Attention must be paid to finding ways to reduce the data obtained by these methods. Furthermore, the results must be available in a variety of forms, not just in the original primitive form. In the future, more effort needs to be expended on developing post-processing tools that convert the optical data into useful mechanics quantities. Another area of concern is the incorporation of modem optical technologies into the training of engineers and scientists. Often the difference between a successful method and a dormant one is not how the research community views the methodology, but instead how the developers of the method present their results to workers in industry.
Practical education is usually the missing element in making a method work in an industrial setting.
Thirty minutes at a presentation will satisfy the technical curiosity of a mainstream conference participant, but it will not send such a participant back to the lab with a hands-on approach to using the technology to its maximum advantage. Engineers may initially feel empowered as they adapt new optical methods that promise to make them more productive only to become frustrated when trying to apply these methods to practical problems. Therefore, in addition to continuing the practice of offering short courses in specific areas, the Optical Methods Division should try to influence engineering curricula to incorporate these new optical technologies to better prepare the next generation of engineers. Although there is always a danger in being too specific about future directions, the contrary danger of limiting recommendations to vague generalities must also be avoided. The Division should at least recognize the areas of greatest potential and usefulness.