao.ucolick.org/EO/PDP/CfAO_Prof_Dev_Program.pdf. 60 Seagroves, S., Metevier, A. J., Hunter, L. Porter, J., Brown, C., Jonsson, P., Kluger-Bell, B., & Raschke, L. Designers’ Perspectives on Effective Professional Development for Scientist- & Engineer-Educators, 2010, to appear in ASP Conference Series 436, Learning from Inquiry in Practice, eds. L. Hunter & A. J. Metevier (San Francisco, CA: ASP), in press

65 experience indicate that telling participants about inquiry is not enough – they must experience it as a learner before they can design an inquiry activity. The importance of experience and reflection was also one of the findings in the Ball & Hunter research28 described above. Their study suggests that it was PDP participants’ experience of producing and applying their own understanding of inquiry that was key to the experience.

Documentation and dissemination of PDP curriculum The PDP’s curriculum – for the intensives, workshops, and workshop sessions - are exhaustively documented: hundreds of pages (bound into "Staff Guides" for each intensive) describe the design and delivery of every professional development workshop we offer, while hundreds more pages (bound into companion booklets) encompass handouts, readings, and other supplemental material. PDP Staff Guides are internal documents, used by the staff team to implement PDP intensives. In addition, the PDP staff team writes up workshops, or thematic clusters of workshops, to disseminate more broadly. While not at the detailed level available in Staff Guides, published papers describe the goals, structures, and other important details of these workshops, such as common pitfalls. For example, the “Improving Process Skills” workshop61 describes successful strategies for helping PDP participants first articulate an inquiry process learning goal, and then design an activity in which learners improve their skills with that process. Lessons learned include the importance of engaging participants in an authentic design experience rather than just telling them about it or engaging them in a fabricated scenario. The PDP’s workshops on diversity and equity, including how they evolved over time, are described along with the PDP Diversity & Equity Focus Areas.62

Community as a PDP strategy and outcome One of the most valued aspects of the PDP is the community. PDP participants indicate in many ways how much they value being part of this particular community and the experience it provides. As described above, alumni of the PDP reported that being part of a scientist-educator community was one of the most valued aspects of the PDP (average value rating 3.6 out of 4), and could be differentiated from merely "being part of any community"; in fact, in Figure 47 PDP Discussions our long-range survey, a lower value Discussions within the PDP are essential, and are successful rating was given to "being part of any due to the supportive environment created within the PDP community" (average value rating 3.1 out community. of 4). Comments on post-PDP surveys also reveal that being part of the community is extremely important to participants. They feel that they are valued contributors and have a sense of ownership and agency within the community.

61 Quan, T. K., Hunter, L., Kluger-Bell, B., & Seagroves, S. Improving Learners’ Research Process Skills, 2010, to appear in ASP Conference Series 436, Learning from Inquiry in Practice, eds. L. Hunter & A. J. Metevier (San Francisco, CA: ASP), in press 62 Hunter, L., Seagroves, S., Metevier, A. J., Kluger-Bell, B., Raschke, L., Jonsson, P., Porter, J., Brown, C., Roybal, G. & Shaw, J. Diversity and Equity in the Lab: Preparing Scientists and Engineers for Inclusive Teaching in Courses and Research Environments, ibid.

66 5.4 Effecting Broader Change

The last major goal of the PDP is to influence the larger science and engineering community to think innovatively about education—in particular, to reconsider the traditional relationships between teaching and research and between the natural and social sciences, and to reconsider the inclusiveness of their practices. PDP outcomes related to this goal include the impact of PDP participants interacting within their other communities to effect change, and the ripple effect that occurs as they advance in their careers and initiate their own education work. In addition the PDP is a rich environment that has opened new collaborations that span disciplines and sectors. Inquiry as a fulcrum for change and a “boundary object” within the CfAO Like other communities, the PDP community exists within, is shaped by, and overlaps with, other communities and organizations. The PDP was originally embedded within a prestigious science center (the NSF CfAO) that exerted pressures to conform to long-standing expectations and norms, yet was part of an education program that was charged by the NSF to be innovative and to challenge existing norms. Over time the PDP community grew to exert its own pressure outward, influencing the CfAO and its members. Authors of an organizational study63 reviewed institutional records and documented the changes that occurred within CfAO as the education program became increasingly successful. The study found that the PDP community played a significant role in this success, negotiating and capitalizing on the tensions that existed at the boundaries of the various communities. In addition, the authors posit that inquiry was a fulcrum for change, and acted as a “boundary object,” that is, something that is used in different ways by different communities, having a common identity but interpreted differently depending upon the community.64 In this case, the PDP generated its own community of participants that drew from a community of early-career scientists and engineers, who in turn interacted with the larger community of established science and engineering researchers to bring about change.

Development of courses and a new Bachelor’s degree program Although the primary focus of PDP participants is on designing and teaching an activity (or unit) that gets integrated into an existing course or program, the PDP community has expanded upon this to develop courses and even full programs. The Akamai Workforce Initiative is built upon the PDP, and is now funded to run a Hawaii-based PDP focused on the development of a new Engineering Technology Bachelor’s of Applied Science (BAS) degree program. The BAS program will include courses that incorporate inquiry lab activities, and integrate PDP teams as visiting instructors. In the first phase of this work, interviews with high-tech companies (future employers of the graduates of the new BAS program) yielded strong support for inquiry, with an emphasis on problem solving. From these interviews a new framework for engineering technology process skills57 was developed. It is now used by AWI to develop courses, and has been integrated back into the PDP. A second new program utilizing inquiry learning, this time at the graduate level, is also in the planning phases by a member of the PDP community who is now a university faculty member.65

63 Ball, T. & Hunter, L. Developing and Sustaining a Science and Technology Center Education Program: “Inquiry” as a Means for Organizational Change and Institutional Legitimacy, 2010, to appear in ASP Conference Series 436, Learning from Inquiry in Practice, eds. L. Hunter & A. J. Metevier (San Francisco, CA: ASP), in press 64 Star, S. L. & Griesemer, J. R. Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. 1989, Social Studies of Science 19 (4): 387–420. 65 Sheinis, A. I., Hooper, E. J., & Eliceiri, K. W. The UW Center for Photonics Instrumentation Education and Research (PIER): An Inquiry-Centered Graduate Training Program, 2010, to appear in ASP Conference Series 436, Learning from Inquiry in Practice, eds. L. Hunter & A. J. Metevier (San Francisco, CA: ASP), in press

67 The PDP as a laboratory for social science research The PDP offers a rich environment for education researchers to conduct studies on learning, teaching and professional development, and has been the basis for several such studies. A dissertation research project centered on the study of the PDP and led to two of the papers in this volume.28 63 The cross-disciplinary nature of the PDP led to many new collaborations and spin-off projects. The PDP has also integrated the natural sciences, education, and social science into its activities. An interesting array of projects has emerged from ongoing interactions between CfAO's education programs (primarily through the PDP) and the UCSC Educational Partnership Center.66 These projects cross boundaries between evaluation, educational assessment, and social science research – often stimulating new questions and methods.

6. Institutionalization of the PDP and continuation after NSF funding

The success of the PDP has led to the continuation of the program in the two regional areas it has served for many years—California and Hawaii. In California, the PDP continues through the UCSC Institute for Scientist & Engineer Educators, where it is now being integrated into graduate training. In Hawaii, the PDP is a core activity in the Akamai Workforce Initiative, which includes a PDP focusing on engineering technology, astronomy, and the fields related to the growing astronomical facilities in the state of Hawaii.

Institute for Scientist & Engineer Educators (ISEE): ISEE was launched in 2008 to institutionalize the PDP as a program to be offered broadly to the science and engineering community at UCSC. The PDP is a major program within ISEE, and is at the heart of almost all other programs and activities, as it was with the CfAO. ISEE is developing several certificates, and the first one to be formalized is a Certificate in Teaching Innovative Laboratory Experiences. Participation in the PDP is a major requirement for earning this certificate. ISEE is developing new workshops and courses, and building a research strand to continue to learn more about the teaching and learning related to the PDP. The ISEE community that is emerging is as vibrant as the PDP community has been, with new leaders arising and initiating new activities. Graduate students and postdoctoral researchers who work on ISEE related projects, “ISEE Fellows,” meet weekly to share their project and get input from other Fellows. The enthusiasm, commitment, and innovation demonstrated by ISEE participants and staff creates a momentum that will likely keep ISEE funded and growing.

Akamai Workforce Initiative: The PDP model is also a key component of the Akamai Workforce Initiative (AWI) in Hawaii, which will focus on the development of a new engineering program, bringing in PDP participants as designers and visiting instructors for new laboratory courses at University of Hawaii-Maui College. The PDP element of AWI is run by ISEE, and to date has remained integrated into the ISEE PDP, continuing the long tradition of collaboration between the University of Hawaii Institute for Astronomy/Maui and UCSC. Funding from the National Science Foundation and the Air Force Office of Scientific Research will continue the Hawaii- based PDP through 2014.

66 Goza, B. K., Hunter, L. Shaw, J. M., Metevier, A. J., Raschke, L., Espinoza, E., Geaney, E. R., Reyes, G. & Rothman, D. L. Social Science at the Center for Adaptive Optics: Synergistic Systems of Program Evaluation, Applied Research, Educational Assessment, and Pedagogy, 2010, to appear in ASP Conference Series 436, Learning from Inquiry in Practice, eds. L. Hunter & A. J. Metevier (San Francisco, CA: ASP), in press

68

Table 3 Participants in the Professional Development Program, 2001-2010 Last First Discipline & Institution Current Title Year Aizenman Morris National Science Foundation 2009 University of California, Office of the Senior Development Aldrich Dan 2006 President Associate Coordinator, Education Alonzo Jamie Yale University, Peabody Museum 2003 Special Projects Alvis Rosa UC Davis 2005 Ammons Mark Astronomy & Astrophysics, UCSC Postdoctoral Fellow 2004-2008 2004-2007, Anderson Sarah W.M. Keck Observatory 2009 Biochemistry/Molecular Biology, UC Anderson Amy Undergraduate 2005 Davis Education & outreach 2007, 2008, Armstrong James IfA, Maui specialist 2010 Ecology and Evolutionary Biology, Arnberg Nina Graduate Student 2008-2009 UCSC 2004, 2006, Azucena Oscar Electrical Engineering, UCSC Graduate Student 2007, 2009 Barczys Matthew Lockheed Martin Corporation Senior Systems Engineer 2001-2003 Molecular Cell & Developmental Betancourt Jennifer Graduate Student 2009 Biology, UCSC Postdoctoral Research Black Frank Geosciences, Princeton University 2008 Associate Bresler Marc Chemistry, UCSC Graduate Student 2008-2010 Buck Zoe Education, UCSC Graduate Student 2010 Department of Physics, UC San Burgasser Adam Assistant Professor 2004 Diego Department of Physics & Astronomy, Canalizo Gabriela Associate Professor 2001-2002 UC Riverside Lawrence Livermore National Carr Emily Researcher 2001 Laboratory Department of Ophthalmology, Carroll Joe Associate Professor 2003-2004 Medical College of Wisconsin Castro Alex Mathematics, UCSC Graduate Student 2010 Cense Barry Utsunomiya University, Japan Associate Professor 2006-2007 Chen Li University of Rochester Postdoc 2001 Cheng Judy Astronomy & Astrophysics, UCSC Graduate Student 2009 Chien Lisa UH Manoa Graduate Student 2008 Department of Physics & Astronomy, Choi Phil Assistant Professor 2002 Pomona College Department of Astronomy, University Chomiuk Laura Graduate Student 2004, 2006 of Wisconsin-Madison Church Candace Astronomy & Astrophysics, UCSC Graduate Student 2005-2007 Joggerst Clare Richard W.M. Keck Observatory 2006 Contreras Leticia Mathematics, Hartnell College Instructor 2009 Astrophysics, Massachusetts Institute Cooksey Kathy Postdoctoral Fellow 2004-2008 of Technology

69 Cooney Michael Electrical Engineering, UH Manoa Graduate Student 2008-2009 Corrado Carley Chemistry, UCSC Graduate Student 2010 Ecology and Evolutionary Biology, Cover Wendy Graduate Student 2009 UCSC Christoph Crockett Lowell Observatory Predoctoral Researcher 2008 er Crossfield Ian Astronomy, UC Los Angeles Graduate Student 2008-2009

Crowley Brooke Department of Anthropology, UCSC Postdoc 2006

Deacon Niall Astronomy, IfA Postdoc 2010 Do Tuan Astronomy, UCLA Graduate Student 2007-2008 Doble Nathan Iris, AO 2001 Donnelly William Breault Research Organization Senior Optical Engineer 2001 d'Orgeville Celine Gemini Observatory Senior Laser Engineer 2005 Molecular Cell & Developmental Dorighi Kristel Graduate Student 2007-2010 Biology, UCSC Downs Cooper Astronomy, IfA Graduate Student 2009 Eisenbies Stephen Sandia National Lab 2003 Elliott Garrett Astronomy, IfA Graduate Student 2010 Espinoza Elizabeth UCSC Graduate Student 2005-2006 Fang Jerome Astronomy & Astrophysics, UCSC Graduate Student 2010 Favaloro Tela Electrical Engineering, UCSC Graduate Student 2009 Fernandez Bautista Electrical Engineering, UCSC Graduate Student 2006 Fitzgerald Michael Astronomy, UCLA Assistant Professor 2005 Electrical Engineering, University Flanagan Mike Senior Research Associate 2003 College London Environmental Engineering, UH Foley Michael Graduate Student 2008-2010 Manoa Ford Heather Ocean Sciences, UCSC Graduate Student 2010

Garaud Pascale Applied Math & Science, UCSC Assistant Professor 2009

Gates Elinor Lick Observatory Support Scientist 2002-2003 Geha Marla Astronomy Department, Yale Assistant Professor 2003-2004 Physics & Astronomy, Johns Hopkins Gezari Suvi Hubble Postdoctoral Fellow 2001-2002 University

Giebink Bill Systems Engineering, UH IfA Systems Engineer 2010

Giebink Cynthia Informational Technology, UH IfA Support Scientist 2010

Astronomy Department, U Gilbert Karoline Astronomy postdoc 2005 Washington Glassman Tiffany Northrop Grumann Systems Engineer 2001-2002

Goldbaum Nathan Astronomy & Astrophysics, UCSC Graduate Student 2010

Gonzalez Valentino Astrophysics, UCSC Graduate Student 2010 Goza Barbara UCSC Project Coordinator 2004 Department of Astronomy, UC Graves Genevieve Miller Fellow, Postdoc 2007 Berkeley

70 Gray Dan University of Rochester Graduate Student 2003

Grieve Kate School of Optometry, UC Berkeley Postdoc 2006-2007

Griffith Katie Marine Ecology, UCSC Graduate Student 2007 Hamilton John Physics & Astronomy, UH Hilo Instructor 2009 Hansen Charles UC Berkeley Graduate Student 2006 Hansen Sarah Astrophysics, UCSC Postdoc 2010

Harrington David Astronomy, IfA Postdoc 2007-2010

Molecular Cell & Developmental Hartzog Grant Professor Biology, UCSC 2006 Helmbrecht Michael Iris, AO President 2001 Highbarger Kerry Ohio State University Graduate Student 2004 Astronomy & Astrophysics, Hinkley Sasha Sagan Postdoctoral Fellow 2001-2003 Columbia University College of Optometry, University of Hofer Heidi Assistant Professor 2001 Houston Hoffman Mark Maui Community College MCC Faculty 2002-2005 Hornstein Seth University of Colorado-Boulder Senior Instructor 2001-2003 Howley Kirsten Astrophysics, UCSC Graduate Student 2005 Center for Visual Science, University Hunter Jennifer Postdoc 2007-2008 of Rochester Ishida Catherine Star King School for the Ministry Researcher 2005-2006

Jacobs Bradley Astronomy, UH Manoa/IfA Graduate Student 2009-2010

Jacox Michael Ocean Sciences, UCSC Graduate Student 2009-2010 Johnson Jess Astronomy, UCSC Graduate Student 2005-2007 Jonnal Ravi Optometry, Indiana University Graduate Student 2002-2004 Harvard-Smithsonian Center for 2001-2005, Jonsson Patrik Astrophysicist Astrophysics 2007-2009 Kaisler Denise Citrus College Faculty 2001-2003

Kaluna Heather Astronomy, UH Manoa/IfA Graduate Student 2009

Kamat Sharmila Columbia University Graduate Student 2003 Khatib Firas University of Washington Postdoc 2008 Kidwell Melinda Indiana University Graduate Student 2003

Kim Sora Earth & Planetary Sciences, UCSC Graduate Student 2008-2009

Kirby Evan Astronomy, Caltech Postdoctoral Fellow 2005 Konopacky Quinn Astronomy, UCLA Graduate Student 2006 Kregenow Julia Penn State University Instructor 2007 Kretke Katherine Astronomy, UCSC Graduate Student 2007-2009 Kuhlen Michael UC Berkeley Faculty Kulas Kristin Astronomy, UC Los Angeles Graduate Student 2008-2009 Kurczynski Peter UC Berkeley Graduate Student 2003 Laag Eddie UC Irvine Graduate Student 2006 2003, 2004, Lai David Astronomy & Astrophysics, UCSC Postdoc 2009, 2010

71 Laird Elise Astronomy & Astrophysics, UCSC Postdoc 2006

Ecology and Evolutionary Biology, Langridge Suzanne Graduate Student 2006 UCSC Laurich Bernard Hawaii Community College Professor 2008 Laver Conor Astrophysics, UC Berkeley Graduate Student 2007 Observatoire d'Astrophysique de Le Mignant David Researcher 2004 Marseille Provence Lawrence Livermore National Liao Zhi Researcher 2003 Laboratory Lin Julianna University of Rochester Graduate Student 2003

Lopez Laura Astronomy & Astrophysics, UCSC Graduate Student 2007

National Optical Astronomy Lotz Jennifer Leo Goldberg Fellow 2004 Observatory Lu Jessica Astronomy, UCLA Graduate Student 2006

Lum Michael Astronomy, UH Manoa/IfA Postdoc 2010

Mahashwar Anjul University of Rochester Graduate Student 2001 i Maklan Eric Biochemistry, UCSC Graduate Student 2009 Maness Holly Astrophysics, UC Berkeley Graduate Student 2007 Monterey Bay Aquarium Research Mansergh Sarah Researcher 2010 Institute Marina Ninoslav Electrical Engineering, UH Manoa Graduate Student 2007 Marino Jose New Jersey Institute of Technology Graduate Student 2002 Lawrence Livermore National Marois Christian Postdoc 2005 Laboratory Martell Sarah UCSC Graduate Student 2004-2005 Martin Joy University of Houston Graduate Student 2002-2004 Martindale Gary Watsonville High School High School Teacher 2003-2004

Masiero Joseph Astronomy, UH Manoa/IfA Graduate Student 2008

McCann Shannon Mathematics, Hartnell College Program Coordinator 2008 McConnell Nicholas Astrophysics, UC Berkeley Graduate Student 2008-2010

McDonald William Chemistry & Biochemistry, UCSC Graduate Student 2009 Ecology and Evolutionary Biology, McCreless Erin Graduate Student 2010 UCSC Ecology and Evolutionary Biology, McCully Kristin Graduate Student 2010 UCSC McDonald William Chemistry & Biochemistry, UCSC Graduate Student 2009

McElwain Michael Astrophysical Sciences, Princeton Postdoctoral Researcher 2003-2005

McGrath Elizabeth Astronomy & Astrophysics, UCSC Postdoc 2009

McGurk Rosalie Astronomy & Astrophysics, UCSC Graduate Student 2010

Medling Anne Astronomy & Astrophysics, UCSC Graduate Student 2009-10

Mednick Gabriel Chemistry & Biochemistry, UCSC Graduate Student 2010

72 Melbourne Jason UCSC Graduate Student 2003, 2005 2001, 2002, Metevier Anne UCSC Graduate Student-PD 2004 2004, 2005 Miller- Eliza Ocean Sciences, UCSC Postdoc 2010 Ricci Mills Betsy Astronomy, UCLA Graduate Student 2009 Montgomer Ryan Astronomy & Astrophysics, UCSC Graduate Student 2009 y Director, Educational Moran Carrol Education, UCSC 2005 Partnership Center Morzinski Katie Astronomy, UCSC Graduate Student 2008-10 Moisander Pia Ocean Sciences, UCSC Postdoc 2010

Moise Elena Astronomy, UH Manoa/IfA Postdoc 2010

Moskovitz Nicholas Astronomy, UH Manoa/IfA Graduate Student 2008 Mostafanez Isar Electrical Engineering, UH Manoa Graduate Student 2009 had Moth Pimol Hartnell Community College Hartnell Faculty 2005 Motomura Harvey Hawaii Community College Professor 2006-07

Mozena Mark Astronomy & Astrophysics, UCSC Graduate Student 2008

Nagy Lana University of Rochester Graduate Student 2004-2005 Nassir Michael Physics & Astronomy, UH Manoa Instructor 2009 Nelson Katherine Chemistry, UCSC Graduate Student 2009-10 Newton Andrew Hartnell Community College Hartnell Faculty 2004 Noeske Kai Astronomy, UCSC Postdoc 2005

Norton Andrew Electrical Engineering, UCSC Graduate Student 2010

Norton Stuart Engineering, UCSC Graduate Student 2001 O'Leary Jennifer UCSC Graduate Student 2005 Aristopha Pallikaris University of Rochester Graduate Student 2001 nis

Paczkowski Krystian Civil Engineering, UH Manoa Graduate Student 2010

Pantanelli Seth University of Rochester Graduate Student 2004 Electronics & Engineering, Maui Park Jung Instructor 2009 Community College Pasari Jae Environmental Studies, UCSC Graduate Student 2010

Patel Mira Chemistry & Biochemistry, UCSC Graduate Student 2006-07

Patel Shannon Astronomy & Astrophysics, UCSC Graduate Student 2005

Patience Jenny Astronomy, UC Los Angeles Graduate Student 2001-02

Molecular Cell & Developmental Petrella Lisa Postdoc 2008 Biology, UCSC

Peach Kelly Chemistry, UCSC Graduate Student 2009-10 Ecology and Evolutionary Biology, Peckham Hoyt Graduate Student 2004 UCSC Perrin Marshal UCLA Postdoctoral Fellow 2003, 2005 Pitts Mark Astro, UH Manoa/IfA Graduate Student 2008-10

73 Pollack Lindsey Astronomy & Astrophysics, UCSC Graduate Student 2005

College of Optometry, University of Porter Jason Assistant Professor 2001-2005 Houston Powers Meghan Ocean Sciences, UCSC Graduate Student 2009 Prescod- Chanda Astronomy, UCSC Graduate Student 2005 Weinstein Puckett Andrew University of Chicago Graduate Student 2001-02 Pugliese Giovanna UCSC Postdoc 2002 Putnam Nicole Vision Sciences, UC Berkeley Graduate Student 2008-10 Astronomy, Maui Community Pye John Professor 2004-2005 College Qu Junle Indiana University Postdoc 2002

Molecular Cell & Developmental Quan Tiffani Graduate Student 2006-09 Biology, UCSC

Quinones Yancy UCSC Graduate Student 2002 Ecology and Evolutionary Biology, Quiros Angela Graduate Student 2010 UCSC Racelis Alex UCSC Graduate Student 2006 Rafelski Marc Astronomy, UC Los Angeles Graduate Student 2006-08 Molecular Ecology and Evolution of Ramon Marina Intertidal Fishes, University of Postdoctoral Fellow 2004 Southern California

Raschke Lynne Astronomy & Astrophysics, UCSC Postdoctoral Researcher 2001-2005

Reader Elisabeth Physics, Maui Community College Instructor 2009 Rha Jungtae Indiana University Graduate Student 2004 Rice Emily Astronomy, UC Los Angeles Graduate Student 2006-08 Ritter Amy Marine Ecology, UCSC Graduate Student 2004-2005

Robinson Sally Astronomy & Astrophysics, UCSC Graduate Student 2004-2005

Rodney Steven Astronomy, UH Manoa/IfA Graduate Student 2007-08 Roe Henry Astronomy, UC Berkeley Graduate Student 2001 Rogow David Chemistry & Biochemistry, UCSC Graduate Student 2009 Romero Fernando University of Houston Postdoc 2002-2003 Rose Alexandra UCSC Graduate Student 2006 Rossi Ethan Vision Sciences, UC Berkeley Graduate Student 2006-08 Molecular Cell & Developmental Roybal Gabriel Graduate Student 2007-10 Biology, UCSC Rozic Cyril Electrical Engineering, UH Manoa Graduate Student 2008

Rubin Kate Astronomy, UCSC Postdoc 2005

Rupke David Astronomy, UH Manoa/IfA Postdoc 2010

Samayoa Josue UCSC Postdoc 2008 Sampson Juliana UC Davis Graduate Student 2005 Ecology and Evolutionary Biology, Sapp Joe Graduate Student 2009 UCSC

74 Scheltus Dione Gemini Observatory Science intern 2003 Seagroves Scott Lick Observatory Graduate Student 2003-2005 Severson Scott UCSC Postdoc 2002-2004 Shaw Jerome Education, UCSC Professor of Education 2005

Sheinis Andrew Astronomy & Astrophysics, UCSC Postdoc 2003-2004

Simmons Melinda Ocean Sciences, UCSC Graduate Student 2009 Small Jennifer UCSC Graduate Student 2006 Physics & Astronomy, UH Sonnett Sarah Graduate Student 2008-10 Manoa/IfA Spevacek Ann Chemistry & Biochemistry, UCSC Graduate Student 2010

Stauffer Heidi Earth & Planetary Sciences, UCSC Graduate Student 2009-10

Strubbe Linda Astronomy, UC Berkeley Graduate Student 2009-10 Swindle Ryan Astro, UH Manoa/IfA Graduate Student 2009-10 Szmodis Alan UC Davis Graduate Student 2005 Takahashi Francis Kauai Community College Professor 2006 Tam Johnny Bio-Engineering, UC Berkeley Graduate Student 2009 Tanner Angelle Astronomy, UC Los Angeles Graduate Student 2001 Thorn Karen Indiana University Graduate Student 2002

Traxler Adrienne Applied Math & Sciences, UCSC Graduate Student 2009-10 Trouille Laura University of Wisconsin Graduate Student 2006 Tumbar Remy University of Rochester Researcher 2003 U Vivian Astronomy, UH Manoa/IfA Graduate Student 2009 Lawrence Livermore National Van Dam Marcos Postdoc 2003 Laboratory Venkatswar Krishnaku University of Houston Postdoctoral Fellow 2002 an mar Vilupuru Abhiram University of Houston Graduate Student 2004

Walton Claire Applied Mathematics, UCSC Graduate Student 2010

Wertheimer Jeremy Astronomy & Astrophysics, UCSC Graduate Student 2007

Wheaton Mele Education, UCSC Graduate Student 2009 Lawrence Livermore National Wilhelmsen Julia Graduate Student 2003-2004 Laboratory/UC Davis

Winslow Dustin Earth & Planetary Sciences, UCSC Graduate Student 2010

Wirth Gregory Keck Observatory Scientist 2008

Wolfgang Angie Astronomy & Astrophysics, UCSC Graduate Student 2010

Wolfing Jessica University of Rochester Graduate Student 2003-2004 Wong Diane UC Berkeley Graduate Student 2007 Woodruff Henry University of Sydney 2005 Wright Shelley UCLA Graduate Student 2004-2005

Wright Ann Biological Sciences, Hartnell College Instructor 2009

Yang Bin Astronomy, UH Manoa/IfA Graduate Student 2007 Yelda Sylvana Astronomy, UCLA Graduate Student 2009

75 Geun- Yoon University of Rochester Researcher 2001 Young Molecular Cell & Developmental Yuh Patrick Graduate Student 2008-10 Biology, UCSC Zhang Yan Indiana University Postdoc 2005 Zhou Huawei Indiana University Postdoc 2001 Zhou Yaopeng Boston University Graduate Student 2004

III.2b Summary of Professional Development Activities for Center Students
Annual Professional Development Workshop – The workshop builds teaching, collaborative teamwork, communication, and other important skills. See previous section.
Summer School on Adaptive Optics – Courses are intended to convey the scope and application of adaptive optics to research. This is a professional development course for both astronomers and vision scientists. See description in Knowledge Transfer section.
Center retreats and workshops – Center students have multiple opportunities each year to participate in Center retreats and workshops, with many opportunities for presenting their research. Our industry affiliates program meets at our retreats and is an excellent venue for students to make contacts in industry.
Professional Development activities at Fall Retreats – Recently under UC sponsorship we have undertaken a series of activities aimed at the professional development of graduate students and postdocs, as an integral part of the Fall Retreat. Figure 48 shows a session on Project Management Skills at the Fall Retreat in 2009. The analogous session at the 2010 Fall Retreat focused on mentoring skills. In the future, topics such as writing a dissertation and what it means to be a post-doc are planned.

Figure 48 Working Session on Project Management Skills, Fall Retreat 2009

III.2c The Center's External Educational Activities All of our external programs have focused on students from underrepresented groups. The Mainland, Akamai and Big Island Internships focus on Community College students. These programs begin with a short course followed by summer internships.

76

Internship Programs

Activity Name Four Year and Community College Internships Led by Lisa Hunter [email protected] Intended Audience Undergraduates, primarily from underrepresented groups, with an emphasis on community college students Approx Number of Approximately 30 summer interns per year Attendees (if appl.)

Web link: http://cfao.ucolick.org/EO/internshipsnew/

The NSF Center for Adaptive Optics developed a program model for advancing science, technology, engineering, and math (STEM) college students into STEM careers, and implemented the model in three programs. The program model was designed to engage students in research early in their college education, and to include students from a broad range of backgrounds, including many students from community colleges. The programs had a specific goal: to increase participation from groups underrepresented in STEM, in particular in the physical sciences, engineering, and computing fields relevant to the CfAO. We report here on the outcomes from the 214 students participating in the program from 2002-09, which include:

• Advanced diverse students into STEM: o 71% of the 214 participants were from groups underrepresented in STEM o 42% of the 214 participants were community college students o 84% of participating students remained on a STEM pathway o 87% of “mainland” participating students now have a STEM BA/BS • Developed new tools and strategies: o Program elements implemented for 18 cohorts of students: communication course, research preparation course, selection and placement processes, processes and strategies for working with mentors o Research studying the internship model provided evidence that program elements are effective in helping students succeed • Generated new knowledge to inform mentoring and course curriculum: o Documentation of effective mentor-student interactions that are now being incorporated into CfAO and other mentor training workshops o An engineering technology skills framework generated from student research projects and mentor interviews is now used to inform course development • Established a program sustainable after STC funding: o Now funded with multiple sources, including institutional funds o Serves ~30 students/year o Continue to train new professional staff in program strategies

Program model

The internship program model developed by the CfAO was strategically designed to bolster the traditional research experience format that too often employs a “sink or swim” approach, in which a student’s background may have a significant influence on their chances of success. The norms and practices of research environments are new to many students, but for some students the situation may be significantly different and even perceived as contradictory to their social and cultural background. Expecting that the students targeted for the program would likely have had

77 less exposure to research environments, fewer role models, and range of educational experiences that would not give them the advantages of students from dominant groups, the CfAO designed two key program components: 1) an introductory five- day lab intensive “Short Course” and 2) a technical communication course integrated across the entire length of the program. In addition to these two major components, a range of other strategies were developed; over the course of engaging 18 cohorts of students these were refined to support the highly successful program. Figure 49 shows the main program Figure 49 The Structure of the CfAO Internship Model components.

Students served

The CfAO internship model was implemented through three different programs that used the same components, but with modifications to adapt to somewhat different environments. The CfAO “Mainland” program attracted students from across the U.S. and placed them in academic and national lab research positions at CfAO sites located throughout the U.S. The “Maui Akamai” program recruited students from Hawaii and placed them in industry and academic positions on Maui. The “Hawaii Island Akamai” program also served Hawaii students, but placed them at Mauna Kea observatories. Both Akamai programs were aimed at a State of Hawaii need to produce a skilled local workforce, thus placed a high priority on including local students of backgrounds that reflect state demographics (e.g., approximately 25% of Hawaii’s population is Native Hawaiian). The internship model includes extensive and highly targeted recruiting, to ensure that students from diverse backgrounds participated. As shown in Table 4, 42% of participating students started at community colleges; 41% were women; 57% were underrepresented minorities; and 71% were underrepresented (either women or underrepresented minorities.

78 Table 4 Demographics of CfAO Interns 2003-2009 Cohorts Hawaii Island Maui Mainland Total Akamai Akamai (n=72) (n=214) (n=64) (n=78) Men 43 (67%) 51 (65%) 33 (46%) 127 (59%) Women 21 (33%) 27 (35%) 39 (54%) 87 (41%) Underrepresented minority1 28 (44%) 41 (53%) 53 (74%) 122 (57%) Other ethnicity 36 (57%) 37 (48%) 19 (26%) 92 (43%) Underrepresented group2 46 (72%) 55 (71%) 68 (94%) 169 (78%) Native Hawaiian or Pacific Islander 15 (23%) 17 (22%) n/a 32 (23%) Hawaii Born3 29 (45%) 53 (68%) n/a 82 (58%) Community college students 19 (30%) 40 (51%) 32 (44%) 91 (42%)

1. Includes Native Hawaiian, Pacific Islander, African American, Hispanic, and Native American, Filipino (does not include other Asians) 2. Women and/or underrepresented minorities 3. Note: all students in the Akamai program have ties to Hawaii

Innovative program components

The CfAO internship program includes two innovative components. The first is a 5-day intensive preparation for research, called the “Short Course.” Taught by graduate students and postdocs trained in the CfAO's Professional Development Program (PDP), the Short Course uses inquiry based learning to enhance students’ research, problem-solving, communication, and collaboration skills.67 Throughout the short course students gain extensive practice in working on teams to conduct investigations, solve problems, and communicate findings. The course includes a series of well-designed inquiry activities designed through the PDP, in which students learn scientific concepts and gain practice with science and engineering skills.6869

The second innovative component in the model is a communication course, which is integrated throughout the program. The communication course begins during the short course and continues through weekly meetings and assignments for the remainder of the program, requiring that students communicate about their projects in a range of formats and to different audiences. Students gain practice with informal communication, explaining results, and effectively interacting with mentors. Over the course of the program they produce an abstract, oral presentation, poster presentation, resume, and personal statement. Communication (including within the Short Course) was chosen as a focus in order to encourage reflective thinking, to foster learning, to help students negotiate differences in cultural norms (as experienced in the STEM workplace in comparison to their everyday life), and to facilitate ongoing assessment by program staff. A study of the program which included extensive observations, recordings, and interviews provides evidence that the program model promoted student engagement in reasoning processes, and facilitated students’ taking initiative in the research environment.70

67 Montgomery, R., Harrington, D., Sonnett, S., Pitts, M., Mostafanezhad, I., Foley, M., and Hunter, L., 2010. The Design and Implementation of the Akamai Maui Short Course, 2010, in Learning from Inquiry in Practice, Astronomical Society of the Pacific, in press. 68 Harrington, D.M., Ammons, M., Hunter, L., Max, C., Hoffman, M., Pitts, M., and Armstrong, J.D., 2010. Teaching Optics and Systems Engineering With Adaptive Optics Workbenches, ibid. 69 Sonnett, S., Mills, B., Hamilton, J.C., and Kaluna, H., 2010. The 2009 Akamai Observatory Short Course Inquiry Activity: “Design and Build a Telescope.” ibid. 70 Ball, T., 2009. Explaining as Participation: A multi-level analysis of learning environments designed to support scientific argumentation. Dissertation, University of California, Santa Cruz.

79 Retaining and advancing students The CfAO internship model includes important roles for professional staff, who develop activities to help students be successful during the program, who identify unmet needs or challenges, and who maintain contact with students after the internship program. Students are contacted by program staff at least once a year to learn about their education and career progress, and to identify any additional support or advice needed. For example, students who are looking for jobs are connected with job openings, and those interested in graduate school often get assistance in the application process. The overall goal of the program is to retain and advance students into STEM. Thus the success of the program is evaluated on the number of students that continue to enroll in STEM undergraduate or graduate programs, or who have entered the STEM workforce.

In 2010, we made contact with 200 of the 214 (93%) participating students. Table 5 shows the status of all students contacted, indicating the 84% of students have remained on a STEM pathway (enrolled in STEM program or in the STEM workforce).

Table 5 Status of Interns 2002-2009 Cohorts, by Program Hawaii Island Maui Mainland Total (64) (78) (72) (214) Participants maintaining contact 60 (94%) 72 (92%) 68 (94%) 200 (93%)

%’s below calculated from 93% of students maintaining contact A. In STEM workforce (not enrolled) 12 (20%) 26 (36%) 21 (31%) 59 (30%) B. Enrolled in STEM program - ugrad 27 (45%) 26 (36%) 9 (13%) 62 (31%) C. Enrolled in STEM program - grad 12 (20%) 7 (10%) 24 (35%) 43 (22%) D. On STEM pathway (A+B+C) 52 (85%) 61 (83%) 54 (79%) 167 (84%) STEM=science, technology, engineering, math

The Mainland program provides a longer-term longitudinal outlook on the CfAO internship model, as it was the first program implemented (2002). It was terminated in 2007 due to the CfAO's declining NSF budget. Many of the students in the program have now had ample time to complete their undergraduate degree and move to the next education or career phase. In 2010 we contacted 68 of 72 (94%) of the alumni of this program, and results are shown in Table 6. Of those we contacted, 87% have graduated with a STEM BA/BS degree. Of these graduates, 54% entered STEM graduate programs, and 22% entered the STEM workforce. For those that entered STEM graduate programs (32), all but one (97%) have either graduated or are still enrolled.

Table 6 Post-baccalaureate Persistence in STEM for Mainland Internship Participants Total Mainland Interns maintaining contact (68) A. Total graduated with STEM BA/BS 59 (87%) %’s below calculated from 59 graduated interns B. Entered STEM workforce 13 (22%) C. Applied to STEM grad school 36 (61%) D. Entered grad school after BA/BS 32 (54%) %’s below calculated on 32 entering grad school E. Currently enrolled in STEM grad school 24 (75%) F. Graduated with STEM Masters 7 (22%) G. Graduated with STEM PhD 1 (3%) H. Graduate studies retention (E+F+G) 31 (97%) % below calculated on 8 graduating with STEM MS/PhD’s I. Full time in STEM workforce (already graduated with grad degree)1 8 (100%)

80 Disseminating knowledge learned from internship program model

A two-year study of the CfAO internship program was initiated in 2006, documenting and observing interns throughout their program experience. The focus was on how, when, and under what conditions undergraduate interns come to engage in scientific argumentation during learning activity in classroom and research settings. The full study was published by Tamara Ball in her dissertation,70 as well as in a paper describing the institutional context and outcomes63 and a second paper reporting on the efficacy of the program in supporting reasoning skills and initiative in participating students.28 Findings revealed different aspects of the learning environments that mediated opportunities for interns to formulate, articulate, and defend in scientific explanations. These “conditions” ranged from persistent cultural/institutional norms in the research and classroom environment, to the more immediate context of face-to-face interactions between students and mentors, as well as the changing dynamics of those interactions. Evidence from this research indicates that a "research experience" alone is not enough to ensure that undergraduates will have opportunities to explain their work, and that learning experiences can be created to make opportunities that promote student engagement in explaining their findings. The study has many practical implications, including strategies for how mentors and instructors can support opportunities for students to participate in scientific argumentation and to take more initiative in their research environments.

A second study was conducted from a practical perspective, which tapped into program documentation of student projects and long-standing relationships with mentors in the Akamai internship program to assess workforce skills desirable to industry and observatories in Hawaii. CfAO program staff reviewed student abstracts and presentations, and interviewed mentors and other personnel to learn about desirable skills for entry level technical employees. Three technical reports71 outlined the findings from this study, which are now being used to develop courses for a new engineering technology degree at University of Hawaii Maui College. An important finding from this work is the value placed on problem solving and critical thinking skills, communication skills, and engineers' “ways of thinking.” A new framework was created which outlines these major skill areas, and how these skills can inform curriculum development.57

Additional lessons-learned are continuing to find their way into practice (see below), and more publications are planned, via the continuation of CfAO programs in the Institute for Scientist & Engineer Educators and the Akamai Workforce Initiative.

Continuation of internship programs after end of NSF STC funding

The Akamai internship programs have become highly valued programs within the state of Hawaii and are at the heart of the Akamai Workforce Initiative, which is funded by the National Science Foundation, the Air Force Office of Scientific Research, University of Hawaii, and Thirty-Meter Telescope Corporation. Each year approximately 30 students are accepted into the program, participate in the full program model, and are supported for many more years through a range of informal activities.

71 Technical reports are available at: http://kopiko.ifa.hawaii.edu/akamai/resources/index.html

81 Akamai Workforce Initiative

Activity Name Akamai Workforce Initiative Led by Lisa Hunter [email protected] Intended Audience Hawaii-based undergraduates, primarily from underrepresented groups, with an emphasis on community college students Approx Number of ~12-15 per year in Maui internship; 12-15 per year in Big Island Attendees (if appl.) internship; ~20 graduate student instructors

Web link: http://cfao.ucolick.org/EO/internshipsnew/akamai/index.php

The Akamai Workforce Initiative (AWI) in Hawaii is an expansion based on past CfAO-led Akamai activities, and is now headquartered at the University of Hawai‘i Institute for Astronomy (IfA) Maikalani Advanced Technology Research Center (ATRC) in Pukalani, Maui. AWI is a consortium of multiple partners and funding sources, and will be a major legacy of the CfAO, with continuing activities on both Maui and the Big Island.

On Maui, AWI trains and retains a diverse student population in electro-optics and related fields through inquiry-based, equitable, and culturally relevant activities to meet workforce needs in astronomy, remote sensing, and other technology industries in Maui and the state of Hawai’i. AWI will improve current scientists’ and engineers’ skills in contemporary education, and will use their new teaching skills to advance Maui’s Akamai72 students into the technology workforce. AWI will immediately build an innovative curriculum-development infrastructure on Maui, an electro-optics certificate program at Maui Community College73, and a service-learning recruitment and retention effort, establishing the foundation for further statewide and 4-year programs.

On the Big Island, AWI will primarily consist of the Hawaii Island Akamai Internship Program, as well as ongoing partnership activities with observatories and educational institutions, and infrastructural development such as the new AO workstation at Hawaii Community College.

Major Educational Goals of the Program AWI will implement activities that will have an immediate impact, and will build an infrastructure for long-term impact through the accomplishment of four major goals:
Increase the participation of women, Native Hawaiians, and other underrepresented groups in astronomy, remote sensing, and related education and employment in Hawai’i.
Prepare local students for careers in electro-optics and related high-technology fields.
Increase the capacity of the Hawai‘i scientific and technical community to teach diverse learners and design effective research experiences and laboratory courses.
Build partnerships and encourage mutual awareness of educational and employment opportunities in high tech industry among the local communities of Maui.

Description of AWI AWI includes four interwoven components that build and expand upon many years of CfAO work, and innovations developed by the education staff at the CfAO. See Figure 50.

72 akamai – smart, clever, expert, skilled 73 Now named the University of Hawaii Maui College

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Figure 50 Components of the Akamai Workforce Initiative (AWI)

Akamai Internship Program: o Maui Internship Program: placement at a Maui high tech company or facility. 12- 15 interns/year. o Hawai’i Island Internship Program: placement at a Mauna Kea observatory. 12- 15 interns/year.

Teaching and Curriculum Collaborative (TeCC): Infrastructure for AWI curriculum development, including three elements: o Scientist and Engineer Educator Development (SEED) Program: A series of workshops that help scientists and engineers design curriculum, teach, and mentor students (spin-off of CfAO Professional Development Program). Approx. 30 participants/year. o TeCC Educators: Faculty, visiting instructors, and small teaching teams of graduate students who will create a significant teaching resource for AWI. o Electro-optics Curriculum Development Group: A core group of AWI leaders who will guide the development of electro-optics courses, overlap with SEED, and feed into Maui Community College’s (MCC’s) institutional process.

New electro-optics program at Maui Community College. Working within the infrastructure of TeCC, AWI will develop four new courses for a new certificate of Electro-Optics Engineering Technology at MCC (one course currently in development; three new courses proposed). In addition to the certificate aspect, the program will include co-curricular elements designed to retain and advance students, using lessons learned from other CfAO programs.

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Akamai in the Community: Students in the electro-optics program will be encouraged to participate in Akamai in the Community, as both a mechanism to recruit new students and to enhance retention rates in the electro-optics program.

Following the CfAO internship model, Akamai internships includes the following elements: - Short course - Research experience or apprenticeship - Communication - Advancement

Akamai Short Courses Each of the two Akamai internship programs has a unique short course designed to prepare interns for their coming internship experience. The courses run for five days, all day, and are residential. The goals of the short courses are for participants to: 1) learn scientific and technical content relevant to their internships; 2) gain scientific process skills; 3) build community amongst themselves and the instructors; and 4) gain an understanding of the work environment. Each course includes an inquiry component in which students learn important content (e.g., optics) through scientific inquiry processes. The courses also all include sessions on education opportunities and career paths, and strategies for succeeding in the research/technical environment. The Short Course instructional teams have developed a wide range of innovative activities, which are now available on the web on a password-protected site: http://cfao.ucolick.org/EO/scplanning/allactivities.php User name: cfao Password: ShortCourse

The short courses are also “teaching labs” for graduate students and postdocs who have graduated from the PDP Program, to hone their newly acquired skills in teaching with inquiry. Short course instructors work in teams to design a course that includes content background, process skills, and community building. We have found that the short courses are an ideal environment for piloting our inquiry-based instructional material, and providing an unconstrained, classroom-like setting for individuals teaching with inquiry for Figure 51 Akamai interns engaged in the Light the first time (See Figure 51). The instructional and Telescope Activity team for Photo credit: Sarah Anderson Akamai short courses have been changing over the past few years to utilize an increasing number of University of Hawaii graduate students (from the Institute of Astronomy and from the UH School of Engineering.

84 AWI Research Experience or Apprenticeship Participants are placed at a range of sites to complete a seven-week independent research or apprenticeship experience. They work full-time under the guidance of a supervisor and a senior level advisor (faculty member or permanent senior personnel). CfAO EHR staff conducts weekly meetings with interns covering topics such as oral presentations, letters of recommendation, resumes/CV’s, career opportunities, graduate school, and transferring to a 4-year institution. The weekly meetings are also a time to check in and hear how all the interns are doing, a key component of maintaining the community that was established during the short course. CfAO education staff arranges Research/apprenticeship experiences. Table 7 and Table 8 show intern placements in 2009.

Table 7 2009 Hawaii Island Akamai Observatory Hosts Site Host(s) # Students Institute for Astronomy Aspin 1 Institute for Astronomy Cornwell 2 Smithsonian Submillimeter Array Chitwood 1 Smithsonian Submillimeter Array Kubo/Yamaguchi 1 Smithsonian Submillimeter Array Maute 1 Gemini Observatory Kraemer/Rippa 1 Gemini Observatory Cavedoni 1 Gemini Observatory Oram/Fesquet 1 Subaru Telescope Martinache 1 Canada-France-Hawaii-Telescope Benedict/Baril 1 Canada-France-Hawaii-Telescope Berrick/Matsushige/Vermeulen 1 W.M. Keck Observatory Ulander/Nance 1 W.M. Keck Observatory Randolph/Medeiros/Bell 1 W.M. Keck Observatory Tsubota/Wetherell 1 W.M. Keck Observatory Kassis 1 Total 16

Table 8 2009 Maui Akamai Hosts Site Mentor(s) #Students Trex Enterprises Douglas/Anderson/Johnston 1 Trex Enterprises Davis 1 Trex Enterprises Kim 1 Textron Systems Matoi/Goebbert 1 Textron Systems Nolan/Lercari 1 Site Mentor(s) # students Pacific Disaster Center Cowher/Chiesa 1 Institute for Astronomy Hieda/Lin/Jefferies 1 Institute for Astronomy Nita/Kuhn 1 Akimeka Reed/Schweibinz 1 Akimeka Paris 1 HNU Photonics Puga/O’Connell/Kim/Liang 1 Oceanit Knox/Cognion/Leonard 1 Total 12

AWI Communication Curriculum Over the past few years the CfAO EHR team has created a “communication curriculum” for interns. The goal is for all interns to complete: 1) a 10-minute technical oral presentation based on their research or internship experience; 2) a poster presentation; 3) an abstract; and 4) an updated

85 resume. In addition the curriculum helps interns learn about informal communication in the scientific/technical environment, such as how to communicate in meetings with advisors. The curriculum begins during the short course, continues through weekly video meetings, and wraps up when the interns come together near the end of the program to finalize their oral and poster presentations. The skills gained by interns through the communication curriculum activities are extremely valuable as they advance in their education and careers, regardless of the path that they follow. They also build confidence and a strong sense of belonging in the sciences. In addition, we have found that the reflective thinking that occurs when developing presentations is a critical part of the learning process.

AWI Advancement In addition to the eight-week formal program experience, interns are provided with ongoing support and activities as they move through their academic careers and into the next educational level or the workforce. We provide assistance is preparing students for attending conferences, applying for fellowships, applying for graduate school, and a range of other activities related to retention and advancement in STEM.

AWI Outcomes

See Table 5.

Equipment & Technical Training

Technical collaborations and curriculum enhancements have resulted from the Akamai partnership. An adaptive optics (AO) workbench is on loan to MCC73 for student use, and will be transferred there permanently. This AO system was built by an MCC student/faculty pair under the guidance of a CfAO graduate student, and has stimulated significant technical exchanges between AO experts in Santa Cruz and students and faculty at MCC. Three new courses have been added to MCC’s offerings in optics, adaptive optics, and lab experiences in astronomy. A new AO workbench was built for Hawaii CC (on the Big Island) with funding from Iris AO and the CfAO. A past Akamai intern helped build the system, which is now at the college and will be used for the Akamai short course.

Adaptive Optics Summer School Inquiry Activities A goal of the CfAO was to develop inquiry-based teaching for CfAO related activities, by providing a “teaching lab” for newly trained (in the PDW) instructors to gain experience and to pilot instructional material. The 2006 Adaptive Optics Summer School included an optics inquiry, originally designed by Scott Severson and Lynne Raschke of UCSC and then refined at the 2005 and 2006 Professional Development Workshops.

PhD candidate Mark Ammons led the 2009 Summer School optics inquiry laboratory. Dr. Ammons was subsequently the Director of the entire 2010 AO Summer School. In 2010 the inquiry team led by Katie Morzinski (UCSC Astronomy PhD candidate) planned the inquiry activity, which the survey of students at the 2010 AO Summer School said was a high point of the weeklong session.

86 Courses, Instructional Materials, & Professional Development Highlights of our accomplishments include:
Developing a unique course, “Instrumentation I,” which is the first course for incoming electro-optics students at MCC. It is lab intensive and gives students an early look at the field with career paths and opportunities, and develops technical problem solving and communication skills.
We have piloted the Teaching and Curriculum Collaborative (TeCC) and our model for developing curriculum. Three teams of PDP-trained graduate students designed inquiry- based lab units for Instrumentation I: Spectrometer Design, Charge-Coupled Devices, and Digital Image Files.
12 new laboratory units have been developed and taught in Hawai’i venues
4 new UH community college courses have been developed and taught: ~50-hr “short” courses associated with the two internship programs (MCC and Hawai‘i CC), Astronomy Lab (MCC), and AWI Phase I Instrumentation I (MCC). In addition, an AO component was added to a Special Projects course
1 new weeklong course (~30 hrs) developed and taught by a PDP design/teaching team, within Po‘okela, a partner high school bridge program at MCC, which serves Native Hawaiian students. Po’okela is not our program, it is funded and managed by others; we provided the instructional team.

III.2d Integrating Research and Education All of our Center members agreed to commit time to education. Strong gains were made in this area, and we continued to focus on involving members in meaningful activities that directly contributed to our educational goals. A few illustrative examples of ways in which we integrated research and education follow:
To date, 72 undergraduates have worked on CfAO related research (2002-2007 student cohorts) at mainland sites, and 144 have worked at Hawaii sites (2003-2009 student cohorts).
Fifteen high school students and one high school teacher, participated in Stars, Sight and Science each year: a course on vision science, astronomy, and optics within the UC COSMOS program.74
CfAO graduate students and postdocs participate in the Maui technical and educational community, at the annual Maui High Tech Industry Education Exchange.
The CfAO developed four new short courses covering CfAO related topics.
CfAO members have developed the following new inquiry-based instructional activities: Figure 52 High School students participating in the COSMOS program's optics activity

74 At the request of the State of California, UC provides an opportunity for students who wish to learn advanced mathematics and science and to prepare for careers in these areas. The California State Summer School for Mathematics and Science (COSMOS) is a residential academic experience for top high school students in mathematics and science. The COSMOS course clusters address topics not traditionally taught in high schools.

87 o Variable star project and inquiry activity (Stars, Sight and Science) o Galaxy Project (Stars, Sight and Science) o Color and Light (Stars, Sight and Science) o Color, Light and Spectra (Mainland Internship Short Course) o Color and Light, version 2 (Akamai Short Course) o Table Top Optics (Stars, Sight and Science) o Camera Obscura (Akamai Short Course) o Lenses and Refraction (Akamai Short Course, Hartnell College) o Photodiode Activity (Akamai Short Course) o Physiology of the Eye (Rochester Saturday Open Lab) o Color Vision Inquiry (Rochester Saturday Open Lab) o Visual Illusions (Stars, Sight and Science) o Retinal Anatomy (Mainland Internship Program) o Galaxy Research Project (Hartnell Short Course and UCSC Saturday Open Lab) o Image Correction & Engineering Processes (Mainland Short Course) o Circuit design (Maui Community College electronics course) o Digital Images (Maui Community College electronics course) o Resonant Pendula (UC Santa Cruz WEST program) o Central Dogma of Molecular Bio (UC Santa Cruz WEST program) o Fluid Dynamics (UC Santa Cruz Diversity Forum) o Tipping Point of Physical Systems (UC Santa Cruz Diversity Forum) o Characterization of Porous Materials (UC Santa Cruz chemistry course) o Transiting Planets (Hartnell College Astronomy Lab Course)

III.2e Conformance to Metrics The metrics have been described in Section III.1b. Conformance to these metrics was described in previous sections under the lists of outcomes for each activity.

III.2f Plans for the Future

Institute for Scientist and Engineer Educators (ISEE) In September 2008 the new Institute for Scientist and Engineer Educators (ISEE) was launched at UC Santa Cruz. ISEE is administratively led out of the UC Santa Cruz Division of Social Sciences and housed in the Center for Adaptive Optics building. The institutional funding for ISEE comes from a number of units of campus, and we hope it will be a long-term legacy for the CfAO. ISEE will continue the PDP work, in addition to establishing courses and a certificate program for science and engineering graduate students. ISEE has a research strand designed to gain new knowledge about teaching, learning and professional development. Institutional funding for ISEE will be supplemented with additional support from federal and private sources.

Professional Development Program The PDP will continue as a combined ISEE/AWI program in future years.

88 Akamai Workforce Initiative The Akamai Workforce Initiative (AWI) was awarded a 5-year AWI grant from the NSF and AFOSR which has launched us on a major new path that will have a long-term impact in the state of Hawaii. The Hawaii Island Akamai Internship Program (on the Big Island of Hawaii) is now included under the AWI umbrella, and is funded by the University of Hawaii and the Thirty Meter Telescope Corporation, using the infrastructure of the AWI on Maui.

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IV. KNOWLEDGE TRANSFER

IV.1 Knowledge Transfer Objectives The CfAO's knowledge transfer activities focus on enhancing the Center’s ability to fulfill its research and education goals as summarized in the CfAO mission statement: “To advance and disseminate the technology of adaptive optics in service to science, health care, industry, and education.” In Year 10, the CfAO continued to emphasize knowledge transfer by employing strategies articulated in its mission statement:
Increasing the accessibility to AO by the scientific community
Coordinating and combining research efforts to take advantage of the synergies afforded by the Center mode of operations
Encouraging the interaction of vision scientists and astronomers to promote the emergence of new science and technology
Leveraging our efforts through industry partnerships and cross-disciplinary collaboration

Specific objectives for knowledge transfer include increasing national competence in AO within the scientific, medical, and industrial communities, and enhancing the cohesiveness of the AO technical community, particularly with respect to system performance characterization and optimization.

IV.2 Performance and Management Indicators Measures of the success of CfAO partnership activities in meeting our objectives include:
The number of CfAO workshops, and professional training activities that involve non- CfAO participants,
The level of attendance by non-CfAO personnel at the CfAO summer school,
The level of attendance by non-CfAO personnel at CfAO workshops,
The number of institutional members of the AO technical community engaged in the exchange of information concerning system performance and optimization.

IV.3 Problems The Adaptive Optics Summer School was conceived as a strategy for introducing the concepts and application of AO techniques into the Astronomy and Vision science communities and this has proven to be very successful. To ensure this success, the costs of running the school were subsidized to a large extent by the Center for Adaptive Optics. With the termination of NSF funding, the Summer School must of necessity be self-sustaining. CfAO planned for this eventuality by increasing the fees of industrial attendees to a level that that could ensure some level of sustainability, and this did not appear to negatively impact the number attending. However, in the case of graduate students and post-docs, while the attendance fees will continue to be subsidized, the level of subsidy will be reduced. This was implemented in the summer of 2010, and did not have a negative impact on attendance. The 2010 AO Summer School broke even in terms of participant support costs, faculty travel costs and stipends, and laboratory and material expenses. A long-term challenge is securing a multi-year funding stream for the CfAO's administrative staff (approx. 1.5 FTE), so that they can continue to do the advance planning, organization, and logistics for the Summer School, Fall Retreat, Workshops, and other Knowledge Transfer activities.

90 IV.4 Description of Knowledge Transfer Activities We carried out a broad range of effective CfAO knowledge transfer activities during the life of the CfAO. These activities are summarized in the following sections, along with future plans for the Center’s knowledge transfer program.

Knowledge Transfer Activity CfAO Summer School, 2000-present Led by CfAO students and postdocs (a different leader each year) Participants Organization Name and State Multiple organizations (see below)

Since 2000, the CfAO has held annual week-long Adaptive Optics Summer Schools in Santa Cruz CA, and will continue to hold them following the end of NSF STC funding. The target audience is graduate students, postdocs, industrial researchers, and faculty members who want to learn more about this growing field. Emphasis is given to topics that are of interest to astronomers and vision scientists alike. The Summer School includes a hands-on inquiry-based AO lab, designed and run by graduates of the CfAO's PDP program. Over 600 students have attended the Summer School since its inception Figure 53 Students from an early CfAO Summer School relax on the steps of Stevenson (Figure 53). In future years, fees for AO Summer College, UCSC School attendance will be set at a level to ensure that the program is self-sustaining.

Knowledge Transfer Activity Adaptive Optics Graduate Course, 2002-present Led by Claire Max, UCSC Participants Organization Name and State Multiple organizations

Taught by Professor Max at UCSC, this graduate course goes out over a videoconference link to multiple sites. Students at other universities enroll through the UC Extension. The course includes an AO laboratory activity that is inquiry-based, and is run by graduates of the CfAO's PDP program. Summer school attendees to date have included students, staff, and faculty from the following institutions: UCLA, UC Berkeley, UC Riverside, UC Irvine, UC Davis, UC Santa Barbara, Indiana University, California Institute of Technology, University of Arizona, American Museum of Natural History, Keck Observatory, European Southern Observatory, Gemini Observatory, Lick Observatory, Jet Propulsion Laboratory, Naval Postgraduate School, Air Force Maui Optical Station. The course was taught in 2002, 2003. 2006, 2008, and 2010. It will continue to be offered every other year. All lectures are available on the web at http://www.ucolick.org/~max/289C/, where they are heavily accessed by IP addresses from all over the world.

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Knowledge Transfer Activity Annual Retreats, 1999-present Led by Jerry Nelson, Claire Max, Chris Le Maistre Participants Organization Name and State Multiple organizations (see below)

The CfAO has held annual Fall Retreats every year. While these included CfAO PIs, graduate students, and post-docs, each year there were invitees from other organizations as well. The latter included observatories (US and international), other academic institutions, and important industrial attendance. Over the years the retreats were held at the following California locations: Asilomar Conference Grounds, San Jose, Tenaya Lodge in Yosemite National Park, and numerous retreats at UCLA's Lake Arrowhead Conference Center (Figure 54). In addition, Spring retreats were held in most years. These were more highly focused, treating topical issues as they arose, and were held at a variety of locations. Annual Fall Retreats will continue to be held in the future, under several different funding sources.

Figure 54 Members of the CfAO Education staff at a Fall Retreat, UCLA Lake Arrowhead Conference Center

Knowledge Transfer Activity Workshops Led by Multiple leaders (see below) Participants Organization Name and State Multiple organizations (see below)

A listing of CfAO Workshops and related events appears in Table 9 on the following pages:

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Table 9 CfAO Workshops and Related Events, 1999-2010

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94 Knowledge Transfer Activity Assisting Vision Science Labs w/ AO Instrumentation Devel. Led by David Williams PhD Participants Rigmor Baraas PhD Buskerud University College, Norway Heidi Hofer PhD University of Houston Jason Porter PhD University of Houston Joseph Carroll PhD University of Wisconsin Jay and Maureen Neitz, PhD Medical College of Wisconsin Ed Stone, MD University of Iowa Phillip Kruger SUNY School of Optometry Pablo Artal University of Murcia Bill Merigan U of Rochester, Opthalmology M & D Mina Chung U of Rochester, Opthalmology M & D Wayne Knox U of Rochester, Institute of Optics

David William’s lab at the University of Rochester has provided assistance to researchers in the construction and use of their adaptive optics instruments for vision science.

Knowledge Transfer Activity Commercializing AO scanning laser ophthalmoscope Led by David Williams PhD Participants Dan Gray PhD Optos, Scotland Jessica Morgan PhD University of Pennsylvania

Optos, Inc. is developing the first commercial adaptive optics scanning laser ophthalmoscope under a license agreement with the University of Rochester. Dan Gray, a former graduate student in the Williams lab, is now an engineer at Optos dedicated to this project. Jessica Morgan, who completed her PhD at Rochester, is now at the University of Pennsylvania as a postdoctoral fellow. Jessica will accept delivery of the first prototype AOSLO from Optos and use it to study Leber's Congenital Amaurosis patients undergoing gene therapy. The international slowdown of the economy has caused a delay in the delivery date, which is now scheduled for 2010/2011.

Knowledge Transfer Activity CATS Database of Distant Galaxies Led by Claire Max and David Koo Participants 1 David Koo UC Santa Cruz 2 James Larkin UCLA 3 Jason Melbourne Caltech (formerly UCSC) 4 Claire Max UC Santa Cruz 5 Mark Ammons UC Santa Cruz

We have developed and disseminated the CfAO Treasury Survey (CATS) searchable web archive of AO imaging of distant galaxies. The website is available online at: http://www.ucolick.org/~jmel/cats_database/cats_search.php Username: cats Password: galaxy This is the first such public archive of adaptive optics imaging in the near infrared and complements what has been done with HST for deep fields (with long exposure times) such as

95 GOODS, GEMS, and EGS. The goals of our archive include: 1) increasing the scientific awareness of adaptive optics imaging as a tool for studying distant galaxies; 2) educating the community in how handle AO data sets and obtain meaningful measurements given a time varying PSF; and 3) allowing others to answer their own science questions given the largest publicly available AO data set of distant galaxies.

Knowledge Transfer Activity AOSLO Collaboration with UCSF Led by Austin Roorda Participants 1 Jacque Duncan, MD UC San Francisco 2 Jonathan Horton, MD, PhD UC San Francisco

Professor Roorda has built and developed an Adaptive Optics Scanning Laser Opthalmoscope (AOSLO) system. He continues to collaborate with Dr. Jacque Duncan doing clinical imaging of patients with inherited retinal disease. The “Foundation Fighting Blindness” and a National Institutes of Health BRP jointly fund the research. He is also collaborating with Dr. Jonathan Horton on “Combined AO Stimulus Delivery and Electrophysiology in Monkeys”. Both collaborations have involved transporting the UC Berkeley compact AOSLO system to UCSF.

Knowledge Transfer Activity AO Microscopy for in vitro Bio-imaging Led by Joel Kubby Participants 1 Bill Sullivan, Jin Zhang , Don Gavel, Oscar UC Santa Cruz Azucena 2 John Sedat, David Agard, Peter Kner UCSF 3 Steve Lane, Scot Olivier UC Davis and LLNL

In Year 8, we began a joint developmental/seed project with the NSF Center for BioPhotonics Science and Technology at UC Davis in the application of AO to microscopy for biological research. This work, which continued through Year 10, links research groups at UCSF, UCSC and LLNL to explore the potential for advanced bio-imaging with adaptive optics. Oscar Azucena, the UC graduate student working on this project, passed his PhD Qualifying exam in Dec. 2009.

Knowledge Transfer Activity Publication of Manual for Vision Science AO Led by Jason Porter Participants 1 Hope Queener University of Houston 2 Julianna Lin University of Rochester 3 Karen Thorn Indiana University Abdul Awwal Lawrence Livermore National Laboratory

In 2006 the CfAO published a monograph entitled "Adaptive Optics for Vision Science: Principles, Practices, Design and Applications" (Wiley), for which many CfAO members contributed chapters. Under the agreement with the publishers, the book is available online at http://onlinelibrary.wiley.com/book/10.1002/0471914878. It is a comprehensive volume, containing sections on the history of AO for vision science, wavefront measurement and

96 correction, vision correction applications, and AO system design examples. We regard this book as one of the key legacies of the NSF CfAO.

IV.5 Other Knowledge Transfer Activities The CfAO web site (http://cfao.ucolick.org) is an important vehicle for knowledge transfer. Information on the CfAO and on AO in general is available at this web site, including research projects, education and human resources activities, membership, meetings, publications, distributed software, employment opportunities, and all the lectures given in Claire Max’s AO graduate course (http://www.ucolick.org/~max/289C/). According to the adaptiveoptics.org website (http://www.adaptiveoptics.org/Establishments.html), the CfAO web pages are the most popular site in the world within this rapidly growing field.

The CfAO has played a leading role in the publication of scientific and technical articles on adaptive optics. A list of publications appears at the end of this Report.

CfAO members play leadership roles in professional societies concerned with adaptive optics, serve on organizing committees for international professional conferences on adaptive optics, and present results of CfAO research.

Collaborative program development was a successful strategy for leveraging Center resources to enable research and development of adaptive optics beyond what would be possible with CfAO's NSF STC funding alone. This strategy was also a highly effective means of knowledge transfer since the new collaborative programs include participants both inside and outside the Center. The major collaborative program development activities continue to be in the areas of Extreme AO, Multi-Object AO, the Next-Generation AO system for Keck Observatory, ophthalmic instrumentation, bio-photonic systems, and joint use of the Laboratory for Adaptive Optics at UC Santa Cruz, a facility of UC Observatories.

In the area of Extreme AO, CfAO PI Bruce Macintosh was responsible for bringing together additional institutions in the US and Canada, including the Hertzberg Institute of Astrophysics, the American Museum of Natural History, and the Université de Montréal, to work on system design, technology development, simulation and modeling the Gemini Planet Imager instrument for the Gemini South Telescope. A major outcome of this activity in Year 9 was the successful critical design review of the $23.5M Gemini Planet Imager project to develop the ExAO system for the Gemini Observatory. The instrument is now under construction.

The Next Generation AO (NGAO) system for Keck Observatory passed its Preliminary Design Review in June 2010. This is a collaboration with Caltech and the Keck Observatory, and involves the entire Keck observing community.

CfAO researchers continue to be contributors to the development of the Thirty Meter Telescope (TMT). The telescope is to be sited on Mauna Kea in Hawaii.

In vision science, CfAO PIs developed a new generation of portable vision science AO systems that are being used at partner medical facilities such as the Doheney Eye Institute at USC and at UCSF, for evaluation in a clinical environment. This is extending the scope of possible collaborative activities by accessing unique capabilities and conditions at the partner sites, while further broadening the reach of AO into the clinical community.

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Table 10 Summary of Other Knowledge Transfer Activities, 1999-2010

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IV.6 Future Plans The CfAO with funding from the University of California will continue to provide the infrastructure for AO practitioners by running its annual Fall Retreat, workshops, and the annual AO Summer School. UCSC will continue to sponsor the graduate course in AO, which will be available via videoconference to students and auditors at other sites.

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V. EXTERNAL PARTNERSHIPS

V.1 Partnership Objectives The objective of our partnership activities is to enhance the Center’s ability to fulfill its research and education goals. The CfAO is pursuing this objective through strategies articulated as part of its mission statement.
Leveraging our efforts through industry partnerships and cross-disciplinary collaborations
Encouraging the interaction of vision scientists and astronomers to promote the emergence of new science and technology

In addition, specific objectives for partnerships include:
Stimulating further investment by government and industry sources in AO research and development
Catalyzing the commercialization of AO technologies leading to technological advancements relevant to CfAO research objectives and enabling broader use of AO.

V.2 Performance and Management Indicators Parameters used to measure the success of CfAO partnership activities in meeting our objectives include:
The number of partner institutions engaged in active collaboration with the Center,
The number and scope of CfAO projects involving cross-disciplinary collaborations,
The number and amount of additional investment by government and industry sources in AO research and development,
The number and scope of AO commercialization activities in which the CfAO plays a role,
The number of institutional members of the AO technical community engaged in the exchange of information concerning system performance and optimization.

V.3 Problems The CfAO has led to two "spin-off" companies: Boston Micromachines and IrisAO. A challenge for CfAO partnership activities was the development of meaningful additional industrial partnerships, particularly in areas involving highly competitive commercial markets such as ophthalmic instrumentation. Establishing a commercial base for the development of lasers for laser guide star applications in astronomy has also been problematic, due to the small size of the potential markets for such lasers. However, we are told by industrial participants that the CfAO laser workshops have been helpful in identifying the parameters that impact laser guide star performance, and have helped the community to optimize their laser design parameters.

100 V.4 Description of Partnership Activities

Partnership Activity Development of Advanced Ophthalmic Instrumentation Led by David Williams Participants Name of Organization List Shared Resources Use of Resources (if any) 1 University of Rochester (Lead) Adaptive optics Demonstrate value scanning laser of AOSLO for ophthalmoscopes clinical and science use 2 Lawrence Livermore National Laboratory 3 University of California, Berkeley 4 the Doheny Eye Institute at USC 5 Indiana University 6 Optos

Based on earlier CfAO activities, the CfAO’s PI at the University of Rochester has led an NIH Bioengineering Research Partnership (BRP), which was awarded a grant in 2003 at the level of $10 million. The grant was renewed in 2008. Five partner institutions shared the funds: the University of Rochester, Lawrence Livermore National Laboratory, the University of California at Berkeley, the Doheny Eye Institute at USC, and Indiana University. The partnership developed and assessed the value of adaptive optics scanning laser ophthalmoscopes for clinical vision research and patient care by studying the following: neovascularization in age-related macular degeneration and diabetic retinopathy; photoreceptors in retinal degenerative disease such as retinitis pigmentosa; ganglion cell bodies in glaucoma; individual retinal pigment epithelial cells; and blood flow in the smallest retinal capillaries. Five new scanning laser imaging instruments were completed using MEMS-based adaptive optics developed by the CfAO. This instrumentation was selected for a 2007 R&D 100 award, through a program sponsored by the Chicago-based, R&D Magazine, which recognizes the 100 most technologically significant inventions in the U.S. each year. In a related development, the U.K. company Optos is proceeding with plans to incorporate adaptive optics in a wide field scanning laser ophthalmoscope using intellectual property held by Rochester and Houston. This licensing agreement was signed in Year 7 and a then-newly-graduated Ph.D. from the University of Rochester group joined Optos to participate in this effort in Year 8.

Partnership Activity Optical Coherence Tomography with Adaptive Optics Led by John Werner Participants Name of Organization List Shared Use of Resources Resources (if any) 1 UC Davis (Lead) Demonstrate the clinical utility of the combination of AO and optical coherence tomography (OCT) 2 LLNL 3 University of Indiana 4 Duke University

Based on research activities initially sponsored by CfAO, UC Davis led a successful proposal in 2003 for a Bioengineering Research Partnership (BRP) Grant for $5 million over 5 years. In Year

101 9, a 5-year, competitive renewal proposal was awarded a follow-on grant by NIH, extending this work through 2013. The project focuses on demonstrating the combination of AO and optical coherence tomography (OCT). The clinical utility of this combination, which should enable high- resolution imagery of the living retina with extremely high contrast ratios, will be evaluated. Achieving the highest possible contrast ratios in three-dimensional retinal images is important for the accurate visualization of many clinically important structures in the retina that have intrinsically low scattering cross sections, such as ganglion cells, which are damaged by glaucoma. Joint recipients of the grant are UC Davis, LLNL, Indiana University, and Duke University. During the fourth year of this project, we tested concepts for combining OCT with a scanning laser ophthalmoscope, enhancing polarization-sensitive OCT with AO, increasing axial resolution of AO OCT by compensating for ocular chromatic aberration, and completing a compact clinical AO OCT system.

Partnership Activity Micro-electro-mechanical systems Led by Scot Olivier, Don Gavel Participants Name of Organization List Shared Use of Resources (if any) Resources 1 A consortium organized by the CfAO to develop MEMS deformable mirror technology for adaptive optics for vision science and astronomy

MEMS deformable mirror development has been a CfAO focus for many years. The CfAO continues to support and coordinate the work at universities (UC Santa Cruz, Boston University), national laboratories (LLNL), and industrial partners (Boston Micromachines, Iris AO, AOptix) to develop MEMS deformable mirror technology for adaptive optics suitable for application to vision science and astronomy. In Year 9, Boston Micromachines' 140-actuator mirrors with ~ 4 micron stroke were being used in 7 vision science instruments developed by CfAO partnership activities, as well as an astronomical system on the 1-meter Nickel Telescope at Lick Observatory as part of the NSF-supported “Villages” project. Boston Micromachines has also developed a 140-actuator device with ~6 micron stroke. AOptix 37-actuator bimorph mirrors with a 10-mm clear aperture and ~15 micron stroke for focus correction were also in being used in Year 9 in 3 of these vision science instruments in combination with the Boston Micromachines devices in order to increase the ease of use in a clinical environment. Iris AO has successfully demonstrated a 37 segment deformable mirror with 5 micron stroke in a vision science test-bed at UC Berkeley. Boston Micromachines 1000-actuator mirrors underwent testing in the Extreme AO test bed at the UCSC Laboratory for AO (where these devices have been used to reduce aberrations, initially at a level 1 micron peak-valley from a phase plate based on atmospheric statistics, to less than 6 nm rms in the controlled spatial frequency range using a spatially filtered Shack-Hartmann WFS) and on the LLNL high-speed Extreme AO test-bed (where these devices are being used to demonstrate high-speed AO control, using FFT-based reconstruction techniques, which are applicable to the Gemini Planet Imager). In addition, Boston Micromachines has developed a first-generation 4000-actuator device that will be used for the Gemini Planet Imager.

102 Partnership Activity Lasers for Sodium Laser Guide Star Applications Led by Jay Dawson Participants Name of Organization List Shared Resources Use of Resources LLNL, UCSC, Stanford University

LLNL has had a CfAO project to study and develop fiber lasers for laser guide star applications. LLNL also has a grant from the NSF Adaptive Optics Development Program to extend this fiber laser work to a pulsed format more suitable for use on giant (30-m class) telescopes that will require multiple laser beacons. In Year 7, 3.8 W of output power was generated at 589 nm in a pulsed format. Significant industrial contacts have been established to produce the new custom technology components required for this research, namely Nufern, Crystal Fibre in Denmark, PSI. There have been discussions with Actinix and Neolight regarding commercialization of this fiber laser system. As of Year 10 the focus has been on preparing for the deployment of the system to the 1-meter Nickel Telescope at Lick Observatory, to be tested with a MEMS AO system being developed for this telescope as part of the NSF-supported “Villages” project.

V.5 Other Partnership Activities

In the area of design of AO systems for future giant telescopes, CfAO cosponsored a working group with NOAO to produce a national AO technology development roadmap. The first AO roadmap was used by the NSF to initiate an Adaptive Optics Development Program, which began in 2004 with an initial budget of ~$3M which was used to support 6 projects. CfAO researchers led 2 of these projects, and 2 others involve CfAO personnel. In addition, many CfAO institutions worked on design concepts for AO systems on giant segmented mirror telescopes as part of the California Extremely Large Telescope (CELT) project sponsored jointly by the University of California and Caltech. In Year 5, the CELT team joined with the U.S. and Canadian national efforts in giant segmented telescope design. The combined effort is called the Thirty Meter Telescope (TMT) project; substantial support for this project has been received from the Moore Foundation. The Canadian government (NRC and ACURA, the Association of Canadian Universities for Research in Astronomy) has also contributed funding for coordinated work in Canada. Many of the developments within the CfAO Theme on AO for Extremely Large Telescopes are now feeding directly into the TMT Project implementation.

In a separate partnership between three CfAO institutions (the W. M. Keck Observatory, Caltech, and the University of California), CfAO members are leading development of the Next Generation AO (NGAO) system at Keck. This system passed its Preliminary Design Review in June 2010.

V.6 Future Plans Our future plans are to continue to nurture partnerships through the UC CfAO and with our former CfAO collaborators from other universities and organizations

103 VI. DIVERSITY

VI.1a Objectives The CfAO established the following diversity goals early in the Center’s life:
Increase participation of underrepresented groups in CfAO research and education activities
Advance students from underrepresented groups into CfAO related fields through participation in CfAO activities.

More recently, the CfAO identified a new diversity goal that is aimed at making long-term changes on how science and engineering are taught:
Professional Development Program participants will gain tools and strategies for teaching science and engineering that promote diversity and equity.

VI.1b Performance and Management Indicators PARTNERSHIPS & LINKAGES. Develop linkages and partnerships that broaden participation in the CfAO and CfAO sites. The success metrics are:
Linkages between CfAO sites and organizations that serve significant numbers of students from underrepresented groups – many linkages were established and will continue, including 1. Hartnell College: Hartnell College is a community college and Hispanic Serving Institution located near UC Santa Cruz. Of the College’s 10,000+ students, 72% are ethnic minority. More than 40% of the College’s students are non-native English speakers, and 64% are first-generation. The partnership started by the CfAO has been continued through collaborative grant applications, programs, and courses. Each year graduate students from UC Santa Cruz serve as visiting instructors at Hartnell. 2. Society for the Advancement of Chicanos and Native Americans in Science (SACNAS): SACNAS is headquartered in Santa Cruz and has supported many CfAO students to attend their annual conference. SACNAS personnel collaborate with CfAO Education/ISEE, and Akamai interns participate in the SACNAS annual meetings. 3. Minority Access to Biomedical Careers (MARC) & California Alliance for Minority Participation (CAMP): Led by a former CfAO Education staff member, MARC and CAMP collaborate each year to offer a modified version of the CfAO internship short course to a cohort of incoming undergraduate research students from underrepresented backgrounds. 4. Partnerships with University of Hawaii Maui College, Kauai Community College, and Hawaii Community College, which are all minority serving institutions. These colleges continue to collaborate with the CfAO on activities, and are an ongoing source of students. 5. Society for Women in Engineering (SWE): Linkages with University of Hawaii and UC Santa Cruz SWE were established and activities started by the CfAO have continued.

104 6. Native Hawaiian STEM Mentoring Program: Activities offered initially through the CfAO and now part of the Akamai Workforce Initiative have led to a long-term partnership with this program that serves Native Hawaiians and Pacific Islanders, and in particular those pursuing engineering degrees.
New pathways that broaden access to CfAO and CfAO-related fields The CfAO played a central role in developing an Engineering Technology Bachelor of Science degree now offered through UH Maui College. This degree program will offer a direct pathway for students in the state of Hawaii to be trained for technical jobs at the observatories and many other related organizations.
Joint activities, programs, and courses developed and implemented by CfAO and organizations that serve students from underrepresented groups Many programs and courses that were developed by the CfAO and serve underrepresented and under-served students are still offered through ISEE or the AWI, including: Workshops for Engineering and Science Transfer Students (WEST) at UC Santa Cruz, a new inquiry-based astronomy lab course at Hartnell College, the Professional Development Program, the Akamai Internship Program, and many new inquiry-based activities at a range of partner organizations.
New mechanisms for engaging relevant communities in the CfAO and CfAO-related fields Through the Professional Development Program (PDP), the CfAO developed a series of workshops on issues of diversity, equity, and inclusive teaching. In addition, a Diversity and Equity Focus Area defines five major emphases that stimulate the development of equitable curriculum, and help instructors structure their thinking about diversity and equity. Descriptions of the workshops and the Focus Area have been published and are being disseminated.

PEOPLE. Broaden participation of CfAO and CfAO fields by advancing students from under- represented groups. The success metrics are:
Number of underrepresented undergraduates participating in CfAO activities (research and education) o A total of 122 underrepresented minority undergraduates participated in the CfAO internship programs; 87 participants were women; 169 were from an underrepresented group (women and/or underrepresented minority)
Number of underrepresented undergraduates retained in STEM fields o 84% (164) of CfAO interns are still on a pathway to a STEM field (see Table 5)
Number of underrepresented undergraduates advanced into CfAO, and CfAO related, graduate programs o 32 students from CfAO internship programs (78% underrepresented groups) entered STEM graduate programs. Of those, seven have earned Master’s degrees and one has earned a PhD – and all eight of these graduates have entered the STEM workforce. Of the remaining 24 students that entered STEM graduate programs, 23 are still enrolled and pursuing a STEM degree.

105 o At UC Santa Cruz, four undergraduate internship participants entered engineering graduate programs. Two of those have completed Masters degrees and are in the STEM workforce, and the other two (Oscar Azucena and Bautista Fernandez) are close to finishing their PhD. They work under CfAO member Joel Kubby, Prof. of Engineering.

VI.1c Challenges in making progress The challenge faced by the CfAO can be seen throughout U.S. STEM graduate programs: women, underrepresented minorities, and U.S. citizens in general, are not pursuing doctoral degrees at the level appropriate to their representation in the U.S. college age population. Issues need to be tackled at many levels, from affecting who is interested in science and engineering (S&E), to who stays engaged and ultimately pursues and stays on a career path to S&E professions. One of the biggest challenges to diversity is convincing those who are currently in S&E, and those who teach S&E at our colleges and universities, that there is a problem at the undergraduate level, and that there are a growing number of strategies that can be implemented to address this problem. We have found that our higher education communities are more interested in focusing attention on K-12 (where attention is certainly needed), rather than in looking at what is happening in their own classrooms. It has been an ongoing challenge to convince our university community that we should focus on problems that are our own – that we lose far too many students who start off in college interested in S&E. This is disproportionately the case for those from underrepresented groups.

VI.2a/b Activities and Impact The CfAO has developed a two-stranded approach to addressing diversity. The first is aimed at making an immediate impact by advancing students from underrepresented groups, who are currently “in the pipeline” pursuing a career in science or technology. The second is aimed at addressing the longer-term problem created by how science and engineering is being taught and the belief that how we teach science impacts who ends up in science. There are challenges in both strands that are faced not only by the CfAO, but by the entire country. While we have made progress in both strands, diversity continues to be a challenging issue that needs much more work. The following programs and activities (fully described in the Education section of this report) are focused on:
Increasing participation of underrepresented groups in CfAO research and education activities
Advancing students from underrepresented groups into CfAO related fields through participation in CfAO activities.

Mainland Internship Program Summer research experiences for undergraduates (4-yr and community college). The goal of the program focused on retaining and advancing students from underrepresented groups in CfAO related fields. The most recently compiled record shows that 63 students entered the program (73% underrepresented minority [URM]; 62% female; 95% URM or female). Of those 63, at least 52 (83%) are still on a STEM education/career path. Eighteen of these students are now in science, engineering, or math graduate programs, or have earned graduate degrees (9 women; 14 URM). See Table 6 for a list.

106 Akamai Internship Program

Summer research experiences for college students who are Hawaii residents, or from Hawaii and studying on the mainland. The goal of the program is to retain and advance students in technical and scientific fields relevant to the state of Hawaii. Demographics and education/career status for Akamai participants were shown in Table 4.

The Akamai Workforce Initiative continues to track students after they complete the summer program. Twice each year all the interns are contacted regarding their educational and career status. This also enables program staff to provide additional assistance, such as job placement, transfer to a four-year institution, or application to graduate school, if needed. More than 90% of students have remained in contact with Akamai, and of these 87% are either still enrolled in a STE program or are in the workforce. Table 5 shows the status of all Akamai interns from 2003- 07.

Hawaii Akamai Recruitment Program Recruitment is carried out by our on-island staff, and through our statewide Akamai Workforce Initiative (AWI) recruiting program. Big Island recruitment focuses on visiting classes at Hawaii Community College and UH Hilo, and by maintaining contacts with a range of programs and program staff.

The 2008 Akamai programs experienced a significant change in the applicant pool, compared to 2007 (see Table 11 below), and had a dip in the overall number of applicants. Unfortunately, this included a significant drop both in women applicants and community college students (the latter due primarily to a drop in Maui CC applicants). Native Hawaiian/Pacific Islander (NHPI) applicants also dropped despite the fact that UH Manoa applicants increased (the previous year’s NHPI applicants all had come from UH Manoa). We have yet to understand if there is a cause or whether this was natural “ebb and flow” in the applicant pools. There were several changes made in 2008 that could have negatively impacted the recruitment: 1) CfAO did not host the Akamai Expo on Maui as we had in the past; 2) the Maui Economic Development Board (including Women in Technology) was less involved and is also offering its own internships, as is MCC and 3) CfAO staff turnover. Although the specific reason for the change in the applicant pool was not identified, it became apparent that CfAO may have pulled back too much of our effort initiating from Santa Cruz, or pulled back too quickly. We have analyzed our recruitment results from Year 9, which are much better, and have implemented plans for future years.

Table 11 Recruitment outcomes for Big Island and Maui Akamai Programs 2009: 2008: 2007: 72 completed apps 41 Complete Apps 49 complete apps 22 Maui, 23 BI, 27 both 9 Maui, 16 BI, 16 both 18 Maui, 17 BI, 14 both 19 female, 53 male 9 Female, 32 Male 21 female, 28 male 32 URM – 11 NHPI, 21 other 27 URM - 13 NHPI, 14 other 23 URM - 14 NHPI, 9 other 23 CC (11 MCC) 11 CC (5 MCC) 17 CC - (12 MCC) 19 UHM, 17 UHH, 12 14 UHM, 11 UHH, 8 Mainland Mainland 6 UHM, 19 UHH, 7 mainland BI – Big Island, CC – Community Colleges, URM =underrepresented minorities; NHPI=Native Hawaiian or Pacific Islander; UHM=University of Hawaii, Manoa; UHH=University of Hawaii, Hilo

107 Applicant Breakdown (Percentages) Category 2009 2008 2007 women 26% 26% 43% all URM 47% 51% 57% NHPI 15% 20% 29% all CC 32% 20% 35% just MCC 15% 10% 24% all 4-year 68% 80% 65% UHManoa 26% 34% 12% UHHilo 24% 27% 39%

Addressing Diversity Through Teaching As stated earlier, the CfAO added a goal to address diversity in the long-term: PDP participants will gain tools and strategies for teaching science and engineering that promotes diversity and equity.

The primary method for achieving this goal is through the Professional Development Program (PDP) described earlier in this report. Over the past few years, we have added new components to our inquiry workshops specifically aimed at promoting diversity and equity through teaching methods. Research on undergraduate S&E education is growing, but there is already a rich body of knowledge that largely has not entered teaching practice. Studies that focus on issues of diversity from science education, cognitive and developmental psychology, and the behavioral sciences offer an increasing number of practical recommendations for changing curricula. The rich body of knowledge aimed at K-12 education can also inform S&E higher education.

For example an individual’s cultural, linguistic and economic background can impact their productive participation in scientific practices. Communities that have studied multicultural education have developed guidelines for culturally responsive curriculum that could be adapted to higher education. This is one example of the diverse areas of the knowledge base that can help influence change now. The challenge is applying this knowledge in the classroom, and this has been our focus in the last few years.

In March 2007, the PDP staff piloted a workshop entitled “Designing for Diversity.” The goal was to increase participants’ awareness of issues related to diversity and equity. The workshop included small group discussions and a review of the national data on S&E demographics, illustrating challenges and problems. Participants also read articles on stereotype threat75,76,77 and some of the teaching strategies that have emerged from that work. Participant response to this workshop was very good overall, which prompted the PDP staff team to offer the workshop in 2008 and again, with further refinement, in 2009.

The 2008 and 2009 CfAO PDP included a three hour workshop developed by Scott Seagroves, Anne Metevier, Lynne Raschke, Patrik Jonsson, and Lisa Hunter. The workshop, “Addressing

75 Steele, C. M., 1997. “A threat in the air: How stereotypes shape intellectual identity and performance.” American Psychologist, 52:613-629. 76 Dar-Nimrod, I., and Heine, S., 2006. “Exposure to Scientific Theories Affects Women’s Math Performance”, Science 314:435. 77 Lehrman, S., 2005. “Performance without Anxiety”, Scientific American January 24, 2005. "The Power of Social Psychological Interventions", Wilson 2006, Science 313:1251.

108 Diversity and Equity”, was designed to help PDP participants use diversity/equity as a consideration in the rationale for their design choices. Specifically, we wanted participants to:
Gain an awareness of diversity/equity issues in S&E, and why they should care about them
Gain an awareness that there is a culture of science that interfaces with other cultures
Gain an exposure to some strategies for designing for diversity
Grapple with the subtlety and difficulty of stereotype threat.

The workshop began with an introduction to diversity within the context of the larger 4-day workshop and the overall PDP, and included the following components: Demographics of science and why science should care: Utilizing the eloquent argument for diversity outlined by Princeton University President Shirley M. Tilghman in 2003, demographics and statistics are presented to make the case for the need for diversity in science and engineering:
Talent pool: science and engineering want the best possible minds tackling the hardest problems – by not drawing on the broadest talent pool our fields do not reach their full potential
Interests: the science and engineering interests of the overall population may differ from the interests of the sub-set currently pursuing science.
Recruitment: as some fields become more inclusive, those fields that lag behind in their diversity appear more and more anachronistic. This makes them not only less attractive to women and minorities (a reinforcing feedback effect) but also to the broader science community.
Fairness: a simple appeal to fairness, justice, democracy. From Tilghman: “it is simply unjust for a profession to organize itself, intentionally or unintentionally, in such a way as to exclude a significant proportion of the population”.

Case Studies Related to Diversity and Equity: Participants were broken into smaller groups to discuss classroom scenarios, with facilitation by a PDP staff member. Some cases were taken directly from the Center for Integrating Research, Teaching and Learning (CIRTL), others adapted from CIRTL, and still others created by the PDP staff.

Beliefs about Identity: In this portion of the workshop a short presentation was given on “stereotype threat,” which refers to being at risk of confirming, as self-characteristic, a negative stereotype about one's group. More than 300 peer-reviewed papers have been published on stereotype threat and its effect on academic performance. Participants were given a reading assignment prior to the workshop on stereotype threat, as well as some interventions for reducing it. The presentation included examples such as the “racism of lowered expectations” and others concerning outcomes of stereotype threat, but enforced the message that there are concrete strategies that can be used to offset this. (see: http://reducingstereotypethreat.org/).

Embedding Malleable Mindset into Teaching: This session built upon a reading assignment on the positive effect of classroom practices that encouraged students to view intelligence as malleable, or something that can grow with effort. Participants worked in small groups on the theme: "The readings mostly discuss social-psychology experiments. In these experiments, the intervention that encourages learners to think of their intelligence as malleable is entirely separate from the "real" learning that they do. How could we do a better job of "embedding" the malleable mindset within science activities?"

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Outcomes from “Addressing Diversity and Equity” Workshop Participants valued this workshop, and indicated where improvements could be made. They suggested specific case studies, which may need to be revised, and some participants remained a little vague as how to take action. We will continue to make revisions, and may also need to consider whether our ambitious goals can be accomplished in the three hour period of the workshop.

The real measure of impact is whether PDP participants can make design choices as they develop and then teach their activities. We are currently working on an assessment that will help determine to what extent participants do change their practice.

VI. 2c Diversity Indicator Metrics The Diversity Indicator Metrics are provided in the section on Mainland Interns, and the results are shown in Table 4 and Table 5 above.

VI.2d Future Diversity Plans

The programs on Diversity issues will continue at UC Santa Cruz through the work of ISEE. No changes in overall strategy from those described above are anticipated.

110 VII. MANAGEMENT

VII.1a Organizational Strategy The Center’s Director for its first 5 years was Professor Jerry Nelson, and for its second 5 years was Professor Claire Max. The Managing Director was Dr. Chris Le Maistre. The Director had responsibility for the overall running of the Center and in particular for the Center’s research agenda. The Managing Director was in charge of Center operations. A University Oversight Committee reviewed Center activities annually and reported to the Vice Chancellor for Research. The Center’s Organization chart is shown in Appendix B.

The Center’s Research was divided into four Themes as discussed in Section II. The Theme Leaders reported to the Director. UC Santa Cruz was the headquarters for the Center and the business offices of the ten collaborating sites reported to the Managing Director.

Internal management of the Center was by an Executive Committee (not shown in the organizational chart). This Committee met bi-weekly and consisted of the Director, Managing Director, Associate Directors (Theme Leaders) and selected leading researchers. An External Advisory Board advised the Director on management issues and developments in the Adaptive Optics field.

Each researcher submitted an annual report and annual proposals for future research. Proposals were reviewed by the Executive Committee and funding for new or continuing proposals was based on progress made against the previous year’s research milestones, the quality of the research proposal, and the degree to which the proposed project took good advantage of the "Center mode of operation." An external Program Advisory Committee (PAC) also met with the Executive Committee to review the proposals and funding levels and to help with decisions on proposals that were on the cusp.

VII.1b Performance and Management Indicators All proposals were required to include benchmarks to enable determination of progress during the year. As described above all progress reports and proposals were reviewed against those milestones by the Executive Committee with assistance from the PAC. The final funding decisions rested with the Director.

VII.1c Impact of Metrics The stringent review of proposals and reports did result in funding cuts to researchers and cancellation of projects. Conversely new projects were funded in most years, thus maintaining the vitality of the Center’s research agenda.

VII.1d Management Problems The process described above (PIs submitting proposals each year with reviews by committees), and the existence of a high degree of transparency in the process, resulted in little dissension and a general acceptance of decisions. In two cases, the management committee enlisted a blue ribbon panel to visit and review a program that was perceived to be in difficulty. In both cases, solutions were identified and subsequently both programs successfully met their goals.

111 VII.2 Management Communications The Center’s Executive Committee met biweekly. The UC Santa Cruz members met in the CfAO conference room and out of town members joined by video or tele-conferencing links. The Executive Committee also met periodically with NSF staff – Morris Aizenman (CfAO Technical Coordinator at NSF) and other members of NSF staff invited by Dr. Aizenman based on the topics to be discussed. These meetings also utilized video and tele-conferencing links. The Executive Committee for the second 5 years consisted of:

Table 12 CfAO Executive Committee, Second 5 Years Claire Max Director, UC Santa Cruz Chris Le Maistre Managing Director, UC Santa Cruz Lisa Hunter Associate Director (Leader Theme 1 – Education and Human Resources), UC Santa Cruz Donald Gavel Associate Director (Leader Theme 2 – Extremely Large Telescopes), UC Santa Cruz Scot Olivier Associate Director Knowledge Transfer and Partnerships, LLNL Austin Roorda Associate Director (Leader Theme 4 – Vision Science), UC Berkeley Bruce Macintosh Associate Director (Leader Theme 3 – Extreme AO), LLNL Jerry Nelson Former CfAO Director, Astronomy UCSC Andrea Ghez Member at large – Astronomy, UCLA David Williams Member at large – Vision Science, University of Rochester

Communication Problems

No major problems associated with our communications and connectivity were experienced. The video-conferencing facility was used extensively for Executive Committee meetings, information exchange between researchers at different institutions, workshops, and for interacting with summer interns who were at different research sites. The CfAO videoconferencing equipment, installed in Year 1, played a major role in the cohesion of the Center throughout its existence. In Years 9 and 10 the equipment began to be outdated; it will be replaced shortly.

VII.3 Center Committees

Table 13 CfAO Internal Oversight Committee, UC Santa Cruz (Second Five Years) Name Affiliation 1 Bruce Margon Vice Chancellor, Research 2 Stephen Thorsett Dean of Physical and Biological Sciences 3 Michael Isaacson Acting Dean, School of Engineering 4 Michael Bolte Director, UCO/Lick Observatory 5 Lisa Sloan Vice Provost, Dean of Graduate Studies

The Internal Oversight Committee met at least once a year. Additionally, the Center Director met regularly with the Director of the UCO/Lick Observatory, who conveyed concerns or issues to the Oversight Committee as needed.

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Table 14 The Program Advisory Committee

Name Affiliation 1 Dr. Michael Hart University of Arizona, Tucson, AZ 2 Dr. Mark Colavita Jet Propulsion Laboratory, Pasadena, CA 3 Dr. Stanley Klein (Chair) University of California, Berkeley, CA 4 Dr. Malcolm Northcott AOPTIX Technologies, Campbell, CA 5 Ms. Carrol Moran Director, Educational Partnership Center, University of California, Santa Cruz, CA 6 Dr. Rodney Ogawa Chair, Department of Education, University of California, Santa Cruz, CA

Table 15 The External Advisory Board

Name Affiliation 1 Dr. Christopher Dainty National University of Ireland 2 Dr. Ray Applegate University of Houston, TX 3 Dr. Thomas Cornsweet Visual Pathways Inc, Prescott, AZ 4 Dr. Norbert Hubin European Southern Observatory, Munich, Germany 5 Dr. Fiona Goodchild University of California, Santa Barbara, CA 6 Dr. Robert Fugate (Chair) NM Institute of Mining and Technology 7 Dr. David R. Burgess Boston College, Boston, MA

VII.4 Changes to the Center’s Strategic Plan There have been no significant changes to the strategic plan since the last report.

The Center community had, at earlier Retreats, focused on transition strategies after Year 10. The consensus strongly favored continuation of the core Center’s activities (Retreats, AO Summer School workshops). Research funding and Education funding would be the responsibility of individual Principal Investigators. A proposal was made to the University of California Office of the President (UCOP) seeking funds for continuing the core activities.

UCOP provided funds to support the Center’s Core activities for five years but this has been reduced to 3 years with recent budget cuts. This funding provides support for the continuation of the current NSF CfAO infrastructure – office staff, AO Summer School, Retreats, workshops and professional development programs for postdocs and graduate students. The continuing collaboration between researchers in Astronomy and Vision Science is a key component of the continuing UC funded Center.

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VIII. CENTER-WIDE OUTPUTS AND ISSUES

VIII.1a. Center Publications, 1999-2010

Peer Reviewed Publications (by year of publication)

1999 [1] Chanan, Gary and T. Mitchell. "Strehl Ratio and Modulation Transfer Function for Segmented Mirror Telescopes as Functions of Segment Phase Error." Applied Optics 38 (1999): 6642-6647.

[2] Larkin, J.E., and T.M. Glassman. "Faint Field Galaxies Around Bright Stars: A New Strategy for Imaging at the Diffraction Limit.'' Astronomical Society of the Pacific 111 (1999): 1410.

2000 [3] Bloemhof, E.E., R. Dekany, M. Troy, and B. Oppenheimer. “Behavior of Remnant Speckles in an Adaptively Corrected Imaging System.” The Astrophysical Journal Letters 558 (2000): L71.

[4] Larkin, J.E., T.M. Glassman, P. Wizinowich, D.S. Acton, O. Lai, A.V., Filippenko, A.L. Coil, and T. Matheson. "Exploring the Structure of Distant Galaxies with Adaptive Optics on the Keck II Telescope." Astronomical Society of the Pacific 112 (2000): 1526.

[5] Martin, E.L., C.D. Koresko, S.R. Kulkarni, B.F. Lane, and P.L. Wizinowich. "The Discovery of a Companion to the Very Cool Dwarf Gliese 569B with the Keck Adaptive Optics Facility." The Astrophysical Journal Letters 529 (2000): 37.

[6] Miller, Donald T. “Retinal Imaging and Vision at the Frontiers of Adaptive Optics.” Parity 15 (2000): 22-29.

[7] Williams, D. R., G.Y. Yoon, J. Porter, A. Guirao, H. Hofer, and I.J. Cox. “Visual Benefit of Correcting Higher Order Aberrations of the Eye.” Refractive Surgery 16 (2000): S554- S559.

[8] Wizinowich, P. D.S. Acton, C. Shelton, P. Stomski, J. Gathright, K. Ho, W. Lupton, K. Tsubota, O. Lai, C. Max, J. Brase, J. An, K. Avicola, S. Olivier, D. Gavel, B. Macintosh, A. Ghez, and J. Larkin. “Adaptive Optics at the Keck Telescope: A New Era of High Angular Resolution Imagery." Astronomical Society of the Pacific 112 (2000): 315.

2001 [9] Els, S.G., M.F. Sterzik, F. Marchis, E. Pantin, M. Endl, and M. Kurster. “A Second Substellar Companion in the Gliese 86 System: A Brown Dwarf in an Extrasolar Planetary System.” Astronomy and Astrophysics Letters 370 (2001): L1-L4.

[10] Guirao, A., D.R. Williams, and I. Cox. "Effect of Rotation and Translation on the Expected Benefit of an Ideal Method to Correct the Eye's Higher-order Aberrations." Journal of the Optical Society of America A 18.5 (2001): 1003-1015.

114 [11] Hammel H. B., K. Rages, G. W. Lockwood, E. Karkoschka, and I. de Pater. “New Measurements of the Winds of Uranus.” Icarus 153 (2001): 229-235.

[12] Hofer H., L. Chen, G.Y. Yoon, B. Singer, Y. Yamauchi, and D. R. Williams. "Improvement in Retinal Image Quality with Dynamic Correction of the Eye's Aberrations." Optics Express 8 (2001): 631- 643.

[13] Hofer, H., P. Artal, B. Singer, J.L. Aragón, and D.R. Williams. “Dynamics of the Eye’s Wave Aberration.” Journal of the Optical Society of America A 18 (2001): 497-506.

[14] Howell, R.R., J. Spencer, J. Goguen, F. Marchis, R. Prang, T. Fusco, D. Blaney, G. Veeder, J. Rahtbun, G. Orton, A. Grocholski, J. Stansberry, G. S. Kanner and E. K. Hege. "Groundbased Observations of Volcanism on Io in 1999 and Early 2000." Journal of Geophysical Research 106.33 (2001): 129-33, 140.

[15] Koehler R. "Multiplicity of X-Ray Selected T Tauri Stars in Chamaeleon." Astronomy Journal 122 (2001): 3325.

[16] MacRae, S., and D.R. Williams. “Wavefront Guided Ablation.” American Journal of Ophthalmology 132 (2001): 915-919.

[17] Marchis, F., R. Prang, and T. Fusco. "A Survey of Io's Volcanism by Adaptive Optics Observations in the 3.8 Micron Thermal Band (1996-1999)." Journal of Geophysical Research 106 (2001): 141-160.

[18] Marcy G.W., R.P. Butler, S.S. Vogt, M.C. Liu, G. Laughlin, K. Apps, J.R. Graham, J. Lloyd, K.L. Luhman, and R. Jayawardhana. “Two Substellar Companions Orbiting HD 168443.” The Astrophysical Journal 555 (2001): 418-425.

[19] Porter, J., A. Guirao, I. Cox, and D.R. Williams. “Monochromatic Aberrations of the Human Eye in a Large Population.” Journal of the Optical Society of America A 18.8 (2001): 1793-1803. [20] Prato, L., A.M. Ghez, R.K. Pina, C.M. Telesco, R.S. Fisher, P. Wizinowich, O. Lai, D.S. Acton, and P. Stomski. “Keck Diffraction-Limited Imaging of the Young Quadruple Star System HD 98800.” The Astrophysical Journal 549 (2001): 590.

[21] Quirrenbach A., J.E. Roberts, K. Fidkowski, W. de Vries, and W. van Breugel. "Keck Adaptive Optics Observations of the Radio Galaxy 3C294: a Merging System at z = 1.786." Astronomy Journal 556 (2001): 108-112.

[22] Roe, H.G., D. Gavel, C. Max, I. de Pater, S. Gibbard, and B. Macintosh. "Near-Infrared Observations of Neptune's Tropospheric Cloud Layer with the Lick Observatory Adaptive Optics System." Astronomy Journal 122 (2001): 1636-1643.

[23] Roe, H.G., J.R. Graham, I.A. McLean, I. de Pater, E.E. Becklin, D.F. Figer, A.M. Gilbert, J.E. Larkin, N.A. Levenson, H.I. Teplitz, and M.K. Wilcox. ”The Altitude of an Infrared Bright Cloud Feature on Neptune from Near-infrared Spectroscopy.” Astronomy Journal 122 (2001): 1023-1029.

115 2002 [24] Chauvin, G., T. Fusco, A.M. Lagrange, D. Mouillet, J.L.Beuzit, M. Thomson, J.C. Augereau, F. Marchis, C. Dumas, and P. Lowrance. "No Disk Needed Around HD 199143 B." Astronomy & Astrophysics 394 (2002): 219.

[25] de Pater, I., B. Macintosh, H. Roe, D. Gavel, S.G. Gibbard, and C.E. Max. "Keck Adaptive Optics Images of Uranus and its Rings." Icarus 160 (2002): 359.

[26] Descamps, P., F. Marchis, J. Berthier , R. Prangé, T. Fusco and C. Le Guyader. "First Ground-based Astrometric Observations of Puck." Comptes Rendus Physique 3.1 (2002): 121-128

[27] Doble, N., L. Chen, G.Y. Yoon, P. Bierden, S. Olivier, B. Singer, and D.R. Williams. "The Use of a Microelectromechanical Mirror for Adaptive Optics in the Human Eye." Optics Letters 27.17 (2002): 1537-1539.

[28] Duchene, G., A.M. Ghez, and C. McCabe. “Resolved Near-Infrared Spectroscopy of the Mysterious Pre-Main Sequence Binary System T Tau S.” The Astrophysical Journal 568 (2002): 771.

[29] Ellerbroek, B.L. “Efficient Computation of Minimum-variance Wave-front Reconstructors with Sparse Matrix Techniques.” Journal of the Optical Society of America A 19 (2002): 1803-1816.

[30] Gezari, S., A.M. Ghez, E.E. Becklin, J. Larkin, I.S. McLean, and M. Morris. “Adaptive Optics Near- Infrared Spectroscopy of the SgrA* Cluster.” The Astrophysical Journal 576 (2002): 790.

[31] Gibbard S.G., H. Roe, I. de Pater, B. Macintosh, D. Gavel, C.E. Max, K.H. Baines, and A. Ghez. "High-Resolution Infrared Imaging of Neptune from the Keck Telescope." Icarus 156 (2002): 1-15. [32] Gilles, L., C.R. Vogel, and Brent Ellerbroek. "A Multigrid Preconditioned Conjugate Gradient Method for Large Scale Wavefront Reconstruction." Journal of the Optical Society of America A 19 (2002): 1817-1822.

[33] Glassman, T. M., J.E. Larkin, and D. Lafreniere. "Morphological Evolution of Distant Galaxies from Adaptive Optics Imaging." The Astrophysical Journal 581 (2002): 865.

[34] Guirao, A., J. Porter, D.R. Williams, and I. Cox. “Calculated Impact of Higher-order Monochromatic Aberrations on Retinal Image Quality in a Population of Human Eyes: erratum.” Journal of the Optical Society of America A 19 (2002): 620-628.

[35] Hestroffer, D., F. Marchis, T. Fusco, and J. Berthier. "Adaptive Optics Observations of asteroid (216) Kleopatra." Astronomy and Astrophysics 394 (2002): 339-343.

[36] Hornstein, S.D., A.M. Ghez, A. Tanner, M. Morris, E.E. Becklin, and P. Wizinowich. "Limits on the Short-Term Variability of Sagittarius A* in the Near-Infrared." The Astrophysical Journal 577 (2002): L9.

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Cha Cluster." Astronomy Journal 124 (2002): 2899.

[39] Lacy, M., E.L. Gates, S.E. Ridgway, W. de Vries, G. Canalizo, J.P. Lloyd and J.R. Graham. “Observations of Quasar Hosts with Adaptive Optics at Lick Observatory.'' Astronomy Journal 124 (2002): 3023- 3030.

[40] Le Louarn, M. "Multi-Conjugate Adaptive Optics with Laser Guide Stars: Performance in the Infrared and Visible." Monthly Notices of the Royal Astronomical Society 334 (2002): 865

[41] Liu M.C., D.A. Fischer, J.R. Graham, J.P. Lloyd, G.W. Marcy, and R.P. Butler. “Crossing the Brown Dwarf Desert Using Adaptive Optics: A Very Close L-Dwarf Companion to the Nearby Solar Analog HR 7672.” The Astrophysical Journal 571 (2002): 519.

[42] Lloyd J.P., B.R. Oppenheimer, and J.R. Graham. “The Potential of Differential Astrometric Interferometry from the High Antarctic Plateau.” Publications of the Astronomical Society of Australia 19 (2002): 318.

[43] Marchis, F., I. de Pater, A. Davies, H. Roe, P. Descamps, D. Le Mignant, B. Macintosh, and R. Prangé. "High-resolution Keck Adaptive Optics Imaging of Violent Volcanic Activity on Io." Icarus 160 (2002): 124-131.

[44] Neitz, J., J. Carroll, Y. Yamauchi, M. Neitz, and D.R. Williams. “Color Perception is Mediated by a Plastic Neural Mechanism that Remains Adjustable in Adults.” Neuron 35 (2002): 783-792.

[45] Patience, J., R.J. White, A.M. Ghez, C. McCabe, I. McLean, J.E. Larkin, L. Prato, S. Kim, S. Sungsoo, J.P. Lloyd, M.C. Liu, J.R. Graham, B.A. Macintosh, D.T. Gavel, C.E. Max, B.J. Bauman, S.S. Olivier, P. Wizinowich, and D.S. Acton. “Stellar Companions to Stars with Planets.” The Astrophysical Journal 581 (2002): 654.

[46] Poyneer, L.A., D.T. Gavel and J.M. Brase. "Fast Wavefront Reconstruction in Large Adaptive Optics Systems using the Fourier Transform." Journal of the Optical Society of America A 19 (2002): 2100-11.

[47] Roe, H.G., "Implications of Atmospheric Differential Refraction for Adaptive Optics Observations." Astronomical Society of the Pacific 114 (2002): 450-461.

[48] Roe, H.G., I. de Pater, B.A. Macintosh, S.G. Gibbard, C.E. Max, and C.P. McKay. “Titan's Atmosphere in Late Southern Spring Observed with Adaptive Optics on the W. M. Keck II 10-Meter Telescope." Icarus 157 (2002): 254-258.

117 [49] Roorda A., F. Romero-Borja, W.J. Donnelly III, H. Queener, T.J. Hebert, and M.C.W. Campbell. "Adaptive Optics Scanning Laser Ophthalmoscopy." Optics Express 10.9 (2002): 405-412.

[50] Roorda, A., D.R. Williams. "Optical Fiber Properties of Individual Human Cones." Journal of Vision 2 (2002): 404-412.

[51] Sivaramakrishnan, A., J.P. Lloyd, P.E. Hodge and B.A. Macintosh. "Speckle Decorrelation and Dynamic Range in Speckle Noise Limited Imaging." Astrophysical Journal Letters 581 (2002): L59.

[52] Srinivasan U., M.A. Helmbrecht, C. Rembe, R. S. Muller and R. T. Howe. "Fluidic Self- Assembly of Micromirrors onto Microactuators Using Capillary Forces." Journal of Selected Topics in Quantum Electronics 8.1 (2002): 4.

[53] Steinbring E., S.M. Faber, S. Hinkley, B.A. Macintosh, D. Gavel, E.L. Gates, J.C. Christou, M. LeLouarn, L.M. Raschke, S.A. Severson, F. Rigaut, D. Crampton, J.P. Lloyd, and J.R. Graham. "Characterizing the Adaptive Optics Off-Axis Point-Spread Function I: A Semiempirical Method for Use in Natural Guide Star Observations." Astronomical Society of the Pacific 114 (2002): 1267-1280.

[54] Steinbring E., D. Crampton, and J.B. Hutchings. "Radio Galaxies at z = 1.1 to 3.8: Adaptive- Optics Imaging and Archival Hubble Space Telescope Data." Astrophysical Journal 569 (2002): 611.

[55] Tanner, A., A. Ghez, M. Morris, E. Becklin, A. Cotera, M. Ressler, M. Werner, and P. Wizinowich. “Spatially Resolved Observations of the Galactic Center Source, IRS 21.” Astrophysical Journal 575 (2002): 860.

[56] Williams, D.R. “What Adaptive Optics Can Do For The Eye.” Review of Refractive Surgery 3.3 (2002): 14-20.

[57] Yoon, G.Y., and D.R. Williams. "Visual Performance after Correcting the Monochromatic and Chromatic Aberrations of the Eye." Journal of the Optical Society of America A 19.2 (2002): 266-275.4.

2003 [58] Bloemhof, E.E. "Suppression of Speckle Noise by Speckle Pinning in Adaptive Optics." Astrophysics Journal Letters 582, (2003): L59.

[59] Boccaletti, A., J.C. Augereau, F. Marchis, and J. Hahn. "Ground-based Imaging of the HD141569 Circumstellar Disk.” Astrophysical Journal 585 (2003): 494. [60] Bogdanovic, T., J. Ge, C.E. Max, and L.M. Raschke. "Circumnuclear Shock and Starburst in NGC 6240: Near-infrared Imaging and Spectroscopy with Adaptive Optics." Astronomical Journal 126 (2003): 2299.

[61] Canalizo, G., C.E. Max, D. Whysong, R. Antonucci, and S. E. Dahm. "Adaptive Optics Imaging and Spectroscopy of Cygnus A: Potential Evidence for a Merger." Astrophysical Journal 597, (2003): 823.

118 [62] Donnelly III, W.J. and A. Roorda. “The Optimal Pupil Size in the Eye for Axial Resolution.” Journal of the Optical Society of America A 20.11 (2003): 2010-2015.

[63] Ellerbroek, B., L. Gilles, and C.R. Vogel. “Numerical Simulations of Multiconjugate Adaptive Optics Wavefront Reconstuction on Giant Telescopes.” Applied Optics 42 (2003): 4811.

[64] Farsiu, S., D. Robinson, M. Elad, and P. Milanfar. "Fast and Robust Multi-frame Super- resolution." IEEE Transactions on Image Processing 13, (2004): 1327.

[65] Ghez, A.M., G. Duchêne, K. Matthews, S.D. Hornstein, A. Tanner, J. Larkin, M. Morris, E.E. Becklin, S. Salim, T. Kremenek, D. Thompson, B.T. Soifer, G. Neugebauer, and I. McLean. “The First Measurement of Spectral Lines in a Short-Period Star Bound to the Galaxy's Central Black Hole: Paradox of Youth.” The Astrophysical Journal 586, (2003): L127.

[66] Gibbard, S.G., I. de Pater, H.G. Roe, S. Martin, B.A. Macintosh, and C.E. Max. “Determination of Neptune Cloud Heights from High-spatial-resolution Near-infrared Spectra.” Icarus 166 (2003): 359-374.

[67] Gilles, L., and B. Ellerbroek and C.R. Vogel. “Preconditioned Conjugate Gradient Wavefront Reconstructors for Multi-Conjugate Adaptive Optics.” Applied Optics 42 (2003): 5233-5250. [68] Guirao, A., and D.R. Williams. “A Method to Predict Refractive Errors from Wave Aberration Data.” Optometry and Vision Science 80 (2003): 36-42.

[69] Macintosh, B., E. Becklin, D. Kaisler, Q. Konopacky, and B. Zuckerman. “Deep Adaptive Optics Searches for Planets in the Dust of Epsilon Eridani and Vega.” The Astrophysical Journal 594 (2003): 538.

[70] Macintosh, B., D. Gavel, S. Gibbard, C. Max, M. Eckart, I. De Pater, A. Ghez, and J. Spencer. "Speckle Imaging of Volcanic Hotspots on Io with the Keck Telescope." Icarus 165 (2003): 137.

[71] Marchis, F., P. Descamps, D. Hestroffer, J. Berthier, A. Boccaletti, D. Gavel, and I. de Pater. “A Three-dimensional Solution for the Orbit of the Satellite of the Asteroid (22) Kalliope.” Icarus 165 (2003): 112-120.

[72] Martin, J.A., and A. Roorda. “Predicting and Assessing Visual Performance with Multizone Contact Lenses.” Optometry and Vision Science 80.12 (2003): 812-819.

[73] Max, C., B.A. Macintosh, S.G. Gibbard, D.T. Gavel, H.G. Roe, I. de Pater, A.M. Ghez, D.S. Acton, O. Lai, P. Stomski, and P.L. Wizinowich. "Cloud Structures on Neptune Observed with Keck Telescope Adaptive Optics.” The Astronomy Journal 125 (2003): 364-375.

[74] McCrady, N., A.M. Gilbert, and J.R. Graham. “Kinematic Masses of Super-Star Clusters in M82 from High-Resolution Near-Infrared Spectroscopy.” The Astrophysical Journal 596 (2003): 240.

119 [75] Pallikaris, A., D.R. Williams, and H. Hofer. “The Reflectance of Single Cones in the Living Human Eye.” Investigative Ophthalmology and Visual Science 44 (2003): 4580.

[76] Perrin, M.D., A. Sivaramakrishnan, R.B. Makidon, B.R. Oppenheimer, and J.R. Graham. “The Structure of High Strehl Ratio Point-Spread Functions.” The Astrophysical Journal 596, (2003): 702.

[77] Poyneer, L.A., M. Troy, B. Macintosh and D. Gavel. “Experimental Validation of Fourier Transform Wave-front Reconstruction at the Palomar Observatory.” Optics Letters 28 (2003): 798.

[78] Ribak, E. “Separating Atmospheric Layers in Adaptive Optics.” Optics Letters 28 (2003): 613-615.

[79] Schoeck M, D. Le Mignant, G.A. Chanan, P.L. Wizinowich, and M. van Dam. "Atmospheric Turbulence Characterization with the Keck Adaptive Optics Systems. I. Open-loop Data." Applied Optics 42, (2003): 3705-3720.

2004 [80] Adamkovics, M., I. de Pater, H. Roe, S. Gibbard, and C. Griffth. "Spatially- resolved Spectroscopy at 1.6 m of Titan's Atmosphere and Surface." Geophysical Research Letters 31, L17S05 (2004).

[81] Aime, C. and R. Soummer. "The Usefulness and Limits of Coronagraphy in the Presence of Pinned Speckles." Astrophysical Journal 612 (2004): L85.

[82] Artal, P., L. Chen, E.J. Fernandez, B. Singer, S. Manzanera, and D.R. Williams. “Neural Compensation for the Eye's Optical Aberrations.” Journal of Vision 4 (2004): 281-287.

[83] Bardsley, J.M. and C.R. Vogel. “Non-negatively Constrained Convex Programming Method for Image Reconstruction.” SIAM Journal on Scientific Computing 25 (2004): 1326-1343.

[84] Bouchez, A.H. and M.E. Brown. "Statistics of Titan's South Polar Tropospheric Clouds." Astrophysical Journal 618 (2004): L53.

[85] Bouy, H., G. Duchene, R. Kohler, W. Brandner, J. Bouvier, E.L. Martin, A. Ghez, T. Delfosse, T. Forveille, F. Allard, I. Baraffe, G. Basri, L. Close, and C.E. McCabe. "First Determination of the Dynamical Mass of a Binary L Dwarf." Astronomy and Astrophysics 423 (2004): 341.

[86] Cheng, H., J.K. Barnett, A.S. Vilupuru, J.D. Marsack, S. Kasthurirangan, R.A. Applegate, and A. Roorda. “A Population Study on Changes in Wave Aberration with Accommodation.” Journal of Vision 4.4 (2004): 272-280.

[87] Christou, J.C., A. Roorda, and D.R. Williams. "Deconvolution of Adaptive Optics Retinal Images." Journal of the Optical Society of America A 21 (2004): 1393.

[88] Christou, J.C., G. Pugliese, R. Kohler and J.D. Drummond. "Photometric and Astrometric Analysis of Gemini/Hokupa'a Galactic Center Adaptive Optics Observations." Astronomical Society of the Pacific 116 (2004): 734.

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[90] de Pater, I. "Introduction to Special Section: Titan: Pre-Cassini View." Geophysical Research Letters 31, (2004): L17S01.

[91] Doble, N., and D.R. Williams. "The Application of MEMS technology for Adaptive Optics in Vision Science.” IEEE Journal of Selected Topics in Quantum Electronics 10.3 (2004): 629-635.

[92] Drummond, J.D., J.M. Telle, C.A. Denman, P.D. Hillman, J.M. Spinhirne, and J.C. Christou. "Photometry of a Sodium Laser Guide Star from the Starfire Optical Range. II. Compensating the Pump Beam." Astronomical Society of the Pacific 116 (2004): 952.

[93] Duchene, G., C. McCabe, and A.M. Ghez. "A Multi-wavelength Scattered Light Analysis of the Dust Grain Population in the GG Tau Circumbinary Ring." Astrophysical Journal 606 (2004): 969.

[94] Farihi, J., E. Becklin, B. Macintosh. "Mid-Infrared Observations of van Maanen 2: No Substellar Companion." Astrophysical Journal 608 (2004): L109.

[95] Ghez, A.M., S.A. Wrigh, K. Matthews, D. Thompson, D. Le Mignant, A. Tanner, S.D. Hornstein, M. Morris, E.E. Becklin, and B.T. Soifer. “Variable Infrared Emission from the Supermassive Black Hole at the Center of the Milky Way." Astrophysical Journal 601(2004): L159.

[96] Gibbard, S.G., B. Macintosh, D. Gavel, C.E. Max, I. de Pater, H. Roe, A.M. Ghez, E.F. Young, and C.P. McKay. "Speckle Imaging of Titan at 2 microns: Surface Albedo, Haze Optical Depth, and Tropospheric Clouds 1996-1998." Icarus 169 (2004): 429.

[97] Huxlin, K., G.Y. Yoon, L. Nagy, E. Brandon, J. Porter, I. Cox, S. MacRae, and D.R. Williams. “Monochromatic ocular wave-front aberrations in the awake-behaving cat.” Vision Research 44 (2004): 2159-2169.

[98] Kaisler, D, B. Zuckerman, I. Song, B. Macintosh, A. Weinberger, E. Becklin, Q. Konopacky, and J. Patience. "HD 199143 and HD 358623: Two Recently Identified Members of the beta; Pictoris Moving Group." Astronomy & Astrophysics 414 (2004): 175-179.

[99] Kalas, P., M.C. Liu, and B.C. Matthews. “Discovery of a Large Dust Disk Around the Nearby Star AU Microscopii.” Science 303 (2004): 1990.

[100] Liao, Z.M., S.A. Payne, J.W. Dawson, A. Drobshoff, C. Ebbers, D.M. Pennington, and L. Taylor. "Thermally-induced dephasing in periodically-poled KTP frequency-doubling crystals." Journal of the Optical Society of America A 21 (2004): 2191.

[101] Martin, J.A., and A. Roorda. “Direct and Non-Invasive Assessment of Parafoveal Capillary Leukocyte Velocity.” Ophthalmology 112.12 (2005): 2219-2224.

121 [102] Perrin, M.D., J.R. Graham, P. Kalas, J.P. Lloyd, C.E. Max, D.T. Gavel, D.M. Pennington, and E. Gates. “Laser Guide Star Adaptive Optics Imaging Polarimetry of Herbig Ae/Be Stars.” Science 303 (2004): 1345.

[103] Perron, J.T. and I de Pater. "Dynamics of an Icy Continent on Titan.” Geophysical Research Letters 31 (2004): L17S04.

[104] Poyneer, L. and B. Macintosh. "Spatially-filtered Wavefront Sensor for High-order Adaptive Optics." Journal of the Optical Society of America A A21 (2004): 810.

[105] Ren, H. and R. Dekany. "Fast Wave-front Reconstruction by Solving the Sylvester Equation with the Alternating Direction Implicit Method." Optics Express 12 (2004): 3279.

[106] Roe, H.G., I. de Pater, S.G. Gibbard, B.A. Macintosh, C.E. Max, E.F. Young, M.E. Brown, and A.H. Bouchez. "A new 1.6-micron map of Titan's surface." Geophysical Research Letters 31 (2004): (L17S03).

[107] Steinbring, E., Metevier, A. J., Norton, S. A., Rascke, L. M., Koo, D. C., Faber, S. M., Willmer, C. N. A., Larkin, J. E. and T.M. Glassman. "Keck Adaptive Optics Imaging of 0.5 < z < 1.0 Field Galaxies from the HST Archive." Astrophysical Journal Supplements 155 (2004): 15.

[108] Stevenson, S.B., A. Raghunandan, J. Frazier, S. Poonja and A. Roorda. "Fixation Jitter, Motion Discrimination and Retinal Imaging." Journal of Vision 4 (2004): 85.

[109] van Dam, M.A., D. le Mignant, and B. Macintosh. "Performance of the Keck Observatory Adaptive Optics System." Applied Optics 43 (2004): 5458.

[110] Venkateswaran, K., F. Romero-Borja, and A. Roorda. “Theoretical Modeling and Evaluation of the Axial Resolution of the Adaptive Optics Scanning Laser Ophthalmoscope.” Journal of Biomedical Optics 9.1 (2004): 132-138.

[111] Weinberg, N.N., M. Milosavljevic, and A.M. Ghez. "Stellar Dynamics at the Galactic Center with a Thirty Meter Telescope." Astrophysical Journal 622 (2004): 878.

[112] Zhou, F.X.H., D.T. Miller, L.N. Thibos, and A. Bradley. “Validation of a Combined Corneal Topographer and Aberrometer based on Shack-Hartmann Wavefront Sensing.” Journal of the Optical Society of America A 21 (2004): 683-696.

2005 [113] Choi, S., N. Doble, J. Lin, J.C. Christou, and D.R. Williams "The Effect of Wavelength on in vivo Images of the Human Cone Mosaic.” Journal of the Optical Society of America A 22.12 (2005): 2598-2605.

[114] de Pater, I., S.G. Gibbard, H.B. Hammel. "The Ring System of Uranus: Flat as a Pancake, Sprinkled with Dust." Icarus (2005): UCRL-JRNL-211287.

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[116] Duchene, G., A.M. Ghez, C. McCabe, and C. Ceccarelli. "The Circumstellar Environment of T Tau S at High Spatial and Spectral Resolution.” Astrophysical Journal 628 (2005): 2.

[117] Ellerbroek, B.L. "Linear Systems Modeling of Adaptive Optics in the Spatial-frequency Domain." Journal of the Optical Society of America A 22 (2005): 310.

[118] Flicker, R. "Anisoplanatic Deconvolution of Adaptive Optics Images." JOSA A 22.3 (2005):504.

[119] Ghez, A.M., S. Salim, S.D. Hornstein, A. Tanner, M. Morris, E.E. Becklin and G. Duchene. "Stellar Orbits Around the Galactic Center Black Hole." Astrophysical Journal 620 (2005): 744.

[120] Ghez, A.M., S.D. Hornstein, J. Lu, A. Bouchez, D. LeMignant, P. Wizinowich, K. Matthews, M. Morris, E.E. Becklin, R.D. Campbell, J.C.Y. Chin, M.A. van Dam, S.K. Hartman, E.M. Johansson, R.E. Lafon, P.J. Stomski, and D.M. Summers. "The First Laser Guide Star Adaptive Optics Observations of the Galactic Center: Sgr A*'s Infrared Color and the Discovery of Extended Red Emission in its Vicinity." The Astrophysical Journal 635.2 (2005): 1087-1094.

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[231] Roorda, A., Tiruveedhula, P., Zhang, Y., Arathorn, D.W., Vogel, C.R., and Yang, Q. “Real-Time Correction of Eye Movement Distortions in Adaptive Optics Scanning Laser Ophthalmoscope Images.” Invest. Ophthalmol. Vis. Sci. 47: E-Abstract 2764, 2007.

131

[232] Rossi, E.A., and Roorda, A. "Visual Performance in Emmetropia and Low Myopia After Correction of High Order Aberrations." Journal of Vision 7.8 (2007) doi: 10,1167.7.8.14.

[233] Rossi, E.A., Grieve, K., and Roorda, A. “Visual Acuity and the Photoreceptor Mosaic.” Invest. Ophthalmol. Vis. Sci. 47: E-Abstract 3175, 2007.

[234] Sabesan, R., Jeong, TM., Cox, I., Williams, D.R., and Yoon, GY. “Vision improvement by correcting higher-order aberrations with customized soft contact lenses in keratoconic eyes.” Optics Letters 32, 8 (2007): 1000-1002.

[235] Siegler, N., Close, L.M., Burgasser, A.J., Cruz, K.L., Marois, C. et al. “Discovery of a 66 mas Ultracool Binary with Laser Guide Star Adaptive Optics.” Astrophysical Journal 133.5 (2007): 2320-2326.

[236] Soummer, R. and A. Ferrari. “The Strehl Ratio in Adaptive Optics Images: Statistics and Estimation.” Astrophysical Journal 662.1 (2007): L49-L52.

[237] Stolte, A., Ghez, A. M., Morris, M., Lu, J. R., Brandner, W., and Matthews, K. “The Proper Motion of the Arches Cluster with Keck Laser-Guide Star Adaptive Optics." Astrophysical Journal 675.2 (2008): 1278.

[238] Vacca, W. D., Sheehy, C. D., and Graham, J. R “Imaging IC 10 with LGSAO.” Astrophysical Journal 662. (2007): 272.

[239] Vilupuru, A.S., Rangaswamy,N.V., Frishman, L.J., Smith III, E.L., Harwerth, R.S., and Roorda, A. “Adaptive Optics Scanning Laser Ophthalmoscopy for in vivo Imaging of Lamina Cribrosa.” JOSA A 24. 5 (2007): 1417-1425.

[240] Vogel, C., D. Arathorn, A. Roorda, and A. Parker. “Retinal motion estimation and image dewarping in adaptive optics scanning laser ophthalmoscopy." Optics Express 14 (2007): 487- 497.

[241] Wright, S. A., Larkin, J. E., Barczys, M., Erb, D. K., Iserlohe, C., Krabbe, A., Law, D. R., McElwain, M. W., Quirrenbach, A., Steidel, C. C., and Weiss, J. “Integral Field Spectroscopy of a Candidate Disk Galaxy at z ~ 1.5 Using Laser Guide Star Adaptive Optics.” Astrophysical Journal 658 (2007): 78-84.

[242] Yoon, M.K., Roorda, A., Nakanishi, C., Duncan J.L. “Structural Correlation Using Adaptive Optics Scanning Laser Ophthalmoscopy in a Family With NARP Syndrome” Invest. Ophthalmol. Vis. Sci. 47: E-Abstract 3727, 2007.

[243] Zhang, Y., and Roorda, A, “Photon Signal Detection and Evaluation in the Adaptive Optics Scanning Laser Ophthalmoscope.” JOSA A 24. 5 (2007): 1276- 1283.

2008 [244] Bouy, H., E.L. Martin, W. Brander, T. Forveille, X. Delfosse, N. Huelamo, G. Basri, J. Girard,M.-R., Zapatero Osori, M. Stumpf, A. Ghez, L. Valdivielso, F. Marchis, A.J. Burgasser, and K.Cruz. “Follow-up Observations of Binary Ultra-Cool Dwarfs.” Astronomy and Astrophysics 481.3 (2008): 757-767.

132 [245] Brainard, D.H., Williams, D.R., and Hofer, H. “Trichromatic reconstruction from the interleaved cone mosaic: Bayesian model and the color appearance of small spots.” Journal of Vision 8.5:15 (2008): 1-23.

[246] Chen, L., Artal, P., Gutierrez, D., and Williams, D. R. “Neural compensation for the best aberration correction.” Journal of Vision 7.10.9 (2007): 1-9.

[247] Choi, Stacey S., Doble, Nathan, Christou, Julian, Pan, Gang, Enoch, Jay M., and Williams, David R. “In vivo imaging of the human rod photoreceptor mosaic.” Vision Res 48.26 (2008): 2564-2568.

[248] de Pater, I., M. Showalter, and B. Macintosh. “Structure of the Jovian Ring from Keck Observations during RPX 2002-2003.” Icarus 195 (2008): 348-360.

[249] Descamps, P., F. Marchis, J. Pollock, J. Berthier, M. Birlan, F. Vachier, and F. Colas. “Mutual Events within the Binary System of (22) Kalliope.” PS&S 56.14 (2008): 1851- 1856.

[250] Descamps, P., F. Marchis, J. Pollock, J. Berthier, F. Vachier, M. Birlan, M. Kaasalainen, A.W. Harris, M. Wong, W. Romanishin, E.M. Cooper, K.A. Kettner, P. Wiggins, A. Kryszczynska, M. Polinska, J.-F. Colliac, A. Devyatkin, I. Verestchagina, and D. Gorshanov. “New determination of the size and bulk density of the binary asteroid 22 Kalliope from observations of mutual eclipses.” Icarus 196 (2008):578-600.

[251] Do, T., Ghez, A. M., Morris, M., Yelda, S., Meyer, L., Lu, J.R., Hornstein, S.D., and Matthews, K. “ A Near- Infrared Variability Study of the Galactic Black Hole: A Red Noise Source with NO Detected Periodicity.” Astrophysical Journal 691.2 (2008): 1021- 1034.

[252] Gao, W., Cense, B., Zhang, Y., Jonnal, R., and Miller, D. "Measuring retinal contributions to the optical Stiles-Crawford effect with optical coherence tomography." Optical Express 16 (2008): 6486-6501. http://www.opticsinfobase.org/ abstract.cfm?URI=oe-16-9-6486.

[253] Gaudi, B. S., Bennett, D. P., Udalski, A., Gould, A., Christie, G. W., Maoz, D., Dong, S., McCormick, J., Szymaski, M. K., Tristram, P. J., and 58 others. “Discovery of a Jupiter/Saturn Analog with Gravitational Microlensing.” Science 319 (2008): 927.

[254] Grieve, K.F., Roorda, A. “Intrinsic Signals from Human Cone Photoreceptors.” Investigative Ophthalmology and Vision Science 49.2 (2008): 713-719.

[255] Hammel, H. B., L. A. Sromovsky, P. M. Fry, K. Rages, M. Showalter, I. de Pater, M. van Dam, R. P. LeBeau, and X. Deng. “The Dark Spot in the Atmosphere of Uranus in 2006: Discovery, Description, and Dynamical Simulations.” Icarus 201.1 (2008): 257.271.

[256] Laver, C., and I. de Pater. “Spatially Resolved SO2 Ice on Io, observed in the near IR.” Icarus 195.2 (2008): 752-757.

133 [257] Melbourne, J., S. M. Ammons, S.A. Wright, A. Metevier, E. Steinbring, C. Max, D.C. Koo, J.E. Larkin and M. Barczys. “Triggered or Self-Regulated Star Formation within Intermediate Redshift Luminous Infrared Galaxies. I. Morphologies and Spectral Energy Distributions.” The Astronomical Journal 135 (2008): 1207–1224.

[258] Meyer, L., Ghez, A., Do, T., Morris, M., Witzel, G., Eckart, A., Belanger, G., and Schodel, R. “A 600 Minutes Near-Infrared Lightcurve From Sagittarius A*.” The Astrophysical Journal Letters 688.1 (2008): L17.

[259] Marois, C., Lafreniere, D., Macintosh, B., Doyon, R. “Confidence and Sensitivity Limits in High-Contrast Imaging.” Astrophysical Journal 673 (2008): 647.

[260] Oppenheimer, B. R., Brenner, D., Hinkley, S., Zimmerman, Neil; Sivaramakrishnan, A., Soummer, R., Kuhn, J., Graham, J. R., Perrin, Marshall; Lloyd, J. P. “The Solar-System- Scale Disk Around AB Aurigae.” Astrophysical Journal in press. arXiv0803. (2008): 3629.

[261] Perrin, M. D., Graham, J. R., Lloyd, J. P. “The IRCAL Polarimeter: Design, Calibration, and Data Reduction for an Adaptive Optics Imaging Polarimeter.” Astrophysical Journal arXiv0804 (2008): 1550.

[262] Poyneer, L.A., and Véran, J.-P. “Predictive wavefront control for adaptive optics with arbitrary control loop delays.” JOSA A 25.7 (2008):1486-1496.

[263] Poyneer, L.A., Dillon, D., Thomas, S., and Macintosh, B. “Laboratory demonstration of accurate and efficient nanometer-level wavefront control for extreme adaptive optics.” Applied Optics 47 (2008): 1317–1326.

[264] Showalter, M.R., de Pater, I., Verbanac, G., Hamilton, D.P., and Burns, J.A. “Properties and Dynamics of Jupiter’s Gossamer Rings from Galileo, Voyager, Hubble and Keck images.” Icarus 195,1(2008): 361-377.

[265] Sivaramakrishnan, A., R. Soummer, B. R. Oppenheimer and L. Pueyo. “Aberrations in apodized pupil Lyot coronagraphs.” Astrophysical Journal 688 (2008): 701-708.

[266] Steinbring, E., Melbourne, J., Metevier, A. J., Koo, D. C., Chun, M. R., Simard, L., Larkin, J. E., and Max, C. E. “CATS: Optical to Near-Infrared Colors of the Bulge and Disk of Two z ~ 0.7 Galaxies using HST and Keck Laser Adaptive Optics Imaging.” The Astronomical Journal 136.4 (2008): 1523.

[267] Stolte, A., Ghez, A. M., Morris, M., Lu, J. R., Brandner, W., and Matthews, K. “The Proper Motion of the Arches Cluster with Keck Laser-Guide Star Adaptive Optics.” Astrophysical Journal 675 (2008): 1278.

2009-2010 [268] Ádámkovics, M., de Pater, I., Hartung, M., and Barnes, J.W. “Evidence for Condensed- Phase Methane Enhancement Over Xanadu on Titan.” Planetary and Space Science 57 (2009): 1586-1595.

134 [269] Ammons, S.M., Melbourne, J., Max, C.E., Koo, D.C., and Rosario, D.J.V. "Spatially Resolved Stellar Populations of Eight GOODS-South AGN at z~1." Astronomical Journal 137 (2009): 470-497.

[270] Ammons, S.M., Johnson, L., Laag, E.A., Kupke, R., Gavel, D.T., Bauman, B.J., and Max, C.E. “Integrated Laboratory Demonstrations of Multi-Object Adaptive Optics on a Simulated 10 Meter Telescope at Visible Wavelengths.” PASP 122 (2010): 573-589.

[271] Azucena, O., Kubby, J., Crest, J., Cao, J., Sullivan, W., Kner, P., Gavel, D., Dillon, D., and Olivier, S. “Wavefront Aberration Measurements Through Thick Tissue Using Fluorescent Microsphere Reference Beacons.” Optics Express 18 (2010) 17521-17532.

[272] Baldovin-Saavedra, C., Audard, M., Duchéne, G., Güdel, M., Skinner, S. L., Paerels, F. B. S., Ghez, A., and McCabe, C. “HDE 245059: A Weak-Lined T Tauri Binary Revealed by Chandra and Keck.” Astrophysical Journal 697 (2009): 493.

[273] Bouy, H., et al. “Structural and compositional properties of brown dwarf disks: the case of 2MASS J04442713+2512164.”Astronomy & Astrophysics 493.3 (2009):931-946.

[274] Cense, B., Gao, W., Brown, J.M., Jones, S.M., Jonnal, R.S., de Boer, J.F., and Miller, D.T. “Retinal Imaging with Polarization-sensitive Optical Coherence Tomography and Adaptive Optics.” Optics Express 17 (2009): 21634-21651.

[275] Cense, B., Koperda, E., Brown, J.M., Kocaoglu, O.P., Gao, W., Jonnal, R.S., and Miller, D.T. "Volumetric Retinal Imaging with Ultrahigh-resolution Spectral-domain Optical Coherence Tomography and Adaptive Optics Using Two Broadband Light Sources." Optics Express 17 (2009): 4095-4111.

[276] Do, T., Ghez, A. M., Morris, M. R., Lu, J., Matthews, K., Yelda, S., and Larkin, J. “High Angular Resolution Integral-field Spectroscopy of the Galaxy’s Nuclear Cluster: A Missing Stellar Cusp?” Astrophysical Journal 703 (2009): 1323.

[277] Duchéne, G., McCabe, C., Pinte, C., Stapelfeldt, K. R., Ménard, F., Duvert, G., Ghez, A. M., Maness, H. L., Bouy, H., Barrado Y Navaschués, D., Morales-Calderoón, M.,Wolf, S., Padgett, D. L., Brooke, T. Y., and Noriega-Crespo, A. “Panchromatic Observations and Modeling of the HV Tau C Edge-on Disk.” Astrophysical Journal 712 (2010): 112- 129.

[278] Eisenhardt, P. R. M., Griffith, R. L., Stern, D., Ashby, M. L. N., Brodwin, M., Brown, M. J. I., Dey, A., Ghez, A. M., Glikman, E., Gonzalez, A. H., Kirkpatrick, J. D., Konopacky, Q., Mainzer, A., Vollbach, D., Wright, S. A., and Wright, E. L. “Ultracool Field Brown Dwarf Candidates Selected at 4.5 µm.” Astronomical Journal (2010): 2455-2464.

[279] Gao, W., Jonnal, R.S., Cense, B., and Miller, D.T. “Measuring Directionality of the Retinal Reflection with A Shack-Hartmann Wavefront Sensor.” Optics Express 17 (2009): 23085-23097.

[280] Geng, Y., Greenberg, K.P., Wolfe, R., Gray, D.C., Hunter, J.J., Dubra, A., Flanner, J.G., Williams, D.R., and Porter, J. “In Vivo Imaging of Microscopic Structures in the Rat Retina.” Investigative Ophthalmology & Visual Science 50 (2009): 5872-5879.

135 [281] Hammel, H. B., Sromovsky, L.A., Fry, P.M., Rages, K., Showalter, M., de Pater, I., van Dam, M., LeBeau, R.P., and Deng, X. “The Dark Spot in the Atmosphere of Uranus in 2006: Discovery, Description, and Dynamical Simulations.” Icarus 201 (2009): 257-271.

[282] Konopacky, Q. M., Ghez, A. M., Barman, T. S., Rice, E. L., Bailey III, J. I., White, R. J., McLean, I. S., and Duchéne, G. “High Precision Dynamical Masses of Very Low Mass Binaries.” Astrophysical Journal 711 (2010): 1087-1122.

[283] Laver, C., and de Pater, I. “The Global Distribution of Sulfur Dioxide Ice on Io, Observed with OSIRIS on the W. M. Keck Telescope.” Icarus 201 (2009): 172-181.

[284] Laver, C., de Pater, I., Marchis, F., Ádámkovics, M., and Wong, M.H. “Component- resolved Near-infrared Spectra of the (22) Kalliope System.” Icarus 204 (2009): 574-579.

[285] Lu, J., Ghez, A.M., Hornstein, S. D., Morris, M. R., Becklin, E. E., and Matthews, K. “A Disk of Young Stars at the Galactic Center as Determined by Individual Stellar Orbits,” Astrophysical Journal 690 (2009): 1463-1487.

[286] Martin, J.A., and Roorda, A. “Pulsatility of Parafoveal Capillary Leukocytes.” Experimental Eye Research 88 (2009): 356-360.

[287] Melbourne, J., Williams, B., Dalcanton, J., Ammons, S. M., Max, C., Koo, D. C., Girardi, L., and Dolphin, A. “The Asymptotic Giant Branch and the Tip of the Red Giant Branch as Probes of Star Formation History: The Nearby Dwarf Irregular Galaxy KKH 98.” Astrophysical Journal 712 (2010): 469-483.

[288] Meyer, L., Do, T., Ghez, A., Morris, M. R., Yelda, S., Schödel, R., and Eckart, A. “A Power-Law Break in the Near-Infrared Power Spectrum of the Galactic Center Black Hole.” Astrophysical Journal Letters 694 (2009): L87.

[289] Morgan, J.I.W., Dubra, A., Wolfe, R., Merigan, W.H., and Williams, D.R. “In Vivo Autofluorescence Imaging of the Human and Macaque Retinal Pigment Epithelial Cell Mosaic.” Investigative Ophthalmology and Visual Science 50 (2009): 1350-1359.

[290] Morgan, J.I.W., Hunter, J.J., Williams, D.R., and Merigan, W.H. “The Reduction of Retinal Autofluorescence Caused by Light Exposure.” Investigative Ophthalmology and Visual Science 50 (2009): 6015-6022.

[291] Morzinski, K., Macintosh, B., Gavel, D., and Dillon, D. “Stroke Saturation on a MEMS Deformable Mirror for Woofer-tweeter Adaptive Optics.” Optics Express 17 (2009): 5829-5844.

[292] Pott, J.-U., Perrin, M. D., Furlan, E., Metchev, S., Ghez, A., and Herbst, T. “Unraveling the Innermost Regions of Transitional Disks with the Keck Interferometer.” Astrophysical Journal 710 (2010): 265-278.

[293] Roorda, A. “Applications of Adaptive Optics Scanning Laser Ophthalmoscopy.” Optometry and Vision Science, The Journal of the American Academy of Optometry 87 (2010): 260-268.

136 [294] Rossi, E.A., and Roorda, A. “The Relationship Between Visual Resolution and Cone Spacing in the Human Fovea.” Nature Neuroscience 13 (2010): 156–157.

[295] Scoles, D., Gray, D.C., Hunter, J.J., Wolfe, R., Gee, B.P., Geng, Y., Masella, B.D., Libby, R.T., Russell, S., Williams, D.R., and Merigan, W.H. “In Vivo Imaging of Retinal Nerve Fiber Layer Vasculature: Imaging – Histology Comparison.” BMC Ophthalmology 9:9 (2009).

[296] Shroff, S., Fienup, J.R., and Williams, D.R. “Phase-shift Estimation in Sinusoidally Illuminated Images for Lateral Superresolution.” Journal of the Optical Society of America A 26.2 (2009): 413-424.

[297] Sincich, L.C., Zhang, Y., Tiruveedhula, P., Horton, J.C., and Roorda, A. “Resolving Single Cone Inputs to Visual Receptive Fields” Nature Neuroscience 12 (2009): 967-969.

[298] Sromovsky, L.A, Fry, P.M., Hammel, H.B., Ahue, A.W., de Pater, I., Rages, K.A., Showalter, M.R., and van Dam, M. “Uranus At Equinox: Cloud Morphology and Dynamics.” Icarus 203 (2009): 265-286.

[299] Tam, J., Martin, J.A., and Roorda, A. "Non-invasive Visualization and Analysis of Parafoveal Capillaries in Humans." Investigative Ophthalmology & Visual Science 51 (2010): 1692-1698.

[300] Yoon, M.K., Roorda, A., Zhang, Y., Nakanishi, C., Wong, L.J., Zhang, Q., Gillum, L., Green, A., and Duncan, J.L. “Adaptive Optics Scanning Laser Ophthalmoscopy Images Demonstrate Abnormal Cone Structure in a Family with the Mitochondrial DNA T8993C Mutation.” Investigative Ophthalmology & Visual Science 50 (2009): 1838-1847.

Books and Book Chapters, 1999-2010

2000 [1] Miller, D.T. “Adaptive optics in retinal microscopy and vision”, Handbook of Optics Vol. III (2000).

2002 [2] Applegate, R., Azar, D., Klyce, S., and Williams, D.R. “Corneal Topography versus Wavefront Sensing.” Review of Refractive Surgery 3(3), 7-13 (2002).

[3] Williams, D.R. "What Adaptive Optics Can Do For The Eye." Review of Refractive Surgery 3(3), pp. 14-20 (2002).

2003 [4] Miller, Donald T., Junle Qu, Ravi S. Jonnal and Karen Thorn. “Coherence Gating and Adaptive Optics in the Eye.” Proc. SPIE Vol. 4956 Coherence Domain Optical Methods and Optical Coherence Tomography in Biomedicine VII edited by Valery V. Tuchin, Joseph A. Izatt, James G. Fujimoto, pp. 65-72 (2003).

[5] Packer, O., and Williams, D.R. “Light, the retinal image, and photoreceptors.” in S. Shevell (Ed.) The Science of Color, 2nd Edition, Elsevier, Oxford, p. 41 (2003).

137

[6] Williams, D.R., and Hofer, H. “Formation and acquisition of the retinal image.” (Chalupa, L.M. and Werner, J.S—Ed). The Visual Neurosciences MIT Press, Cambridge, MA, p. 795- 810 (2003).

2004 [7] Applegate, R., Raymond A., Eds) “Customized Corneal Ablation: The Quest for SuperVision.” Slack, Incorporated, Thorofare, NJ. (2004).

[8] Pennington, D. M. "Laser Technologies for Laser Guided Adaptive Optics." in Optics for Astrophysics ed. Renaud Foy, Kluwer Press (2004).

[9] Perrin, M. D., Graham, J. R., Kalas, P., Lloyd, J. P., Max, C. E., Gavel, D. T., Pennington, D. M., and Gates, E. L. “Adaptive Optics Polarimetry of Herbig Ae/Be Stars.” Proc. Astronomical Polarimetry Waikoloa, Eds. A Adamson (2004).

[10] Roorda, A. "A Review in Optics" Wavefront Customized Corneal Correction: The Quest for Super Vision II 2nd edition (Macrae, S.M., Krueger, R.R., Applegate, R.A., eds). Slack Incorporated. ISBN: 13 978-1-55642-625-4 (2004).

[11] Roorda, A., and Williams, D.R. “Retinal Imaging Using Adaptive Optics.” Chapter 5, Wavefront Customized Visual Correction: The Quest for SuperVision II (Macrae, S.M., Krueger, R.R., Applegate, R.A., Ed). Slack Inc. Thorofare, NJ (2004).

[12] Williams, D.R., Applegate, R., and Thibos, L. “Metrics to predict the subjective impact of the eye's wave aberration.” (MacRae, Scott M., Krueger, Ronald R., Applegate, Raymond— Ed) Customized Corneal Ablation: The Quest for SuperVision Slack, Incorporated, Thorofare, NJ. (2004).

[13] Williams, D.R., Porter, J., Yoon, G.Y., Guirao, A., Hofer, H., Chen, L., Cox, I., MacRae, S. “How far can we extend the limits of human vision?” In: (MacRae, Scott M., Krueger, Ronald R., Applegate, Raymond A.—Ed) (2004) Customized Corneal Ablation: The Quest for SuperVision. Slack, Incorporated, Thorofare, NJ.

2005 [14] Marchis, F. "Binary Asteroids." in McGraw Hill Encyclopedia of Science and Technology, 10th Edition, McGraw Hill (2005).

[15] Roorda, A., Venkateswaran, K., Romero-Borja, F., Williams, D.R., Carroll, J., and Hofer, H. “Atlas of Posterior Segment Imaging.” Adaptive Optics Ophthalmoscopy in Atlas of Posterior Segment Imaging (Huang, D., Kaiser, P.K., Lowder, C.Y., Traboulsi, E. --Eds.), Elsevier Science, Philadelphia, PA (2005).

2006 [16] Roorda, A., Venkateswaran, K., Romero-Borja, F., Williams, D.R., Carroll, J, and Hofer, H. “Adaptive Optics Ophthalmoscopy.” (chapter 9 - pp125-133) in “Retinal Imaging,” Huang, D., Kaiser, P.K., Lowder, C.Y., Traboulsi, E., (Eds.) Publisher Elsevier Science (2006).

138 [17] Marchis, F., J.R. Spencer, and R.M.C. Lopes. Io After Galileo Eds R.M.C. Lopes, and J.R. Spencer, Praxis-Springer, published, ISBN 3-540-34681-3, October 2006.

[18] J. Porter, A. Awwal, J. Lin, H. Queener and K. Thorn (Eds). “Adaptive Optics for Vision Science: Principles, Practices, Design and Applications.” Publisher, New York: Wiley (July 2006). Note: This handbook was a major CfAO initiative. Chapters and CfAO Contributions to the above book: Austin Roorda, Donald T. Miller, and Julian Christou, “Strategies for high resolution retinal imaging” Marcos A. van Dam, “System Performance Characterization,” Michael Helmbrecht, “Deformable Mirror Selection” Nathan Doble and Donald T. Miller, “Wavefront Correctors for Vision Science” Yan Zhang, Jungtae Rha, Ravi S. Jonnal, and Donald T. Miller, “Indiana University AOOCT System.”

2007 [19] Dubra, A and D. R Williams. “Dual wavefront corrector ophthalmic adaptive optics: design and alignment.” Proceedings of the 6th International Workshop on Adaptive Optics for Industry and Medicine Galway, Ireland (2007).

2008 [20] Hofer, H., Carroll, J., Williams, D.R. (in press) Photoreceptor Mosaics. In Larry R. Squire, Editor-in-Chief, Encyclopedia of Neuroscience, Academic Press, Oxford, 2008.

2009-2010 [21] Hofer, H., Carroll, J., and Williams, D.R. “Structures and Circuits: Photoreceptor Mosaic.” New Encyclopedia of Neuroscience Ed. Squire, L.R. Oxford, UK: Elsevier, 2009. 661-668.

[22] Miller, D.T., and Roorda, A. “Adaptive Optics in Retinal Microscopy and Vision.” Handbook of Optics Volume III Eds. Bass, M., Van Stryland, E.W., Li, G., and Mahajan, V.N. McGraw-Hill, New York, 2009. Chapter 15.

White Papers for the Astro2010 Decadal Survey of Astronomy and Astrophysics

[1] Ghez, A., et al. “The Galactic Center: A Laboratory for Fundamental Astrophysics and Galactic Nuclei.” Astro2010: The Astronomy and Astrophysics Decadal Survey White Paper (2009).

[2] Lu, J. R., McCrady, N., Krumholz, M., Ghez, A., Kraus, A., Wright, S., and Goto, M. “Star Formation’s Dependence on Environment.” Astro2010: The Astronomy and Astrophysics Decadal Survey White Paper (2009).

[3] Graham, J. et al., “Ground-based Direct Detection of Exoplanets with the Gemini Planet Imager (GPI).” Astro2010: The Astronomy and Astrophysics Decadal Survery, White Paper (2009).

139 [4] N. M. Law, S. R. Kulkarni, R. G. Dekany, C. Baranec, "Planets Around M-dwarfs – Astrometric Detection and Orbit Characterization." Astro2010: The Astronomy and Astrophysics Decadal Survery, White Paper (2009).

[5] Bruce Macintosh, James Graham, Mark Marley, Hannah Jang-Condell, Travis Barman, Laird Close, Philip Hinz, Michael Liu, Ben Oppenheimer, Karl Stapelfeldt. "Direct Detection and Spectroscopic Characterization of Giant Extrasolar Planets." Astro2010: The Astronomy and Astrophysics Decadal Survery, White Paper (2009).

[6] David R. Law, Shelley A. Wright, Richard S. Ellis, Dawn K. Erb, Nicole Nesvadba, Charles C. Steidel, Mark Swinbank, " Kinematics and Formation Mechanisms of High- Redshift Galaxies." Astro2010: The Astronomy and Astrophysics Decadal Survery, White Paper (2009).

[7] Shelley A. Wright, David R. Law, Richard S. Ellis, Dawn K. Erb, James E. Larkin, Jessica R. Lu, Charles C. Steidel, "Tracing the Evolution and Distribution of Metallicity in the Early Universe." Astro2010: The Astronomy and Astrophysics Decadal Survery, White Paper (2009).

140

Conference Presentations, 1999-2010

2000 [1] Bloemhof, E. E., K.A. Marsh, R.G. Dekany, M. Troy, J. Marshall, and B.R. Oppenheimer. “Stability of the Adaptive-optic Point-spread Function: Metrics, Deconvolution, and Initial Palomar Results.” Proc. SPIE 4007, p. 889 (2000).

[2] Bloemhof, E. E., B.R. Oppenheimer, R.G. Dekany, M. Troy, T.L. Hayward, and B. Brandl. "Studies of Herbig-Haro Objects with the Palomar Adaptive Optics System." Proc. SPIE 4007, p. 839 (2000).

[3] Bloemhof, E. E., and J.A. Westphal. "Design Considerations for a Novel Phase-Contrast Adaptive-Optic Wavefront Sensor." Proc. SPIE 4494, pp. 363-370 (2000).

[4] Dekany, R. G., D.J. Banfield, A. Bouchez, B.R. Oppenheimer, M. Brown, T. Hayward, B. Brandl, M. Troy, G. Brack, F. Shi, and T. Trinh. "Solar System Science with Subarcsecond Slit Spectroscopy." Proc. SPIE 4007, p. 811 (2000).

[5] Dekany, R., G., M. Troy, M. Ealey, R.C. DuVarney, C.A. Bleau, G. Brack, T. Trinh, F. Shi, and D. Palmer. “1600 Actuator Tweeter Mirror Upgrade for the Palomar Adaptive Optics System (PALAO).” Proc. SPIE 4007, p. 175 (2000).

[6] Ghez, A. M. “What Can Pre-Main-Sequence Binary Star Populations Tell Us About Formation Mechanism?” Proc. IAU Symp. 200, p. 210 (2000).

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[110] Oppenheimer, B. R., Digby, A. P., Newburgh, L., Brenner, D., Shara, M., Mey, J., Mandeville, C., Makidon, R. B., Sivaramakrishnan, A., Soummer, R., Graham, J. R., Kalas, P., Perrin, M. D., Roberts, L. C., Kuhn, J. R., Whitman, K. and Lloyd, J. P. "The Lyot project: toward exoplanet imaging and spectroscopy", Eds. Domenico Bonaccini Calia, Brent L. Ellerbroek, Roberto Ragazzoni, Proc. SPIE 5490, 433 (2004).

[111] Perrin, M. D., Graham, J. R., Kalas, P., Lloyd, J. P., Max, C. E., Gavel, D. T., Pennington, D. M. and Gates, E. L. "Laser guide star adaptive optics imaging polarimetry of Herbig Ae/Be stars." Eds. Domenico Bonaccini Calia, Brent L. Ellerbroek, Roberto Ragazzoni, Proc. SPIE 5490, 309 (2004).

[112] Roberts Jr. L.C., M.D.Perrin, F.Marchis, A.Sivaramakrishnan, R.B.Makidon, J.C.Christou, B.A.Macintosh, L.A.Poyneer, M.A.van Dam and M.Troy. “Is that really your Strehl Ratio.” Proc. SPIE 5490, 504 (2004).

[113] Sivaramakrishnan, A., Makidon, R. B., Soummer, R., Macintosh, B. A., Troy, M., Chanan, G. A., Lloyd, J. P., Perrin, M. D., Graham, J. R., Poyneer, L. and Sheinis, A. I. "Coronagraph design for an extreme adaptive optics system with spatially filtered wavefront sensing on segmented telescopes." Eds. Domenico Bonaccini Calia, Brent L. Ellerbroek, Roberto Ragazzoni, Proc. SPIE 5490, 535 (2004).

149

[114] Sivaramakrishnan, A., Morse, E. C., Makidon, R. B., Bergeron, L. E., Casertano, S., Figer, D., Acton, D. S., Atcheson, P. D. and Rieke, M. J. "Limits on routine wavefront sensing with NIRCam on JWST." Proc. SPIE 5487, 909 (2004).

[115] Smith, M., Steinbring, E., Veran, J.-P., Herriot, G., and Dunn, J. “Integrating Matlab and IDL: Adding Adaptive Optics to the TMT/VLOT Integrated Model.” Proc. SPIE 5497, 301 (2004).

[116] Summers, D., Bouchez, A. H., Chin, J., Contos, A., Hartman, S., Johansson, E., Lafon, R., Le Mignant, D., Stomski, P., van Dam, M. A. and Wizinowich, P. L. "Focus and pointing adjustments necessary for laser guide star adaptive optics at the W.M. Keck Observatory." Eds. Domenico B. Calia, Brent L. Ellerbroek, and Roberto Ragazzoni, Proc. SPIE 5490, 1117 (2004).

[117] Van Dam, M., D. Le Mignant and B. Macintosh. “Characterization of adaptive optics at Keck Observatory: Part II.” in Advancements in Adaptive Optics, Proc. SPIE 5490, 174 (2004).

[118] Velur, Viswa, Edward J. Kibblewhite, Richard G. Dekany, Mitchell Troy, Hal L. Petrie, Robert P. Thicksten, Gary Brack, Thang Trin, and Matthew Cheselka. “Implementation of the Chicago sum frequency laser at Palomar laser guide star test bed.” Proc. SPIE, 5490, 1033 (2004).

[119] Wallace, J. K., Green, J. J., Shao, M., Troy, M., Lloyd, J. P. and Macintosh, B. "Science camera calibration for extreme adaptive optics." Eds. Domenico Bonaccini Calia, Brent L. Ellerbroek, Roberto Ragazzoni, Proc. SPIE 5490, 370 (2004).

[120] Weinberg, N. N., Milosavljevic, M. and Ghez, A. M. "Astrometric Monitoring of Stellar Orbits at the Galactic Center with a Next Generation Large Telescope." Astrometry in the Age of the Next Generation of Large Telescopes," ASP Conference Series eds. P. K. Seidelmann & A. Monet, (2004).

[121] Wiberg, D. M., Max, C. E. and Gavel, D. T. "A Geometric View of Adaptive Optics Control: Boiling Atmosphere Model." Proc. SPIE 5490, 554 (2004).

[122] Wizinowich, P. L., Le Mignant, D., Bouchez, A., Chin, J., Contos, A., Hartman, S., Johansson, E., Lafon, R., Neyman, C., Stomski, P., Summers, D. and van Dam, M. A. "Adaptive optics developments at Keck Observatory." Eds. Domenico B. Calia, Brent L. Ellerbroek, and Roberto Ragazzoni Proc. SPIE 5490 pp. 1-11 (2004).

2005 [123] de Pater, I., H.B., Hammel, S. Gibbard, and M.R. Showalter. “Rings of Uranus.” IAU Circ, 8649 (2005).

[124] Evans Julia W., Morzinski Katie, Reza Layra, Severson Scott, Poyneer Lisa, Macintosh Bruce A, Dillon Daren, Sommargren Gary, Palmer David, Gavel Don, and Olivier Scot. “Extreme Adaptive Optics Testbed: High contrast measurements with a MEMS deformable mirror.” in Techniques and Instrumentation for the detection of Exoplanets II, D.R. Couter, ed., Proc. SPIE 5905, pp.303-310 (2005).

150

[125] Glauser, A. M., Menard, F., Pinte, C., GÄudel, M., and Duchêne, G. “Properties of the Circumstellar Gas and Dust Disk of IRAS.” 04158+2805, "Protostars and Planets V, Proc. of the Conference LPI Contribution No. 1286”. p. 8310 (2005).

[126] Konopacky, Q. M., Ghez, A. M., Altenbach, F., McCabe, C., Duchêne, G., White, R. J., and Macintosh, B. A. “Dynamical Masses of Pre-Main Sequence Visual Binary Stars." Protostars and Planets V, Proc. of the Conference. LPI Contribution No. 1286. p. 8541 (2005).

[127] Macintosh B, Poyneer L., Sivaramakrishnan A., and Marois C. “Speckle Lifetimes in High-contrast Adaptive Optics.” in Astronomical Adaptive Optics Systems and Applications II. Edited by Tyson, Robert K., Lloyd-Hart, Michael. Proc. SPIE Volume 5903, pp. 170-177, R. K. Tyson and M. Lloyd-Hart, eds, (2005).

[128] Makidon R. B., Sivaramakrishnan A., Perrin M. D., Roberts L. C., Oppenheimer,L, C. Soummer B. R., and Graham J. R. “An Analysis of Fundamental Waffle Mode in Early AEOS Adaptive Optics Images.” in AMOS Technical Conference, P. W. Kervin, J. L. Africano, eds. Sept. 2005.

[129] Marchis F., P. Descamps, D. Hestroffer, and J. Berthier. "Satellites of (87) Sylvia." IAU Circular No 8582, 1, Aug. 2005.

[130] Marchis, F., “Monitoring Io Volcanism from the Ground.” in Reports on Astronomy 2003-2005, invited contribution, Ed G. Consolmagno, Transactions of the IAU (2005).

[131] McCabe, C., Duchêne, G., Pinte, C., Menard, F., Stapelfeldt, K. R., and Ghez, A. M. “Thermal Infrared Adaptive Optics Imaging of Circumstellar Disks: Investigating Grain Growth and Disk Structure." Protostars and Planets V, Proceedings of the Conference LPI Contribution No. 1286. p.8627 (2005).

[132] Miller Donald T., Zhang Yan, Rha Jungtae, Jonnal Ravi S., and Gao Weihua. “Imaging the living retina at the cellular level with AO parallel spectral-domain optical coherence tomography.” in Proc. SPIE Vol. 6018 5th International Workshop on Adaptive Optics for Industry and Medicine, edited by Wenhan Jiang, (SPIE, Bellingham, WA) 601803-1 – 12 (2005).

[133] Neuman, William, Deanna Pennington, Jay Dawson, Alex Drobshoff, Raymond Beach, Igor Jovanovic, Zhi Liao, Stephan Payne, and C. P. J. Barty. “Unique high-power fiber laser technologies.” Proc. SPIE 653, 262 (2005).

[134] Sivaramakrishnan A, Oppenheimer B. R., Perrin M. D., Roberts L. C., Makidon, R. Soummer R. B., Digby A. P., Bradford L. W., Skinner M. A., Turner N. H., and T. A. ten Brummelaar. “Scintillation and pupil illumination in AO coronagraphy.” in Direct Imaging of Exoplanets - Science & Techniques, Proceedings IAU Colloquium no. 200; C. Aime, F. Vakili; eds. Sept. (2005).

[135] Showalter, M. R., Burns, J. A., de Pater, I., Hamilton, D. P., Lissauer, J. J., Verbanac, G. “Updates on the Dusty Rings of Jupiter, Uranus and Neptune.” Dust in Planetary Systems, Proceedings of the Conference held September 26-28, 2005 in Kaua’i, Hawaii. LPI Contribution No. 1280. p.130 (2005).

151

[136] Soummer B. R., and Graham J. R. “The Lyot Project: Understanding the AEOS Adaptive Optics PSF.” in Direct Imaging of Exoplanets - Science & Techniques, Proceedings IAU Colloquium no. 200; C. Aime, F. Vakili; eds. p. 603 (2005).

[137] Stevenson, S. and Roorda, A. "Correcting for miniature eye movements in high resolution scanning laser ophthalmoscopy." Eds. Fabrice Manns, Per Soderberg, Arthur Ho, Proc. SPIE 5688A, 145 (2005).

[138] Weinberg, N. N., Milosavljevic, M., and Ghez, A. M. “Astrometric Monitoring of Stellar Orbits at the Galactic Center with a Next Generation Large Telescope," ASP Conf. Ser. 338: Astrometry in the Age of the Next Generation of Large Telescopes, 338, 252 (2005).

[139] Zhang, Y., Poonja, S., and Roorda, A. “Adaptive Optics Scanning Laser Ophthalmoscope using a Micro-electro-mechanical (MEMS) Deformable Mirror.” in Ophthalmic Technologies JVI, edited by Fabrice Manns, Per Soderberg, Arthur Ho, Proc. SPIE Vol. 6138 (SPIE, Bellingham, WA, 2005), paper 61380Z.

2006 [140] Dawson, J.W., A.D. Drobshoff, R.J. Beach, M.J. Messerly, S. Payne, A. Brown, D.M. Pennington, D. J. Bamford, S. J. Sharpe and David J. Cook. “Multi-watt 589 nm Fiber Laser Source.” SPIE Photonics West Proceedings 6102 (2006).

[141] Doble Nathan , Miller Donald T., Yoon Geunyoung, Helmbrecht Michael A., and Williams David R. “Wavefront corrector requirements for compensation of ocular aberrations in two large populations of normal human eyes.” in Ophthalmic Technologies XVI, F. Manns, P. G. Söderberg, A. Ho, eds. Proc. SPIE 6138, 204-213 (2006).

[142] Evans Julia W., Morzinski Katie, Layra Reza, Severson Scott, Poyneer Lisa, Macintosh Bruce A, Dillon Daren, Palmer David, Gavel Don, Olivier Scot and Paul Bierden. “Extreme Adaptive Optics Testbed: Performance and Characterization of a 1024-MEMS deformable mirror.” in MEMS/MOEMS Components and Their Applications III, S. Olivier, ed., Proc. SPIE 6113, DOI: 10.1117/12.648977 (2006).

[143] Gavel Donald, "MEMS for the Next Generation of Giant Astronomical Telescopes." Proc. SPIE 6113, DOI: 10.117/12.659159 (2006).

[144] Helmbrecht M. A., T. Juneau, M. Hart, and N. Doble, “Segmented MEMS Deformable- Mirror Technology for Space Applications” Proc. SPIE 6223 (2006).

[145] Kumar, G., Stevenson, S. B., and Roorda, A. “Saccadic targeting variability revealed by high magnification retinal imaging.” [Abstract] Journal of Vision 6(6):495, (2006): 495a. http://journalofvision.org/6/6/495/, doi:10.1167/6.6.495.

[146] Lin B. C.-Y., T.-J. King, and Richard S. Muller, "Poly-SiGe MEMS Actuators for Adaptive Optics" Proc. SPIE 6113, (2006): 222-228.

[147] Looze Douglas P., van Dam Marcos A. and Johansson Erik M., “Comparison of Tip-Tilt Controllers using the STRAP Wavefront Sensor in the W.M. Keck Observatory Laser Guide Star Adaptive Optics System.” Proc. SPIE 6272-159 (2006).

152 [148] Macintosh, B. A., Graham, J. R., Palmer, D., Doyon, R., Gavel, D., Larkin, J. Oppenheimer, B. R., Poyneer, L. Saddlemyer, L., Sivaramakrishnan, A., Soummer, R., Wallace, J. K., and Veran, J.-P. “The Gemini Planet Imager: From Science to Design to Construction.” Proc. SPIE 7015, DOI: 10.1117/12.788083 (2006).

[149] Marchis F., J. Berthier, D. Hestroffer, P. Descamps & Keck Science team. "(617) Patroclus & Menoetius." IAU Circular No 8666,1 , Feb. 2006.

[150] Marchis, F., Baek, M., Berthier, J., Descamps, P., Hestoffer, D., Kaasalainen, M., and Vachier, F. “Large Adaptive Optics Survey of Asteroids (LAOSA): Size, Shape, and Occasionally Density via Multiplicity.” Workshop on Spacecraft Reconnaissance of Asteroid and Comet Interiors. Santa Cruz, CA, 5-6 October 2006. LPI Contribution No. 1325 (2006): 57-58.

[151] Miller, Donald T. “Adaptive optics high resolution retinal imaging.” Optical Society of America Annual Meeting. Rochester, NY. 9-12 October 2006 (invited).

[152] Morzinski M., Macintosh B. A., Lawrence Livermore National Lab., Severson S. A., Evans J. W., Dillon D. R., Gavel D. T., and Max C. E. “Characterizing the potential of MEMS deformable mirrors for astronomical adaptive optics.” Proc. SPIE 6272, paper 71 (2006).

[153] Pennington, D., J. Dawson, and A. Brown. “Compact fiber laser for 589 nm laser guide star generation.” AMOS Technical Conference Maui, Hawaii. 10-14 September 2006.

[154] Pennington, D. M. “Compact fiber laser system for 589 nm laser guide star generation.” Invited Talk. OSA Annual Meeting Rochester, NY. October 2006.

[155] Roorda, A., E.A. Rossi, Y. Zhang, S.B. Stevenson, D.W. Arathorn, C.R., Vogel, A. Parker, and Q. Yang. “Applications For Eye–Motion–Corrected Adaptive Optics Scanning Laser Ophthalmoscope Videos.” Invest. Ophthalmol. Vis. Sci. 47 (2006): E- Abstract 1808.

[156] Showalter, M. R., Burns, J. A., de Pater, I., Hamilton, D. P., Lissauer, J. J., Verbanac, G. “Updates on the Dusty Rings of Jupiter, Uranus and Neptune.” Dust in Planetary Systems, Proceedings of the conference held September 26-28, 2005 in Kaua’i, Hawaii. LPI Contribution No. 1280. p.130 (2006).

[157] Soummer R., Oppenheimer B. R., Hinkley S., Sivaramakrishnan A., Makidon R. B., Digby A. P., Brenner D., Kuhn J., Perrin M. D., Roberts L. C., and Kratter K. “The Lyot Project Coronagraph: Data Processing and Performance Analysis.” in Astronomy with High Contrast Imaging III, EAS Publications Series, C. Aime and M. Carbillet, eds. Oct. 2006.

[158] Stevenson, S. B. “Eye movement recording and retinal image stabilization with high magnification retinal imaging.” [Abstract]. Journal of Vision 6.13 (2006):39, 39a. http://journalofvision.org/6/13/39/, doi:10.1167/6.13.39

[159] Wiberg D. M., Johnson L., and Gavel D. “Adaptive optics control in wind by image translation.” Advances in Adaptive Optics II (6272) Proc. SPIE, Paper Number: 6272- 104. 24 - 31 May 2006.

153

[160] Zawadzki Robert J., Choi Stacey S., Werner, John S., Jones Steven M., Chen Diana, Olivier Scot S., Zhang Yan, Rha Jungtae, Cense Barry, and Miller Donald T. “Two Deformable Mirror Adaptive Optics System for in vivo Retinal Imaging with Optical Coherence Tomography.” The Optical Society (2006).

[161] Zhang, Y., and Roorda, A. “MEMS Deformable Mirror for Ophthalmic Imaging.” in MEMS/MOEMS Components and Their Applications III, edited by Scot S. Olivier, Srinivas A. Tadigadapa, Albert K. Henning , Proc. SPIE Vol. 6113 (SPIE, Bellingham, WA, 2006), paper 6113-10.

2007 [162] Cense, Barry, Yan Zhang, Ravi S. Jonnal, Jungtae Rha, Weihua Gao, Mircea Mujat, B. Hyle Park, Johannes F. de Boer, and Donald T. Miller. “Polarization-sensitive ophthalmic imaging with adaptive optics spectral-domain optical coherence.” Symposium on Ophthalmic Technologies XVII. San Jose, CA. 20-25 January 2007.

[163] Gao, Weihua, Barry Cense, Yan Zhang, Ravi S. Jonnal, and Donald T. Miller. “Measurement of the Stiles-Crawford Effect Using Optical Coherence Tomography.” Association of Research in Vision and Ophthalmology. Fort Lauderdale, FL. 6-10 May 2007.

[164] Jonnal, Ravi S., Jungtae Rha, Yan Zhang, Barry Cense, Weihua Gao, and Donald T. Miller. “Functional imaging of single cone photoreceptors using an adaptive optics flood illumination camera.” Association of Research in Vision and Ophthalmology Fort Lauderdale, FL. 6-10 May 2007.

[165] Miller, Donald T., Barry Cense, Yan Zhang, Weihua Gao, James Jiang, and Alex Cable. “Retinal imaging at 850 nm with swept source optical coherence tomography and adaptive optics.” Association of Research in Vision and Ophthalmology. Fort Lauderdale, FL. 6-10 May 2007.

[166] Miller, Donald T. “Why AO and OCT?” Association of Research in Vision and Ophthalmology. Fort Lauderdale, FL. 6-10 May 2007.

[167] Stevenson Scott, Girish Kumar, and Austin Roorda. “Psychophysical and oculomotor reference points for visual direction measured with the Adaptive Optics Scanning Laser Ophthalmoscope.” Vision Sciences Society Annual Meeting 2007, Journal of Vision http://journalofvision.org/7/9/137/ .

[168] Wallace, J.K., B. Macintosh, M.Shao, R.Bartos, Phil Dumont, B. M. Levine, S. Rao, R. Samuele, and J.C. Shelton. “An Interferometric Wave Front Sensor for Measuring Post- Coronagraph Errors on Large Optical Telescopes.” IEEE Aerospace Conference, Big Sky MT. Paper #12954. March 2007.

[169] Zhang, Yan, Barry Cense, Ravi S. Jonnal, Weihua Gao, and Donald T. Miller. “Speckle reduction in retina imaging with adaptive optics optical coherence tomography.” Association of Research in Vision and Ophthalmology. Fort Lauderdale, FL. 6-10 May 2007.

154 2008 [170] Ammons S. M., Kupke R, B. Bauman J., Gavel D.T., Dillon D. R., Reinig M. R., Max C. E. “Laboratory test results on the multi-conjugate and multi-object adaptive optics testbed and implications for AO on the Thirty Meter Telescope.” Proc. SPIE 7015, 70150C, doi: 10.117/12.790188 (2008).

[171] Dubra, A., D.C. Gray, W. Merigan, J.I. Morgan and D.R. Williams. “MEMS in adaptive optics scanning laser ophthalmoscopy: achievements and challenges.” Proc. SPIE Vol. 6888, edited by Scot S. Olivier; Thomas G. Bifano; Joel A. Kubby (2008).

[172] Cense Barry, Ravi S. Jonnal, Weihua Gao, and Donald T. Miller. “Quantifying polarization properties of the in vivo retina with adaptive optics and polarization- sensitive optical coherence tomography.” Proc. SPIE 2008 International Symposium on Ophthalmic Technologies XVIII, San Jose, CA, January 19-24, 2008.

[173] Cense Barry, Ravi S. Jonnal, Jeffrey M. Brown, Weihua Gao, and Donald T. Miller. “Functional imaging of cone photoreceptors using ultrahigh resolution optical coherence tomography and adaptive optics.” Association of Research in Vision and Ophthalmology, Fort Lauderdale, FL, April 27 – May 1, 2008.

[174] Jonnal Ravi S., Barry Cense, Weihua Gao, Jeffrey M. Brown, Cheng Zhu and Donald T. Miller. “Imaging the functional response of cones to color stimuli.” Association of Research in Vision and Ophthalmology, Fort Lauderdale, FL, April 27 – May 1, 2008.

[175] Poyneer L.A. and J.P. Véran. “Adaptive wavefront calibration and control for the Gemini Planet Imager.” in Adaptive Optics: Analysis and Methods (2007), OSA Topical Meeting.

[176] Venkiteshwar M., I. Cox, N. Doble. “Dynamics of the Iris AO Deformable Mirror in a Wavefront Aberrometer.” Investigative Ophthalmology & Visual Science Ft. Lauderdale, FL, USA, May 2008.

[177] Zawadzki Robert J., Yan Zhang, Steven M. Jones, Stacey S. Choi, Barry Cense, Julia W. Evans, Donald T. Miller, Scot S. Olivier, and John S. Werner. “Ultra-high resolution adaptive optics: optical coherence tomography for in vivo imaging of healthy and diseased retinal structures.” Proc. SPIE vol. 6844, Ophthalmic Imaging II: Adaptive Optics, 684408 (2008).

2009 [178] Azucena, O., Kubby, J., Crest, J., Cao, J., Sullivan, W., Kner, P., Gavel, D., Dillon, D., and Olivier, S. “Implementation of a Shack-Hartmann Wavefront Sensor for the Measurement of Embryo-induced Aberrations Using Fluorescent Microscopy.” Proc. SPIE, Vol. 7209, 720906 (2009)

[179] Fernández, B., and Kubby, J. “Initial Performance Results for High-aspect Ratio Gold MEMS Deformable Mirrors.” Proc. SPIE vol. 7209 (2009)

155 [180] Gao, W., Jonnal, R. S., Cense, B., Kocaoglu, O., Wang, Q., and Miller, D.T. “Photoreceptor Directionality Measured With Shack-Hartmann Wavefront Sensing.” Association of Research in Vision and Ophthalmology, Fort Lauderdale, FL, May 3-7, 2009.

[181] Helmbrecht, M.A., and He, M. “Advanced Optical Coatings for a Segmented MEMS DM.” Proc. SPIE 7209, 72090M (2009).

[182] Helmbrecht, M.A., He, M., Kempf, C., and Rhodes, P. “The Iris AO S163-X, a 489 Actuator, 163-iston/tip/tilt-segment MEMS.” Proc. SPIE 7466, 74660E (2009)

[183] Johnson, L.C., Gavel, D.T., and Wiberg, D.M. “Online wind estimation and prediction for a two-layer frozen flow atmosphere.” Proc. SPIE 7736, 77362R (2010).

[184] Jonnal, R.S., Derby, J.C., Cense, B., Gao, W., Kocaoglu, O.P., Wang, Q., and Miller, D.T. “Stability of Cone Reflectance Under Temporally-coherent Illumination.” Association of Research in Vision and Ophthalmology, Fort Lauderdale, FL, May 3-7, 2009.

[185] Kocaoglu, O.P., Cense, B., Wang, Q., Jonnal, R.S., Gao, W., and Miller, D.T. “Imaging Retinal Nerve Fiber Bundles Using Optical Coherence Tomography With Adaptive Optics.” Association of Research in Vision and Ophthalmology, Fort Lauderdale, FL, May 3-7, 2009.

[186] Konopacky, Q. M., Ghez, A. M., Barman, T. S., Rice, E. L., McLean, I. S., and Duchêne, G. “High Precision Dynamical Masses for Brown Dwarf-Binaries.” AIP Conference Series 1094 (2009): 112-117.

[187] Koo, D. C., DEEP, AEGIS, and CATS Teams. “DEEP, AEGIS, & CATS - Pathnding Surveys to the Next Generation of Distant Galaxy Stellar Population Research.” IAU Symposium 262, Rio de Janeiro, Brazil, August 3 – 7, 2009.

[188] Li, K.Y., Mishra, S., Tiruveedhula, P. and Roorda, A. "Comparison of Control Algorithms for a MEMS-based Adaptive Optics Scanning Laser Ophthalmoscope." Proc. 2009 American Control Conference. St. Louis, Missouri, June 10 – 12, 2009.

[189] Wang, Q., Cense, B., Kocaoglu, O., Jonnal, R.S., Gao, W., and Miller, D.T. “Imaging Retinal Capillaries Using Optical Coherence Tomography and Adaptive Optics.” Association of Research in Vision and Ophthalmology, Fort Lauderdale, FL, May 3-7, 2009.

156

VIII.2 Awards and Other Honors

Table 16 Awards Recipient Reason for Award Award Name and Date Contributor 1 Austin Roorda Best talk at First Founders' Wavefront Award 2000 International Conf. on Wavefront Sensing and Aberration-free Refractive Correction, Santa Fe NM 2 James Larkin Alfred P. Sloan Faculty Alfred P. Sloan Foundation 2000-2002 Research Fellow 3 James Lloyd Graduate education Fullbright Fellowship 2001 scholarship 4 Sandra Faber Science Achievement American Philosophical 2001 Society 5 Claire Max To recognize and promote Edward Teller Fellowship, 2001 the scientific Sponsor: Director of accomplishments of the Lawrence Livermore recipients, who have made National Laboratory pioneering advances in their fields of expertise 6 Donald T. Outstanding teacher Trustees' Teaching Award at 2001 Miller Indiana University 7 Fan Zhou Academically outstanding Chancellor’s Fellowship from 2001 graduate student Indiana University 8 Tiffany UCLA Dissertation Year University of California, Los 2000-2001 Glassman Fellowship Angeles 9 Claire Max Research on laser guide stars Election to the American 2002 Academy of Arts and Sciences 10 David Williams Achievements in Vision Tillyer Award in Optical 2002 Science Science, Optical Society of America 11 Michael Best Poster Presentation Best Poster Presentation, 2002 Helmbrecht Spring 2002 BSAC IAB Meeting 12 Michael Best Technology from U.C. Honorable Mention (4th 2002 Helmbrecht Berkeley place) Technology Design Contest 13 Michael MBA Jungle Business-Plan First Prize, Business Plan 2002 Helmbrecht; Competition Competition, New York City, Campbell, M; NY Doble, Nathan 14 Raine Koehler For his outstanding work on Sonderpreis in Astrophysik 2002 the frequency of double stars fuer in star forming regions Nachwuchswissenschaftler aus Berlin und Brandenburg

157

Awards and Other Honors, Continued

Recipient Reason for Award Award Name and Date Contributor 15 Austin Roorda Best Poster 3rd Int'l Best Poster Award 2002 Congress on Wavefront Sensing 16 Sandra Faber Outstanding Research Discovery Magazine’s “top 2002 50 women scientists in the US.” 17 Austin Roorda Outstanding Young American Academy of 2002 Researcher Vision Science Optometry's Irving and Award Beatrice Borish Outstanding Young Researcher Award. 18 Michael Business Plan Competition Purdue University Life 2003 Helmbrecht (Iris AO won $50,000 first Sciences Business Plan and Nathan prize plus $10,000 in Competition. Doble business and legal services) 19 Michael Best Poster Presentation Best Poste, Spring 2002 2003 Helmbrecht BSAC IAB Meeting 20 Joy Martin Best paper based on novel National Winner of 2002 2003 and innovative research Innovative Research Award related to contact lenses administered by American Optometric Foundation 21 Donald Gavel, MEMS-based Adaptive R&D 100 Award 2003 Brian Bauman, Optics Phoropter Scot Olivier, One of the 100 most Awarded by R&D Magazine Kevin OBrien, technologically significant Paul Bierden new products in year 2003 22 Marshall Perrin Michelson Graduate 2003/2006 Fellowship, NASA 23 Rémi Soummer Michelson Graduate 2003/2006 Fellowship, NASA 24 Ravi S. Jonnal En-face coherence gating of 2003 ARVO Travel Grant for 2003 (Co-authors: the retina with adaptive best oral presentation at Junle Qu, optics ARVO Conference Karen Thorn, Donald Miller) 25 Joy Martin Best paper on: Geometrical Julius F. Neumueller Award 2003 Optics; Physical Optics; in Optics, American Ophthalmic Optics; Optics Academy of Optometry of the Eye 26 Blanca Marinez Award for one of the top 2003 (CfAO Intern) presentations at the SACNAS conference [Society for the Advancement of Chicanos and Native Americans in Science]

158 Awards and Other Honors, Continued

Recipient Reason for Award Award Name and Date Contributor 27 Andrea Ghez Outstanding Research Election to National 2004 Academy of Sciences 28 Andrea Ghez Outstanding Research Election to American 2004 Academy of Arts and Sciences 29 Andrea Ghez Excellence in Teaching, Gold Shield Faculty Prize, 2004 Research, and Science UCLA 30 Andrea Ghez Dedication to science, Sackler Award, Tel Aviv 2004 originality and excellence University 31 J. Dawson, A. Fiber Laser Guide Star First National Ignition Facility 2004 Drobshoff, Z. Light Directorate Award, Lawrence Liao, D. Livermore National Pennington, L. Laboratory Taylor 32 David Williams The best article in Optics Archie Mahan Prize awarded 2004 and Heidi and Photonics News by the Optical Society of Hofer America 33 Stacey Choi Hot Topics, Association for 2004 and Joe Carroll Research in Vision and Ophthalmology 34 Abhiram Research studying glaucoma Fight for Sight Postdoctoral 2004/2005 Vilipuru in a monkey model Research Fellowship 35 Lynne Raschke Research Excellence President's Dissertation-Year 2004/05 Fellowship, UCSC 36 Michael Retinitis Pigmentosa Int'l 2004 Helmbrecht Vision Awards: Retinal Technology 37 Claire Max For her contributions to the Ernest Orlando Lawrence 2004 theory of laser guide star Award in Physics, US Dept adaptive optics and its of Energy application in ground-based astronomy to correct telescopic images for the blurring caused by light passing through the atmosphere

38 Lisa Poyneer Best Paper of 2004 Best Paper of 2004: Journal 2004 and Bruce of the Optical Society of Macintosh America 39 Michael Research will shape how we MIT’s Technology Review, 2004 Helmbrecht live and work in the future TR 100 Group for 2004

40 Jungtae Rha Outstanding presentation at 2005 Travel ARVO Grant 2005 ARVO Annual Meeting 41 Yan Zhang Outstanding presentation at 2005 Travel ARVO Grant 2005 ARVO Annual Meeting

159 Awards and Other Honors, Continued

Recipient Reason for Award Award Name and Date Contributor 42 Christian Best PhD Thesis in a 2005 Plaskett Medal, Announced Marois Canadian University Canadian Astronomical 2004 Society and the Royal Astronomical Society of Canada 44 Claire Max and Merit Recognition President's Partnership 2005 Lisa Hunter Award, Hartnell College 45 Seth Hornstein Teaching Outstanding Teaching 2005 Award, UCLA (Fellowship)

46 Seth Hornstein Support PhD Studies Dissertation Year Fellowship, 2005 UCLA 47 Jessica Lu Support PhD Studies NSF Graduate Fellowship 2005

48 Claire Max Excellence in the field of Chabot Science Award, 2006 scientific and technological Chabot Space and Science discovery Center, Oakland CA 49 Mark Ammons Support PhD Studies Brachman Fellowship, UCSC 2006

50 Joshua Eisner To discover talented Adolph C. & Mary Sprague 2006-2009 scientists and to support Miller Institute for Basic basic research at UC Research in Science Berkeley (Fellowship) 51 Remi Soummer Support of Post-Doctoral American Museum of 2006-2008 Research Natural History’s Kalbfleisch Postdoctoral Prize Fellowship 52 Sasha Hinkley Support PhD Studies American Museum of 2006 Natural History Graduate Student Fellowship 53 Weihua Gao Outstanding Paper 2006 ARVO Travel Grant 2006 Presentation at ARVO 54 Avesh Academic Excellence Beta Sigma Kappa Silver 2006 Raghunandan Medal Award and the Alcon Laboratories Excellence Award 55 Austin Roorda Scientific Excellence Best Paper, SPIE Conference, 2006 San Jose 56 Marshall Perrin Support of Postdoctoral NSF Fellow at UCLA 2006 Research

160 Awards and Other Honors, Continued

Recipient Reason for Award Award Name and Date Contributor 57 Michael P. Scientific Excellence NASA/Michelson Fellowship 2007 Fitzgerald at LLNL 58 David Williams Outstanding Research in Honorary Doctor of Science, 2007 Vision Science The State University of New York, State College of Optometry 60 Remi Soummer Scientific Excellence Invitation by the College de 2007 France to lecture the French Academy of Sciences 61 Kate Grieve Outstanding Paper 2007 ARVO Travel Grant 2007 Presentation at ARVO

62 Barry Cense Outstanding Paper 2007 ARVO Travel Grant 2007 Presentation at ARVO 63 Ethan Rossi Outstanding Paper Graduate Teaching Assistant 2007 Presentation at ARVO Award 64 Imke de Pater Excellence in Writing American Astronomical 2007 and Jack Astronomy Text Book Society Chamblis Award Lissauer 65 James Graham Teaching Excellence Donald Sterling Noyce Prize 2007 for Excellence in Undergraduate Teaching 66 Jessica Morgan Science Excellence OSA Young Investigator’s 2007 Award 67 Alf Dubra Understanding eye disease Career Award at the 2008 through struct-ural and Scientific Interface, functional in vivo cellular Burroughs Wellcome Fund imaging of the retina 68 Andrea Ghez Scientific Excellence Helen Hogg Distinguished 2008 Visitor-ship 69 Masuda Osamu Outstanding Paper ARVO Travel Fellowship 2008 Presentation at ARVO 70 Claire Max Outstanding Research Elected to the National 2008 Academy of Sciences 71 Lisa Poyneer Best Ph.D. dissertation (for Jain Prize, UC Davis 2008 the Electrical and Computer Electrical and Computer Engineering Dept) Engineering Department 72 Lisa Poyneer Best Ph.D. dissertation (for Marr Prize, UC Davis 2008 all of Mathematics, Physical Sciences, and Engineering at UC Davis) 73 Austin Roorda Scientific Excellence Distinguished Alumnus 2008 Award, University of Waterloo, School of Optometry

161 Awards and Other Honors, Final Page

Recipient Reason for Award Award Name and Date Contributor 74 Austin Roorda, Scientific Excellence R&D 100 Award (awarded to 2008 Yuhua Zhang, AO Scanning Laser Pavan Ophthalmoscope Team Tiruveedhula involved in NIH BRP grant) 75 Williams David Innovation in the Rochester Business Journal 2008 Application of Adaptive Health Care Achievement Optics to Vision Science Award for Innovation 76 Mark Ammons Support of Post-Doctoral Hubble Postdoctoral Prize 2009 Research Fellowship, Space Telescope Science Institute 77 Mark Ammons Support of Post-Doctoral Milliken Experimental 2009 Research Physics Prize Fellowship, Calif. Inst. Of Technology (declined) 78 Mark Ammons Support of Post-Doctoral Harvard Center for 2009 Research Astrophysics Prize Fellowship, Center for Astrophysics (declined) 79 Bautista Dissertation Year President's Dissertation-Year 2009 Fernandez Fellowship Fellowship, UCSC 80 Melissa (Ying) First Place in Business Mark Ain Business Model 2009 Geng Model Competition Competition, University of Rochester's Board of Trustees 81 Andrea Ghez Scientific Excellence Bruno Rossi Lecturer, MIT 2009

82 Andrea Ghez Scientific Excellence Eddington Lecturer, Institute 2009 of Astronomy & Royal Astronomical Society 83 Kaccie Li Support of Post-Doctoral William C. Ezell Fellowship 2009 Research 84 Jessica Lu Support of Post-Doctoral Millikan Postdoctoral 2009 Research Fellowship 85 Nicole Putnam Support of Post-Doctoral William C. Ezell Fellowship 2009 Research 86 Austin Roorda Scientific Excellence Fellow, Optical Society of 2009 America 87 Austin Roorda Scientific Excellence Glenn Fry Award (American 2009 Academy of Optometry) 88 David Williams Scientific Excellence Rochester Business Journal 2009 Health Care Achievement Award for Innovation

162 VIII.3 Undergraduate, M.S., and Ph.D. Students

Table 17 Students CfAO- Student Assoc. Years to # Institution Department of Degree Degree Current Placement Name Postdoc Degree ? Ammons, Astronomy and Hubble Fellow at the University of 1 UCSC Ph.D. 5 Mark Astrophysics Arizona Barczys, Scientist, Lab for Laser Energetics, 2 UCLA Physics & Astronomy Ph.D. 6 Matthew U of Rochester Bauman, Completed PhD while an Engineer at 3 Univ. of Arizona Optical Sciences PhD Brian LLNL Boccaletti, 4 Caltech Astronomy Postdoc n.a. Observatoire de Paris, LESIA Anthony Bouchez, Adaptive Optics Lead, Giant Magellan 5 Caltech Astronomy Postdoc n.a. Antonin Telescope Project Canalizo, Geophysics & Planetary 6 LLNL Postdoc n.a. Professor, UC Riverside Gabriela Physics Cano, University of Astronomy & 7 BA Software Engineer at Chicago Code Vincente Chicago Astrophysics 8 Carr, Emily LLNL/UC Davis Engineering Ph.D. Glimmerglass Networks Hayward CA Carroll, Univ. of Assoc. Professor of Opthalmology, 9 Center for Visual Science Post-doc n.a. Joseph Rochester Medical College of Wisconsin University of Advance Medical Optics Research, 10 Chen, Li Center for Visual Science Postdoc n.a. Rochester Santa Clara, CA University of Assoc. Professor of Vision Science, 11 Choi, Stacey Center for Visual Science Postdoc n.a. Rochester New England College of Optometry UC Berkeley 12 Clergeon, C Astronomy B.Sci. 4 M.Sc at Université de Paris (visitor) 13 Do, Tuan UCLA Physics & Astronomy Ph.D. 6 Postdoc, UC Irvine Research Associate Professor of Doble, University of 14 Center for Visual Science Postdoc n.a. Vision Science, New England College Nathan Rochester of Optometry Donnely, University of Senior optical engineer, Breault 15 School of Optometry Ph.D. William Houston Research Organization Assistant Research Astronomer at Duchene, 16 UC Los Angeles Physics & Astronomy Postdoc n.a. UC Berkeley & Associate Astronomer Gaspard at Université de Grenoble Evans, Julia Engineering and Applied Researcher, UC Davis and LLNL ( 17 UC Davis Ph.D. Wilhelmsen Science currently on parental leave) Assistant Professor of 18 Farsiu, Sina UC Santa Cruz Electrical Engineering Ph.D. Ophthalmology, Duke University Fitzgerald, Assistant Professor of Physics and 19 UC Berkeley Astronomy Ph.D. 6 Michael Astronomy, UCLA Flanigan, 20 U. Montana Ph.D. Michael M.S.- Physics & Astronomy; UCLA Hubble Fellow, Johns Hopkins 21 Gezari, Suvi UCLA 3 (UCLA) Astronomy Ph.D. - University Columbia Glassman, Astronomy & Northrop Grumman Corporation 22 UCLA Ph.D. 6 Tiffany Astrophysics Space Technology 23 Good, Dan UC Berkeley Electrical Engineering Incomp. Composer and sculptor

163 Undergraduate, M.S., and Ph.D. Students, Continued

CfAO- Student Years to # Institution Department of Degree Degree/s Assoc. Current Placement Name Degree/s Postdoc? 24 Gray, Dan Univ. of Ph.D. 5 Senior Engineer, Optos (Scotland) Rochester 25 Grieve, Kate UC Berkeley Optometry Postdoc n.a. Optos Inc. 26 Harvey, UC Los Angeles Physics & Astronomy M.S. Left the field Vanessa 27 Helmbrecht, UC Berkeley EECS Ph.D. 7 Founder, IrisAO Corporation Michael 28 Hinkley, UCSC Astronomy M.S. Sagan Postdoctoral Fellow, Caltech Sasha 29 Hofer, Heidi University of Center for Visual Ph.D. 6 Assistant Professor Univ of Rochester Science Houston, College of Optometry 30 Hornstein, UC Los Angeles Physics & Astronomy Ph.D. 6 Sr. Instructor, Univ. of Colorado at Seth Boulder 31 Johnson, Luke UCSC Engineering Ph.D. Adaptive Optics Scientist, Advanced Technology Solar Telescope Project 32 Kaisler, UCLA Physics & Astronomy Ph.D. Asst. Professor of Astronomy at Denise Citrus College, Los Angeles 33 Konopacky, UCLA Physics & Astronomy Ph.D. 6 Postdoc at Lawrence Livermore Quinn National Laboratory 34 Kurczynski, UC Berkeley Physics Postdoc n.a. Research Scientist - Dept. of Peter Physics and Astronomy, Rutgers University 35 Laag, Eddie UC Riverside Earth Sciences Ph.D. Aerospace Corporation 36 Lafreniere, UC Los Angeles Physics & Astronomy M.S. Postdoc, University of Montreal David 37 Laver, Conor UC Berkeley Astronomy Ph.D. 6 Senior Analyst at Bright Power, NY 38 Le Louarn, UC Santa Cruz Astronomy Postdoc n.a. European Southern Observatory Sr. Miska Staff 39 Lloyd, James UC Berkeley Astronomy Ph.D. 6 Professor, Cornell University 40 Lu, Jessica UCLA Physics & Astronomy Ph.D. Millikan Postdoc Calif. Institute of Tech. 41 Marchis, UC Berkeley Astronomy Postdoc SETI Institute & UC Berkeley Franck 42 Martin, Joy Univ. of Houston College of Optometry Ph.D. 6 Optometrist in Ft. Worth, TX 43 McCabe, Caer UCLA Physics & Astronomy Ph.D. NRC Postdoc at JPL 44 McElwain, UCLA Physics & Astronomy Ph.D. Postdoc at Princeton University Michael 45 Melbourne, UC Santa Cruz Astronomy Ph.D. 6 Postdoc at Caltech Optical Jason Observatories 46 Metevier, UC Santa Cruz Ph.D. 6 Staff at Sonoma State University Anne 47 Pallikaris, Aris Univ. of Center for Visual MS 2 University of Crete Rochester Science 48 Patience, LLNL IGPP Postdoc n.a. Lecturer in Astronomy, Univ. of Jennifer Exeter, UK 49 Perrin, UC Berkeley Astronomy Ph.D. 6 NSF Fellow at UCLA and Research, Marshal Space Telescope Science Institute 50 Porter, Jason University of Institute of Optics Postdoc n.a. Assistant Professor, Univ. of Rochester Houston 51 Prato, Lisa UCLA Physics & Astronomy Postdoc n.a. Asst. Astronomer, Lowell Observatory 52 Pugliese, UC Santa Cruz Astronomy Visiting INFN Sezione di Bari, & Giovanna Postdoc Dipartimento Interateneo di Fisica di Bari, Italy 53 Qu, Junle Indiana University School of Optometry Postdoc n.a. Assoc. Professor, Shenzhen Univ. Institute of Optoeltronics 54 Raghunandan Univ. of Houston College of Optometry OD/Ph.D. 5 Assoc. Professor, Michigan College Avesh of Optometry 55 Raschke, UC Santa Cruz Astronomy Ph.D. 7 CfAO's Education Program and Lynne Asst. Professor, College of St. Scholastica, MN

164 Undergraduate, M.S., and Ph.D. Students, Continued

Years CfAO- to # Student Name Institution Department of Degree Degree/s Assoc. Current Placement Degree/ Postdoc? s 56 Rafelski, Mark UCLA Physics & Astronomy MS UCLA PhD Student at UCSD Raghunandan, O.D. / Faculty, Michigan College of 57 Optometry 5 Avesh Ph.D. Optometry 58 Ren, Hongwu Caltech Astronomy Postdoc n.a. ThorLabs Inc. 59 Rhee, Joseph UCLA Physics & Astronomy Ph.D. Postdoc at UCLA Postdoc, Amer. Museum of Natural 60 Rice, Emily UCLA Physics & Astronomy Ph.D. History 61 Roe, Henry UC Berkeley Ph.D. 5 Astronomer, Lowell Observatory 62 Rossi, Ethan UC Berkeley Optometry Ph.D. 4 Postdoc at Univ. of Rochester Sheehy, 63 UC Berkeley Astronomy BS 4 PhD Student at University of Chicago Christopher Astronomy & Assistant Professor at University of 64 Sheinis, Andrew UCSC Ph.D. Postdoc Astrophysics Wisconsin Schoeck, Image Quality Scientist, Thirty Meter 65 UC Irvine Physics & Astronomy Postdoc n.a. Matthias Telescope Project Sepulveda, Univ. of Research 66 Ophthalmology MD in Houston TX Ricky Houston Fellow Amer. Museum Space Telescope Science Institute, 67 Soummer, Remi of Natural Astronomy Postdoc Sr. Staff History Scientific Staff, National Research Astronomy & 68 Steinbring, Eric UC Santa Cruz Postdoc n.a. Council Canada, Herzberg Institute of Astrophysics Astrophysics Sundaram, Univ. of 69 Electrical Engineering MS 2 A.P. Software Inc. Boston MA Ramesh Houston Postdoc in Physics and Astronomy at 70 Tanner, Angelle UCLA Physics & Astronomy Ph.D. 7 George State University Visiting Laser Scientist, European Southern 71 Taylor, Luke LLNL Laser Program graduate Observatory student 72 Thorne, Karen Univ. of Indiana School of Optometry Postdoc IBM, New Zealand van Dam, Geophysics & Planetary Director, Flat Wavefronts Corp., New 73 LLNL Postdoc Marcos Physics Zealand Venkateswaran Univ. of Principal Scientist, Alcon Research 74 Optometry Postdoc Krishnakumar Houston Laboratory Wilcox, Program Mgr. at Oceanit 75 UCLA ???? Masters Mavourneen K. Laboratories, Inc. Wolfgang University of Center for Visual Postdoc Pugh’s Laboratory, Univ. of 76 Morgan, Ph.D. 5 Rochester Science Pennsylvania Jessica 77 Wright, Shelley UCLA Physics & Astronomy Ph.D. Hubble Fellow, UC Berkeley Indiana 78 Zhou, Fan School of Optometry Ph.D. University Scientist, Alcon Laboratories

165 VIII.4a General Outputs of Knowledge Transfer Activities, Years 1 - 10

Table 18 Patents and Licenses Receipt Date Patent Name and Application # Number (blank if Inventors/Authors Date pending) Rapid, automatic measurement of the U.S. Patent #6,199,986 eye’s wave aberration. Williams, D.R., Licensed to AMO and Johnson March 13, 1 Vaughn, W., Singer, B., Hofer, H., Yoon, and Johnson by Univ. of 2001 G-Y, Artal, P, Aragon, J.L., Prieto, P., Rochester Vargas, F. U.S. Patent #6,264,328 Wavefront sensor with off axis Licensed to AMO and Johnson 2 illumination. Williams, D.R. and Yoon, July 24, 2001 and Johnson by Univ. of G-Y. Rochester Rapid, automatic measurement of the U.S. Patent #6,299,311 eye’s wave aberration. Williams, D.R., Licensed to AMO and Johnson October 9, 3 Vaughn, W., Singer, B, Hofer, H. Yoon, and Johnson by Univ. of 2001 G-Y. Rochester U.S. Patent #6,338,559 Apparatus and method for improving Licensed to AMO and Johnson January 15, 4 vision and retinal imaging. Williams, and Johnson by Univ. of 2002 D.R., Yoon, G.Y., Guirao, A. Rochester Method and Apparatus for the Correction of Optical Signal Wave Front Distortion March 28, 5 020321D1 using Fluid Pressure Adaptive Optics. B. 2002 Sadoulet A PZT unimorph based, high stroke MEMS deformable mirror with June 12, 6 CIT.PAU.14.PCT continuous membrane and method of 2002 making the same. E. H. Yang Adaptive Optics Phoropter. Scot Olivier, Brian Bauman, Steve Jones, Don Gavel, October 4, 7 Abdul Awwal, Stephen Eisenbies, Steven 2002 Haney Repeatable Mount for MEMS Mirror October 4, 8 System. Stephen Eisenbies, Steven Haney 2002 Determination of ocular refraction from U.S. Patent wavefront aberration data & design of #6,511,180 Licensed to AMO October 1, January 28, 9 optimum customized correction. and Johnson and Johnson by 2000 2003 Williams, D.R., Guirao, A. Univ. of Rochester High power 938 nanometer fiber laser and amplifier. Dawson, J.; Beach, R.; Drobshoff, A; Liao, Z.; Pennington, D.; Sept. 29, 10 Payne, S.; Taylor, L.; Hackenberg, W.; 2003 Bonaccini, D. Note: Filed for European Patent rights Actuator Apparatus and Method for November 11 Improved Deflection Characteristics, M. 10/705,213 NA 2003 Helmbrecht, Clifford Knollenberg

Method and Apparatus for the Correction of Optical Signal Wave Front Distortion US Patent November December 12 Using Adaptive Optics. Peter Kurczynski, 6639710 1, 2001 28, 2003 J. A. Tyson

166 Patents and Licenses, Continued

Receipt Date Patent Name and Application # Number (blank if Inventors/Authors Date pending) Synthetic Guide Star Generation. S. A. U.S. Patent April 1, March 9, 13 Payne, R. H. Page, C. A. Ebbers, and R. J. 6,704,311 2001 2004 Beach Method and Apparatus for Using Adaptive Optics in a Scanning Laser May 10, 14 Ophthalmoscope. 6,890,076 2005 A. Roorda, licensed by Optos Inc. October 2006 Method and Apparatus for an Actuator April 1, 15 Having an Intermediate Frame, M. 11/097053 NA 2005 Helmbrecht, Clifford Knollenberg Method and Apparatus for Fabricating an 11/097599 Actuator System Having Buried April 1, 16 10/705,213 NA Interconnect Lines, M. Helmbrecht, 2005 Continuance Clifford Knollenberg Deformable Mirror Method and Apparatus November November 1, 17 Including Bimorph Flexures and 10/703,391 2003 2005 Integrated Drive. M. Helmbrecht Method and Apparatus for an Actuator April 1, November 1, 18 System with Integrated Control, M. 7,138,745 2005 2006 Helmbrecht Method and Apparatus for Fabricating an April 1, November 1, 19 11/096,367 Actuator System. Michael Helmbrecht 2005 2007 Method and Apparatus for Improving both June 12, Lateral and Axial Resolution in US 7,364,296 B2 2002 April 29, 20 Ophthalmoscopy. D. T. Miller, R. S. International PCT/US03/ 18511 August 26, 2008 Jonnal, J. Qu and Karen E. Thorn 2005 Method and apparatus for improving August 28, 21 vision and the resolution of retinal images #7,416,305 B2 2008 Inventors: Williams, D.R., Liang, J. September 3 Improving Vision and Retinal Imaging. Mexican Patent 260244 2008 22 David Williams, D.R. Yoon, G.Y. Guirao Japanese Patent 4,289,814 April 10, 2009 Electrode Shaping and Sizing for an 11/096395 April 1, December 1, 23 Actuator System, M. Helmbrecht, Clifford 10/705,213 2005 2009 Knollenberg Continuance

Application of map-seeking algorithm to Provisional application No. 24 motion estimation, image dewarping and 60/578,383 stabilization, D. Arathorn

Algorithm for automatic cone counting, D. 25 Provisional Arathorn

167

Table 19 Licenses and Start-up Companies License Name Number Licensed By Date 1 “Method and Design for Using US Patent Optos, Inc 10/2006 Adaptive Optics in a Scanning #6,890,076 Laser Opthalmoscope” (Roorda) 2 See Patents Table 1,2,3,4,5 U.S. Patent The Univ. of 2007 #6,199,986, Rochester U.S. Patent established #6,264,328, license U.S. Patent agreements #6,299,311, pertaining to U.S. Patent adaptive #6,338,559, optics with U.S. Patent AMO and #6,511,180 Johnson & Johnson.

Start-Up Companies Main Product(s) Associated with the CfAO 1 Iris AO Segmented MEMS Deformable Mirrors, AO controllers, AO development systems, AO imaging systems 2 Boston Micromachines Continuous face-sheet MEMS deformable mirrors, Corporation driver electronics, AO development systems

VIII.4b. Other outputs of knowledge transfer activities made during the reporting period not listed above.

See Section IV above.

168

VIII.5. Participant List

Table 20 Participant List Institut./ Dept. Disab. # Name Category Gender Ethnicity Race Citizenship Affiliation Affiliation Status Ádámkovics, Graduate 1 UC Berkeley Astronomy Male None Not H or L White U.S. Citizen Máte Student Ahmad, Programmer/ Univ. of Center for Visual 2 Male None Not H or L White Asian Kamran Analyst Rochester Science Undergrad Univ. of Hawaii, Computer 3 Ajimine, Vahid Male None Not H or L Asian U.S. Citizen Student Hilo Science/Math Albarran, Univ. of Hawaii, 4 Intern Astronomy Male None Not H or L White U.S. Citizen Robert Hilo Undergrad Hawaii Comm Native 5 Alpiche, Dex Electricity Male None Not H or L U.S. Citizen Student College Hawaiian Graduate 6 Alvis, Rosa UC Davis Biophotonics Female None H or L Latino U.S. Citizen Student Graduate 7 Ammons, Mark UC Santa Cruz Astronomy Male None Not H or L White U.S. Citizen Student Anderson, Research 8 Keck Observatory Electronics Female None Not H or L White U.S. Citizen Sarah Scientist Montana State 9 Arathorn, David Faculty Mathematics Male None Not H or L White U.S. Citizen University Armstrong, Research University of Institute for 10 Male None Not H or L White U.S. Citizen James Associate Hawaii Astronomy, Maui Graduate Latin 11 Azucena, Oscar UC Santa Cruz Engineering Male None H or L U.S. Citizen Student American Graduate 12 Ball, Tamara UC Santa Cruz Education Female None Not H or L White U.S. Citizen Student Research 13 Bauman, Brian LLNL Engineering Male None Not H or L White U.S. Citizen Scientist Bonilla, Undergrad Kauai Community 14 Electronics Tech. Male None Not H or L Asian U.S. Citizen Branden Student College Banasihan, Kauai Community Electronic Pacific 15 Intern Male None H or L U.S. Citizen Chauncey College Technology Islander Undergrad Univ. of Hawaii, Physics & 16 Bott, Kimberly Female None Not H or L White U.S. Citizen Student Hilo Astronomy Graduate 17 Bressler, Marc UC Santa Cruz Chemistry Male None Declined Declined U.S. Citizen Student Research Boston Micro- 18 Bierden, Paul Vision Science Male None Not H or L White U.S. Citizen Scientist machines Inc Research Boston Micro- 19 Bifano, Thomas Vision Science Male None Not H or L White U.S. Citizen Scientist machines Inc Graduate Environ. 20 Black, Frank UC Santa Cruz Male None Not H or L White U.S. Citizen Student Toxicology Bouchez, Research 21 Caltech Adaptive Optics Male None Not H or L White U.S. Citizen Antonin Scientist Graduate 22 Bressler, Marc UC Santa Cruz Chemistry Male None Declined Declined U.S. Citizen Student Britton, Geo. & Planetary 23 Postdoc Caltech Male None Not H or L White U.S. Citizen Matthew Science Research 24 Brown, Curtis LLNL Q Division Male None Not H or L White U.S. Citizen Associate Campbell, Research 25 Keck Observatory Astronomy Male None Declined Declined Declined Randy Scientist University of 26 Carroll, Joseph Faculty Vision Science Male None Not H or L White U.S. Citizen Wisconsin Research 27 Cense, Barry Indiana University Vision Science Male None Not H or L Asian U.S. Citizen Scientist

169 Participant List, Continued

Institut./ Dept. Disab. # Name Category Gender Ethnicity Race Citizenship Affiliation Affiliation Status Chau Martin, Graduate 28 UC Berkeley Astronomy Female None Not H or L White U.S. Citizen Shuleen Student Graduate University of Non - U.S. 29 Chien, Lisa Astronomy Female None Not H or L Asian Student Hawaii Manoa Citizen Univ. of Hawaii, Asian/ Non-U.S. 30 Chen, We-Hann Intern Math Male None Not H or L Hilo Taiwanese Citizen Graduate University of 31 Chomiuk, Laura Astronomy Female None Not H or L White U.S. Citizen Student Wisconsin Kauai Community Native 32 Choi, Jason Intern Electronics Male None H or L U.S. Citizen College Hawaiian Univ. of Hawaii, Computer 33 Coss, Steve Intern Male None Not H or L White U.S. Citizen Hilo Science Research University of Institute for 34 Chun, Mark Male None Not H or L Asian U.S. Citizen Scientist Hawaii Astronomy, Hilo Church, Graduate 35 UC Santa Cruz Astronomy Female None Not H or L White U.S. Citizen Candace Student Research Astronomical 36 Conrad, Al Keck Observatory Male None Declined Declined Declined Scientist observatory Graduate White/ 37 Cooksey, Kathy UC Santa Cruz Astronomy Female None Not H or L U.S. Citizen Student Asian Cooney, Graduate Univ. of Hawaii 38 Electrical Eng. Male None Declined Declined U.S. Citizen Michael Student Manoa Cornelissen, Research Boston Micro- 39 Vision Science Male None Not H or L White U.S. Citizen Steven Scientist machines Inc Crockett, Graduate 40 UC Los Angeles Astrophy-sics Male None Not H or L White U.S. Citizen Christopher Student Graduate 41 Crossfield, Ian UC Los Angeles Astronomy Male None Not H or L White U.S. Citizen Student Dela Cruz, Univ. of Hawaii Mechanical 42 Intern Male None Not H or L Filipino U.S. Citizen Justen Manoa Engineering Graduate 43 Dorighi, Kristel UC Santa Cruz MCD Bio Female None Not H or L White U.S. Citizen Student Graduate 44 Do, Tuan UC Los Angeles Astronomy Male None Not H or L Asian U.S. Citizen Student D'Orgeville, Research Gemini Astronomical Non - U.S. 45 Female None Not H or L White Celine Scientist Observatory observatory Citizen Graduate 46 Dorighi, Kristel UC Santa Cruz MCD Bio Female None Not H or L White U.S. Citizen Student Research 47 Drobshoff, Alex LLNL Male None Not H or L White U.S. Citizen Associate Research University of Non - U.S. 48 Dubra, Alfredo Vision Science Male None H or L White Associate Rochester Citizen Postdoctoral Non - U.S. 49 Dutton, Aaron UC Santa Cruz Lick Observ. Male None Not H or L Declined Researcher Citizen Thirty Meter Ellerbroek, Research 50 Telescope Adaptive Optics Male None Not H or L White U.S. Citizen Brent Scientist Project Estores, Undergrad Univ. of Hawaii Pacific 51 Electrical Eng. Male None Not H or L U.S. Citizen Kenneth Student Manoa Islander Postdoctoral 52 Evans, Julia UC Davis Vision Science Female None Not H or L Declined Declined Researcher Fernandez, Graduate Latin U. S. 53 UC Santa Cruz Electrical Eng Male None H or L Bautista Student American Citizen Undergrad Univ. of Hawaii 54 Fines, Jeff Electrical Eng. Male None Not H or L Asian U.S. Citizen Student Manoa Fitzgerald, 55 Researcher LLNL Astronomy Male None Not H or L White U.S. Citizen Michael Astronomical Non - U.S. 56 Flicker, Ralf Postdoc Keck Observatory Male None Not H or L White Observatory Citizen Graduate Univ. of Hawaii Non - U.S. 57 Foley, Michael Environ. Eng. Male None Not H or L Other Student Manoa Citizen

170 Participant List, Continued

Institut./ Dept. Disab. # Name Category Gender Ethnicity Race Citizenship Affiliation Affiliation Status Graduate University of 58 Freeland, Emily Mathematics Female None Not H or L White U.S. Citizen Student Wisconsin Fukushima, Univ. of Hawaii, 59 Intern Astronomy Female None Not H or L Asian U.S. Citizen Dorothy Hilo Graduate Non - U.S. 60 Gao, Weihua Indiana University Vision Science Male None Not H or L Asian Student Citizen Research UCO/Lick 61 Gates, Elinor UC Santa Cruz Female None Not H or L Declined Declined Scientist Observatory Research 62 Gavel, Donald UC Santa Cruz CfAO/LAO Male None Not H or L White U.S. Citizen Scientist Graduate University of 63 Geng, Ying Vision Science Female None Not H or L Asian Declined Student Rochester 64 Ghez, Andrea Faculty UC Los Angeles Astronomy Female None Not H or L White U.S. Citizen Graduate 65 Gilbert, Karoline UC Santa Cruz Astronomy Female None Not H or L White U.S. Citizen Student Thirty Meter Research Permanent 66 Gilles, Luc Telescope Adaptive Optics Male None Not H or L White Associate Resident Project Permanent 67 Graham, James Faculty UC Berkeley Astronomy Male None Not H or L White Resident Graves, Graduate 68 UC Santa Cruz Astronomy Female None Not H or L White U.S. Citizen Genevieve Student Non - U.S. 69 Grieve, Kate Postdoc UC Berkeley Vision Science Female None Not H or L White Citizen Guhathakurta, 70 Faculty UC Santa Cruz Astronomy Male None Not H or L Asian Declined Raja University of Physics & 71 Hale, Linden Intern Male None Not H or L White U.S. Citizen Washington Astronomy Undergrad Univ. of Hawaii, 72 Hall, Katherine Astronomy Female None Not H or L White U.S. Citizen Student Hilo Undergrad Univ. of Hawaii Pacific 73 Hamilton, Scott Civil Eng Male None Not H or L U.S. Citizen Student Manoa Islander Harrington, Graduate Univ. of Hawaii 74 Astronomy Male None Not H or L White U.S. Citizen David Student Manoa Snr. Process 75 He, Min Iris AO Inc Adaptive optics Female None Not H or L Asian U.S. Citizen Engr. Helmbrecht, Research 76 Iris AO Inc Adaptive optics Male None Not H or L White U.S. Citizen Michael Scientist Hickenbotham Graduate 77 UC Berkeley Bioengineering Male None Not H or L White U.S. Citizen Adam Student Maui Community 78 Hoffman, Mark Faculty Electronics Male None Not H or L White U.S. Citizen College Graduate Latin 79 Howley, Kristen UC Santa Cruz Astronomy Female None H or L U.S. Citizen Student American Postdoctoral University of Center for Visual Non-U.S. 80 Hunter, Jennifer Female None Not H or L White Researcher Rochester Science Citizen Undergrad Univ. of Hawaii Native 81 Imai, Amber Electrical Eng Female None H or L U.S. Citizen Student Manoa Hawaiian Ishida, Research Subaru Astronomical 82 Female None Not H or L Asian U.S. Citizen Catherine Scientist Telescope Observatory Research 83 Johansson, Erik Keck Observatory Engineering Male None Not H or L White Declined Scientist Graduate 84 Johnson, Jess UC Santa Cruz Astronomy Male None Not H or L White U.S. Citizen Student Graduate 85 Johnson, Luke UC Santa Cruz Electrical Eng. Male None Not H or L White Declined Student Research 86 Jonnal, Ravi Indiana University Vision Science Male None Not H or L White U.S. Citizen Scientist Graduate Non - U.S. 87 Jonsson, Patrik UC Santa Cruz Astronomy Male None Not H or L White Student Citizen

171 Participant List, Continued

Institut./ Dept. Disab. # Name Category Gender Ethnicity Race Citizenship Affiliation Affiliation Status Integration 88 Kempf, Carl Iris AO Inc Adaptive Optics Male None Not H or L White U.S. Citizen Eng. Senior Graduate 89 Khatib, Firas UC Santa Cruz Bioinformatics Male None Not H or L Asian U.S. Citizen Student Kibblewhite, 90 Faculty U of Chicago Astronomy Male None Not H or L White U.S. Citizen Edward Graduate 91 Kim, Sora UC Santa Cruz Earth Science Female None Not H or L Asian U. S. Citizen Student Kinoshita, Undergrad Univ. of Hawaii 92 Female None Not H or L Asian U.S. Citizen Cherie Student Manoa Graduate 93 Kirby, Evan UC Santa Cruz Astronomy Male None Not H or L White U.S. Citizen Student Kluger-Bell, 94 Educator Exploratorium Education Male None Not H or L White U.S. Citizen Barry 95 Koo, David Faculty UC Santa Cruz Astronomy Male None Not H or L Asian U.S. Citizen Kregenow, Graduate 96 UC Berkeley Astronomy Female None Not H or L White U.S. Citizen Julia Student Kretke, Graduate 97 UC Santa Cruz Astronomy Female None Not H or L White U.S. Citizen Katherine Student 98 Kubby, Joel Faculty UC Santa Cruz Electrical Eng. Male None Not H or L White U.S. Citizen Graduate 99 Kulas, Kristin UC Los Angeles Astronomy Female None Declined Declined U.S. Citizen Student Graduate Non - U.S. 100 Kumar, Girsh Univ. of Houston Optometry Male None Not H or L Asian Student Citizen Undergrad Computer 101 Kyono, Trent Pepperdine Univ. Male None Not H or L Asian U.S. Citizen Student Science/Math Graduate 102 Lai, David UC Santa Cruz Astronomy Male None Not H or L Asian U.S. Citizen Student Graduate Non - U.S. 103 Laird, Elise UC Santa Cruz Female None Not H or L White Student Citizen 104 Larkin, James Faculty UC Los Angeles Astronomy Male None Not H or L White U.S. Citizen Hawaii Laurich, Physical Non - U.S. 105 Faculty Community Male None Not H or L White Bernhard Sciences Citizen College Graduate Non - U.S. 106 Laver, Conor UC Berkeley Astronomy Male None Not H or L White Student Citizen Levine, B. Research Jet Propulsion 107 Interferometry Male None Not H or L White U.S. Citizen Martin Scientist Laboratory Research 108 Lewis, Jim UC Santa Cruz Chemistry Male None Not H or L White U.S. Citizen Scientist Graduate 109 Li, Kaccie UC Berkeley Astronomy Female None Not H or L Asian Declined Student Undergrad Univ. of Hawaii East 110 Liang, Mary Electrical Eng. Female None Not H or L U.S. Citizen Student Manoa Asian Undergrad Univ. of Hawaii Native 111 Libed, Bronson Male None Not H or L U.S. Citizen Student Manoa Hawaiian Undergrad Univ. of Hawaii 112 Liem, Jennifer Electrical Engi. Female None Not H or L Asian U.S. Citizen Student Manoa Undergrad Univ. of Hawaii Pacific Non - U.S. 113 Livai, Shem Mechanical Eng. Male None Not H or L Student Manoa Islander Citizen Undergrad Univ. of Hawaii Native 114 Loo, Kyle Mechanical Eng. Male None Not H or L U.S. Citizen Student Manoa Hawaiian Graduate 115 Lopez, Laura UC Santa Cruz Astronomy Female None H or L Hispanic U.S. Citizen Student Univ. of Hawaii, Computer Native 116 Loving, Joshua Undergrad Male None Not H or L U.S. Citizen Hilo Science/Math Hawaiian Graduate 117 Lu, Jessica UC Los Angeles Astronomy Female None Declined Declined Declined Student Macintosh, Research 118 LLNL Physics Male None Not H or L White U.S. Citizen Bruce Scientist

172 Participant List, Continued

Institut./ Dept. Disab. # Name Category Gender Ethnicity Race Citizenship Affiliation Affiliation Status Graduate 119 Maklan, Eric UC Santa Cruz Biochemistry Male None Declined Declined Declined Student Graduate 120 Maness, Holly UC Berkeley Astronomy Female None Not H or L White U.S. Citizen Student Marchis, Non - U.S. 121 Researcher UC Berkeley Astronomy Male None Not H or L White Franck Citizen Marina, Univ. of Hawaii Non - U.S. 122 Postdoc Electrical Eng. Male None Not H or L White Ninoslav Manoa Citizen Marois, Non - U.S. 123 Postdoc LLNL Physics Male None Not H or L White Christian Citizen Postdoctoral UC Santa Non - U.S. 124 Marshall, Phil Physics Male None Not H or L Declined Researcher Barbara Citizen Graduate 125 Martell, Sarah UC Santa Cruz Astronomy Female None Not H or L White U.S. Citizen Student Masiero, Graduate Univ. of Hawaii 126 Astronomy Male None Not H or L White U.S. Citizen Joseph Student Manoa Masuda, Postdoctoral University of Center for Visual 127 Male None Not H or L White Canadian Osamu Researcher Rochester Science Loyola Undergrad 128 Matasci, Carol Marymount Female None Not H or L White U.S. Citizen Student University Matsuda, Research 129 Keck Observatory Astronomy Male None Not H or L White U.S. Citizen Richard Scientist 130 Max, Claire Faculty UC Santa Cruz Astronomy Female None Not H or L White U.S. Citizen Hartnell McCann, 131 Coordinator Community MESA Female None Not H or L White U.S. Citizen Shannon College McConnell, Graduate 132 UC Berkeley Astronomy Male None Not H or L White U.S. Citizen Nicholas Student McElwain, Graduate 133 UC Los Angeles Astronomy Male None Not H or L White U.S. Citizen Michael Student McGrath, 134 Postdoc UC Santa Cruz Astronomy Female None Not H or L White U.S. Citizen Elizabeth Medeiros, Undergrad Maui Community Hawaiian 135 ECET Male None Not H or L U.S. Citizen David Student College Portugese Melbourne, 136 Postdoc Caltech Astronomy Male None Not H or L White U.S. Citizen Jason 137 Miller, Donald Faculty Indiana University Vision Science Male None Not H or L White U.S. Citizen Undergrad Information 138 Miller, Shanoa Univ. of Arkansas Female None Not H or L Asian U.S. Citizen Student Science Graduate 139 Mills, Elisabeth UC Los Angeles Astronomy Female None Declined Declined U.S. Citizen Student Milosavljevic, 140 Postdoc Caltech Astronomy Male None Not H or L White Declined Milos Laser 141 Mitchell, Scott Electro-Opt. LLNL Q Division Male None Not H or L White U.S. Citizen Field Engr. Monette, Electronic 142 Indiana University Optometry Male None Not H or L White U.S. Citizen William Technician Montgomery, Graduate 143 UC Santa Cruz Astronomy Male None Declined Declined U.S. Citizen Ryan Student 144 Morris, Mark Faculty UC Los Angeles Astronomy Male None Not H or L White Declined Morrissett, Other 145 Caltech Astronomy Male None Not H or L White U.S. Citizen Alan Participant Morzinski, Graduate 146 UC Santa Cruz Astronomy Female None Not H or L White U.S. Citizen Katie Student Moskovitz, Graduate Univ. of Hawaii 147 Astronomy Male None Not H or L White U.S. Citizen Nicholas Student Manoa

173 Participant List, Continued

Institut./ Dept. Disab. # Name Category Gender Ethnicity Race Citizenship Affiliation Affiliation Status Mostafanez-had, Graduate Univ. of Hawaii Non - U.S. 148 Electrical Eng. Male None Not H or L White Seyed Isar Student Manoa Citizen Hartnell 149 Moth, Pimol Faculty Community Physics/Astronomy Female None Not H or L Asian U.S. Citizen College Hawaii Motomura, East 150 Faculty Community Electronics Male None Not H or L U.S. Citizen Harvey Asian College Graduate 151 Mozena, Mark UC Santa Cruz Astrophysics Male None Not H or L White U.S. Citizen Student 152 Muno, M. Postdoc UC Los Angeles Astronomy Female None Declined Declined Declined Research University of 153 Nagy, Lana Vision Science Female None Declined Declined U.S. Citizen Scientist Rochester Univ. of Hawaii Physics & 154 Nassir, Michael Instructor Male None Not H or L White U.S. Citizen Manoa Astronomy Nederseresht, Undergrad Non - U.S. 155 Skyline Astronomy Female None Not H or L White Nasim Student Citizen 156 Nelson, Jerry Faculty UC Santa Cruz Astronomy Male None Not H or L White U.S. Citizen Hartnell 157 Newton, Andrew Faculty Community Astronomy Male None Not H or L White U.S. Citizen College Non - U.S. 158 Noeski, Kai Postdoc UC Santa Cruz Astronomy Male None Not H or L White Citizen Ecology & Nowshiravani- Graduate 159 UC Santa Cruz Evolutionary Female None Not H or L White U.S. Citizen Arnberg, Nina Student Biology Okamoto, Undergrad Univ. of Hawaii Native 160 Mechanical Eng. Male None Not H or L U.S. Citizen Lowen Student Manoa Hawaiian O'Leary, Graduate 161 UC Santa Cruz Biology Female None Not H or L White U.S. Citizen Jennifer Student COSMOS African 162 Owens, Nafeesa UC Santa Cruz Female None Not H or L U.S. Citizen Director American Ordonez, Univ. of Hawaii Electrical 163 Intern Male None H or L Hispanic U.S. Citizen Richard Manoa Engineering Research 164 Olivier, Scot LLNL Physics Male None Not H or L White U.S. Citizen Scientist Research 165 Palmer, David LLNL Adaptive Optics Male None Not H or L White U.S. Citizen Scientist Pascual, Daniel- Undergrad Univ. of Hawaii Inform. & Computer Not H or 166 Male None Asian U.S. Citizen Jay Student Manoa Science L Graduate 167 Patel, Mira UC Santa Cruz Chemistry Female None Not H or L Asian U.S. Citizen Student Graduate 168 Patel, Shannon UC Santa Cruz Astronomy Male None Not H or L White U.S. Citizen Student Center for Adaptive Not H or White/ 169 Pena, Karen Staff UC Santa Cruz Female None U.S. Citizen Optics L Asian Pennington, Research 170 LLNL Laser Science Female None Not H or L White U.S. Citizen Deanna Scientist 171 Perrin, Marshall Postdoc UC Los Angeles Astronomy Male None Not H or L White U.S. Citizen 172 Petrella, Lisa Postdoc UC Santa Cruz Genetics Female None Not H or L White U.S. Citizen 173 Petrie, Hal Engineer Caltech Astronomy Male None Not H or L White Declined 174 Pickles, Andrew Engineer Caltech Astronomy Male None Not H or L White Declined Graduate Latin 175 Pinon, Monica UC Berkeley Astronomy Female None H or L U.S. Citizen Student American Graduate Univ. of Hawaii 176 Pitts, Mark Astronomy Male None Not H or L White U.S. Citizen Student Manoa Graduate 177 Pollack, Lindsey UC Santa Cruz Astronomy Female None Not H or L White U.S. Citizen Student College of 178 Porter, Jason Faculty Univ. of Houston Male None Not H or L White U.S. Citizen Optometry

174 Participant List, Continued

Institut./ Dept. Disab. # Name Category Gender Ethnicity Race Citizenship Affiliation Affiliation Status Santa Clara Mechanical 179 Polak, Lucia Intern Female None Not H or L White U.S. Citizen University Engineering Research 180 Poyneer, Lisa LLNL Engineering Female None Not H or L White U.S. Citizen Scientist Prescod- Graduate African 181 Weinstein, UC Santa Cruz Astronomy Female None Not H or L U.S. Citizen Student American Chanda Graduate 182 Putnam, Nicole UC Berkeley Vision Science Female None Not H or L White U.S. Citizen Student Maui Community 183 Pye, John Faculty Astronomy Male None Not H or L White U.S. Citizen College Pyke, Technical National Ignition 184 LLNL Male None Not H or L White U.S. Citizen Benjamin Associate Facility Graduate 185 Quan, Tiffani UC Santa Cruz MCD Biology Female None Not H or L Asian U.S. Citizen Student Graduate 186 Rafelski, Marc UC Los Angeles Astronomy Male None Not H or L White U.S. Citizen Student Research Jet Propulsion 187 Rao, Shanti Interferometry Male None Not H or L White U.S. Citizen Scientist Laboratory Raschke, Postdoctoral 188 UC Santa Cruz Astronomy Female None Not H or L White U.S. Citizen Lynne Researcher Graduate 189 Rice, Emily UC Los Angeles Astronomy Female None Not H or L White U.S. Citizen Student Graduate Non - U.S. 190 Rha, Jungtae Indiana University Vision Science Male None Not H or L Asian Student Citizen Graduate 191 Ritter, Amy UC Santa Cruz Biology Female None Not H or L White U.S. Citizen Student Jet Propulsion 192 Roberts, Jenny Researcher Female None Declined Declined Declined Laboratory Robinson, Graduate 193 UC Santa Cruz Astronomy Female None Not H or L White U.S. Citizen Sally Student Rodney, Graduate 194 UH, Manoa Astronomy Male None Not H or L White U.S. Citizen Steven Student Permanent 195 Roorda, Austin Faculty UC Berkeley Vision Science Male None Not H or L White Resident Postdoctoral Non - U.S. 196 Rosario, David UC Santa Cruz Astronomy Male None Not H or L Declined Researcher Citizen Graduate 197 Rossi, Ethan UC Berkeley Optometry Male None Declined Decline U.S. Citizen Student Mount Holyoke 198 Ross, Amanda Intern Architecture/Math Female None Not H or L Asian U.S. Citizen College Roybal, Graduate 199 UC Santa Cruz MCD Biology Male None H or L Hispanic U.S. Citizen Gabriel Student Graduate Univ. of Hawaii Non - U.S. 200 Rozic, Ciril Electrical Eng. Male None Not H or L White Student Manoa Citizen Graduate 201 Rubin, Kate UC Santa Cruz Astronomy Female None Not H or L White U.S. Citizen Student Undergrad 202 Ruiz, John Univ. of Texas Ophthalmology Male None H or L Mexican U.S. Citizen Student Honolulu Sabalburo, Computer 203 Intern Community Male None Not H or L Filipino U.S. Citizen Rodolf Electronics College 204 Salim, S. Postdoc UC Los Angeles Astronomy Male None Not H or L Declined Declined Samayoa, Graduate 205 UC Santa Cruz Bioinformatics Male none H or L Hispanic U.S. Citizen Josue Student Sampson, Graduate Native 206 UC Davis Biophotonics Female None Not H or L U.S. Citizen Juliana Student American Seagroves, Graduate 207 UC Santa Cruz Astronomy Male None Not H or L White U.S. Citizen Scott Student Severson, 208 Postdoc UC Santa Cruz Astronomy Male None Not H or L White U.S. Citizen Scott

175

Participant List, Continued

Institut./ Dept. Disab. # Name Category Gender Ethnicity Race Citizenship Affiliation Affiliation Status 209 Seto-Mook, Undergrad Univ. of Hawaii Native Electrical Eng. Male None H or L U.S. Citizen Tyson Student Manoa Hawaiian Research Jet Propulsion 210 Shao, Michael Interferometry Male None Not H or L Asian U.S. Citizen Scientist Laboratory African 211 Shaw, Jerome Faculty UC Santa Cruz Education Male None Not H or L U.S. Citizen American Shinohara, Univ. of Southern Electrical 212 Intern Female None Not H or L Asian U.S. Citizen Stephanie California Engineering Graduate University of Non - U.S. 213 Shroff, Sapna Vision Science Female None Not H or L White Student Rochester Citizen Shuttlesworth, Technical National Ignition 214 LLNL Male None Not H or L White U.S. Citizen Richard Associate Facility Undergrad Computer 215 Simon, Michelle Pacific Lutheran Female None Not H or L White U.S. Citizen Student Science/Math Sivarama- Research Amer. Museum 216 Astronomy Male None Not H or L Asian U.S. Citizen krishnan, Anand Scientist Natural History Other Maui Econ. 217 Skog, Jeanne Female None Not H or L Asian U.S. Citizen Participant Develop. Board Graduate Univ. of Hawaii 218 Sonnett, Sarah Astronomy Female None Not H or L White U.S. Citizen Student Manoa Amer. Museum Non - U.S. 219 Soummer, Remi Postdoc Astronomy Male None Not H or L Asian Natural History Citizen Stevenson, 220 Faculty Univ. of Houston Vision Science Male None Not H or L White U.S. Citizen Scott 221 Stolte, Andrea Postdoc UC Los Angeles Astronomy Female None Not H or L Declined Declined 222 Switkes, Gene Faculty UC Santa Cruz Chemistry Male None Not H or L White U.S. Citizen Graduate 223 Szmodis, Alan UC Davis Biophotonics Male None Not H or L White U.S. Citizen Student Takamiya, Research Univ. of Hawaii, 224 Female None Declined Declined Declined Marianne Scientist Hilo Thicksten, 225 Engineer Caltech Astronomy Male None Not H or L White Declined Robert Tiruveedhula, Programm 226 UC Berkeley Optometry Male None Not H or L Asian Declined Pavan er UC Santa Non - U.S. 227 Treu, Tommaso Faculty Physics Male None Not H or L Barbara Citizen Jet Propulsion East 228 Trinh, Thang Researcher Female None Not H or L Declined Laboratory Asian Research Jet Propulsion 229 Troy, Mitchell Astronomy Male None Not H or L White U.S. Citizen Scientist Laboratory Twietmeyer, Laboratory University of Center for Visual 230 Male None Not H or L White U.S. Citizen Theodore Engineer Rochester Science Jet Propulsion East 231 Velur, Viswa Engineer Engineering Male None Not H or L Declined Laboratory Asian Hawaii Vitales, Information Non-U.S. 232 Intern Community Male None Not H or L Filipino Jermaine Technology Citizen College Research Montana State 233 Vogel, Curtis Math. Male None Not H or L White U.S. Citizen Scientist University Hawaii Information Native 234 Wah Yick, Kirk Intern Community Male None H or L U.S. Citizen Technology Hawaiian College Research Jet Propulsion 235 Wallace, Kent Mathematics Male None Not H or L White U.S. Citizen Scientist Laboratory 236 Ward, Leslie Staff UC Santa Cruz CfAO Female None Not H or L White U.S. Citizen 237 Werner, John Faculty UC Davis Vision Science Male None Not H or L White U.S. Citizen Wertheimer, Graduate 238 UC Santa Cruz Astronomy Male None Not H or L White U.S. Citizen Jeremy Student 239 Wiberg, Donald Faculty UC Santa Cruz Elect. Eng. Male None Not H or L White U.S. Citizen

176

Participant List, Continued

Institut./ Dept. Disab. # Name Category Gender Ethnicity Race Citizenship Affiliation Affiliation Status Other Maui Economic 240 Wilkins, Leslie Female None Not H or L White U.S. Citizen Participant Development Bd. Williams, University of 241 Faculty Vision Science Male None Not H or L White U.S. Citizen David Rochester 242 Wirth, Gregory Astronomer Keck Observatory Astronomy Male None Not H or L White U.S. Citizen Wizinowich, Research 243 Keck Observatory Optics Male None Not H or L White U.S. Citizen Peter Scientist Tech University of 244 Wolfe, Robert Vision Science Male None Not H or L White U.S. Citizen Associate Rochester Wolfing, Graduate University of 245 Vision Science Female None Not H or L White U.S. Citizen Jessica Student Rochester Graduate 246 Wong, Diane UC Berkeley Astrophysics Female None Not H or L Asian U.S. Citizen Student 247 Wong, Michael Postdoc UC Berkeley Astronomy Male None Not H or L Asian U.S. Citizen Woodruff, Graduate 248 Univ. of Sydney Astrophysics Male None Not H or L White U.S. Citizen Henry Student 249 Wright, Jason Postdoc UC Berkeley Astronomy Male None Not H or L White U.S. Citizen Graduate 250 Wright, Shelley UC Los Angeles Astronomy Female None Not H or L White U.S. Citizen Student Undergrad Univ. of Hawaii 251 Yamura, Reid Electrical Eng. Male None Not H or L Asian U.S. Citizen Student Manoa Graduate Univ. of Hawaii 252 Yang, Bin Astronomy Female None Not H or L Asian U.S. Citizen Student Manoa Research Montana State 253 Yang, Qiang Mathematics Male None Not H or L Asian H1B Visa Scientist Univesity Undergrad Univ. of Hawaii Elec.Com.& Eng. 254 Yee, Roxanne Female None Not H or L Asian U.S. Citizen Student Manoa Tech. Yoon, Univ. of Permanent 255 Faculty Vision Science Male None Not H or L Asian Geunyoung Rochester Resident Yoshiyama, Undergrad Univ. of Hawaii, Computer 256 Male None Not H or L Asian U.S. Citizen Tyler Student Hilo Science Graduate 257 Yuh, Patrick UC Santa Cruz MCD Bio Male None Not H or L Asian U.S. Citizen Student Zawadzki, Non-U.S. 258 Faculty UC Davis Vision Science Male None Not H or L White Robert Citizen Zhang, Research Non - U.S. 259 Univ. of Houston Optometry Male None Not H or L Asian Yahuna Scientist Citizen 260 Zhang, Yan Postdoc Indiana University Optometry Male None Not H or L Asian U.S. Citizen Undergrad Univ. of Hawaii Non - U.S. 261 Zhou, Jianwei Electrical Eng. Male None Not H or L Asian Student Manoa Citizen

177

VIII.6 Center’s Partners

Table 21 CfAO's Partners Organization Type of >160 Organization Name Address Contact Name Type Partner hours Maui Economic 1305 North Holopono Leslie Wilkins or Education/ 1. Development Board Non-profit Street, Suite 1 Kihei, Y Jeanne Skog Diversity (MEDB) Hawaii 96753 Air Force Maui Optical and Super- 590 Lipoa Parkway, Suite 2. Military Joe Janni Education N computing Site 103,Kihei, Hawaii 96753 (AMOS) 535 Lipoa Pkwy, Suite 200 Education/ 3. Boeing – Maui Company Lewis Roberts N Kihei, Maui, HI 96753 Research MRTC, Suite 264, 4. Oceanit - Maui Company 590 Lipoa Parkway Curt Leonard Education N Kihei, Maui, HI 96753 Akimeka, LLC 1305 N. Holopono St., Andrew Vliet, 5. Akimeka - Maui Company Education N Suite 3, Kihei, Hawaii Cynthia Fox 96753 MRTC, Suite 222 6. Trex - Maui Company 590 Lipoa Parkway Allen Hunter Education N Kihei, Maui, HI 96753 Maui High Perform. 550 Lipoa Parkway 7. Comp. Center Government Gene Bal Education N Kihei, Maui, HI 96753 (MHPCC) 8. 535 Lipoa Parkway, Suite Textron - Maui Company Michael Reilly Education N 149, Kihei, HI 96753 Smithsonian 9. 645 North A'ohoku Place Submillimeter Array Observatory Billie Chitwood Education N Hilo,Hawaii 96720 (SMA) 10. Science 3601 Lyon Street Exploratorium Barry Kluger-Bell Education Y Center San Francisco, CA 94123 Taft Armandroff 11. W. M. Keck 65-1120 Mamalahoa Hwy, Research/ Observatory /Sarah Anderson Y Observatory Kamuela, HI 96743 Education

12. 670 N. A'ohoku Place Education/ Gemini Observatory Observatory Peter Michaud N Hilo, Hawaii, 96720 Research 13. Pajaro Valley High 500 Harkins Slough Rd Education/ Academic Gary Martindale N School Watsonville, CA 95076 Diversity 14. 458 Keawe Street Education/ ALU LIKE Non profit Doug Knight N Honolulu, HI 96813 Diversity U.C. Santa Cruz 15. Educational Education/ Academic 3004 Mission Street, Suite Carrol Moran Y Partnership Center Diversity 220 Santa Cruz, CA 16. 5160 Hacienda Dve. Carl Zeiss-Meditec Company Barry Kavoussi Research N Dublin, CA 94568 17. Northrop Grumman - P.O. Box 398 Corporation Albert Esquibel Education N Maui Makawao, HI 96768 18. Bell Labs. Murray Hill Lucent Technologies Company David Bishop R & D N N.J 19. Agile Optics Company 1717 Louisiana, Suite 202 Dennis Mansell R & D N

178 Organization Type of >160 Organization Name Address Contact Name Type Partner hours NE, Albuquerque NM 87110 20. Ciba Vision Vision 11460 Johns Creek Pky R & D N Corporation Company Duluth Georgia 30097 21. 135 South Taylor Ave. Lockheed Martin Laser Division Tim Carrig R & D Y Louisville, CO 80027 22. 14810 Central Ave, Wavefront Sciences Company Tim Turner R & D N Albuquerque NM 87123 23. One Bausch & Lomb Place Bausch & Lomb Company Peter Cox R & D N Rochester NY 14603 24. Lockheed ATC Company Palo Alto CA John Breakwell R & D N 1305 North Holopono 25. Pacific Disaster Agency Street, Suite 2, Sharon Mielbrecht Education N Center Kihei, Hawaii 96753 650 N. Aohoku Place Catherine Ishida, Education, 26. Subaru Telescope Observatory Y Hilo, Hawaii 96720 Olivier Guyon Research Herzberg Institute of Observatory/ 5071 West Saanich Rd., 27. Jean-Pierre Voran Research N Astrophysics Research Lab Victoria, BC V9E 2E7 28. Jet Propulsion National 4800 Oak Grove Drive, Kent Wallace Research Y Laboratory Laboratory Pasadena, CA 91109

Central Park West at 79th American Museum of Science Anand 29. Street, New York, NY, Research Y Natural History Museum Sivaramakrishnan 10024-5192 * Now named “University of Hawaii Maui College”.

179 VIII.7 Summary Table: Check numbers against all the tables above

1 The number of participating institutions (all academic institutions 29 that participate in activities at the Center) 2 The number of institutional partners (total number of non- 29 academic participants, including industry, states, and other federal agencies, at the Center) 3 The total leveraged support for the Year 10 (sum of funding for the Center from all sources other than NSF-STC) [Leveraged funding should include both cash and in-kind support that are related to Center activities, but not funds awarded to individual PIs.] 4 The number of participants (total number of people who utilize 261 center facilities; not just persons directly supported by NSF) .

VIII.8 Describe Any Media Publicity the Center Received in the Reporting Period

Below is only a partial listing of press coverage for CfAO activities, 2008-2010

[1] “David Williams named Fellow of the Association for Research in Vision and Ophthalmology.” (CfAO member David Williams). May 2009. http://www.rochester.edu/news/show.php?id=3375

[2] “Research team awarded AAAS Newcomb Cleveland Prize.” (CfAO researchers Bruce Macintosh, James Graham, Michael Fitzgerald. Former CfAO members Christian Marois and Jenny Patience). February 2010. https://publicaffairs.llnl.gov/news/news_releases/2010/NR-10-02-11.html

[3] “Science on Saturday’ lecture explores new view of distant worlds.” (Bruce Macintosh) February 2010. https://publicaffairs.llnl.gov/news/news_releases/2010/NR-10-02- 01.html

[4] “Jupiter Adds a Feature.” (CfAO members Michael Fitzgerald, James Graham, Franck Marchis) July 2009. http://keckobservatory.org/index.php/news/jupiters_adds_a_feature/

[5] “Jupiter pummeled, leaving bruise the size of the Pacific Ocean.” (CfAO members Michael Fitzgerald, James Graham, Franck Marchis) July 2009. http://berkeley.edu/news/media/releases/2009/07/21_bruise.shtml

[6] “Astronomers capture first images of newly-discovered planetary system.” November 2008 (CfAO researchers Bruce Macintosh, James Graham, Michael Fitzgerald. Former CfAO members Christian Marois and Jenny Patience). http://keckobservatory.org/index.php/news/astronomers_capture_first_images_of_newl y-discovered_solar_system/

[7] “On Top of the World with the SETI Institute.” (CfAO member Franck Marchis). September 2010. http://www.seti.org/Page.aspx?pid=1377

180 [8] “Illuminating a black hole.” (CfAO member Andrea Ghez). December 2008. http://articles.latimes.com/2008/dec/10/science/sci-black-hole10

[9] “Unveiling a Supermassive Black Hole at the Center of our Galaxy.” (CfAO member Andrea Ghez). Video. February 2009. http://www.youtube.com/watch?v=3lLZtLH0Z2c

[10] The Daily Princetonian: Alumni honored by University for Careers”. Published: November 2008. http://www.dailyprincetonian.com/2008/11/11/22058/

[11] “Biomedical Optics & Medical Imaging Cellular imaging of the Living Human Retina - A device combining optical coherence tomography and adaptive optics can capture micron-scale 3D pictures of the retina.” (CfAO members Barry Cense, Omer Kocaoglu, Donald Miller, John Werner, and Robert Zawadzki). 6 April 2009. SPIE Newsroom. DOI: 10.1117/2.1200902.1447 http://spie.org/x33927.xml?ArticleID=x33927

[12] “'Dark Cells' of Living Retina Imaged for the First Time”. (CfAO member: University of Rochester). February 2009. http://www.rochester.edu/news/show.php?id=3329

[13] “MCC Readies Launch of Bachelor’s Program Courses Geared Toward 4-year Engineering Technology Degree”. Claudine San Nicolas, Staff Writer. June 2009. http://www.mauinews.com/page/content.detail/id/519546.html

[14] “An Image of an Exoplanet Separated by Two Diffraction Beamwidths from a Star”. E. Serabyn1, D. Mawet1 & R. Burruss. Nature 464, 1018-1020 (15 April 2010). http://www.nature.com/nature/journal/v464/n7291/full/nature09007.html

[15] “Photonics West Hailed as ‘Essential Photonics Event’ - Considered by many to be the premier event of the photonics industry, Photonics West 2009 gears up for another banner year.” Photonics West Preview, December 2008. http://www.optoiq.com/index/display/article-display/346704/articles/laser-focus- world/volume-44/issue-12/features/photonics-west-preview-photonics-west-hailed-as- lsquoessential-photonics-eventrsquo.html

[16] “Ultra-high-resolution Optical Coherence Tomography Gets Adaptive-optic ‘Glasses’ - Ultra-high-resolution OCT imaging that uses adaptive optics is improved with a new source and optics for clinical in vivo visibility of the human retina.” Medical Oct. December 2008. (CfAO members Robert J. Zawadzki, Barry Cense, Steven M. Jones, Scot S. Olivier, Donald T. Miller, and John S. Werner.) http://www.optoiq.com/index/display/article-display/346706/articles/laser-focus- world/volume-44/issue-12/features/medical-oct-ultra-high-resolution-optical-coherence- tomography-gets-adaptive-optic-lsquoglassesrsquo.html

[17] “Small, Ground-Based Telescope Images Three Exoplanets”. April 14, 2010. http://www.physorg.com/news190482770.html

181

IX. Indirect/Other Impacts

IX.1 International Activities CfAO members attended many international conferences in their fields of expertise. Center members of the Gemini Planet Imager (GPI) Team are partnered with the Herzberg Institute of Astrophysics in Canada, and have traveled to Europe and Chile on business related to the GPI development and installation on the Gemini telescope in Chile. The CfAO was co-host for three international Workshops on Multi-Object Adaptive Optics (locations: Paris, Santa Cruz CA, San Diego CA).

IX.2 Other Outputs, Impacts, or Influences Related to the Center’s Progress and Achievement None to report.

182 X. Budget

X.1 Year 10 Budgets and Expenditures

Year 10 Budget: Year 10 UC Santa Cruz Nov 2008 to Expenditures Oct 2009 (including NCE) A Senior Personnel A1 A2 A3 Donald Wiberg, Faculty 12,287 A4 Visiting Faculty Associates names

10A Total Senior Personnel 0 12,287

B1 Post Doctoral Associates 33,750 27,602 B2 Other Professional 94,100 0 B3 Graduate Students (acad) 66,502 32,538 Summer B4 Undergraduate Students acad 4,000 720 summer B5 Secretarial-Clerical 69,233 178,146 B6 Other (Shop Charges) 34,000 0

A+B Total Wages 301,585 251,292 C Fringe Benefits 64,877 65,136 ABC Total Salaries, Wages, Fringes 366,462 316,428

D Permanent Equipment 158,969 212,755

E Travel 116,842 232,816

F Participant Support costs 162,000 Participant Support Stipends 56,400 Participant Support Travel 129,979 Participant Support Subsistence Participant Support Other Total Participant Support 162,000 186,379

G1 Materials and Supplies 88,588 7,571 G2 Pub. Costs/Page Charges 36,504 14,363 G3 Consultant Services 25,600 449,328 G4 Computer Services 46,248 56,739 Sub-awards 1,383,980 717,402 Tuition+Ins. 23,582 11,460 G Other Direct Costs 1,604,502 36,722 (meetings, telephone, postage) H Total Direct Costs (A thru G) 2,408,775 1,293,585

Ia Facilities and Administrative Costs 265,295 432,107 Any other F&A Costs Total F&A Costs 265,295 432,107

J Total 2,674,070 2,674,070 Note: On March 25th 2010, additional supplemental funds of $18,070 (Amendment 18/ AST-9876783) were received. The funds were for a Professional Development workshop held in Santa Cruz in January 2010 and were fully expended on expenses associated with the workshop.

X.2 Unobligated Year 10 Funds There are no unobligated funds.

183 X.3 No Funds Requested for 2010

X.4 Center Support from All Sources

Current Award Year 11/1/08 - 4/30/10 Award Source Cash ($) In-kind NSF-STC Core funds $2,674,070 Other NSF Other Federal Agencies State Government Local Government Industry $16,324 University International (Gemini) Private Foundations Other TOTAL $2,690,394

X.5 Breakdown of Other NSF Funding

Current Award Year 11/1/08 - 4/30/10 Funding Source Cash ($) In-kind STC underrepresented groups supplemental funds STC international supplemental funds NSF (MPS/AST) 45,469 NSF (EHR/DUE) 93,897 TOTAL 139,366

X.6 Cost Sharing

Cash ($) In-kind Combined Annual (Year 10 + NCE) $950,000 Cumulative (10 years) $972,859 $1,080,219 $21,772,191

Signature Date May 5, 2011

Title Claire Max, Director, Center for Adaptive Optics

184

X.7 Additional PI Support from All Sources

Current Award Year 11/1/08 - 4/30/10 Award Source Cash ($) In Kind NSF $1,405,452 Other Federal Agencies $1,654,887 State Government Local Government Industry University International Private Foundations Other $88,600 TOTAL $3,148,939

185 Appendix A – Biographical Information on New Faculty

A. Faculty who joined the CfAO, 1999-2009 No new faculty 2000, 2001, 2003, 2004, 2006, 2007, 2008, 2009

2002 Claire Max University of California – Santa Cruz (UCSC) Dr. Max was a Principal Investigator with the Center for Adaptive Optics since its inception. In 2002 she accepted a 60% faculty position at UCSC and UC Observatories. The other 40% of her time was with the Lawrence Livermore National Laboratory. Over the course of the next few years she became a full-time Professor at UCSC.

Brief Biography: Max graduated from Radcliffe College (A.B.) and Princeton University (Ph.D.) in Astrophysical Sciences. She was a postdoc in the Physics Department at UC Berkeley, from which she went to the Lawrence Livermore National Laboratory (LLNL). At LLNL she did research in laser-plasma interactions, computer simulation of astrophysical plasmas, and adaptive optics. Max was the founding director of the Institute of Geophysics and Planetary Physics at LLNL, and later served as the Director of University Relations. She is a member of the American Academy of Arts and Sciences, the National Academy of Sciences, and a Fellow of the American Physical Society and of the American Association for the Advancement of Science. Max’s research interests include adaptive optics and laser guide stars, and their use for studies of the Solar System and active galactic nuclei. Within the CfAO she served as Associate Director for Theme 2: Adaptive Optics for Extremely Large Telescopes before she became Director.

2005 Joel Kubby University of California – Santa Cruz (UCSC) Associate Professor in Electrical Engineering at the University of California at Santa Cruz

Brief Biography: Prof. Kubby’s research is in the area of Micro-Electro-Mechanical Systems (MEMS), working closely with the NSF Center for Adaptive Optics at UC Santa Cruz on applications of optical MEMS in astronomy and vision sciences. Prior to joining the faculty at UCSC in January 2005, Kubby was a technical manager in the Xerox Wilson Center for Research and Technology in Rochester, New York, where he led a research group working on the applications of MEMS technology for printing. He holds over 50 US patents, and is a registered patent agent with the United States Patent and Trademark Office.

Professor Kubby received his B.A. in Physics from the University of California at Berkeley in 1980, and his Ph.D. in Applied Physics from Cornell University in 1986. From 1986 - 1987 Prof. Kubby was a Post-Doctoral Member of the Technical Staff at Bell Telephone Laboratories in Murray Hill, New Jersey, working in the area of Scanning Tunneling Microscopy (STM). From 1987 - 2004 he was a Member of the research and technical staff at the Xerox Webster Research Center. In 2005 he was appointed Associate Professor in the Department of Electrical Engineering at the University of California at Santa Cruz. Professor Kubby received the AT&T Exceptional Contribution Award in 1987 and the Xerox Excellence in Science and Technology Award in 1991.

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David W. Arathorn Montana State University Research Professor, Center for Computational Biology, Dept of Cell Biology and Neuroscience

Brief Biography: Professor Arathorn's research area concerns bio-mimetic machine vision leading to development of map-seeking circuit. He received his B.A. from Stanford University in 1969 and a partial PhD. Computer Science (PhD thesis completion interrupted by draft, M.S. on exit) at the University of California, Berkeley CA in 1972. From 1970-1985 Professor Arathorn was a computer industry consultant, and in 1985 he founded the General Intelligence Corporation. From 1985-1989 he developed and marketed first commercial expert system for Wall Street (General Intelligence/XYZ), and sold marketing rights to Shearson-Lehman Bros. He also developed equities analytic systems for Salomon Bros, Inc. From 1989-1991 he was contracted by Litton Industrial Automation Division to architect and direct technical project management of Boeing REDARS/BOLD (company and world-wide engineering and technical data electronic infrastructure, still in service). From 1992-1995 he ran project management and technical design consulting services, working with TRW, Technekron, etc. From 1995 to present Professor Arathorn performed independent research on bio-mimetic machine vision, leading to development of a map-seeking circuit. Two patents were filed on analog/digital VLSI implementation of his map-seeking algorithm, others filed and pending including "Application of map-seeking circuit algorithm to determine movement between time separated image frames and dewarping of movement-induced warpage."

Scott B. Stevenson University of Houston, TX Associate Professor

Brief Biography: Professor Stevenson received his B.A. in Psychology at Rice University, Houston TX in 1981, and his Ph.D. in Experimental Psychology, Brown University in 1981. From 1988-1991 he was a Postdoctoral Fellow in Vision Science, University of California, Berkeley. Other professional experience includes: Research Associate, Brown University (1986-87); NEI NRSA Post-doc, University of California, Berkeley (1987-1990); Associate Specialist and Assistant Researcher, University of California, Berkeley (1991-95). He was appointed Assistant Professor at the University of Houston in 1995, and Associate Professor in 2001.

Professor Stevenson has received the following Honors and Awards: 1984 Faculty Fellow, Brown University, 1986 Sigma Xi Graduate Research Award 1987 National Eye Institute National Research Service Award

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B. CfAO students and postdocs who now have faculty positions

Name Institution Position Department Faculty Placement Gabriela Geophysics & Professor, UC 1 Canalizo LLNL Postdoc Planetary Physics Riverside Univ. of Center for Visual Assoc. Prof., Medical 2 Joseph Carrol Rochester Postdoc Science College of Wisconsin Assoc. Prof., New Univ. of Center for Visual England College of 3 Stacey Choi Rochester Postdoc Science Optometry Research Assoc. Prof., Univ. of Center for Visual New England College 4 Nathan Doble Rochester Postdoc Science of Optometry Ph.D./Electrical Asst. Prof., Duke 5 Sina Farsiu UCSC Grad student Engineering University Michael 6 Fitzgerald UC Berkeley Grad student Ph.D./Astronomy Asst. Prof., UCLA Univ. of Ph.D./Center for Asst. Prof., University 7 Heidi Hofer Rochester Grad student Visual Science of Houston Denise Ph.D./Physics and Asst. Prof., Citrus 8 Kailser UCLA Grad student Astronomy College, Los Angeles Asst. Prof., Cornell 9 James Lloyd UC Berkeley Grad student Ph.D./Astronomy University Univ. of Asst. Prof., University 10 Jason Porter Rochester Postdoc Institute of Optics of Houston Indiana Assoc. Prof., 11 Junle Qu University Postdoc School of Optometry Shenzhen University Assoc. Prof., Michigan Avesh Univ. of O.D.-Ph.D./College College of Optometry, 12 Raghunandan Houston Grad student of Optometry Ferris Univ. Asst. Prof., College of Lynne Ph.D./Astronomy and St. Scholastica, Duluth 13 Raschke UC Santa Cruz Grad student Astrophysics MN Scott Astronomy and Asst. Prof., Sonoma 14 Severson UC Santa Cruz Postdoc Astrophysics State University Andrew Grad student Ph.D./Astronomy and Asst. Prof., University 15 Sheinis UC Santa Cruz & Postdoc Astrophysics of Wisconsin

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Appendix B – Center Organizational Chart

UCSC Oversight External Committee Advisory Board Director Program Advisory Committee Managing Director

Associate Associate Associate Associate Associate Director for Director for Director, Director, for Director, Theme 1 Theme II Theme III Theme IV Knowledge Transfer

Project Leaders

Site Coordinators and Business Offices

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Appendix C – External Reviewer Reports, 2008-2009

Report of the External Advisory Board Meeting - 9 November 2008

Held at Main Lodge, UCLA Conference Center, Lake Arrowhead, CA

Introduction The External Advisory Board met during the annual CfAO fall retreat held November 7-9, 2008 at the UCLA Conference Center, Lake Arrowhead, CA. EAB meetings at the Retreat follows a recent tradition to interact with all communities served by the Center and to meet and discuss progress, accomplishments, and plans with Theme leaders and Center performers. First-hand experiences gained at the Retreat have proved very useful to EAB members in formulating assessments and recommendations.

The members of the EAB present at the meeting were Bob Fugate (chair as of Nov, 2006), NM Tech, Ray Applegate, U of Houston, David Burgess, Boston College, and Christopher Dainty, National University of Ireland, Galway (by telecon). Fiona Goodchild, UC Santa Barbara, Tom Cornsweet, Visual Pathways Inc. AZ, and Norbert Hubin, ESO, were unable to attend this meeting.

The External Advisory Board reports to the Vice Chancellor of Research at UC Santa Cruz. The EAB is charged with reviewing the policies, priorities and management effectiveness of the Center.

The primary focus of this EAB meeting was to listen to reports from theme leaders and to discuss and understand current thinking for CfAO’s plans for the next year.

Summary The Center for Adaptive Optics is in its last year of operation as a Science and Technology Center under the sponsorship of the National Science Foundation. A solid transition program is in place to continue core CfAO activities in education and outreach. It is our understanding that under UC CfAO workshops, symposia and the summer school would continue (albeit with little or no support for non-UC participants).

Adaptive optics for astronomical research and extreme AO will transition to traditional funding sources and the Laboratory for Adaptive Optics (partly supported by CfAO) and other experimental fieldwork in the ViLLaGEs program will continue at a reduced level of effort under Lick Observatory sponsorship. The research budget for advancing adaptive optical technology and doing science with AO for astronomy will be very modest at best under UC, and current CfAO members are aware that they are now required to seek more traditional sources of funding for their research.

There appears to be no support after year 10 for any vision research, however members of the CfAO vision science theme have obtained two grants under the Bioengineering Research Partnerships program at the National Eye Institute to continue development of adaptive optics in retinal imaging and vision research. Others in this theme have started their own programs in

190 academia and industry. An outstanding example is that of David Williams at Rochester who has initiated an effort to establish a center for understanding neural circuits and the neural codes used by the brain that enables large populations of neurons to process data from the eye.

The upcoming year (year 10 for NSF and year 2 for UC) will be one of transition, and CfAO will essentially be leading two lives – the NSF CfAO and the UC CfAO. After year 10, the CfAO name brand will continue, but under the total sponsorship of the University of California and become a multi-campus organization, with essentially exclusive support for UC faculty and students. Participation by “affiliates” – those outside the UC system – will be possible but they will have to provide their own funding.

This retreat featured plenary sessions that provided some review and perspective for how AO works and is applied to astronomical and vision science. This was done in part for the benefit of first time UC attendees, and as an opportunity to reflect and a basis for transition. Claire Max presented the transition plans and described the overlap between NSF programs and UC programs anticipated during the next year.

Lisa Hunter and Jason Porter (Univ of Houston) conducted a Career Development Roundtable Discussion with approximately 10 specialized groups that graduate students and postdocs could sign up for. These groups included “Finding and Negotiating Your First Faculty Position,” “Research Opportunities in Academia vs Industry,” “Research Careers in National and Government Labs,” “Working in the Private Sector: Pearls and Perils,” and others. Each group had leaders appropriate to the topic, and each was well attended and resulted in lively discussion and interchange between students and panel group leaders. This was an excellent example for EAB members to see first hand the workings of only one component of the Career Development program that is evolving as part of the UC CfAO.

In addition, the 4th Laser Technology and Systems for Astronomy Workshop was expanded to two days, extending past the Retreat through Monday. In addition to the usual laser technology enthusiasts, Don Gavel invited new participants including representatives from Evans and Sutherland who build commercial laser projection systems, and theoretical physicists from Princeton and UC Berkeley to discuss quantum mechanical models and simulations relevant to laser excitation of mesospheric sodium. The usual lively discussion amongst laser designers and builders occupied a good portion of the workshop. It is hoped these workshops will continue after year 10.

Education and Workforce Development This theme has the principal role in the continuation of the CfAO. The Institute for Scientist and Engineer Educators (ISEE) is now an officially approved program in Social Sciences at UCSC. The establishment of ISEE represents significant planning, campaigning and just plain hard work on the part of Lisa Hunter and Claire Max. They seem most pleased with the outcome and the fact that there will be a year overlap with NSF. The UCSC program includes funding of $170K per year starting in the fall of 2008 for 5 years. Education and workforce development are critical to the survival and growth of adaptive optics in academia, industry, and government, and to the US maintaining an international competitive position in AO technology and its applications.

Lisa Hunter reports that the new career development focus for the UC CfAO has been extremely well received with very positive feedback. This program will significantly benefit the career development of participating UC post docs and graduate students.

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The Hawaii education component of the CfAO is awaiting the outcome of a Hawaii proposal submitted to the NSF for $3M over 5 years to advance the internship program and the Akamai Workforce Initiative at Maui Community College and on the Big Island. CfAO’s involvement will most likely end if the grant is not forthcoming. Further intervention by Claire Max into the complex Hawaii political situation may be appropriate. The efforts to maintain educational and communication programs with native Hawaiians is especially important on the Big Island, which is one of the two sites on TMT’s short list.

The EAB lauds Lisa Hunter for her work at CfAO over the past decade for the innovation and dedication to education and career development, and for her outstanding success in putting programs in place to continue the educational component of AO. Her work and the hundreds of students and professionals that have been benefited from it form a long lasting legacy that will have a positive impact on the adaptive optics community for decades.

Adaptive Optics for ELTs and Astronomical Science Don Gavel reported that the work in this theme is following the plans for year 10. On the recommendation of the NSF site visit committee, some of the funds for AO science observing (as much as $44K) are being reprogrammed for potential use on the LLNL fiber laser development. The actual amount required will be determined by LLNL’s carry over funds and technical issues that arise with the laser.

CfAO continues to apply and evaluate BMC MEMS deformable mirrors. Several 1024 element devices and at least one engineering grade 4096 element device have been delivered to CfAO. A 144-element device is in operation on the 1-m telescope at Lick in the ViLLaGEs experiment and has been used to demonstrate for the first time on the sky open loop control of a MEMS device that improves image quality. This is a significant accomplishment and provides important input to the Keck NGAO program, which plans to use these devices in their implementation of a Multi Object AO wide-field instrument in conjunction with laser guide star tomography.

The EAB views the pulsed fiber laser development at LLNL the most important activity in this theme for year 10. The fiber laser work represents what is perhaps the best chance for a near term demonstration of a programmable pulse format 589 nm laser. Even though plagued with high power component problems, LLNL has managed to get the 938 nm fiber laser in a package suitable for lab testing and have with some effort produced 8 W and they have also successfully demonstrated 20 W at 1583 nm. These two wavelengths are needed for sum frequency generation of 589 nm light. The plan during year 10 is to generate 589 nm light at all pulse formats at full power and to optimize and test the system under various modes. There are opportunities for improved performance in the Nd fiber and better packaging of the 1583 nm fiber amplifier. The amount of additional money needed to carry out these tasks by LLNL is not yet known. CfAO members have submitted a proposal to the NSF ATI program to fund integrating the LLNL laser at the Lick 1-m telescope after laboratory demonstrations are complete (after year 10). LLNL is a sub-award on the proposal but not Co-PI and will provide support for up to a year when the laser gets integrated on the telescope. Apparently there is some competition for these funds within Theme 2 of the CfAO to support a graduate student for galactic center observations. The EAB strongly supports LLNL laboratory development and testing of the fiber laser to complete as many of the original design goals as possible with emphasis on the principal pulsed modes of operation suitable for Rayleigh blanking and pulse tracking in the mesosphere.

192 The Laboratory for AO has plans in place for continued operation under Lick Observatory funding and has several projects that could provide support including GPI integration, evaluation of NASA MEMS devices, and collaborations with the Naval Post Graduate School students, faculty, and projects.

There is also work under Theme 2 in support of the Keck NGAO preliminary design. Beyond the PDR, private money will be needed to support Keck NGAO activity.

Extreme Adaptive Optics Bruce Macintosh showed the work that he and others announced in Science Express on 13 November 2008 on the discovery of a system of three giant planets orbiting HR8799 – the first image of an entire system. This result is a milestone in the search and characterization of extrasolar planets.

CfAO’s critical involvement in the design of the Gemini Planet Imager is winding down now that GPI has passed its Critical Design Review. Supporting activities that will continue during year 10 include support of construction of GPI, development of advanced wave front control algorithms, and continued high contrast observing at Keck and elsewhere.

CfAO members participating in GPI continue to plan science observing once GPI is operational at Gemini South. A significant science team is in place with participants from Australia and Canada studying potential targets.

The current GPI instrument team is most qualified to understand how it should be used for science programs and is in the best position for submission of competitive proposals to use it. However, it is important that CfAO and the GPI team not be viewed as having an unfair advantage by the rest of the community and therefore, where it makes sense and resources are available to support it, GPI members might consider some outreach to the extrasolar planet community to increase awareness of GPI and its capabilities.

Vision Science The vision science team has demonstrated a most impressive use of adaptive optics in laboratory and clinical instruments for vision research and health and this body of work provides an impressive legacy for CfAO. These instruments include the Adaptive Optics Scanning Laser Ophthalmoscope (AOSLO) and AO based Optical Coherence Tomography (OCT) for visualization of cone photoreceptor cells. Both of these instruments incorporate Boston Micromachines Corporation MEMS deformable mirrors, which were developed with significant support from the CfAO.

As mentioned above, there will be no support for vision science under UC CfAO. However, CfAO vision science members have been successful in making the transition from CfAO support to grants from the National Eye Institute, academia, and industrial partnering. CfAO certainly leaves a powerful legacy for advancing vision instruments with AO and promoting clinical trials for the early detection of disease in living retinas.

193 Recommendations The EAB feels that the CfAO has an excellent transition plan in place and therefore we offer only a few recommendations:

1. Maintain an active role in the development of AO for astronomy through the Keck NGAO preliminary design phase and by proposing risk reduction for TMT AO development through laboratory demonstrations and experiments of key issues.

3. Strongly support the completion and testing of the LLNL guide star fiber laser. Keep it running in the laboratory as long as funds will support testing and concentrate on evaluating and characterizing the 589 nm laser output in pulsed mode operation.

4. Prepare (a good student activity?) a summary (like a college year book but a CfAO decade book) document containing the names, biographies, bibliographies, and personal testimonials of all CfAO interns, students, and professionals, giving examples of how CfAO has affected their lives and careers. Some of this work is already done since you have been tracking the careers of the interns and students you have sponsored. This would provide a written record of the accomplishments and legacies of the CfAO.

5. Make every effort to keep the educational program(s) going in Hawaii.

6. Develop a plan that prioritizes the continuation of short courses, workshops, retreats, and the summer school for UC members and outside affiliates including the cost for outsiders. These are activities outside the planned UC educational components. These activities have been most valuable to the AO community and there will be some level of support to continue them even if attendees have to seek outside funding.

8. Initiate collaborations with ESO and others to organize specialty workshops and meetings perhaps held in conjunction with other AO conferences. Topics include wavefront sensing, sodium layer characterization, pulsed sodium laser technology development, and MEMs. (Repeat recommendation from last year).

9. For the last retreat, invite a speaker for each Theme to summarize the 10 year accomplishments of the Theme (realizing that the theme structure has evolved).

Respectfully submitted by The External Advisory Board

Dr. Robert Q. Fugate, NM Institute of Mining and Technology, Chairman Dr. Raymond A. Applegate, University of Houston Dr. David R. Burgess, Boston College Dr. Tom Cornsweet, Visual Pathways, Inc. Dr. Christopher Dainty, National University of Ireland Dr. Fiona Goodchild, UC Santa Barbara Dr. Norbert Hubin, European Southern Observatory

The Program Advisory Committee The Program Advisory Committee did not meet in 2009 as their recommendations are made for the coming year and 2009 was the CfAO’s final year of funding.

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Appendix D – Media Publicity Materials

See Section VIII.8.

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