Aerospace Book

Program Self-Study Report
for the Degree of Bachelor of Science in
AEROSPACE ENGINEERING
Submitted by the
COLLEGE OF ENGINEERING
UNIVERSITY OF ARIZONA
to the
ENGINEERING ACCREDITATION COMMISSION

Accreditation Board for Engineering and Technology, Inc.
111 Market Place, Suite 1050
Baltimore, MD 21202-4012
TABLE OF CONTENTS
A. BACKGROUND INFORMATION
1. Degree Title .................................................................................................................................. 1
2. Program Modes ............................................................................................................................. 1
3. Actions to Correct Previous Deficiencies ..................................................................................... 1
B. ACCREDITATION SUMMARY
1. Students ........................................................................................................................................ 3
1.1. Admission ............................................................................................................................ 3

1.2. Evaluation of Students: Mathematics, Writing Placement, and
Writing Assessment.......................................................................................................... 3
1.2.1. Mathematics ....................................................................................................... 3
1.2.2. Writing Placement .............................................................................................. 4
1.2.3. Writing Assessment ............................................................................................ 4
1.3. Advising and Monitoring/Mentoring .................................................................................. 4
1.3.1. Freshmen Registration/Orientation .................................................................... 7
1.3.2. Transfer Student Orientation: Transfer Credit ................................................... 8
1.3.3. AME Advising Procedure .................................................................................. 8
1.3.4. Student Evaluation, Monitoring/Mentoring ....................................................... 9
1.3.5 Requirements for Graduation ............................................................................. 9
1.4. Career Services ................................................................................................................... 10
1.5. Quality of Students ............................................................................................................ 10
2. Program Educational Objectives ................................................................................................ 13
2.1. Missions and Objectives as Enunciated by the University, the College,

and the Department ........................................................................................................... 13
2.1.1. The Mission of The University of Arizona .......................................................... 13
2.1.2 The Mission of the College of Engineering ......................................................... 13
2.1.3. The Strategies/Educational Objectives of the College of Engineering ................ 14
2.1.4. The Mission of the Department of Aerospace and
Mechanical Engineering ....................................................................................... 14
2.1.5. Overview of the Educational Objectives of the Department
and Program ......................................................................................................... 14
2.1.6. Detailed and Specific Learning Outcomes of the AE Program ............................ 15
2.1.7. Development of Educational Objectives and Learning Outcomes ....................... 15
2.2. Constituencies and Stakeholders of the Program .............................................................. 16
2.2.1. Internal Constituencies ........................................................................................... 16
2.2.2. External Constituencies .......................................................................................... 17
Aerospace Engineering Page iii

TABLE OF CONTENTS (continued)
3. Program Outcomes and Assessment .......................................................................................... 19
3.1. Program Outcomes ............................................................................................................ 19

3.2. Assessment Process .......................................................................................................... 21
3.2.1. Senior Exit Survey ............................................................................................... 32
3.2.2. AME Letter of Solicitation ................................................................................... 34
3.2.3. Alumni Survey (by College of Engineering—COE) ............................................ 34
3.2.4. Evaluation of Senior Design Projects by Judges from Industry............................ 49
3.2.5. Student Course/Instructor Evaluations ................................................................. 49
3.2.6. Fundamentals of Engineering Examination ......................................................... 52
3.2.7. Review and Assessment by Industrial Advisory Council (AME Advisory
Board) ................................................................................................................... 55
3.2.8. Performance Assessment from Industry ............................................................... 55
3.2.9. Faculty (Undergraduate Studies Committee) Assessment of Curriculum ............ 58
3.2.10. Academic Program Review .................................................................................. 58
3.2.11. Job Placement Data .............................................................................................. 60
3.2.12. Life-Long Learning .............................................................................................. 61
3.2.13. Summary of Assessment Results ......................................................................... 61
3.2.14. Improvements as a Result of Assessment Activities ............................................ 66
4. Professional Component ............................................................................................................. 71
4.1. Basic-Level Curriculum for Aerospace Engineering ........................................................ 71

4.2. Preparation of Students for the Practice of Aerospace Engineering ................................. 71
4.3. The Capstone Design Program .......................................................................................... 71
4.4. The Technical Elective Program ....................................................................................... 72
4.5. General Education ............................................................................................................. 72
4.6. Distribution of Units .......................................................................................................... 72
4.7 Professional Organizations ................................................................................................ 72
5. Faculty ........................................................................................................................................ 77
5.1. Preliminary Comments ...................................................................................................... 77

5.2. Academic Credentials of the Faculty ................................................................................ 77
5.3. Faculty Workload Summary ............................................................................................. 77
5.4. Size of the Aerospace Engineering Faculty ....................................................................... 77
5.5. Support of Aerospace Engineering by the Mechanical Engineering Faculty .................... 77
5.6. Adequacy of the AME Faculty in the Technical Areas of the Aerospace
Engineering Program ......................................................................................................... 78
5.7. Adequacy of the Faculty in Service to Undergraduates in the Aerospace
Engineering Program ........................................................................................................ 78
Page iv Aerospace Engineering

6. Facilities ..................................................................................................................................... 81
6.1. The AME Building ............................................................................................................ 81

6.2. Classrooms ........................................................................................................................ 81
6.3. Undergraduate Computer Laboratories ............................................................................. 81
6.4. Instrumentation Laboratory ............................................................................................... 82
6.5. Mechanical Engineering Laboratory (possible Technical Elective for AE) ...................... 82
6.6. The Machine Shop ............................................................................................................ 82
6.7. The Design Studio ............................................................................................................. 82
6.8. Campus Computer Facilities and Services Available to Undergraduate Students ............ 82
6.9. Aerospace Engineering Laboratory ................................................................................... 83
7. Institutional Support and Financial Resources ........................................................................... 85
7.1. How the Budget is Determined ........................................................................................ 85

7.2. Institutional Support in Achieving Objectives ................................................................. 85
7.3. Faculty Professional Development ................................................................................... 85
7.4. Facilities and Equipment (Acquisition, Maintenance, and Operation) ............................ 85
7.5. Support Personnel ............................................................................................................ 85
8. Program Criteria ......................................................................................................................... 87
8.1. Curriculum ........................................................................................................................ 87

8.2. Faculty ............................................................................................................................... 88
APPENDIX I—ADDITIONAL PROGRAM INFORMATION
A. TABULAR DATA FOR PROGRAM ........................................................................................ 90
Table I-1. Basic-Level Curriculum............................................................................................. 91

Table I-2. Course and Section Size Summary ........................................................................... 93
Table I-3. Faculty Workload Summary ..................................................................................... 95
Table I-4. Faculty Analysis ....................................................................................................... 96
Table I-5. Support Expenditures ................................................................................................ 97
B. COURSE SYLLABI ................................................................................................................... 98
Required AME Courses

AME 230 Thermodynamics ........................................................................................... 99
AME 250 Dynamics ...................................................................................................... 100
AME 300 Instrumentation Laboratory .......................................................................... 101
AME 301 Engineering Analysis .................................................................................... 102
AME 302 Numerical Methods ....................................................................................... 103
AME 320 Aerodynamics ............................................................................................... 104
AME 321 Aircraft Performance .................................................................................... 105
AME 323 Gasdynamics ................................................................................................. 106
AME 324a Mechanical Behavior of Engineering Materials ........................................... 107
AME 324b Engineering Component Design ................................................................... 108
Aerospace Engineering Page v

AME 331 Introduction to Fluid Mechanics ................................................................... 109

AME 401 Senior Aerospace Laboratory ........................................................................ 110
AME 420 Aircraft Conceptual Design .......................................................................... 111
AME 422 Aerospace Engineering Design ..................................................................... 112
AME 424 Introduction to Space Technologies .............................................................. 113
AME 425 Aerospace Propulsion ................................................................................... 114
AME 427 Stability and Control of Aerospace Vehicles ............................................... 115
AME 428 Space Mission Conceptual Design ................................................................ 116
AME 455 Control System Design ................................................................................. 117
AME 463 Finite Element Analysis with ANSYS .......................................................... 118
AME 495s Senior Colloquium ........................................................................................ 119
Required Non-AME Courses

CE 214 Statics ............................................................................................................ 120
CHEM 103a Fundamentals of Chemistry I ........................................................................ 121
CHEM 103b Fundamentals of Chemistry II ....................................................................... 122
CHEM 104a General Chemistry I Laboratory ................................................................... 123
ECE 207 Elements of Electrical Engineering ............................................................... 124
ENGR 102 Introduction to Engineering .......................................................................... 125
MATH 125 Calculus I ...................................................................................................... 126
MATH 129 Calculus II ..................................................................................................... 127
MATH 223 Vector Calculus.............................................................................................. 128
MATH 254 Differential Equations ................................................................................... 129
MSE 331L Engineering Materials Laboratory ................................................................ 130
MSE 331R Fundamentals of Materials for Engineers ..................................................... 131
PHYS 141 Introductory Mechanics ................................................................................ 132
PHYS 241 Introductory Electricity and Magnetism ....................................................... 133
Technical Electives
AME 195D Our Future in Space and Space in Our Future .............................................. 134
AME 412a Mechanical Engineering Design ................................................................... 135
AME 413a Mechanical Engineering Design Laboratory I .............................................. 136
AME 412b Mechanical Engineering Design ................................................................... 137
AME 413b Mechanical Engineering Design Laboratory II ............................................. 138
AME 416 Material Selection ......................................................................................... 139
AME 430 Intermediate Thermodynamics ..................................................................... 140
AME 431 Numerical Methods in Fluid Mechanics and Heat Transfer ......................... 141
AME 432 Heat Transfer ................................................................................................ 142
AME 433 Intermediate Fluid Mechanics ....................................................................... 143
AME 440 Energy Utilization and Management ............................................................ 144
AME 443 Power Systems Analysis ............................................................................... 145
AME 445 Renewable Energy Systems .......................................................................... 146
AME 452 Computer Aided Analysis and Design of Mechanical Systems .................... 147
AME 454 Optimal Control of Parametric Systems ....................................................... 148
AME 460 Mechanical Vibrations .................................................................................. 149
AME 462 Composite Materials ..................................................................................... 150
AME 466 Biomedical Engineering ................................................................................ 151
AME 472 Reliability Engineering ................................................................................. 152
AME 473 Probabilistic Mechanical Design .................................................................. 153
AME 474 Reliability and Quality Analysis ................................................................... 154
Page vi Aerospace Engineering

AME 489 Engineering Properties and Micro/Nano Technologies for
Biological Systems......................................................................................... 155
BME 410 Biology for Biomedical Engineering ............................................................. 156
BME 411 Physiology for Biomedical Engineering ........................................................ 157
BME 416 Principles of Biomedical Engineering .......................................................... 158
BME 417 Measurement and Data Analysis in Biomedical Engineering ....................... 159
ECE 442 Digital Control Systems ................................................................................ 160
ENGR 498a Cross-Disciplinary Design ............................................................................ 161
ENGR 498b Cross-Disciplinary Design ............................................................................ 162
MSE 110 Introduction to Solid State Chemistry ........................................................... 163
PTYS 403 Physics of the Solar System .......................................................................... 164
C. FACULTY CURRICULUM VITAE .......................................................................................... 165
Ara Arabyan ............................................................................................................................... 167

R. Reid Bailey ............................................................................................................................. 169
Thomas F. Balsa ......................................................................................................................... 171
Francis H. Champagne ............................................................................................................... 173
Cho Lik Chan .............................................................................................................................. 175
Weinong (Wayne) Chen ............................................................................................................. 177
Eniko T. Enikov ......................................................................................................................... 179
Hermann F. Fasel ....................................................................................................................... 181
Barry D. Ganapol ....................................................................................................................... 183
Juan C. Heinrich ......................................................................................................................... 185
Jeffrey W. Jacobs ....................................................................................................................... 187
Dimitri B. Kececioglu ................................................................................................................ 189
Edward J. Kerschen .................................................................................................................... 191
Oleg A. Likhachev ..................................................................................................................... 193
Erdogan Madenci ....................................................................................................................... 195
John J. McGrath ......................................................................................................................... 197
Parviz E. Nikravesh .................................................................................................................... 199
Alfonso Ortega ........................................................................................................................... 201
Kumar Ramohalli ....................................................................................................................... 203
Sergey V. Shkarayev .................................................................................................................. 205
Bruce R. Simon .......................................................................................................................... 207
Anatoli Tumin ............................................................................................................................ 209
John G. Williams ........................................................................................................................ 211
Israel J. Wygnanski .................................................................................................................... 213
Yitshak Zohar ............................................................................................................................. 215
APPENDIX II - INSTITUTIONAL PROFILE (from Dean’s office)
Background Information Relative to the Institution ..........................................................................218

Background Information Relative to the Engineering Unit ...............................................................221
Tabular Data for Engineering Unit ....................................................................................................238
Aerospace Engineering Page vii

Page viii Aerospace Engineering
A. BACKGROUND INFORMATION
1. Degree Title
Bachelor of Science in Aerospace Engineering.
2. Program Modes
The Department of Aerospace and Mechanical Engineering (AME) offers all classes and laboratory
sessions during the time period of 8:00 am to 5:00 pm, Monday through Friday. The University is on
a semester system, including short winter and (somewhat longer) summer sessions. Graduation is
possible at the end of the spring (May), second summer (August), and fall (December) semesters.
3. Actions to Correct Previous Deficiencies
No deficiencies were identified during the 1998-99 ABET visit, which used the ABET 2000 accredit-
ation criteria. The AME department was one of the first to embrace the (then) new criteria. The
Aerospace Program (AE) was fully accredited.
The Final Statement of the reviewer observed the following:
“The students in the aerospace engineering program appear interested and supportive of the
program.”
“. . . the aerospace program appears to have appropriate educational objectives.”
“The faculty members . . . are very well qualified. There appears to be a good balance between
those faculty members devoted primarily to teaching and those with a strong research
incentive.”
“The new building and associated equipment resources provide outstanding support for
program objectives and they provide an atmosphere conducive to learning.”
“The [AME] leadership appears to have been able to manage limited resources effectively.”
The reviewer also identified some concerns under ABET 2000. As the AME department was one of
the first ones to undergo accreditation under these new and radically different guidelines, not all
aspects of the criteria with respect to educational outcomes, assessment, and constituencies were fully
in place. We briefly review the considerable progress made since the last review to address the issues:
During the 1998-99 visit, the educational outcomes were the same as ABET Criteria 3, a-k.
Although this was considered to be a “good first step,” focus and refinement were needed. We
believe this has been accomplished, as documented in this Self-Study Report. The most
recently adopted educational objectives and learning outcomes were discussed at the college
and department levels, and were approved by the faculty and the Industrial Advisory Council
of the College of Engineering.
Aerospace Engineering Page 1

The constituencies of the AME department have been clearly identified and contacted via
surveys. These activities are described in Section B.3. A new AME Advisory Board has been
appointed to replace the previous Industrial Advisory Council. Information is documented in
Section B.2.2.2.
The assessment loop is fully closed. Each constituency provides timely and periodic feedback
on the academic program. The information is discussed at faculty meetings, Industrial
Advisory Council meetings (and with the new AME Advisory Board), and at departmental
committee meetings (primarily the Undergraduate Studies Committee and the ABET
Committee) in order to evaluate and incorporate the recommendations into the educational
objectives and curriculum.
The reviewer also noted potential concerns regarding Student Advising and a “missing” course,
Stability and Control of Aerospace Vehicles. The latter is very easy to address:
AME 427, Stability and Control, has been a required course in the AE program since fall 1998.
It is offered once per year, and the textbook is that by Etkin and Reid. The history why this
course was dropped from the requirements is long and convoluted. These reasons are
documented in the “due process response” to the 1998-99 ABET visit. The issue is completely
moot at this time.
Prior to 2003 student advising had been performed using several models. These included using
a Ph.D. student as the principal advisor and, more recently, the use of a part-time (20 hours per
week) professional (Adjunct Professor) as the principal undergraduate advisor. These student
advisors reported directly to the Department Head. These advisors were assisted by the
undergraduate secretary, another staff member (who handled Advanced Standing), and faculty
members (who typically provided technical advice and career guidance), one each for
Freshmen, Sophomores, Juniors, and Seniors. As a result of feedback in the assessment process
(from students, alumni, and faculty), it was determined that the effectiveness of student
advising required improvement. To address this, the new Department Head (McGrath) created
a new administrative structure with two Associate Heads—including an Associate Head for
Undergraduate Studies. This person (Frank Champagne) is a Full Professor who has won
undergraduate teaching awards. He represents a department commitment—emphasizing the
importance of the undergraduate program in general and student advising in particular. He
heads the undergraduate advising team consisting of a part-time (20 hours per week) Ph.D.
student trained as an advisor, an undergraduate secretary, another staff member (who handles
Advanced Standing), and four other faculty members who serve as class advisors. Dr.
Champagne is Chair of the Undergraduate Studies Committee. This new administrative
structure is also in response to feedback from the University of Arizona Academic Program
Review report (December 2001), recommending that:
“. . . it may be more effective to structure the department with two Associate Heads, . . .
one can focus on the undergraduate programs while the other is responsible for the graduate
programs.”
and that previously:
“. . . the limited scope of responsibility for the Associate Head of AME has not led to
effective use of such a position.”
The new administrative structure addresses both issues.
Page 2 Aerospace Engineering

B. ACCREDITATION SUMMARY
1. Students
Excerpt from ABET Criteria:
“The quality and performance of the students and graduates are important considerations in
the evaluation of an engineering program. The institution must evaluate, advise and monitor
students to determine its success in meeting program objectives.”
The College of Engineering is taking many strides to help promote the field of engineering. Through
visits to elementary, junior high, and high schools, as well as numerous events on campus,
Engineering Ambassadors, faculty, and staff educate young people on the many opportunities in
engineering. In addition, the College partners with other University recruitment programs, such as the
Multicultural Engineering Program (MEP), the Arizona Mathematics, Engineering, and Science
Achievement (MESA) program, and the Women in Science and Engineering (WISE) program (see
Attachment 1.a for details). An AME faculty member (Ortega) was awarded the inaugural Southern
Arizona MESA Distinguished Service Award for “excellence in outreach to the students and staff of
MESA” in April 2004.
1.1. Admission
Admission to The University of Arizona (and hence to AME) may proceed on three different paths:
direct admission from high school (in- or out-of-state) as a freshman, admission from a community
college (in-state), and transfer from another university or community college (in- or out-of-state). The
admission standards are dictated by the University and may be found on the web
(www.admissions.arizona.edu) and are summarized in Attachment 1.a. Each of these paths has its
own advising challenge—the most difficult one being the evaluation of transfer credits from an out-
of-state institution.
Every student is given a course grid (see Table 3.1.d) during the initial meeting with the AME
advisor. This information is also available electronically at
http://www.engr.arizona.edu/acadaff/curricula/034/ae.html. The general education, technical elective,
and prerequisite requirements are also explained.
1.2. Evaluation of Students: Mathematics, Writing Placement, and Writing

Assessment
1.2.1. Mathematics
Prior to taking any mathematics course below the level of Calculus II (in AE this is normally MATH
129), all students must take the UA Mathematics Readiness Test (MRT) offered (by the Testing
Office) throughout the semesters, usually three times per week, including Freshmen and Transfer
Orientations. This requirement applies to transfer students with or without college-level mathematics
credit, and to students with credits by examination such as AP or CLEP. There are (almost) no
exceptions. The MRT score determines the highest-level MATH course in which the student is
eligible to register. The details of an MRT “waiver” are available on the web site of the Mathematics
Department (http://math.arizona.edu/~krawczyk/freshmen/satrules.html).

1.2.2. Writing Placement
First-year Composition courses are primarily concerned with writing at the University level. For that
reason, for many years we administered a short essay test which we combined with standardized test
scores to make decisions about English placement. However, many students felt that a single writing
sample was not a very reliable measure of their writing ability. Starting in summer 2000, therefore, a
new procedure was developed that allows a placement to be provided on the basis of data from high
school records. The following information is considered in determining placement in English:
UA admissions GPA (which includes those courses required for admission)

GPA in English courses (freshman through junior year)
The number of AP English and/or Honors English classes taken through the junior year
SAT verbal and/or ACT English scores
If both SAT and ACT scores are available, the placement is determined using each score, and
the higher of the two placements is given if there was a difference.
The English composition requirements are ENGL 101 and 102, and freshmen can immediately
register for ENGL 101 if their placement is high enough as determined by the English Department.
Students for whom English is their second language (ESL) have alternative courses available. Those
students who are exceptionally well-prepared (as measured by the tests above) may take honors
classes.
1.2.3. Writing Assessment
Every undergraduate degree program requires satisfaction of the Mid-Career Writing Assessment
(upon completion of 40 units toward degree). This assessment, which replaced the Undergraduate
Writing Proficiency Exam as of Summer 2002, is based on students’ performance in their second-
semester English composition course. A grade of A or B in one of the following courses will satisfy
this University writing proficiency requirement as set by the University:
English 102 or
English 108 (for ESL students) or
English 104H (for Honors students) or
English 109H (for students earning a 4 or 5 on the AP exam)
Transfer courses in composition are evaluated by the English Writing Program composition
coordinators. More information is available at http://w3.arizona.edu/~writprog/students.htm.
Aerospace Engineering students earning less than a B in their second-semester composition course
have to complete an additional English course with a grade of C or better: English 207 or English
308 (the latter may be used as a technical elective).
1.3. Advising and Monitoring/Mentoring
In this information age, much of the data, either for long-term planning purposes or day-to-day
activities, are available on various web sites of the University, College, or Department. The students
are encouraged and reminded to frequently consult these sources of information.
The three things that the students must keep their eyes (and minds) on are:
Satisfy all prerequisites before enrolling in a course, i.e., follow the curriculum grid.
Advanced standing requirement (details below): minimum GPA, 2.5/4.0.
UA graduation requirement: minimum GPA, 2.0/4.0.

Both the advanced standing requirement and graduation GPAs serve as standard evaluations of
students (see Table 1.3.a for a sample of GPAs at graduation). About 52% of the students graduate
with a GPA > 3.000.
The attrition rates for the College of Engineering are shown in Figure 1.3.a. We believe that these
data are representative of AE. In general, the retention rate is about 83%; the average number of years
to graduate is about 4.65 (Figure 1.3.b). All trends are encouraging in the sense that the retention rate
has increased by 6% (Figure 1.3.a) and the number of years to graduate has decreased by 0.1 year
(Figure 1.3.b).
Enrollment statistics for Fall 1998-Spring 2004 are shown in Figure 1.3.c. Total enrollment has
increased by 31% from 1998 to 2004.
Table 1.3.a Number of graduates in each GPA range for Aerospace Engineering majors.
Month/Year of GPA Percentage
Graduation 2.000-2.500 2.501-3.000 3.001-3.500 3.501-4.000 > 3.000
5/98 0 5 0 3
8/98 0 1 0 0 50
12/98 0 1 4 0
5/99 0 5 1 0
8/99 2 0 0 0 31
12/99 1 1 2 1
5/00 3 4 1 2
8/00 0 0 0 0 38
12/00 1 2 2 1
5/01 1 3 5 4
8/01 0 0 1 0 65
12/01 0 2 1 0
5/02 0 6 10 1
8/02 0 1 1 0 52
12/02 3 2 0 1
5/03 0 7 4 2
8/03 0 0 3 0 65
12/03 0 1 3 3

88
86
84
Percent
82
80
78
76
74
1998 1999 2000 2001 2002 2003
FY
Figure 1.3.a Undergraduate degree-track students—annual percentage retained—College of Engineering.
4.72
4.7
Number of years
4.68
4.66
4.64
4.62
4.6
4.58
1998 1999 2000 2001 2002 2003
FY
Figure 1.3.b Undergraduate degree-track students—number of years to graduate—College of Engineering.

UNDERGRADUATE ENROLLMENT
AEROSPACE ENGINEERING
300
250
200
150
100
50
0
F'98 S'99 F'99 S'00 F'00 S'01 F'01 S'02 F'02 S'03 F'03 S'04
Fresh 84 54 82 56 80 48 91 28 73 26 78 69
Soph 34 39 46 44 50 54 50 65 67 73 72 64
Jr 26 33 40 36 31 33 33 35 40 49 43 41
Sr 30 32 35 40 46 53 45 66 60 62 63 54
Totals 174 158 203 176 207 188 219 194 240 210 256 228
Figure 1.3.c Enrollments: Aerospace Engineering (Fall 1998-Spring 2004).
1.3.1. Freshmen Registration/Orientation
The Registration/Orientation program, organized by The University of Arizona, is designed to assist

new students and their guest(s) by providing interaction with student leaders, other students, faculty
advisors, and staff. A few pages from the booklet for the 2004 Freshmen Orientation sessions
distributed by the University is included as Attachment 1.3.a.* The times and locations for sessions
hosted by the College of Engineering are included as Attachment 1.3.b. Registration/Orientation
programs last two days and offer new students an opportunity to learn about aspects of campus life so
they can enjoy a smooth transition into their new surrounding at The University of Arizona. Emphasis
is placed on preparing students for academic success by providing:
Placement examinations
Description of curricula
Meetings with advisors
Registration for courses
Description of available resources (financial, academic)
Information on student chapters of professional societies, residence life, management of time
and study skills, and recreation
A required course, ENGR 102, also provides a means for advising freshmen via departmental visits
(tours) and open houses. The main (Monday) lecture of this course also deals with career planning.
The last assignment, emphasizing report writing and communication, is a “design project” to create a
career plan. For details, see the syllabus for this course in Appendix I.B.
*
All attachments appear in a separate volume.

1.3.2. Transfer Student Orientation: Transfer Credit
These one-day orientation programs, organized by the College of Engineering, provide academic
advising, registration, and general information on the AE program and the College of Engineering as
the transfer students begin their education in a new setting (see Attachment 1.3.b).
Upon admission of a transfer student, the UA Registrar will transfer the courses from a sister institu-
tion. Once this transfer is made, it is the responsibility of the AME academic advisors to identify an
equivalent course in the AE program, if warranted. In this endeavor, the Undergraduate Studies
Committee or individual faculty members may be consulted. The situation is much simpler for
transfers from Arizona community colleges or universities, for which course equivalency guides are
available (Attachment 1.3.c).
This assessment by the advisor(s) provides the necessary information to enable the student to register
for courses in the AE program, and still satisfy the prerequisites.
1.3.3. AME Advising Procedure
The goal of the advising team is to provide AE students with accurate and timely advising for their
programs and needs.
Between 1998 and 2003, an academic professional (Adjunct Professor, 20 hrs/week) was the principal
contact for undergraduate advising. He reported directly to the Department Head during weekly
meetings. The advisor was assisted by the undergraduate program assistant and the advanced standing
coordinator. The Department Head took a proactive role in the issues related to advising. The faculty
at large served as advisors on career and research questions. The undergraduate advisor often taught
courses so he was very much a part of the educational scene in AME.
In the Fall of 2003, the Department established an undergraduate advising team (Attachment 1.3.d;
http://www.ame.arizona.edu/advising/advising.php) consisting of the Associate Head for
Undergraduate Studies, a graduate student trained to be an undergraduate advisor, an assistant for the
undergraduate program, and an Advanced Standing coordinator. A faculty mentor has also been
assigned to each class: Freshmen (S. Shkarayev), Sophomores (E. Kerschen), Juniors (A. Tumin), and
Seniors (W. Chen).
Prof. F. Champagne
Associate Head
Undergrad Program
Arvind Raman Connie Spencer

Undergrad Advisor Program Coordinator
Advanced Standing
Becky Ruth
Student Academic
Specialist
Prof. E. Kerschen Prof. S. Shkarayev Prof. A. Tumin Prof. W. Chen

Faculty Advisor Faculty Advisor Faculty Advisor Faculty Advisor
AE Freshman AE Sophomores AE Juniors AE Seniors

The College of Engineering is also an important partner in advising
(http://www.engr.arizona.edu/3_allhtm/stuadvise.htm). The Associate Dean for Academic Affairs
fills a special role in this capacity by often dealing with students who have unique difficulties (see
also Attachment 1.3.e). The College also provides assistance with senior degree checks. In addition,
the College of Engineering provides many support services for the students through the Engineering
Academic Center and Probation Workshops (see Attachment 1.3.f).
The milestones in advising are (http://www.engr.arizona.edu/2_AC/polici.htm):
Fulfillment of First-Year Composition requirements (6-9 units, depending on grade)

Fulfillment of General Education requirements (18 units)
Fulfillment of AE required courses (98 units)
Fulfillment of AE technical electives (6 units)
Advanced standing
Senior degree check
Special problems (transfer courses, substitutions, etc.)
The total number of units needed for graduation is 128.

The College of Engineering requires that students be granted Advanced Standing to enroll in 300- and
400-level courses in the College. The College’s criteria for Advanced Standing are presented on-line
at http://www.engr.arizona.edu/2_AC/polici.htm#advancedstanding. The students must complete all
the required courses listed for the freshmen and sophomore years of the Aerospace Engineering
Program (see Attachment 1.3.g). For students in Aerospace Engineering, the minimum GPA needed
to obtain Advanced Standing is 2.5.
1.3.4. Student Evaluation, Monitoring/Mentoring
First and foremost, students are assigned a grade in every course. This grade is typically based
on homework assignments, mid-term test(s), and a final examination (also possibly design
projects). The course grade can take on values, A (excellent) to E (failure).
Students are monitored and mentored throughout their career, but especially prior to advanced
standing and the senior degree check.
Academic advising is available at several levels and can span questions about specific courses
to broad career and research issues.
Students are encouraged to engage in research or in independent study, which provide excellent
venues for mentoring and monitoring.
Students are encouraged to take an active role in professional societies (i.e., student chapter of
AIAA). These have faculty advisors (mentors) and typically involve some socialization and hands-on
projects (http://www.ame.arizona.edu/student/student.php).
1.3.5. Requirements for Graduation
The requirements for each engineering degree are described by the university Student Information
System in the form of a Student Academic Progress Report (SAPR)
(http://www.arizona.edu/academic/oncourse/data/interface/uainfo.shtml) so that at any time students
can see how the courses they have completed apply to degree requirements and what is remaining.
Based on the SAPR an automatic degree audit checks to see that all course requirements are met prior

to graduation. Any adjustments to the curricula are made under the direction of a faculty advisor who
verifies that when an adjustment is made all ABET criteria are still fulfilled. The SAPR is interpreted
by each departmental faculty in the form of a matrix of required courses
(http://www.engr.arizona.edu/2_AC/curric.htm) to guide students and advisors about the recom-
mended sequencing to allow all prerequisites to be met and still graduate in a 4-year period.
The University requires a GPA of at least 2.0 for graduation. In addition, the College of Engineering
requires that graduates have major averages of 2.0.
1.4. Career Services
Students obtain degrees so that they can be hired for challenging and rewarding jobs. In this regard,
the University Career Services Office (http://www.career.arizona.edu/) provides the following
important services:
Career fair—employers visit the UA and have “display booths” available for their companies
so students can learn about them
Campus job interview programs
Electronic career-search programs; career and corporate information
Co-op and intern programs
Resume critiques and referrals
How-to-sell-yourself workshops (resume and interview skills, the do’s and do not’s)
Special needs—services for students with disabilities
Career Information Center (computing information, reference books, job listings, magazines,
etc.)
In response to the Alumni Survey, the College of Engineering has formalized a student support
system, “Launching Your Engineering Career.” Details can be found in Attachment 1.4.a.
1.5. Quality of Students
The AME department is very proud of its students. Some compete at the national level for prestigious
honors and recognition. A short list of such students is given in Table 1.3.b. A list of elite graduate
schools to which some of the recent graduates have been accepted is also provided.

Table 1.3.b Student accomplishments.
Student Accomplishments
Damian Athey SRC/URE (Semi-Conductor Research Corp./Undergraduate
Research Experience) Fellowship (2002-03); Summer Internship at
Raytheon (2003)
Thomas Bronson Graduated 12/00; received a graduate assistantship in combustion at
UC, Berkeley
Jeff Cheek NASA Fellowship (UG)
Scott Clark NSF/REU (Research Experience for Undergraduates) Fellowship;
Boeing Fellowship; Summer Internship at Sandia National Labs
(2004)
Sheila Czech Expected graduation 5/04; GEM Fellowship (minority students) for
graduate school; Summer Internship at Argonne National Lab
John Dirner Graduated magna cum laude 5/01; received a graduate assistantship
in combustion at UC, Berkeley
John Keffler Graduated magna cum laude 12/01; NSF CATTS Fellowship (2004-
05)
Elizabeth McBride Graduated magma cum laude (5/97; Department of Defense
Graduate Fellowship
Tiffany Miller NSF/REU Fellowship
Michael Oddy Graduated summa cum laude (5/98); Department of Defense
Graduate Fellowship (1998-2000)
Gregg Radtke Graduated summa cum laude 12/01; NSF Graduate Fellowship
(2002-05)
Joshua Scott NSF/REU Fellowship (2004)
Luis Tapia NASA Fellowship (UG); graduated 5/01; Sloan Foundation Minority
Graduate Fellowship (2002-04)
Joshua Tor SRC/URE Fellowship (2002-04); Summer Internship at Intel (2003)
Elite Graduate Schools where AME Graduates Have Been Accepted

University of California, Berkeley
California Institute of Technology
University of Chicago
Georgia Institute of Technology
University of Illinois, Urbana-Champaign
University of Pennsylvania
Pennsylvania State University
Purdue University
Stanford University

2. Program Educational Objectives
2.1. Missions and Objectives as Enunciated by the University, the College, and the
Department
Excerpt from the ABET Criteria:
“Each engineering program for which an institution seeks accreditation or re-accreditation must have
in place:
(a) detailed published educational objectives that are consistent with the mission of the institution
and these criteria
(b) a process based on the needs of the program's various constituencies in which the objectives are
determined and periodically evaluated
(c) a curriculum and processes that prepare students for the achievement of these objectives
(d) a system of ongoing evaluation that demonstrates achievement of these objectives and uses the
results to improve the effectiveness of the program.”
The missions and general educational objectives of the University, the College of Engineering, and
the Department of Aerospace and Mechanical Engineering are published on the Web
(http://www.engr.arizona.edu/2_AC/acproassess.htm). They are listed here for ease of reference.
2.1.1. The Mission of The University of Arizona
To discover, educate, serve, and inspire.
As a public land-grant institution, the University of Arizona provides an accessible environment for
discovery where distinguished undergraduate, graduate, and professional education are integrated
with world-class basic and applied research and creative achievement. The University prepares
students for a diverse and technological world while improving the quality of life for the people of
Arizona, the nation, and the world. The University of Arizona is among America's top research
universities (based on NSF total research expenditure data) and is one of about 60 select institutions
recognized by membership in the Association of American Universities.
University vision: To be a preeminent student-centered research university.
2.1.2. The Mission of the College of Engineering
Through excellence in education and research, and in partnership with industry, government, and the
citizens of Arizona, we will:
focus on improving service to our students and other customers

emphasize fundamentals for lifelong learning
lead in improving the nation's strategically important engineering technologies


2.1.3. The Strategies/Educational Objectives of the College of Engineering
Provide a world class education for our students.
Strive to provide high quality broad based education that will prepare students for productive
careers in an increasingly diverse and technological society by insuring that graduates have:
• An ability to function on multi-disciplinary teams.

• An understanding of professional and ethical responsibility.
• An ability to communicate effectively.
• The broad education necessary to understand the impact of engineering solutions in a global/societal
context.
• A knowledge of contemporary issues.
Provide a foundation for lifelong learning to nurture personal and professional growth by
insuring that graduates have:
• A recognition of the need for and an ability to engage in life-long learning.
Base student’s education on a knowledge of engineering and science tools appropriate to

their disciplines by insuring that graduates have:
• An ability to apply knowledge of mathematics, science, and engineering.

• An ability to design and conduct experiments, as well as to analyze and interpret data.
• An ability to design a system, component, or process to meet desired needs.
• An ability to identify, formulate, and solve engineering problems.
• An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
Continuously improve the undergraduate academic programs in partnership with

industry, alumni, and government by:
• Attracting and enrolling an excellent and diverse student body.
• Assisting students in gaining career experience and placement.
• Maintaining an Industry Advisory Council that is actively involved in educational improvement.
• Seeking the opinions of industrial and governmental partners and alumni relative to student outcomes and
other educational matters
2.1.4. The Mission of the Department of Aerospace and Mechanical Engineering
The mission of the Department of Aerospace and Mechanical Engineering of the University of
Arizona is: to provide rigorous and challenging educational experiences at both the undergraduate
and graduate levels; to conduct research that is of national and international repute while, in so
doing, contribute to the economic development of the state; and to provide service to the University,
the state, and the profession of engineering. In meeting this mission, we emphasize standards of the
highest quality in teaching, research, and service.
2.1.5. Overview of the Educational Objectives of the Department and Program
The Educational Objectives of the Aerospace Engineering program are:
Prepare a diverse student body for a professional career in Aerospace Engineering.

Prepare students to enter graduate school in Aerospace Engineering and closely related fields.

Provide a broad educational background and analytical problem-solving skills for successful
transition to careers in other fields.
Develop skills for clear communication and responsible teamwork, foster professional and ethical
attitudes and a sense of social responsibility, and instill a passion for life-long learning.
2.1.6. Detailed and Specific Learning Outcomes of the AE Program
Recognizing the need for learning outcomes that can be measured, the following specific Learning
Outcomes are defined in accordance with ABET Criteria 3(a) through 3(k) as indicated by square
brackets.
Can integrate knowledge of mathematics, science, and engineering to model and analyze
problems. [3a-c, 3e]
Can use state-of-the-art resources to solve engineering problems. [3a-c, 3e, 3i, 3k]
Can apply engineering knowledge to design and build processes and systems. [3a-c, 3e, 3k]
Can plan experiments, analyze data, and interpret results. [3a-c, 3e, 3k]
Can communicate effectively (oral and written). [3c, 3d, 3g, 3h]
Can function in multidisciplinary teams. [3c, 3d, 3f-h, 3j]
Can exercise professional, ethical, and social responsibilities, and engage in life-long learning.
[3f, 3h-k]
These outcomes will be discussed in detail in Section B.3.1.
The AME AE curriculum is also designed to satisfy the ABET Program Criteria for Aerospace
Engineering as defined by the professional societies:
Aeronautical engineering graduates must have demonstrated knowledge of aerodynamics,

aerospace materials, structures, propulsion, flight mechanics, and stability and control.
Astronautical engineering graduates must have demonstrated knowledge of orbital mechanics,

space environment, attitude determination and control, telecommunications, space structures,
and rocket propulsion.
Aerospace engineering graduates, or graduates of other engineering programs combining

aeronautical engineering and astronautical engineering, must have demonstrated knowledge
covering one of the areas—aeronautical engineering or astronautical engineering as described
above—and in addition must demonstrate knowledge of some topics from the area not
emphasized.
Graduates must also have demonstrated design competence, which includes integration of aero-
nautical or astronautical topics.
2.1.7. Development of Educational Objectives and Learning Outcomes
The educational objectives and learning outcomes, consistent with ABET 2000, have been
established.
There were eleven educational objectives, which were the same as the learning outcomes, in the
previous ABET report during the 1998-1999 accreditation cycle, which was also based on ABET
2000 EAC. These educational objectives generally fell along ABET Criteria 3(a)-(k). During the
spring of 2003, these objectives were reviewed by the College of Engineering and AME ABET

Committees and reduced to a much smaller set that defines the overarching educational objectives. In
essence, the new objectives explicitly state the four main educational objectives; the details are still
contained in the learning (program) outcomes. In contrast to the previous ABET review, we now
much more clearly distinguish the overall educational objectives from the learning outcomes.
The departmental ABET Committee and the Department Head carried out several iterations of the
modified educational objectives and learning outcomes, in order to refine them for the AE program.
The final version was discussed at two faculty meetings and approved by the members. Input from
industry was sought through a survey, and the new objectives and outcomes will be discussed by the
new AME Advisory Board.
2.2. Constituencies and Stakeholders of the Program
The Department, with input from the faculty, the Department Head, and the College, has determined
that the constituencies of the AE program shall be: students (and their families) and alumni of the
program, faculty members, employers of our graduates, the Arizona taxpayers, and benefactors of the
Department.
All of these stakeholders subscribe to the basic premise of any good educational program, namely,
that the graduates shall be mature and responsible citizens of the highest ethical standards who are
able to advance the engineering profession and to contribute meaningfully to the technical and
economic growth of our society. These contributions shall be made in accordance with the specific
educational objectives stated above. A significant part (about 38%) of the financial support for the
University is provided by the State. The rest of the support comes from research grants and
tuition/gifts.
The educational objectives and the corresponding learning outcomes were developed in conjunction
with constituents. The curriculum is designed to achieve the learning outcomes. Assessment of the
program is performed regularly (see Section B.3.2 for assessment process) in order to review the
educational objectives and learning outcomes. The Undergraduate Studies Committee is responsible
for reviewing all the assessment results, interacting with all the constituents, and initiating an
improvement plan.
Communication with the constituencies is maintained as follows:
2.2.1. Internal Constituencies
Students: They are heard informally throughout the academic year. Such input is communicated to
the faculty, administrators, and staff. Specifically, they can file petitions, request funding for projects,
suggest changes in the operation of the machine shop or computer laboratories (such as keeping these
open during off-hours or on weekends), or communicate with the faculty via their student
organizations, such as the AIAA Student Chapter. It is believed that the Department listens to its
students and has an excellent rapport with them. The new Bylaws call for two students to serve on the
Undergraduate Studies Committee. A new Undergraduate Advisory Committee will be created in Fall
2004. This committee will be comprised of 12 undergraduate students. The committee will meet with
the AME Advisory Committee and Department Head at least one per year.
Faculty: A list of faculty committees and their current membership is given in Attachment 2.2.a. The
committees are formed according to the Department Bylaws (see Attachment 8.2.a).
Faculty meetings are held about once per month, but over the past two years they have been held
more frequently. A typical agenda is given in Attachment 2.2.b, along with the minutes for the

meeting. The issues discussed are multi-faceted, and the chairs of most committees give brief reports
on issues facing them and timelines for dealing with them.
Major curriculum or program changes must be approved by the faculty, per the voting procedure
described in the Bylaws. A typical example of a major change may be a significant refocus in the
content of a required course or a realignment of the curriculum grid.
It is believed that the operation of the AME department along these lines is the norm with respect to
our academic peers.
2.2.2. External Constituencies
Employers of our Graduates: One of the principal avenues for communication is the Industrial
Advisory Councils of the College of Engineering and of the Department: These are two different
committees that meet at least twice each year. The former meetings are chaired by the Dean, in which
broad issues relating to departmental reorganization, future research thrusts, the needs of industry and
the like are discussed. These college meetings are attended by the Heads and the Associate Deans.
Members of this committee are, for the most part, from industry although one or two are from
academia (Attachment 2.2.c). The agenda for the last meeting held during Fall 2003 is given in
Attachment 2.2.d.
The Industrial Advisory Council (IAC) for the Department had been composed of 11 members
(representing 9 companies), appointed by the Department Head. The Department Head, Associate
Head, and selected faculty members attend these meetings (depending on the topics discussed). The
principal administrative assignment of the former Associate Head (Erdogan Madenci) was the
development of the Industrial Partnership Program and communication with our important industry
constituency. The Associate Head chaired the meetings, which had been held at least twice per year.
Dr. Madenci’s success since the last ABET review (1998-99) can be measured by the development of
a ProE Laboratory course, CNC machining capability (that benefited not only the curriculum, but also
the entire department in a state-of-the-art utilization of the AME machine shop), and raising in excess
of $30K from our industrial partners; this is significant in view of the small AME resources. A list of
corporate members as of May 2001 and their affiliations is given in Attachment 2.2.e. The agenda
from a meeting is given in Attachment 2.2.f.
Feedback from the Academic Program Review report (December 2001) recommended:
“A strengthening of the Industry Advisory Council and an expansion of its role in support of the
department can be of great benefit.”
It was nearly a year after the APR report was issued that the present Department Head arrived on
campus. At that time unprecedented budget cuts were implemented. Since then a great deal of time
has been focused on dealing with issues related to those cuts and other recommendations provided by
the Academic Program Review report. The feedback included the recommendation that the AME
department take advantage of linkages and move in new directions:
“The opportunity provided by these inter-departmental and inter-college activities can be a key in
expanding this participation in research to levels comparable to other departments at the College
of Engineering and Mines, and other research universities.”
These opportunities have been pursued aggressively as the new Department Head has spent
considerable time meeting people at the University of Arizona, throughout Arizona, and nationally

with the purpose of creating new opportunities for AME faculty and students. These contacts have led
to the creation of a new AME Advisory Board (see Attachment 2.2.e for membership details). The
members of this board represent a prominent and diverse body representing industry, academia, and
alumni. The new AME Advisory Board will meet during the summer or early fall of 2004. This new
board has an expanded role—beyond that of industrial relations alone. Among other things, it will be
instrumental in working with the AME department in the creation of a shared vision (this addresses
another recommendation of the Academic Program Review report) and provide multi-dimensional
feedback for program assessment.
Although the creation of this board has taken longer than expected, informal contact with five of the
eleven previous IAC members has been maintained, as well as contact with numerous industry
representatives other than those on the previous IAC. Specific details describing the nature of these
interactions are included in Section B.3.2.7 (assessment section). During this past year we also
conducted an additional industry survey as a means of seeking additional assessment feedback from
industry during the transition to the new board. Specific details describing the feedback obtained is
included in Section B.3.2.8.
Alumni: The AME Department receives input from its alumni in a number of ways. These include
conducting formal alumni surveys, inviting alumni to serve as judges of capstone design projects each
semester, and during informal visits of the alumni to campus. We have regular contact with those who
work in local companies (e.g., Advanced Ceramics Research, Ventana Medical Systems, Raytheon,
Sargent Controls, etc.). We depend on these dedicated alumni to participate in the capstone design
projects by supporting and supervising design-team activities, serving as judges at design reviews,
and by providing formal and informal feedback about our graduates, the needs of corporations, and
curriculum improvements. Some of them have served on the Industrial Advisory Council. They are
also represented on the new AME Advisory Board.

3. Program Outcomes and Assessment
3.1. Program Outcomes
Table 3.1.a describes the mapping of the University of Arizona Aerospace Engineering program
Educational Objectives into the Learning Objectives.
Table 3.1.a Mapping of educational objectives into learning outcomes.

LEARNING OUTCOMES
6. Can function in multidisciplinary teams.
7. Can exercise professional, ethical, and

5. Can communicate effectively (oral and
2. Can use state-of-the-art resources to
social responsibilities, and engage in

4. Can plan experiments, analyze data,
3. Can apply engineering knowledge to
matics, science, and engineering to
1. Can integrate knowledge of mathe-
design and build processes and

model and analyze problems.
solve engineering problems.
and interpret results.
life-long learning.
systems.
written).
EDUCATIONAL OBJECTIVES
1. Prepare a diverse student body for a professional
9 9 9 9 9 9 9
career in Aerospace Engineering.
2. Prepare students to enter graduate school in Aero-
9 9 9 9 9 9
space Engineering and closely related fields.
3. Provide a broad educational background and analyti-
cal problem-solving skills for successful transition to 9 9 9 9 9
careers in other fields.
4. Develop skills for clear communication and responsi-
ble teamwork, foster professional and ethical attitudes
9 9 9
and a sense of social responsibility, and instill a
passion for life-long learning.
In a similar spirit, Table 3.1.b represents the mapping of ABET Criteria 3 into learning outcomes. It is
concluded that the outcomes are well correlated with these criteria, as seen from the presence of a
wide swath of checkmarks along the main diagonal of the table. Thus the learning outcomes are
entirely consistent with those suggested by ABET. The AME Department is responding to and
supporting the accreditation Criteria 3 set by ABET and its constituents.
The learning outcomes are addressed by a demanding curriculum (128 units), solidly based in the
engineering sciences and engineering design, and by an excellent faculty of uncompromising
standards and dedication. Some of the principal features of the curriculum are listed below.

Table 3.1.b The relationship between ABET Criteria 3 and learning outcomes.
LEARNING OUTCOMES
7. Can exercise professional, ethical, and

5. Can communicate effectively (oral and
2. Can use state-of-the-art resources to
social responsibilities, and engage in

4. Can plan experiments, analyze data,
3. Can apply engineering knowledge to
matics, science, and engineering to
1. Can integrate knowledge of mathe-
design and build processes and

model and analyze problems.
solve engineering problems.
and interpret results.
life-long learning.
systems.
written).
ABET CRITERIA 3 (General)
a) Apply knowledge of math, science, and engineering 9 9 9 9
b) Design experiments and analyze data 9 9 9 9
c) Design a system or process to meet a need 9 9 9 9 9 9
d) Function on multi-discipline teams 9 9
e) Identify, formulate, and solve problems 9 9 9 9
f) Understand professional and ethical responsibilities 9 9
g) Communicate effectively 9 9
h) Be broadly educated 9 9 9
I) Recognize need for continuing education 9 9
j) Demonstrate awareness of contemporary societal 9 9
issues
k) Use modern engineering tools 9 9 9 9
Required General Education component, set by the University (http://catalog.arizona.edu/2003-

04/gened.html), emphasizing breadth of knowledge of society and human behavior, including
race, gender and ethnicity, and achievement:
Tier 1 Individuals and Societies: 6 units/hours

Tier 2 Individuals and Societies: 3
Tier 1 Traditions and Cultures: 6
Tier 2 Arts or Humanities: 3
Required fundamental foundation courses in mathematics, physics and chemistry, including

courses on advanced engineering analysis and numerical methods:*
MATH 125, 129, 223, and 254 (13 units)
PHYS 141 and 241 (8 units)
CHEM 103/104a and 103b (7 units)
AME 301 and 302 (7 units)
Required basic engineering courses that emphasize the fundamentals of engineering science and
engineering design, including courses in civil engineering (CE), electrical and computer
engineering (ECE), and material science and engineering (MSE):
*
See Table 3.1.c for course titles.

ENGR 102 (3 units)
CE 214 (3 units)
ECE 207 (3 units)
AME 230, 250, 324a, and 331 (12 units)
MSE 331r/l (4 units)
Advanced engineering courses in the AE discipline, emphasizing aerodynamics, gasdynamics,
propulsion, control systems, airplane performance, airplane dynamics control, space systems, and
their associated designs:
AME 320, 321, 323, 324b, 420, 424, 425, 427, 422 or 428, 455, 463 (33 units)
Laboratory courses in which students learn to design experiments, use modern instrumentation,
analyze data and interpret results:
AME 300 and 401 (4 units)
Approved technical electives, chosen in consultation with an academic and/or faculty advisor,
with a clear engineering focus:
6 units
Multidisciplinary and open-ended design projects, often relevant to and sponsored by industry,
subject to realistic constraints:
AME 420 and 422 (6 units) and Independent Study (AME 299, 399, 499)
Communication-intensive courses in which oral and written presentation skills are developed and
practiced:
Engl 101 and 102 (6 units) and AME 401, 420 and 422 (7 units)
Table 3.1.c maps the required AE courses into the learning outcomes by a relevance score determined
by the faculty teaching the courses. The preponderance of H’s (= high) and M’s (= medium)
reinforces the fact that the courses are well-structured in support of the program outcomes.
Detailed course syllabi (for both required and elective courses) are given in Appendix I.B. and the
sequence of required courses is given in Appendix I.A., Table I.1. The recommended timetable for
taking the courses is given in Table 3.1.d.
3.2. Assessment Process
The Department of Aerospace and Mechanical Engineering has established several specific and
regularly scheduled assessment cycles for measuring outcomes, reviewing its educational objectives
and outcomes, and identifying the needs of its constituencies. The assessment has “internal” and
“external” components. These should be obvious from the context of the descriptions below. Figure
3.2.a is a flowchart describing the AME continuous improvement process. This flowchart describes
three basic assessment cycles. As described below, with one exception (Undergraduate Advisory
Committee), all elements of this flowchart have been used throughout the course of the past six years.
Furthermore, the overall structure, flow of information and functional elements were in place and
operational. It is also true that it is only within the past year that this structure has been formally
identified and used to further refine the continuous improvement process within the Department of
Aerospace and Mechanical Engineering. This has been a valuable result of the department’s
commitment to improvement inherent in the EC2000 process.

Table 3.1.c AE courses and learning outcomes.
LEARNING OUTCOMES*
1. Can integrate knowledge of mathematics, science, and
2. Can use state-of-the-art resources to solve engineering
3. Can apply engineering knowledge to design and build
4. Can plan experiments, analyze data, and interpret
responsibilities, and engage in life-long learning.

5. Can communicate effectively (oral and written).
7. Can exercise professional, ethical, and social

engineering to model and analyze problems.

processes and systems.
problems.
results.
Required Courses:
AME 230, Thermodynamics H M M NA NA NA NA

AME 250, Dynamics H H M NA L NA M
AME 300, Instrumentation Laboratory M M M H H L L
AME 301, Engineering Analysis H M L L M L M
AME 302, Numerical Methods H H M NA L M L
AME 320, Aerodynamics M H H M M-L M-L L
AME 321, Aircraft Performance H H H NA M H M
AME 323, Gasdynamics H M H NA M L L
AME 324a, Mechanical Behavior of Engineering Materials H M M H L L M
AME 324b, Engineering Component Design H M H H M NA M
AME 331, Introduction to Fluid Mechanics H NA L L M NA M
AME 401, Senior Aerospace Laboratory M M NA H H NA L
AME 420, Aircraft Conceptual Design M M H M H H H
AME 422, Aerospace Engineering Design M M H M H H H
AME 424, Introduction to Space Technologies H H H L H L M
AME 425, Aerospace Propulsion H L H NA L NA L
AME 427, Stability and Control of Aerospace Vehicles H M H L M H M
AME 428, Space Mission Conceptual Design H H H M L H M
AME 455, Control System Design H M H L M NA NA
AME 463, Finite Element Analysis with ANSYS L H H NA L NA NA
AME 495s, Senior Colloquium M M M M H H H
CE 214, Statics H L NA L NA NA NA
CHEM 103a, Fundamental Techniques of Chemistry H NA NA NA NA NA NA
CHEM 104a, Fundamental Techniques of Chemistry Lab. M NA NA H M M NA
CHEM 103b, Fundamentals of Chemistry
H NA NA NA NA NA NA
or MSE 110, Solid State Chemistry
ECE 207, Elements of Electrical Engineering H M M M M M NA
ENGL 101, First Year Composition NA NA NA NA H L L
ENGL 102, First Year Composition NA NA NA NA H L L
ENGR 102, Problem Solving and Engineering Design M L H H H H H
MATH 125, Calculus I H NA NA NA NA NA NA
MATH 129, Calculus II H NA NA NA NA NA NA
(continued on next page)

Table 3.1.c—Continued.
LEARNING OUTCOMES*
1. Can integrate knowledge of mathematics, science, and
2. Can use state-of-the-art resources to solve engineering
3. Can apply engineering knowledge to design and build
responsibilities, and engage in life-long learning.

7. Can exercise professional, ethical, and social

engineering to model and analyze problems.

processes and systems.
problems.
results.
MATH 223, Vector Calculus H NA NA NA NA NA NA
MATH 254, Introduction to Ordinary Differential Equations H NA NA NA NA NA NA
MSE 331L, Fundamentals of Materials for Engineers M L M H M L NA
MSE 331R, Engineering Materials Laboratory H L NA NA NA NA NA
PHYS 141, Introductory Mechanics H NA NA H M M NA
PHYS 241, Introductory Electricity and Magnetism H NA NA H M M NA
Technical Electives:
Technical Elective courses are chosen by the

student in consultation with a faculty advisor. At
least 3 units must be at the 400 level in AME.
English 308 may be taken to satisfy the MCWA
requirement, if necessary, or 3 units of AME 499, H H H H H H H
Independent Study, may be taken to complete the
technical elective requirements. Students are
strongly encouraged to take at least one course
with design content (given in [brackets]).
*H = high; M = medium; L = low; NA = not applicable.

Table 3.1.d Recommended time table for completion of courses.a
a
Over the past 6-year period, several minor changes have been made as follows:
Courses have been added to the list of Technical Electives.
Math 125a is now Math 125 and Math 125b is Math 129 (same courses, different numbers).
AME 324 and CE 217 have been replaced by AME 324a and AME 324b.
AME 461 has been replaced by AME 463.
HSS Electives are now referred to as Tier 1 and Tier 2 courses.

Aerospace Engineering
Page 25
Figure 3.2.a. Flowchart of the AME continuous improvement process.
The most frequent cycle (bottom) occurs every semester. Every course is involved. Students are
assessed using such vehicles as exams, projects, and written and oral reporting (see Figure 3.2.a).
Examples of such student work will be made available during the ABET visit. Faculty members are
assessed by the students every semester using a University of Arizona course/faculty evaluation
survey. Comprehensive records are available for review during the ABET visit. The results are
provided to the faculty for each course they teach. The Department Head also receives the results and
uses them as part of the faculty member’s annual evaluation. Students also contact the Department
Head in some cases. Individual faculty members are also assessed by their peers or by university
staff—although this does not occur every semester. Discipline-specific faculty subgroups may
provide feedback to the Undergraduate Studies Committee or the subgroup may pro-actively initiate
action on one or more courses. While the Undergraduate Studies Committee is typically quite active
(meetings once or twice per month), the discipline-specific faculty subgroups are not normally very
active at this level of assessment. The Undergraduate Studies Committee will bring course and
curricular matters to the attention of the entire faculty for review by way of Faculty Meetings or
Annual Retreats. In the recent past Annual Retreats have not been held but the Undergraduate Studies
Committee will typically bring course and/or curricular matters to the attention of the entire faculty
for review and approval as necessary in Faculty Meetings. Feedback on the design aspects of the
curriculum are obtained each semester in the form of Senior Design project evaluations performed by
industry judges.
The next most frequent cycle (middle of Figure 3.2.a) occurs every year. Changes of individual
courses approved during the most frequent assessment cycle are carried into the annual curriculum
assessment process. The curriculum is assessed annually using a variety of vehicles targeting various
constituencies (see Figure 3.2.a). These include vehicles to solicit input from our students (AME
Senior Exit Survey), our alumni (Alumni Survey), and industry (Industrial Advisory Council). These
aspects of the assessment process are well-established and exercised routinely. The Undergraduate
Laboratory Committee has responsibility for the vitality of the undergraduate teaching laboratories.
The Undergraduate Laboratory Committee has developed a plan for maintaining and upgrading
undergraduate teaching laboratories. In the past the data obtained from these vehicles were channeled
to the Department Head, who then brought them to the attention of the Undergraduate Studies
Committee and/or to the entire faculty at Faculty Meetings for discussion and approval. There are two
elements of this cycle in the “Other Constituents” column that warrant comment. The first represents
a transition and the second is an addition. In response to the most recent Academic Program Review
(2001), the role of the former Industrial Advisory Council (IAC) has been broadened by the formation
an AME Advisory Board. While industry is still strongly represented, the new board also includes
academics and alumni. Secondly, a new Undergraduate Advisory Committee will be appointed in fall
semester 2004. This committee will be comprised of undergraduates who represent the diverse
activities and interests of all four years of the student body. It is expected that it will meet with the
Department Head and the Advisory Committee (faculty representatives and Associate Department
Heads) at least once per year. Meetings with other constituents are likely (Undergraduate Studies
Committee, Faculty Meeting, etc.) to address particular objectives. The committee will strengthen the
assessment process by providing a forum for on-going discussion with students that will complement
the Senior Exit Survey and the course evaluation input. In particular, this committee will provide
“continuous” discussion between a wider spectrum of students (not just seniors) and the faculty
concerning a wide spectrum of issues—not limited to individual course evaluations or items specified
on the Senior Exit Survey.
The least frequent cycle (top of Figure 3.2.a) occurs every three years (every seven years for
Academic Program Review). During the last two of the three year cycles (the period of this ABET
review), the elements of the assessment process were as described in Figure 3.2.a. Curriculum
changes approved during the annual curriculum assessment processes are carried into this cycle of
assessment. Data from Performance Evaluation surveys (every 3 years) providing input from
employers concerning the performance of our alumni are included. In the past an ABET Committee
was formed one to two years before an ABET visit. This committee worked with the Undergraduate
Studies Committee, discipline-specific faculty subgroups (as necessary), the Industrial Advisory
Council, and the most recent Academic Program Review report to develop recommendations for

program changes. These changes were discussed and approved by the faculty. This process has led to
modifications of the Learning Outcomes and Educational Objectives of the department.
In conclusion, the assessment process described in Figure 3.2.a has been in place and functional
during the past six years, although aspects of it continue to evolve—as would be expected in the
process of continuous improvement. In the past the Undergraduate Studies Committee has played a
key role in course and curriculum assessment—particularly since this committee is continuously
involved in undergraduate curriculum matters throughout the year. However, this committee has not
been explicitly defined as the focal faculty committee to oversee the continuous assessment process
within the department. Beginning in the fall semester of 2004 several key changes will be made to
strengthen the continuous improvement process further. The Undergraduate Studies Committee will
be charged as the focal faculty committee to oversee the assessment process within the department. A
member of the committee will be designated as the coordinator of assessment activities. The
committee will be asked to conduct its business to explicitly optimize the impact of its activities on
the Educational Objectives and Learning Outcomes of the department at all times. All data obtained
from the range of assessment vehicles will be directed to the Undergraduate Studies Committee. The
committee will be asked to review the data, interpret it, and bring recommendations to the faculty for
consideration at a faculty meeting at least once each year.
The principal instruments (both quantitative and qualitative) used in assessment are described below,
along with an assessment process matrix that maps the assessment tools to the Learning Outcomes.
The principal instruments (both quantitative and qualitative) used in this regard are:
Senior Exit Survey: conducted once each year.
AME Letter of Solicitation: every three years; to request input from alumni.
Alumni Survey: conducted by the College of Engineering: every year.
Evaluation of Senior Design Projects by Judges from Industry: every semester.
Student Course/Instructor Evaluations: conducted every semester in every course according to

University policy.
Fundamentals of Engineering Examination: periodic tabulation of the results.
Review and Assessment by Industrial Advisory Council (and new AME Advisory Board):
annually as needed, especially in response to their needs.
Performance Assessment from Industry: every three years; to learn about the performance of our
graduates.
Faculty (Undergraduate Studies Committee) Assessment of Curriculum: conducted periodically

as needed, but parts of the curriculum are reviewed every year (see Attachment 3.2.a for minutes
from a recent committee meeting).
Academic Program Review: at least once every seven years, mandated by the University. The
report is transmitted to the Arizona Board of Regents.
Job Placement Data (Academic Services, College of Engineering): Data are collected from pre-
commencement programs, departments, and faculty, from employers who advertise through
Academic Services, and from the CareersEng listserv survey conducted by Academic Services.
Periodic examination and interpretation of data.

Table 3.2.a presents data on the mapping of the assessment tools into the learning objectives. The
assessment tools completely cover all the learning outcomes.
Table 3.2.b summarizes the assessment of the program outcomes via each of the mechanisms above
and the relative importance of each instrument (H=high, M=medium, L=low) in support of
assessment as defined by the AME ABET Committee. The instruments are described in the
following and interpretations of the data are given in the referenced sections. The sample size (n) is
also defined for each instrument.
Senior Exit Survey: In the AE program, this survey has been administered every other semester in the
capstone design class. Starting Fall 2004, it will be administered every semester in the Senior
Colloquium (AME 495s). A sample survey is given in Attachment 3.2.b. It is our belief that this
survey is a very valuable assessment tool. Student experiences with faculty, other personnel, and the
infrastructure are especially important for the closure of the assessment feedback loop.
These data are made available to the Undergraduate Studies Committee and the Department Head for
their actions to improve the program.
Table 3.2.a Assessment process matrix: assessment tools to learning outcomes.

LEARNING OUTCOMES
1. Can integrate knowledge of mathematics, science,

and engineering to model and analyze problems.
3. Can apply engineering knowledge to design and
attitudes, social responsibility, and life-long

7. Actions guided by professional and ethical
2. Can use state-of-the-art resources to solve

build processes and systems.
engineering problems.
learning.
results.
MEASUREMENT TOOLS USED TO ASSESS OUTCOMES
Senior Exit Survey (every semester) X X X X X X

a
AME Letter of Solicitation (every 3 years) X X X X X X X
Alumni Survey (every year) X X X X X X X
Evaluation of Senior Design Projects by Judges from Industry
X X X X X
(every semester)
Student Course/Instructor Evaluations (every semester) X X X X X
Fundamentals of Engineering Examination (periodically) X X
Review and Assessment by Industry Advisory Council
X X X X X X X
(annually)
Performance Assessment from Industry (every 3 years) X X X X X X X
Faculty (Undergraduate Studies Committee) Assessment of
X X X X X X
Curriculum (continuously—annual review)
Academic Program Review (every 7 years) X X X X X X
Job Placement Data (annually) X X X X X X X
a
Anecdotal information about educational experience.

Table 3.2.b Relative importance of assessment instruments.
Assessment Instrument N Importance
Senior Exit Survey (every semester) 85 H
AME Letter of Solicitation (every 3 years) 64 M
Alumni Survey (every year) 97 M
Evaluation of Senior Design Projects by Judges from Industry (every semester) 8* H
Student Course/Instructor Evaluations (every semester) 7789 M
Fundamentals of Engineering Examination (periodically) 33 M
Review and Assessment by Industrial Advisory Committee (annually) 9 M
Performance Assessment from Industry (every 3 years) 7 H
Faculty (Undergraduate Studies Committee) Assessment of Curriculum (contin- na H
uously—annual review)
Academic Program Review (every 7 years) na H
Job Placement Data (annually) 34 M
*8 projects/12 judges.
The survey has three parts: the first part rates the overall quality of the facilities and that of the
faculty, teaching assistants and staff. Two additional activities are also rated, namely, advising and
the engineering design experience. A summary of the data for the past 6 years is presented in Section
B.3.2.1.1.
The second part of the survey directly focuses on ABET Criteria 3(a)-(k). Students rate the program
on a scale of 7 (extremely well) to 1(not at all, including NA=not applicable) for each of the criteria.
A summary of the data for the past 6 years is presented in Section B.3.2.1.2.
On the third and final part, the students are asked to select three of the ABET criteria that they
perceive will be the most important in their careers. A summary of the data for the past 6 years is
presented in Section B.3.2.1.3.
AME Letter of Solicitation: AME alumni were contacted in 2001 (~4000 letters) to request feedback
regarding their educational experience and what they are doing at the present time professionally or in
furthering their education (64 responded). Although their written comments are anecdotal in nature,
they were shared with the IAC, and they formed the basis for changes in the curriculum when
approved by the Undergraduate Studies Committee. A sample letter is given in Attachment 3.2.c, and
a discussion of the feedback received from the alumni is presented in Section 3.2.2. The actual
comments are also included in Attachment 3.2.c.
Alumni Survey: These are conducted by the College of Engineering every year (individual students
are contacted every other year). The surveys are directed at alumni with three and five years of
experience following graduation. A sample survey is given in Attachment 3.2.d. The data from the
2003 survey are presented in Section B.3.2.3. The survey not only provides a perspective on the
students’ educational experience, but the first page of the survey also yields important information on
their professional accomplishments and career development activities. The alumni survey asks how
well the department has prepared them for industrial settings: multidisciplinary teamwork,
communication skills, lifelong learning, ethical responsibilities, and problem and design formulation.
These feedbacks are compiled and tabulated. The Department Head and the members of the
Undergraduate Studies Committee review and discuss the results.
The College also makes use of the assessment from this survey in the College ABET Committee and
the College Undergraduate Studies Committee to identify patterns among departments and variations
among alumni perceptions and input.

Evaluation of Senior Design Projects by Judges from Industry: In their final year, undergraduate students
are required to take a series of two capstone design courses: AME 420 and AME 422 or 428. Many of the
student teams interact directly with local companies, and design and deliver a product at the end of the year.
Representatives from industry act as judges as part of the final evaluation process. Since Spring 1999, their
input has been garnered through an evaluation form addressing difficulty of design, creativity, quality of
design and hardware, level of analysis, and effectiveness of presentation. A sample of the Senior Design
Project evaluation form is presented as Attachment 3.2.e and the responses are discussed in Section
B.3.2.4.
Student Course/Instructor Evaluations: This is done via standard questionnaires available from the
office of Assessment and Enrollment Research of the University. The mandatory survey is filled out
by students near the end of each semester for each course, and the information is processed by the
University. Options are available for modifying the survey to meet the specific educational objectives
of a course. Most conventionally, however, the so-called short form is used. A sample form (short) is
given in Attachment 3.2.f.
The information provided by the course evaluations is used in two different ways. First, the pure numerical
scores of the evaluation provide important comparative information regarding course content, method of
delivery, adequacy of the course materials, etc., which are to be carefully examined by the professor in the
semester following the course offering. These data are also useful for the purpose of evaluating each
faculty member teaching a given course. Second, the written comments provided by students in the course
evaluations provide important feedback on method and style of delivery, adequacy of materials, etc., which
cannot be sufficiently determined solely from the tabulated numerical scores. Admittedly, these written
comments are anecdotal in nature and are carefully screened to isolate extreme views (in either direction).
For this reason, such information is useful for the faculty member in a formative sense, but is not
appropriate for use in formal evaluation of the faculty member’s adequacy as a teacher.
The instructors and Department Head receive computerized interpretations of the results on various
metrics of teaching effectiveness. A summary of the data for the past 5½ years is given in Section
B.3.2.5.
Fundamentals of Engineering Examination (FE): Some of our graduates take this examination in
anticipation of PE certification in later years. The FE examination is not a graduating requirement, but
it is a nationally-normed examination that provides useful information, both on the quality of the
program as well as on the students who take them. The database is small but favorable; there is no
specific examination for the aerospace discipline so quantitative feedback is limited to the common
engineering disciplines. The data are presented in Section B.3.2.6.
Review and Assessment by Industrial Advisory Council (and new AME Advisory Board): The
Industrial Advisory Council provided a vehicle for industry input to the periodic evaluation of
program educational objectives and the efforts to continuously improve the program. The Industrial
Advisory Council (IAC) consisted of members from national and local companies. The IAC met
twice a year on a regular basis to discuss the educational objectives of the department, the curriculum,
and strategies to improve the department. When an important issue arose, a subcommittee was formed
to examine and recommend a solution to the IAC. Such recommendations were forwarded to the
Department Head and the Undergraduate Studies Committee. The new AME Advisory Board will
perform the same functions and conduct itself in a similar, but broader, manner as the previous IAC.
It will provide program review from the industry perspective, as well as program review in a broader
context. It will meet annually (more often if necessary).
Performance Assessment from Industry: Another measure of the success of the Aerospace Engineering
Program is the on-the-job performance of the graduates working in industry. Representative employers of
our graduates are requested to fill out a performance survey every three years. The survey specifically
requests information on our graduates in the areas of technical ability, communication and professional
growth, and eagerness to engage in life-long learning. Both the Department Head and the Undergraduate

Studies Committee review the feedback. A copy of the Performance Assessment Survey is presented as
Attachment 3.2.g. Results of the 2001 and 2004 surveys are presented in Section B.3.2.8.
Faculty (Undergraduate Studies Committee) Assessment of Curriculum: It is believed that the faculty
have the clearest insights into the program. Curriculum (i.e., program) issues are discussed by the
Undergraduate Studies Committee and recommendations are brought to the faculty for discussion at
faculty meetings, e.g., introduction of MatLab in AME 302 and addition of Finite Element Analysis
with ANSYS to the curriculum.
With respect to assessment at the course-level, it is the faculty, via their day-to-day contact with
students, who have the best understanding of how well the learning outcomes are met. The assess-
ment is done in conventionally accepted ways using prerequisite quizzes, examinations, projects and
homework. Information on the first is provided to the Undergraduate Studies Committee and the
Department Head. The use of the prerequisite quiz is not universal, while the other instruments are
standard. The University also provides grade statistics for each course at semester’s end for review by
the Department Head. He/she can request input/action from the Undergraduate Studies Committee if
he/she feels that the program outcomes are not met.
A future objective is to construct a short survey that instructors can use in each course to provide an
overall assessment on how well the students met the applicable program outcomes. As we all know,
grades alone can be misleading because of the different levels of course difficulty and instructor
standards (see Section B.3.2.9).
Academic Program Review: The review consists of a self-study report and the report/recommenda-
tions of the review committee. The last review was carried out during the Spring of 2001. The
committee consisted of three distinguished academicians (NAE members), members from industry,
alumni, and a College representative (7 total). The final report of the committee is available upon
request; the self-study report is available from the Department. This is a comprehensive review of the
department, including the graduate program and research activities. The report was very favorable; it
was submitted to the provost for his action. See Section B.3.2.10 for a discussion.
Job Placement Data: Data are collected from pre-commencement programs, departments, and
faculty, from employers who advertise through Academic Services, and from the CareersEng listserv
survey conducted by Academic Services. Table 3.2.c presents employment data for students
graduating from August 1997 through May 2002. The sampling size for AE is 34 students.
Table 3.2.c Number of degreed AME students who voluntarily

reported employment (undergraduate students and those author-
ized to work in US).a
Class Year Major Degrees Employment %
Awarded Reported Feedback
AE 21 8 52
2002
ME 75 25 40
AE 19 6 47
2001
ME 57 22 54
AE 17 4 47
2000
ME 74 43 66
AE 12 6 50
1999
ME 73 41 58
AE 18 10 72
1998
ME 86 55 84
a
Class year includes Aug. and Dec. of preceding year and May of
year given. Employment reported does not include graduate
school, returning to home country, etc.; feedback does.

3.2.1. Senior Exit Survey
A copy of the Department of Aerospace and Mechanical Engineering’s Senior Exit Survey for
students near graduation* is provided as Attachment 3.2.b. Data for the AE major are available for
Fall 1998, Fall 1999, Spring 2000, Spring 2001, Spring 2003, and Spring 2004, with a total sample
size of n = 85. Data are not available for Spring 2002.
Analyses were performed and are reported in the following sections along with some interpretation.
3.2.1.1. Overall Educational Experience
A complete set of responses to the question “Please rate your overall educational experience in AME”
for eight groupings is provided as Attachment 3.2.h for the period Fall 1998-Spring 2004. A
summary of the statistics in the form of a bar chart is provided in Figure 3.2.b. The questions
concentrated on the Engineering Design Experience, Computer Labs (hardware and software),
Physical Labs, AME Faculty, AME Teaching Assistants, AME Office Staff, AME Shop Staff, and
AME Advising.
General Comments: The responses indicate that the majority of students rate their educational
experience as “good” or “excellent” in every category. Indeed, 75% to 82% of students considered
Design, Computer Labs, Faculty, Office Staff, and Machine Shop Staff as “good” or “excellent.”
Approximately 70% rate Advising and Physical Labs as “good” or “excellent,” and approximately
60% rate TAs as “good” or “excellent.” Another way to identify areas where improvement can be
made is to examine areas rated as “poor” by students. Overall, only about 5% of students rated the
overall program as “poor.” The area that has the highest “poor” rating (about 11%) is Computer Labs;
this is balanced by a larger percentage of students who consider it “excellent.” The areas of Advising
and TAs warrant attention on the basis of “poor” ratings.
Excellent Good Fair Poor
55
52
51
47
44
45
41 41
40
37
Numberof Responses
35
29
25
24
25 23
22
19 18 18
17
16
14
15 13 13
12 12
9 9
8
7
4
5
2 2 2
1
Eng. Desi gn Computer Labs Physi cal Labs Facul ty TA's Of f i ce Staf f Shop Staf f Advi si ng
-5
Figure 3.2.b. Ratings of overall educational experience in Aerospace Engineering (totals for Fall 1998, Fall
1999, Spring 2000, Spring 2001, Spring 2003, and Spring 2004). Sample size n = 84.
*
Starting Fall 2004, the survey will be handed out in the Senior Colloquium (AME 495s), where both Aerospace
and Mechanical students will be surveyed each semester. The results identify strengths and weaknesses in the
program. They also have been used to determine awards to faculty and staff for their contributions to the
educational mission of the department.

3.2.1.2. How the Program Has Taught You
A complete set of the ratings of Criteria a-k is provided as Attachment 3.2.i. A summary of the
statistics in the form of a bar chart is provided in Figure 3.2.c. The ABET criteria are:
a. Apply mathematics, science, and engineering principles

b. Design and conduct experiments and interpret data
c. Design a system, component, or process to meet desired needs
d. Function on multidisciplinary teams
e. Identify, formulate, and solve engineering problems
f. Understand professional and ethical responsibility
g. Communicate effectively
h. Understand the impact of engineering solutions in a global context
i. Recognize the need for and to engage in life-long learning
j. Know contemporary issues
k. Use the techniques, skills, and modern engineering tools necessary for engineering practice
General Comments: Most of the responses are at or above 4.7 (out of 7), which suggests that the
students perceive the program performance as being good. The qualitative aspects of the program,
such as impact of engineering in a global context (h), life-long learning (i), and contemporary issues
(j), could be improved, though the rating is still strong (around 4.5 on average). There are no other
indications suggesting that serious remedial action is necessary at this time.
3.2.1.3. The Three Most Important Criteria
Students were asked to identify three criteria, from a-k, that they considered would be the most
important in their careers. The complete set of responses is provided as Attachment 3.2.j. A summary
of the statistics in the form of a bar chart is provided in Figure 3.2.d.
General Comments: Those items that students judged to be most important to their success, in order
of importance, are: (g) communicate effectively; (d) function on multidisciplinary teams; and (a)
apply mathematics, science and engineering principles. The evaluations for these three items are
shown in Figure 3.2.c and are in the relatively high range, 4.6-5.4.
7.0
6.0
7 = extrem ely w ell; 1 = no t at all;
5.4 5.5
4.9 4.8
5.0 4.7 4.7 4.6 4.7 4.6
N A = n o t app licab le
4.4 4.5
4.0
3.0
2.0
1.0
0.0
a b c d e f g h i j k
ABET Criterion
Figure 3.2.c. Evaluations of how aerospace students were taught (averages for Fall 1998, Fall 1999, Spring
2000, Spring 2001, Spring 2003, and Spring 2004).

6
Avg. No. of Times Chosen 5 4.8
4
4
3 2.8
2.5 2.5
2.3
2 1.7 1.8
1.3
1 0.7
0.8
0
a b c d e f g h i j k
ABET Criterion
Figure 3.2.d. Criteria chosen as most important by aerospace students (averages for Fall 1998, Fall 1999,
Spring 2000, Spring 2001, 2003, and Spring 2004).
3.2.2. AME Letter of Solicitation
The majority of our alumni practice in the engineering profession, and their overall satisfaction with
the engineering education they received is, in general, rather positive. Their primary suggestion was
to enhance/add more application-meaningful courses for hands-on experience either in the physical or
computer laboratories. The majority of them mentioned their senior design projects as one of their
most memorable experiences and as good preparation for real-world experiences. As to their
responsibilities and achievements as engineers, they seem to cover a large spectrum of functions
varying from low-level to management-level positions. The majority of those who responded to our
solicitation were generous with their financial contributions to AME. Although not a measure, this is
also indicative of their satisfaction.
3.2.3. Alumni Survey (by College of Engineering—COE*)
Aerospace Engineering B.S. graduates with up to five years of experience were sent a letter and asked
to complete a comprehensive survey relating to the performance of the AME program. A copy of the
survey forms is provided in Attachment 3.2.d. A total of 95 AME alumni responded; these include
both Aerospace and Mechanical Engineering graduates (we have not separated them because the
number of Aerospace respondents is small).
Analyses were performed and are reported in the following sections, along with some interpretation.
3.2.3.1. How Satisfied Were You With Your Education? (program performance relative to
Criterion 3; histograms of responses)
Histograms of the numerical scores for the responses to the specific question “How satisfied were you
with your education in the COEM at The University of Arizona in helping your ability to . . .” are
*
Formerly the College of Engineering and Mines (COEM).

given in Figure 3.2.e. A summary of the statistics for 2001-2003 is provided in Attachment 3.2.k,
including the verbal comments.
General Comments: The mean of the responses is comfortably above the mid-range value of 3.0 for
all items, which suggests that the performance of the program is strong for all items, especially in the
application of mathematics and physics. It is concluded that no remedial action is necessary at this
time.
3.2.3.2. How Did the Program Enhance Your Abilities
Histograms for the question “To what degree did your engineering education enhance your ability to .
. . ?” are given in Figure 3.2.f. A summary of the statistics for 2001-2003 is provided in Attachment
3.2.k.
all items, which suggests that the performance of the program is strong for all items. Some weakness,
as in the AME Exit Survey, is detected regarding “impact of engineering solutions in a global
context.” The program is rated highly in the analysis and interpretation of data, in the formulation and
solution of engineering problems, and in communication and design.
3.2.3.3. Design Experience
Histograms of the numerical scores for the responses to the specific question “To what degree did
your design experience at the University . . .” are given in Figure 3.2.g. A summary of the statistics
for 2001-2003 is provided in Attachment 3.2.k.
the technical items, which suggests that the performance of the program is reasonable. Some
weakness is detected on “economic,” “environmental,” “safety,” and “socio-political” issues. This is a
valid observation by the students, i.e., we do not address well these very broad issues in our technical
courses. We look to the new AME Advisory Board for suggestions—possibly speakers from industry
to highlight some of these issues using case studies. A similar strategy will be used to address the
impact of engineering solutions in a global context (see Section B.3.2.3.2).
3.2.3.4. Laboratory Experience
Histograms of the numerical scores for the responses to the specific question “To what degree did
laboratory experiences at the University . . .” are given in Figure 3.2.h. A summary of the statistics for
2001-2003 is provided in Attachment 3.2.k.
all items, which suggests that the performance of the program is strong. The laboratories correlate
well with lecture courses.

Apply Mathem atics
50
45 Average: 4.04
No. of Responses
40
35 Standard Deviation: 1.00
30 Applicable Responses: 95
25
20
15
10
5
0
5 4 3 2 1
Apply Physics
60
No. of Responses
50
40
Average: 4.13
Standard Deviation: 0.92
30
Applicable Responses: 95
20
10
0
5 4 3 2 1
Apply Chem istry
60
No. of Repsonses
50 Average: 3.18
20
10
0
5 4 3 2 1
Understand Contem porary Issues
45 Average: 3.44
40
No. of Responses
35
25
20
15
10
5
0
5 4 3 2 1
Figure 3.2.e Histograms for the question “How satisfied were you with your education in the COEM at The
University of Arizona in helping your ability to . . . ?” (5 = high, 3 = medium, 1 = low).

Analyze and Interpret Data
45
40
No. of Responses
35
30 Average: 4.28
25
20
10
5
0
5 4 3 2 1
Design Experim ents
40
No. of Responses
35
30
25
Average: 3.69
10
5
0
5 4 3 2 1
Conduct Experim ents
40
No. of Responses
35
30
25
Average: 3.78
10
5
0
5 4 3 2 1
Function on Multidisciplinary Team s
40
No. of Responses
35
30
25
Average: 3.92
10
5
0
5 4 3 2 1
Figure 3.2.f Histograms for the question “To what degree did your engineering education enhance your
ability to . . . ? (5 = high, 3 = medium, 1 = low).

Figure 3.2.f—Continued.
Form ulate Engineering Problem s
50
45
No. of Responses
40
35
Average: 4.06
25
20
15
10
5
0
5 4 3 2 1
Solve Engineering Problem s
60
No. of Responses
50
Average: 4.20
40
30
20
10
0
5 4 3 2 1
Understand Ethical Responsibilities
40
No. of Responses
35
30 Average: 3.78
20
15
10
5
0
5 4 3 2 1
Understand Im pact of Eng. Solutions
40
No. of Responses
35
30 Average: 3.31
20
15
Application Responses: 93
10
5
0
5 4 3 2 1

Figure 3.2.f—Continued.
Com m unicate via Oral Reports
45
40
No. of Responses
35 Average: 4.15
30
25
15
10
5
0
5 4 3 2 1
Com m unicate via Written Reports
40
No. of Responses
35
30 Average: 4.10
20
15
10
5
0
5 4 3 2 1
Need for Life-Long Learning
40
No. of Responses
35
30 Average: 4.01
20
15
10
5
0
5 4 3 2 1
Design to Meet a Need
40
No. of Responses
35
30 Average: 4.25
20
15
10
5
0
5 4 3 2 1

Build on Know ledge
50
45
No. of Responses
40
35
Average: 3.89
25
20
15
10
5
0
5 4 3 2 1
Incroporate Engineering Standards
40
No. of Responses
35
30 Average: 3.35
20
15
10
5
0
5 4 3 2 1
Address Econom ic Issues
45
40
No. of Responses
35 Average: 2.90
30
25
15
10
5
0
5 4 3 2 1
Address Environm ental Issues
45
40
No. of Responses
35 Average: 2.73
30
25
15
10
5
0
5 4 3 2 1
Figure 3.2.g Histograms for the question “To what degree did your design experience at the university . . . ?”
(5 = high, 3 = medium, 1 = low).

Figure 3.2.g—Continued.
Address Health and Safety Issues
35
No. of Responses
30
25
Average: 2.74
10
0
5 4 3 2 1
Address Socio/Political Issues
40
No. of Responses
35
30
25
Average: 2.52
10
5
0
5 4 3 2 1
Use Techniques, Skills, and Tools
40
No. of Responses
35
30
25
Average: 3.74
10
5
0
5 4 3 2 1

Correlate w ith Lecture Courses
60
No. of Responses
50
Average: 3.82
40
30
20
10
0
5 4 3 2 1
Learn to Use Modern Tools
40
No. of Responses
35
30 Average: 3.44
20
15
10
5
0
5 4 3 2 1
Enhance Basic Understanding
50
45
No. of Responses
40
35
Average: 3.72
25
20
15
10
5
0
5 4 3 2 1
Figure 3.2.h Histograms for the question “To what degree did laboratory experiences at the university . . . ?”
(5 = high, 3 = medium, 1 = low).
3.2.3.5. Career Needs
A histogram of the numerical scores for the responses to the question “Did your college experience
meet your career needs?” is given in Figure 3.2.i. A summary of the statistics for 2001-2003 is
provided in Attachment 3.2.k.
General Comments: The mean of the responses is comfortably above the mid-range value of 3.0,
which suggests that the overall performance of the program is strong for all items. It is possible to
conclude that AME students are very satisfied with their educational experience (see also Section
B.3.2.3.6).

College Met Career Needs
45
40
No. of Responses
35
30 Average: 4.02
25
20
10
5
0
5 4 3 2 1
Figure 3.2.i Histogram for the question ““Did your college experience meet your career needs?” (high = 5, 3 =
medium, 1 = low).
Students were asked “What would you have changed about your college experience so as to meet
your career needs?” and “What have you learned on the job that should have been included in your
formal education?” The anecdotal verbatim comments are tabulated in Attachment 3.2.k.
3.2.3.6. Preparation
Students were asked “Do you feel that at graduation you were adequately prepared for (1) initial
career employment and (2) graduate school in your field?” There were a total of 92 and 89 responses,
respectively, from alumni. A summary of the statistics for 2001-2003 is provided in Attachment 3.2.k.
General Comments: A majority of AME students felt that they were adequately prepared for career
employment (92%) and graduate school (90%) in their field.
3.2.3.7. Questions Specific to AME on the COEM Survey
Students were asked seven questions specific to the AME department:
1. To what degree did the academic climate in AME encourage or permit you to: participate in
research, participate in independent studies, participate in internships, and participate in extra
activities (such as ASME or AIAA projects).
2. How well are you prepared to engage in life-long learning?
3. How important are the general education courses (humanities, etc.) to your education?
4. How important are the general education courses (humanities, etc.) to your career?
5. Rate the academic standards in the AME department.
6. How important would it be to include business, finance, or management courses in the AME
curriculum?
7. Please rate your overall educational experience in Aerospace/Mechanical Engineering.
Histograms are given in Figures. 3.2.j-p, respectively. A summary of the statistics for 2001-2003 is
provided in Attachment 3.2.k.
Overall, students were satisfied with the performance of the Department of Aerospace and
Mechanical Engineering. It is also clear that students would like to participate more in research,
internships, and independent studies and have access to business courses. Again, the AME Advisory
Board should provide input on these issues, although a business minor is currently available. The
surveys also suggest that advising could be improved.
The AME faculty and staff are rated very good and the academic standards are rated good.

Participate in Research
30
No. of Responses
25
Average: 3.34
20
15
10
0
5 4 3 2 1
Participate in Independent Studies
30
No. of Responses
25
Average: 3.32
20
15
10
0
1 2 3 4 5
Participate in Internships
35
No. of Responses
30
25
Average: 3.33
10
0
5 4 3 2 1
Participate in Extra Activities
40
No. of Responses
35
30 Average: 3.68
20
15
10
5
0
5 4 3 2 1
Figure 3.2.j Histograms for the question “To what degree did the academic climate in AME encourage or
permit you to . . . ?” (5 = high, 3 = medium, 1 = low).

Engage in Life-Long Learning
45
40
No. of Responses
35 Average: 4.16
30
25
15
10
5
0
5 4 3 2 1
Figure 3.2.k Histogram for the question “How well are you prepared to engage in life-long learning?” (5 =
high, 3 = medium, 1 = low).
Im portance of Gen Ed Courses to Education
30
No. of Responses
25
Average: 3.28
20
15
10
0
5 4 3 2 1
Figure 3.2.l Histogram for the question “How important are the general education courses (humanities, etc.) to
your education?” (5 = high, 3 = medium, 1 = low).
Im portance of Gen Ed Courses to Career
30
No. of Responses
25
Average: 3.16
20
15
Applicable Responses 97
10
0
5 4 3 2 1
Figure 3.2.m Histogram for the question “How important are the general education courses (humanities, etc.)
to your career?” (5 = high, 3 = medium, 1 = low).

Academ ic Standards in AME
50
45
No. of Responses
40
35 Average: 3.90
30
20
15
10
5
0
5 4 3 2 1
Figure 3.2.n Histogram for the statement “Rate the academic standards in the AME department” (5= high, 3 =
medium, 1 = low).
Business, Finance, or Mgt. Courses?
50
45
No. of Responses
40
35
Average: 3.88
25
20
15
10
5
0
5 4 3 2 1
Figure 3.2.o Histogram for the question “How important would it be to include business, finance, or
management courses in the AME curriculum?” (5 = high, 3 = medium, 1 = low).

Engineering Design Experience
60
No. of Responses
50
Average: 3.96
40
30
20
10
0
5 4 3 2 1
Com puter Labs
40
No. of Responses
35
30 Average: 3.48
20
15
10
5
0
5 4 3 2 1
Physical Labs
50
45
No. of Responses
40
35
Average: 3.61
25
20
15
10
5
0
5 4 3 2 1
AME Faculty
50
45
No. of Responses
40
35
Average: 4.11
25
20
15
10
5
0
5 4 3 2 1
Figure 3.2.p Histograms for the question “Please rate your overall education in Aerospace/Mechanical
Engineering” (5 = high, 3 = medium, 1 = low).

Figure 3.2.p—Continued.
AME Teaching Assistants
40
No. of Responses
35
30
25
Average: 3.49
10
5
0
5 4 3 2 1
AME Office Staff
50
45
No. of Responses
40
35
Average: 3.74
25
20
15
10
5
0
5 4 3 2 1
AME Shop Staff
50
45
No. of Responses
40
35
Average: 4.08
25
20
15
10
5
0
5 4 3 2 1
AME Advising
35
No. of Responses
30
25
Average: 3.28
10
0
5 4 3 2 1

3.2.4. Evaluation of Senior Design Projects by Judges from Industry
The AE senior (capstone) design projects are evaluated at the end of each year by a panel of judges
drawn from various engineering companies, as well as faculty and instructors involved in teaching
and coordinating the course. The design projects are themselves often sponsored by small and large
companies and inventors, as well as by AME or other faculty who may want equipment or
components designed and built for their research.
The success of the design projects was possible, in part, due to the financial support by industry in
”Support of Curriculum Enrichment/Introducing Aerospace Engineering Design Projects into
Required Courses.” Some examples of design projects are (sponsors in parentheses):
Restoration of BEDE-5 Airplane (Pima Air and Space Museum)

Smallest Micro Air Vehicle (Raytheon)
Deployment of MAV from RC Plane (Raytheon)
Ornithopter (Prof. Shkarayev)
Design Fuselage with Active Flow Control (Prof. Wygnanski)
Design/Build/Fly (AIAA)
Adaptive Wing Design (Boeing)
Insects Flight (AME Dept.)
Control System Simulator (AME Dept.)
VTOL Platform (Prof. Wygnanski)
Airplane Utilizing Active Flow Control (Prof. Fasel)
Deployable UAV (ACR)
The panel of judges, whose numbers have varied over the years, rates the projects in six categories
(Attachment 3.2.e) and eventually selects winners (the categories are given in Table 3.2.d). The
winners receive monetary prizes funded by various companies.
An example of the ratings by the panel of judges is given in Table 3.2.d. In Spring 2003, there were 8
judges who rated the three projects in six categories. The ratings (averaged over the judges) vary
considerably from project to project: the “AIAA Design Build Fly” and “Micro Air Vehicle Small”
were rated highly in all categories, but especially in the creativity of the design and the degree of
difficulty. In general, industry feels that the projects are appropriate and that the activities constituting
the design process are done well by the students. The corresponding results for Spring 2004 are given
in Table 3.2.e. As seen from the summary, there is considerable variation from semester to semester.
The relevant committees of the AME department will have to come to a better understanding of how
much of the data is systematic variation so that the capstone design course can be adjusted
accordingly.
3.2.5. Student Course/Instructor Evaluations
The Office of Assessment and Enrollment Research of the University (AER) supplies the Teacher-
Course Evaluations (TCE) filled out by students near the end of each course. The guidelines to
understanding and interpretation of the survey are formulated in the AER report
http://aer.arizona.edu/AER/teaching/Guide/TCEGuide.asp. Most faculty may choose either the Short
Form or the Long Form of the TCE questionnaire. The Short Form contains a small core of eleven
questions suitable for use in a summative evaluation along with six questions about student
demographics. The Long Form contains the same questions plus more specific questions designed to
provide detailed feedback. A sample Short Form, which is used by most of the faculty in Aerospace

Table 3.2.d Continuing assessment survey: senior aerospace engineering design projects (Spring 2003).
Degree of Difficulty
1 2 3 4 5 6 7 8 Total Avg
AIAA Design Build Fly 5.00 4.00 4.00 13.00 4.33/5.00
Micro Air Vehicle Small 3.00 4.00 4.00 11.00 3.67/5.00
Micro-Aerial Vehicle Launch from an RC Plane 3.00 3.00 6.00 3.00/5.00
Totals 5.00 4.00 4.00 3.00 4.00 4.00 3.00 3.00 30.00 3.33/5.00
Creativity of Design
1 2 3 4 5 6 7 8 Total Avg
Totals 4.00 4.00 4.00 3.00 4.00 5.00 4.00 4.00 32.00 3.56/5.00
Quality of Design
1 2 3 4 5 6 7 8 Total Avg
Totals 4.00 4.00 3.00 4.00 3.00 4.00 3.00 3.00 28.00 3.11/5.00
Quality of Hardware
1 2 3 4 5 6 7 8 Total Avg
Totals 4.00 4.00 3.00 3.50 4.00 4.00 3.00 2.00 27.50 3.06/5.00
Level of Engineering Analysis

1 2 3 4 5 6 7 8 Total Avg
Totals 3.00 4.00 3.50 3.50 3.00 5.00 3.00 3.00 28.00 3.11/5.00
Quality of Presentation*
1 2 3 4 5 6 7 8 Total Avg
Totals 4.00 4.33 3.50 3.33 4.00 3.33 3.33 3.33 29.15 3.24/5.00
*Three categories (presentation, poster, student responses to questions) were averaged.
Judge 1: Nathan Adams, Boeing Helicopter Company
Judge 2: Erik Novak, Veeco Instruments
Judge 3: Gary Spangenberg, Sargent Controls and Aerospace
Judge 4: Brian Perry, Raytheon
Judge 5: Ed Lake, Lockheed Martin
Judge 6: Devon Campbell, Ventana Medical Systems
Judge 7: Bo Faser, Lockheed Martin
Judge 8: Douglas McClellan, University Medical Center

Table 3.2.e Continuing assessment survey: senior aerospace engineering design projects (Spring 2004).

and Mechanical Engineering, is given in Attachment 3.2.f. The core questions include “overall
questions” about the course and about the instructor:
1. What is your overall rating of this instructor’s teaching effectiveness?

2. What is your overall rating of the course? (Q2 = question 2)
3. How much do you feel you have learned in this course? (Q3 = question 3)
4. What is your rating of this instructor compared with other instructors you have had?
The evaluation has medium importance for assessment of the department’s educational objectives.
The research (AER) shows that there are sources of systematic variation or even bias that should be
considered (disciplinary differences, course level, and course size). However, the mean over a long
period (especially when the course has been taught by few instructors) can highlight problems that are
independent of the instructor, such as a poor text. In this respect, the TCE survey may be used to
indicate possible aspects for further course improvement.
Students answer Q2 and Q3 on a scale of 1 to 5, where 5 = “one of the best” and 1 = “one of the
worst” for Q2 and 5 = “an exceptional amount” and 1 = “almost nothing” for Q3. Averages of the
questionnaires for questions 2 and 3 (Q2 and Q3, respectively) for all the courses taught in AME
department over the period Fall 1998-Fall 2003 are presented in Figure 3.2.q.
The students’ average rating for AME courses (Q2) is above 3.5 and the rating for the amount learned
from a course (Q3) correlates well with the measure for Q2.
3.2.6. Fundamentals of Engineering Examination
One standardized measure of the performance of the Mechanical Engineering program is the success
rate of its students on the Fundamentals of Engineering (FE) Examination administered by the
National Council of Examiners for Engineering and Surveying (NCEES). Table 3.2.f compares the
success rate of AME students taking this examination to the success rate of their peers across the
nation for the two types of examinations available. The figures shown are averaged over six
examinations administered between October 2000 and October 2003. Some additional data and
discussion related to the performance of the University of Arizona AME seniors in these
examinations are given below.
A total of 33 students took these examinations over the specified period and 31 of them passed.
This translates into an overall pass rate of 94 percent compared to an average pass rate of 88
percent nationally for the six examinations.
The number of AME students taking the exam over this period (October 2000-October 2003) is
small, despite the encouragement given to seniors to take the examination. The advising and senior
check processes are appropriate times to remind students to take the examination. Also, on average,
this number has not varied much over the years (12 students took the examination in 1996-1997).
The success rate of AME students has remained relatively constant over the years (92 percent in
1996-1997).
No systematic weaknesses are observed in the performance of AME students in individual subject
areas of the FE examination.

Fall 1998 - Fall 2003
4.50
4.00
3.50
3.00
2.50
Mean
Q2
Q3
2.00
1.50
1.00
0.50
0.00
AME 195D AME 210 AME 230 AME 250
Fall 1998 - Fall 2003
4.50
4.00
3.50
3.00
2.50
Mean
Q2
Q3
2.00
1.50
1.00
0.50
0.00
AME 300 AME 301 AME 302 AME 320 AME 321 AME 323 AME 324 AME 324a AME 324b AME 331 AME 352
Figure 3.2.q Averaged responses to question 2 (5 = one of the best, 1 =one of the worst) and question 3 (5 =
an exceptional amount, 1 = almost nothing) on the Teacher-Course Evaluations (Fall 1998-Fall 2003).

Figure 3.2.q—Continued.
Fall 1998 - Fall 2003
5.00
4.50
4.00
3.50
3.00
Mean
Q2
2.50
Q3
2.00
1.50
1.00
0.50
0.00
AME AME AME AME AME AME AME AME AME AME AME AME AME AME AME AME AME AME AME AME
400 401 410 412a 412b 416 420 422 424 425 427 428 430 431 432 433 442 443 445 452
Fall 1998 - Fall 2003
5.00
4.50
4.00
3.50
3.00
Mean
Q2
2.50
Q3
2.00
1.50
1.00
0.50
0.00
AME 455 AME 456 AME 460 AME 461 AME 461a AME 462 AME 463 AME 466 AME 472 AME 474 AME 495s

Table 3.2.f Percentage of examinees passing from October 2000 to October 2003 (six examinations).
General PM Exama Mechanical PM Exam
AME Nationally AME Nationally
94 87 93 88
a
The exams given in the afternoon (PM) are discipline-specific or general. Those given in the
AM are common to all disciplines. AME students can take a discipline-specific exam or the
general exam.
3.2.7. Review and Assessment by Industrial Advisory Council (AME Advisory

Board)
The transition from the previous Industrial Advisory Council (IAC) to the new AME Advisory Board
has been described elsewhere in this report (Section B.2.2.2). The IAC provided valuable insight that
resulted in a number of improvements described in Section B.2.2.2. These improvements include:
developing a ProE laboratory course, adding CNC machining capability, and raising money from
industrial partners.
The IAC was not convened for an annual meeting in the spring of 2002 when AME had an Interim
Department Head (Dr. Ganapol). It was not convened for an annual meeting in the spring of 2003
during the first year of the present Head’s tenure. The issue of re-configuring the IAC as
recommended by the Academic Program Review report has been addressed by the new Head
(McGrath) and the new AME Advisory Board will convene during the summer of 2004.
While it clearly would have been preferable to include industrial representation in formal committee
form (IAC or AME Advisory Board) during 2002 and 2003 for annual curriculum assessment, there
has been ongoing contact with 5 of the IAC members during the past 2 years. It should be noted that
the planned meeting of the new AME Advisory Board in the summer of 2004 is in full accordance
with our defined 3-year cycle for assessment of our educational objectives. The contact with 5 of the
IAC members during the past 2 years outside the context of the IAC meetings included contact with:
Raytheon (Isadore Davis, Gary Burke, and Brian Perry), Competitive Engineering (Don Martin),
Advanced Ceramics Research (Tony Mulligan), and Sargent Controls (Manny Teran). This contact
has resulted in: (a) engineers from industry teaching AME courses and bringing industrial perspec-
tives to bear (Raytheon: Crespo and Sobel); (b) submitting a proposal to Raytheon to enhance the
AME machine shop (donation of equipment and tools); (c) developing a Manufacturing Engineering
option program within the ME degree program in cooperation with Raytheon, Competitive
Engineering, and Pima Community College; and (d) discussion of a partnership with Pima
Community College to teach machine shop courses to AME students (Competitive Engineering). The
AME assessment committee (i.e., the Undergraduate Studies Committee) has been involved in
discussing all of these issues and interactions. Interactions with companies other than those in the
former IAC have also been ongoing—in particular with Ventana Medical Systems (Kendall
Hendrick) and Sebra (Loren Acker). Among other benefits, this interaction has helped with regard to
supporting student design projects and linking students with industry for employment.
3.2.8. Performance Assessment from Industry
Representative employers of our graduates are requested to fill out a performance survey every three years.
Presented as Attachment 3.2.g, this survey specifically requests information on our graduates in the areas of
technical ability, communication and professional growth, and eagerness to engage in life-long learning.
Both the Department Head and the Undergraduate Studies Committee review the feedback. A summary of
the survey results for 2001 is presented in Figure 3.2.r and for 2004 in Figure 3.2.s.

TECHNICAL ABILITY: How satisfied are you with the engineer’s:
(a) ability to identify, formulate and solve engineering problems using available tools?
(b) ability to design and conduct experiments?
(c) ability to analyze and interpret data/information?
(d) ability to apply knowledge of mathematics, including probability and statistics?
(e) ability to apply knowledge of physical science?
3.86
3.57 3.71 3.57
3.29
a b c d e
COMMUNICATIONS AND PROFESSIONAL GROWTH: How satisfied are you with the engineer’s:
(a) ability to prepare and give oral presentations?
(b) ability to write reports?
(c) ability to grow professionally?
(d) understanding of ethical responsibility?
(e) understanding of the value of diversity among employees?
3.57 3.57
3.43
3.14
3.00
a b c d e
EAGERNESS TO ENGAGE IN LIFE-LONG LEARNING: How satisfied are you with the engineer’s:
(a) ability to function on multi-disciplinary teams?
(b) ability to learn new skills or methods?
(c) ability to apply knowledge of mathematics, including probability and statistics?
(d) ability to solve problems with creativity and innovation?
(e) ability to demonstrate technical competency in an appropriate field?
(f) ability to change to changing job requirements?
3.71 3.86 3.71
3.57 3.43
3.29
a b c d e f
Figure 3.2.r Performance assessment (2001) of AME graduates made by industry representatives: Advanced
Ceramics Research, Competitive Engineering, Inc., Honeywell Engines and Systems, Intel Corporation,
Raytheon Missile Systems Company, Sargent Controls and Aerospace, and Veeco Process Metrology (4 =
Very Satisfied; 1 = Dissatisfied).

TECHNICAL ABILITY: How satisfied are you with the engineer’s:
(a) ability to identify, formulate and solve engineering problems using available tools?
(b) ability to design and conduct experiments?
(c) ability to analyze and interpret data/information?
(d) ability to apply knowledge of mathematics, including probability and statistics?
(e) ability to apply knowledge of physical science?
3.56 3.44 3.44 3.44

3.00
a b c d e
COMMUNICATIONS AND PROFESSIONAL GROWTH: How satisfied are you with the engineer’s:
(a) ability to prepare and give oral presentations?
(b) ability to write reports?
(c) ability to grow professionally?
(d) understanding of ethical responsibility?
(e) understanding of the value of diversity among employees?
3.67
3.22 3.22 3.22 3.11
a b c d e
EAGERNESS TO ENGAGE IN LIFE-LONG LEARNING: How satisfied are you with the engineer’s:
(a) ability to function on multi-disciplinary teams?
(b) ability to learn new skills or methods?
(c) ability to apply knowledge of mathematics, including probability and statistics?
(d) ability to solve problems with creativity and innovation?
(e) ability to demonstrate technical competency in an appropriate field?
(f) ability to change to changing job requirements?
3.56 3.56 3.44 3.44 3.44

3.33
a b c d e f
Figure 3.2.s Performance assessment (2004) of AME graduates made by industry representatives: Advanced
Ceramics Research, Inc.; GLHN Architects and Engineers; Infrared Labs.; Kahr Bearing Division of Sargent
Controls; ReliaSoft; Sandia National Labs.; Ventana Medical Systems; 2 anonymous (4 = Very Satisfied; 1 =
Dissatisfied).

Interestingly enough, with reference to the 2001 survey, industry feels very positive about our graduates
working on multi-disciplinary teams (second highest rating at 3.7/4.0) while they feel less strongly (3.1/4.0)
about the communication ability (just about in reverse to the data in Figure 3.2.d, i.e., students rate
communication as being the most important to their careers and working on multi-disciplinary teams as
being less important). Clearly, each of the assessment tools provides somewhat different information, and it
is important to fully integrate all results into a composite picture in order to identify the most important
areas that need improvement.
This survey indicates that the preparation of the students in mathematics (and two related areas), while still
good (82%), should be examined by the department. It is no secret that the mathematics department does
not provide a strong teaching effort in relation to the four service courses that form the foundation of
college-level engineering mathematics.
Industry feels that AME students are well-prepared technically, can function as part of a team, and are able
to learn on their own.
On the other hand, the 2004 survey indicates marginally better scores for communication by oral and
written reports (and lower scores for ethical responsibilities and issues related to diversity). A most striking
result is the significantly lower result (from 3.71 to 3.00) in the design and conduct of experiments. Also,
questions related to life-long learning received lower scores.
Because of the smallness of the data base, it would be unwise to assign considerable weight to these results
at this time. Nevertheless, there are indicators that certain aspects of the program must be carefully
monitored. This is the usefulness of the assessment and feedback process of accreditation.
During the fall semester, the 2004 data will be examined by the Undergraduate Studies Committee in light
of the 2001 data.
3.2.9. Faculty (Undergraduate Studies Committee) Assessment of Curriculum
The creation and use of a self-assessment form is under consideration. The instructor for each course
would fill out such a form to indicate the “big picture” and to provide some feedback on “what
happened” in the course. Students do this via the course evaluation forms, but it is very important to
have the complementary information from the faculty. A brief form is proposed that addresses:
Student preparation in mathematics.

Student preparation in basic science courses.
Student preparation in prerequisite engineering courses.
The extent to which course objectives were achieved.
What changes should be made in the course.
General impressions.
Recommendations (especially, in senior-level courses) that would provide a competitive edge
to our graduates.
3.2.10. Academic Program Review
The documentation for the Academic Program Review (APR) is contained in two written reports: the
Self-Study Report prepared by the AME department, and the Review Report authored by the
members of the visiting team. These reports are available to the ABET visitor upon request to the
department administration.

The APR, mandated by the Arizona Board of Regents, occurs on a seven-year cycle. The last review
took place during March 19-21, 2001. A summary report of the findings is transmitted to the Regents;
both of the detailed written reports are transmitted to the various administrative levels within the
University, all the way up to the Provost’s office.
The visiting team consisted of three distinguished academicians (NAE members), members from
industry and alumni (2), and non-AME faculty members from the University (2).
The reports deal with the academic programs (Aerospace and Mechanical, undergraduate and gradu-
ate), faculty, staff, research, facilities (undergraduate and research), and the administration of the
department. The visiting team (committee) is “unanimous in the opinions and conclusions presented”
in their Review Report. The issues most relevant to the discussion herein are summarized below in
direct quotations:
Strengths
“We find general dedication to teaching excellence among most of the faculty, including those
who are active in research as well as faculty who are not.”
“The [undergraduate] programs are well regarded by students who were interviewed. The
students feel that they benefited from a ‘common sense’ approach in which they had been
inculcated by certain highly regarded teachers.”
“The department is currently housed in excellent facilities in the new building, with ample
space for the teaching and research programs.”
“The support staff is very well qualified, highly motivated, and satisfied.”
Weaknesses
“The involvement of undergraduates in the active research programs is somewhat limited in

scope and numbers.” We note that the students came to a similar conclusion (Figure 3.2.j).
“…might require increasing the number of regular faculty positions, which is currently rather
low relative to the size of the educational programs.”
“The Aerospace degree curriculum is in need of an introductory course in heat transfer.” We

might point out that such a course is available as a technical elective (AME 432) from
mechanical engineering.
Finally, the report provides recommendations and comments on strategic issues. These are especially
important because “there is not a shared vision of the future by the department faculty.” The
departmental By-Laws “appear to be divisive, rather than unifying.” In preparation of the
appointment of a new (external) department head, it is important that the AME senior faculty
“demonstrate leadership for the good of the whole” and the “Dean needs to spell out exactly what is
expected of ‘productive faculty’.”
As mentioned elsewhere in this report, the APR report also suggests that the responsibilities of
Associate Head(s) should be enlarged, that the IAC responsibilities be broadened, and that new
directions and external linkages be created/enhanced. The By-Laws have been modified, the
Department Head has been working with senior faculty to demonstrate leadership, the Dean was

invited to an AME Faculty Meeting to discuss the College of Engineering vision, and a new
department administrative structure has been implemented that enlarges the responsibilities of the
Associate Head for Undergraduate Studies and the Associate Head for Graduate Studies and
Research. Finally, a new AME Advisory Board has been appointed that has broader responsibilities
than the former IAC and external linkages have been created with the University Medical Center, and
re-emphasized with the Optical Science Center and the Lunar and Planetary Laboratory.
3.2.11. Job Placement Data
One measure of the success of the Aerospace and Mechanical Engineering programs is the success of
graduates in obtaining employment. Unfortunately, employment success is more a function of the
economic situation than it is of the department.
We obtained a summary of the employment of our graduates from the alumni survey. This summary
is provided in Table 3.2.g. There were a total 64 responses to the 2002 and 2003 surveys (not all
supplied employment data). An analysis of these shows where students who graduated over the last 5
years are working. Not surprisingly, the largest single employer of AME graduates is Raytheon
Missile Systems Company in Tucson.
Several large companies have continued to recruit here over the past several years (Table 3.2.h).
Table 3.2.g. Summary of employment of AME graduates.

Company Title Company Title
Accenture Consultant Nissan Technical Center Durability Engr
Advanced Controls Corp Sales Engr NOAO Mech Engr
Aerospace Corp Member Tech Staff Raytheon Mech Engr
Alcon Assoc Engr Raytheon Sr Systems Engr
Arizona Electric Power Co- Results Engr I Raytheon Engr II
op
ASE Technologies Project Engr Raytheon Multidisciplined Engr I
Bechtel Nevada Engr Raytheon Systems Engr II
Bell Helicopter Engr Raytheon Systems Engr
Boeing Helicopters Hydraulics Engr Raytheon Mfg Engr
Brown and Caldwell Assoc Engr Simma-ASD Applications Engr
BWM Builders LLC Member Simplex Grinnell Bldg Systems Sales Rep
Chicago Bridge and Iron Design Engr Struble-Welsh Engineering Sr Engr
Cienega High School Math Teacher Talley Defense Systems, Sr Weapons Systems
Inc. Engr
Department of Defense Aero Engr Teradyne, Inc. Mech Engr
Department of Defense Test Director TRW Member Of Tech Staff
Draka Elevator Products Inc Process Engr Tucson Rubber Co Plant Engr
Galgano and Burke Attorney Unemployed (3)
Honeywell International Systems Engr University of Arizona Operation Manager
Industrial Automation Service Engr University of Pittsburgh Resident Physician
Kaman Aerospace Corp Opto Mech Engr US Navy Pilot
Lockheed Martin Systems Engr Ventanna Medical Systems Sr Mech Design Engr
Lockheed Martin Mech Design Engr Visteen Corp Product Engr
Lockheed Martin Aero Design Engr Vroom Eng & Mfg Mech Engr
Lockheed Martin Instrumentation W. L. Gore and Assoc Quality Engr
Engr
Motorola BCS Manufacturing Engr Western Digital Sr Engr, Mfg
NASA Langley Aero Engr Western Welding Co Foreman

Table 3.2.h Sample companies conducting on-campus
recruitment of Aerospace Engineering students.
AFG Industries
BNSF Railway
Boeing Company
Dietrich Metal Framing
EXXON/Mobil
Honeywell
Jet Propulsion Labs
KLA-Tencor
Lockheed Martin
Raytheon
TRANE
USG Corporation
3.2.12. Life-Long Learning
A most important message to communicate to students is that they must learn. Teaching by itself is
not adequate. This is a message that our graduates must take to the workplace—they must become
independent and willing learners, on their own, if they want to be successful. In today’s rapidly
changing technical environment, “it is learn or perish.”
The AME department has taken a number of innovative steps to emphasize the importance of life-
long learning:
The faculty were given an opportunity to have their syllabi reviewed and analyzed by a
librarian and received feedback describing how information literacy could be seamlessly
incorporated into the course content and then measured.
A collaborative effort, involving the Instructional Development and Assessment Specialist

(Barbara Williams) in the Learning Technologies Center, the coordinator of ENGR 102, and
the library liaison, to develop a tutorial designed to teach life-long learning skills is now in the
planning stages. The selling point of this tutorial is that every learning objective will be
measurable to make sure we are producing life-long learners. The approach is to suggest a set
of basic life-long learning skills that would be specific to all 100/200-level courses and another
for 300/400-level courses.
3.2.13. Summary of Assessment Results
A number of assessment tools and results have been presented. Prior to considering how improve-
ments have been made as a result of assessment activities and what remains to be accomplished, it is
worth summarizing and providing a succinct interpretation of what has been learned in light of the
defined learning outcomes and objectives. An important consideration for much of the data obtained
from the assessment tools is that the sample size is relatively small for some of the assessment survey
tools.

Learning Outcomes
Figure 3.2.c represents the results of the Senior Exit Survey describing how well seniors
perceive that they have mastered our defined Learning Outcomes and ABET criteria a-k. It is
recognized that there are limits to perception of what has been learned. As direct evidence
that our students have demonstrated achievement of these criteria and Learning Outcomes,
examples of student work in specific classes will be available during the ABET visit. Table
3.1.c maps individual courses into the Aerospace Engineering Learning Outcomes. Conse-
quently, examples of student work will be available at the time of the ABET visit to
demonstrate student achievement of the ABET criteria and defined below.
• Can integrate knowledge of mathematics, science, and engineering to model and

analyze problems [3a-c, 3e]
In the Senior Exit Survey, Aerospace Engineering students graduating from the AME program
indicate that they perceive that they have been taught best in the areas of applying math/physics and
solving engineering problems. AME alumni agree with graduating seniors that they are best prepared
in the areas of applying math/physics and solving engineering problems. AME student performance
on the Fundamentals of Engineering Examination exceeds national averages and suggests that AME
students are well prepared to integrate knowledge of mathematics, science, and engineering to model
and analyze problems. On the other hand, feedback from industry (Performance Assessment Survey)
suggests that industry would like to see improvement in AME alumni performance in the areas of
math/probability/statistics. The input for this learning objective from all other assessment tools
identified in Table 3.2a did not identify additional concerns or issues to address.
Interpretation/Conclusion/Past Actions: This is an area of mixed responses. On the one hand

graduating seniors feel that they are well prepared in this area and the results obtained from a
nationalized examination suggest that they are. Some, but not all, assessment results from industry
suggest that AME students could be better prepared in the areas of math/probability/statistics. In
contrast, alumni with industrial experience feel that they are strong in this area. No action has been
taken to make changes since it is not clear at this point what specific changes should be implemented.
Future Actions: Future surveys should be refined to identify what the specific shortcomings are. It
may be that industry is satisfied with mathematics preparation but would like to see improvement in
probability and statistics. It is also important to gather a larger data set. The sample size from industry
should be enlarged. The AME department should examine its own delivery of engineering
mathematics courses and communicate with the Mathematics Department as appropriate to address
specific shortcomings once they have been identified.
• Can use state-of-the-art resources to solve engineering problems [3a-c, 3e, 3i, 3k]
AME alumni agree with graduating seniors that they are best prepared in the areas of applying
math/physics and solving engineering problems. It is recognized that the definition of “state-of-the-
art” will be different for different industries. However, our database spans a range of industry that
includes high technology employers (e.g., Raytheon) such that any significant deficiencies in our
students with respect to “state-of-the-art” deficiencies will be identified. Our surveys (Senior Exit
Survey, Alumni Survey, and the industry Performance Assessment Survey) specifically address the
use of “modern tools” (ABET item k). Industry input has not identified any concerns suggesting that
AME alumni are not capable of using state-of-the-art tools to solve engineering problems. The input

for this learning objective from all other assessment tools identified in Table 3.2a did not identify
additional concerns or issues to address.
Interpretation/Conclusion/Past Actions: AME students are well prepared in this area. However,
feedback from local industry, via the Industrial Advisory Council, suggested that student abilities in
this area could be further strengthened by introducing an elective course combining CNC machining
and an introduction to computer-aided design software (ProE). Such a course was created and offered
with the help of industry. Due to budget cuts the CNC machining aspect of the course was dropped.
The course is now jointly offered with Agricultural and Biosystems Engineering. Based on student
input, a new finite elements course (AME 463) was introduced, of which a major part is the use of
ANSYS. The software tool, MatLab, was incorporated into the course on numerical methods (AME
302). Department discretionary funds have been invested in this computer software for teaching
purposes.
In response to the Academic Program Review assessment, a lead Information Technology staff
person (Systems Analyst, Principle) and support staff have been hired to improve computer support to
students. A significant investment of state budget money (~$100,000) was made two years ago to
create the Computer Teaching Center. Course fees have been implemented in ABE 320 (formerly
AME 210) that support course software. An additional investment (~$20,000) was made last year in
establishing an AME Server room. Some $30,000 of discretionary funds was invested during the
2003-04 academic year to develop a laboratory component of AME 455. This investment was in the
form of 24 computers and workstation kits to enable “hands-on” controls experience for students.
Feedback from local industry, via the Industrial Advisory Council, revealed the need for a
manufacturing/rapid prototyping course. There is now a larger issue that involves the creation of a
2+3 program in manufacturing engineering with Pima Community College. AME, local industry,
PCC, and other engineering departments within the college are the stakeholders. The plans for the
2+3 program should be finalized during the summer of 2004.
• Can apply engineering knowledge to design and build processes and systems [3a-c, 3e, 3k]
As Aerospace Engineering students graduate from the AME program, they tell us (Senior Exit
Survey) they perceive that they are very well prepared in applying engineering knowledge to design
and build processes and systems. AME alumni agree with graduating seniors in this assessment. The
input for this learning objective from all other assessment tools identified in Table 3.2a, including
industry, did not identify additional concerns or issues to address. The AME program features a full-
year capstone design experience and machine shop training. Unlike some programs at other
universities, this experience includes the building phase (using the AME machine shop).
Interpretation/Conclusion/Past Actions: AME students are well prepared in this area. No corrective
action has been necessary. Feedback from local industry, via the Industrial Advisory Council, greatly
increased the sources (and resources) for the capstone design projects, where now most of them come
from and are sponsored by. The evaluation of the projects is also performed by members of industry
(local, Phoenix area, and Flagstaff).
• Can plan experiments, analyze data, and interpret results [3a-c, 3e, 3k]
Survey) they perceive that they are very well prepared to plan experiments, analyze data, and interpret
results. AME alumni agree with graduating seniors in this assessment. None of the other assessment
tools identified in Table 3.2a identified additional concerns or issues to address.

Interpretation/Conclusion/Past Actions: AME students are well prepared in this area. No corrective
action has been necessary.
Future Actions: The input for this learning objective from the most recent industry survey (Spring
2004) indicated that alumni performance in planning and conducting experiments deserves attention.
The sample size should be increased, specific details defining shortcomings should be sought, and a
survey should be undertaken within the next year to address this issue.
• Can communicate effectively (oral and written) [3c, 3d, 3g, 3h]
Survey) they perceive that they are well prepared to communicate effectively. They also indicate that
this skill is one of the most important to their careers. AME alumni express a stronger sense of
confidence in their communication skills than graduating seniors. Feedback from industry
(Performance Assessment Survey) suggests that industry would like to see improvement in AME
alumni performance in communication skills. The input for this learning objective from all other
assessment tools identified in Table 3.2a did not identify additional concerns or issues to address.
Interpretation/Conclusion/Past Actions: This is an area with conflicting feedback. Graduating seniors

and alumni in the workplace feel that they can communicate effectively. Industry representatives
would like to see improvement. No action has been taken to date.
Future Actions: Future surveys and interactions should focus on industry and they should be designed
to identify what specific areas of communication skills should be improved. The means of making
those improvements should be identified and implemented. The number of companies surveyed
should be enlarged to enhance the confidence level in the data sampled.
• Can function in multidisciplinary teams [3c, 3d, 3f-h, 3j]
Survey) they perceive that they are very well prepared to function in multidisciplinary teams. AME
alumni express a stronger sense of confidence in their ability to function in multidisciplinary teams
than graduating seniors. Feedback from industry (Performance Assessment Survey) supports the
alumni perception that AME graduates perform very well as team members. The input for this
learning objective from all other assessment tools identified in Table 3.2a, including industry, did not
identify additional concerns or issues to address.
Interpretation/Conclusion/Past Actions: AME students are well prepared in this area. However, the
AME faculty recently approved the concept of coordinating the department capstone design class
(AME 412a/b) with the College of Engineering design class (ENGR 498a/b). The latter class is
specifically a multidisciplinary experience. The former may or may not be explicitly
multidisciplinary. This coordination involved significant scheduling changes within the AME
curriculum for the purpose of allowing AME students to choose AME 412a/b or ENGR 498a/b
design projects. This provides enhanced opportunities for a multidisciplinary experience for those
students seeking it.
• Can exercise professional, ethical, and social responsibilities and engage in life-long
learning [3f, 3h-k]
Survey) they perceive that they are well prepared to exercise professional, ethical, and social

responsibilities and engage in life-long learning. AME alumni feel that they are weaker in the “soft”
aspects of their engineering education compared to the “hard” aspects. However, none of the assess-
ment tools targeted to industry have identified shortcomings in our graduates in relation to this
learning outcome. Indeed, we have industry input that suggests that our graduates do conduct
themselves in a professional and responsible manner and continue to be active learners in the
workplace. The input for this learning objective from all other assessment tools identified in Table
3.2a did not identify additional concerns or issues to address.
Interpretation/Conclusion/Past Actions: The balance between “soft” and “hard” aspects of the
Aerospace Engineering education is reasonable. AME students are well prepared in this area. No
corrective action has been necessary.
Educational Objectives
We believe that we are able to measure aspects of our Learning Outcomes using multiple assessments
tools and that the data obtained from these tools demonstrate that the students in the Aerospace
Engineering program have demonstrated achievement of the Learning Outcomes. Due to the explicit
mapping between the Learning Outcomes and the Educational Objectives (Table 3.1.a), we submit
that the integrated success of achieving the Learning Outcomes provides evidence that the
Educational Objectives are being met successfully.
Additional Feedback from Assessment Tools
Our assessment tools provide us with feedback in addition to that directly tied to the Learning
Outcomes. This information relates to facilities, personnel, and services that impact our objectives
and learning outcomes. In particular, our assessment tools provide us with feedback concerning:
academic standards, student advising, faculty, staff, teaching assistants, teaching laboratories
(physical and computer), and design experience.
Some 75-82% of the graduating Aerospace Engineering seniors rate the quality of their experience
with Design, Computer Labs, Faculty, Office Staff, and Machine Shop Staff as “good” or “excellent.”
They report less satisfaction with TAs, Advising, and Physical Labs. These areas therefore warrant
attention. The alumni (Alumni Survey; College of Engineering survey) agree with graduating seniors
in most respects. The alumni feel that the AME department has very high academic standards and
they agree with the graduating seniors that faculty and staff rate very high. They also agree with
seniors in that advising, TAs, and laboratories are rated somewhat lower than other areas. The alumni
(Alumni Survey) also specified that they wanted more hands-on and “meaningful” experiences in the
physical and computer labs. The alumni report that the AME program provided them with good
opportunities for participating in extracurricular activities, but they would welcome more
opportunities to participate in research, independent studies, and internships. They also suggest
business course(s) in the curriculum. The response to the Additional Feedback from Assessment
Tools is described below.
Focal Areas for Improvement
The data described above suggest that the focal areas for improvement are: communication skills,
math/probability/statistics, student advising, TAs, laboratory experiences, “soft” skills, business
courses, research experience, independent studies, and internships.
In addition to these areas, we identify current implementation and future actions that will improve the
assessment and continuous improvement process.

3.2.14. Improvements as a Result of Assessment Activities
Communication Skills
No action has been taken to improve the communication skills of our students. While there is some
indication from industry that stronger communication skills would be welcomed, it is not clear at this
time that this is a significant issue. This matter needs to be discussed with the new AME Advisory
Board and future surveys of industry need to be refined to identify any specific shortcomings. It is
also important to gather a larger data set. The sample size from industry needs to be enlarged.
Math/Probability/Statistics
No action has been taken to improve the Math/Probability/Statistics skills of our students. While there
is some indication from industry that stronger skills in this area would be welcomed, it is not clear at
this time that this is a significant issue. This matter needs to be discussed with the new AME
Advisory Board and future surveys of industry need to be refined to identify any specific
shortcomings. It is also important to gather a larger data set. The sample size from industry needs to
be enlarged. There may be an important distinction between Mathematics on the one hand and
Probability and Statistics on the other that has not been identified to date.
Student Advising
In response to the Academic Program Review and student surveys, a new administrative structure has
been defined in AME that includes the appointment of an Associate Department Head for
Undergraduate Studies and an advising-trained Aerospace Engineering PhD student. This has been
initiated to emphasize the importance of undergraduate studies in general and on student advising in
particular. This also represents an effort to improve the quality of student advising by teaming a
faculty member who is an award-winning teacher with a PhD student advisor who “bridges the gap”
between students and the faculty. Since our past surveys only probe seniors and alumni, it is too early
for the results of our current assessment tools to reveal the impact of this change. Anecdotal feedback
from a spectrum of current students suggests that this change is well received. In the spirit of
continuous improvement we will implement two improvements of the current assessment method for
evaluating student advising. We will collect data from freshmen, sophomores, and juniors, as well as
seniors. This will produce more “current” data and potentially allow us to distinguish problems that
may be specific to particular stages of the student’s academic career. We will also create a survey
designed to identify specific problems and invite students to suggest solutions. The new advising
team is in the process of implementing Web-based advising materials. The first aspects of this
development should be implemented on the AME website during the summer of 2004. Further
development is planned for the 2004-05 academic year.
Teaching Assistants
The Academic Program Review report recommended:
“The assignment of some Teaching Assistants to various courses could benefit from additional
attention by an experienced faculty or staff member. This could be part of the responsibility of an
Associate Department Head.”
A new administrative structure has been defined that includes the appointment of an Associate
Department Head for Graduate Studies and Research. This appointment is in response to the
Academic Program Review assessment feedback that recommended appointment of associate heads

for the undergraduate and graduate programs—with significant responsibilities for both. As a result,
more attention has been given to the selection of teaching assistants (TAs), their assignment to
specific courses based on their skills, and the review of their evaluations. All international students
who want to be TAs must pass a University of Arizona language competency test, and faculty
supervisors evaluate their respective TAs each semester. These evaluations are reviewed by the
Associate Department Head for Graduate Studies and Research and the Department Head. TAs are re-
appointed or not on the basis of the quality of their evaluations. Since the ratings of TAs by the senior
exit survey and alumni survey suggest that improvement can be made, there are evidently
shortcomings identified by the students that are not being adequately captured by the faculty
evaluations and other mechanisms in place. The current assessment process will be improved by
implementing a student survey of the TAs in each course to which a TA has been assigned. The TA
surveys will be designed to identify what the problems are and solicit suggestions regarding how to
address the problems.
Laboratory Experiences
The Alumni Survey also specified that the alumni want more hands-on and “meaningful” experiences
in the physical and computer labs. In general the computer and physical lab experiences are designed
to be “meaningful” in the sense that they are created by faculty with some combination of industry
experience, industry contacts, and active research programs. Two years ago, in response to this input
and that from industry, the AME computer infrastructure (Computer Teaching Center and AME
Server Room) was improved using ~$100,000 of salary support associated with open faculty lines to
purchase state-of-the-art computers and software. The AME Department also invested approximately
$25,000 of discretionary funds to support the development of “hands-on” laboratory exercises to
demonstrate DC motor control.
Twenty-four personal computers with micro-control programmers, breadboards, and micro-

mechanical kits were purchased to provide 24 experimental workstations. Further opportunities to
inject funding into the physical laboratories have not arisen.
Professor Enikov (with Professor Cuello) recently received a $100,000 grant from the Nanoscale
Science and Engineering (NSE) Program, the Division of Engineering Education and Centers (EEC),
and the Directorate for Biological Sciences (BIO) at the National Science Foundation, for work under
a Nanotechnology in Undergraduate Education (NUE) Award to develop a set of undergraduate
laboratory experiments that are focused on the nano-scale surface science of biosensors. The
proposed laboratory development is part of a multi-departmental master plan for the creation of a
college-wide undergraduate curriculum on micro- and nano-technologies addressing the needs not
only of undergraduate engineering students but also of students from other sciences, such as
biosciences, optics, and physics. It is being designed with the mission of inspiring a broad spectrum
of students to pursue scientific careers in the area of nanotechnology.
While there is no reason to believe that AME students are inadequately prepared with respect to
hands-on and “meaningful” lab experiences, there is always room for improvement. The new AME
Advisory Board will be consulted on this issue, as will AME alumni and employers not represented
on the AME Advisory Board. In particular, specific ways in which more hands-on experiences and
“meaningful” experiences are needed will be defined. Since there are no line-item state funds
allocated for improvements in this area, we plan to work with our alumni, AME Advisory Board,
industry partners, and department friends to raise the funds necessary. Furthermore, it is expected that
special individual course fees and/or more comprehensive differential tuition/fees for engineering
students will be implemented that will provide the funding required.

“Soft” Skills
While some alumni indicate that they do not feel as strong in the “soft” skills compared to the “hard”
aspects of their engineering curriculum, the graduating seniors and industry do not report problems in
this area. No changes in curriculum have been made in response to the alumni assessment input.
Business Courses
Alumni indicated an interest in taking more business courses. A formal opportunity to do so now
exists. The Arizona Board of Regents approved a B.S. Engineering Management degree program
in March 2002 at the University of Arizona that combines management courses and engineering
classes to prepare graduates for positions that require broader capabilities than those provided by
a business or an engineering degree alone. The Engineering Management Program at UA can also
be combined with traditional engineering programs and lead to a double major with an additional
30 credits of work, essentially the 30 credits of managerial experience coursework. Alternatively,
the 18 credits of technical electives can be used to obtain a formal minor, designated on the
degree, in one of the traditional engineering fields.
Research Opportunities
Research opportunities for students to interact with faculty on research grants are actively promoted
by the undergraduate student advising team. This is done during orientation meetings, as well as
during meetings between advisors and individual students. The advice of the AME Advisory Board
will be sought relative to defining means of supporting students who work on research projects. One
mechanism could be to request re-instatement of the policy of the previous VP for Research, who
returned the overhead associated with undergraduate support on sponsored projects to the Principle
Investigator.
Independent Study Opportunities
Independent study opportunities for students to interact with faculty are actively promoted by the
undergraduate student advising team. This is done during orientation meetings, during meetings
between advisors and individual students, as well as during meetings between faculty advisors of
student activities (such as AIAA) and the member students.
Internships
Internship opportunities for students to interact with faculty are actively promoted by the under-
graduate student advising team. This is done during orientation meetings, as well as during meetings
between advisors and individual students. Formal courses (AME 193, AME 293, AME 393, AME
493) are available for all four years of the curriculum for students to enroll to receive academic credit
for Internships with industry. Previously students were not allowed to be paid for an internship and
also receive academic credit. The new policy allows students to be paid and receive academic credit.
This new policy appears to have generated significant interest in internships according to the AME
Undergraduate Advisor and the number of students participating has increased.
Assessment Process
The assessment process has been implemented and the assessment process is closed, but further
improvement is required. The elements of the process and the timing are shown in Figure 3.2.a. The
constituents are defined, as well as the vehicles used for assessment. The assessment structure is

comprehensive and appropriate. All features of the structure are implemented with one exception: the
Undergraduate Advisory Committee that will be created in fall semester 2004. All vehicles/
assessment tools are in place and implemented. All constituents are participating in the assessment
process as described. The assessment process needs to be further strengthened by closing the process
in a more complete, focused, and timely manner. In particular, while assessment data are being
collected in a timely manner, the data have not been reviewed in a rigorous and systematic manner as
described in the assessment structure (Figure 3.2.a). While the Undergraduate Studies Committee has
been active and successful improving the undergraduate curriculum, it has not been charged with the
primary responsibility of implementing the assessment structure shown in Figure 3.2.a. This
committee will henceforth be charged with this responsibility. In particular, this means that all
assessment data will be directed to the Undergraduate Studies Committee. This committee will
analyze the data, interpret it, and recommend actions to the faculty periodically (at once per year).
The Undergraduate Studies Committee will work with the discipline-specific faculty subgroups to
review the individual course assessment data and bring their findings to the faculty annually at either
a faculty retreat or a faculty meeting focused on individual course assessment issues. The
Undergraduate Studies Committee will be responsible for integrating the individual course
assessments into a curriculum assessment that will be brought to the faculty for review each year.
Using the assessment data collected from all constituent contributions, the Undergraduate Studies
Committee will work with the ABET Committee every three years to review the overall curriculum,
the Learning Objectives, and the Educational Objectives and bring these to the faculty for review and
approval.
AME Plan to Maintain and Upgrade Physical Labs, Computer Labs, and Machine Shop
The department has an Undergraduate Laboratory Committee and a Computer Committee, as well as
technicians and Information Technology staff involved in maintaining and upgrading physical and
computer laboratories.
The Computer Committee has been involved in department-level specification of hardware and
software infrastructure needs. The Undergraduate Laboratory Committee has defined current needs in
the three major AME teaching laboratories (AME 300, AME 400, and AME 401) and discussed a
plan to upgrade the physical laboratories. Specific needs have been identified. Discretionary funds
have been allocated to support Mr. Lou Willis to help in the AME 401 teaching laboratory.
Due to state budget cuts in the past several years, upgrading laboratory equipment and
computers has been very challenging. Although tuition has been raised twice in the past two
years, none of that money has been available at the department level for laboratory upgrades
or other purposes. Consequently, the Undergraduate Laboratory Committee, the faculty, and
Department Head have discussed alternative plans for upgrading teaching laboratories and
the AME Machine Shop. This shop is used for teaching purposes, as well as research support
(AME 413a/b). A proposal has been submitted to Raytheon requesting machine equipment
and tools.
A plan to implement a differential fee for engineering students has been developed at the college
level. Due to recent tuition increases, the Arizona Board of Regents would not consider such a plan
this past year. Efforts will continue to implement such a plan. If implemented in its current form, the
level of support generated for AME would be approximately $125,000 to $150,000 per year. In the
meantime, when approved by the University Fees Committee, modest course fees (<$50/student/
semester) can be implemented. Such a fee has been implemented in the shop course (AME 413a/b)
and this is expected to generate ~$15,000/year for tools and consumables.
The faculty recently approved a policy for charging research grants and student project accounts for
labor provided by AME technicians. This policy is now implemented and it is estimated that this will
generate some $50,000 to $100,000 per year that will be used within the shop to provide a shop

budget. This budget can also be used to improve shop quality by hiring staff on soft money, providing
support for tools and consumables, and for upgrading equipment. A committee of faculty, shop staff,
and students will be appointed to oversee shop operations—including recommendations for budget
use. Shop quality is very important since approximately 50% of the resources in the shop are devoted
to the teaching mission.

4. Professional Component
4.1. Basic-Level Curriculum for Aerospace Engineering
Table I-1 in Appendix I.A provides a list of the courses in the order in which they are given in the
curriculum. The courses are classified in the appropriate categories of mathematics and basic
sciences, engineering topics, and general education.
4.2. Preparation of Students for the Practice of Aerospace Engineering
The students are prepared for engineering practice with a balanced program that culminates in a major
design experience. The Aerospace Engineering faculty has identified six technical areas that are
critical to the practice of aerospace engineering: aerodynamics, aerospace materials, structures,
aircraft propulsion, flight mechanics, and stability and control. In addition, Aerospace Engineering
graduates must have demonstrated knowledge of orbital mechanics, space environment, attitude
determination and control, telecommunications, space structures, and rocket propulsion. These areas
are adequately addressed in the curriculum, as indicated in Appendix I.B.
A significant component of the Aerospace Engineering program is the design experience, in which
the student completed approximately 18 units of design, depending upon the selection of electives.
But, the centerpiece of the Aerospace Engineering program is a capstone design experience—a two-
course, six-unit sequence: AME 420, Aircraft Conceptual Design, and either AME 422, Aerospace
Engineering Design, or AME 428, Space Mission Conceptual Design.
4.3. The Capstone Design Program
The Aerospace Engineering Capstone design courses, AME 420, AME 422, and AME 428, are
described in detail in Appendix I.B. In the first course, AME 420, lectures review the application of
fundamentals from earlier analytical courses to the problem of aircraft and spacecraft sizing and
students work in teams in laboratory sessions to conduct conceptual design, preliminary design, and
optimization of aircraft configurations, as specified in the AIAA Student Design Competitions, or the
Micro Air Vehicle Competition. Emphasis is placed on development of analytical expressions for
figures of merit as functions of relevant design variables and appropriate constraints. Software for
optimization (e.g., DAR Corporation software.) is then applied to aid in arriving at optimal
configurations.
In the second course, AME 422, lectures and laboratories concentrate on performance estimation,
stability and control, and preliminary structural sizing layout (using professional software such as
Pro/E) of the principal components of the configurations developed in AME 420. In the AIAA and
SAE radio-controlled model competitions, models are constructed, flight tested, and flown at the
national competition events. In the AME 428 design course, students with an interest in space
participate in the conceptual design of various space missions. Primary emphasis is on propulsion
requirements, emphasizing preliminary layout of tanks, pumps, and nozzles.
Throughout the capstone design experience, guest speakers from industry are invited, and the
historical development of aerospace technology is discussed. At the AME Department pre-
commencement ceremony, prizes are awarded to the student team that produces the best overall final
design presentation and best written report.

4.4. The Technical Elective Program
A feature of the Aerospace Engineering curriculum is the program of technical electives. The students
are required to complete 6 units (i.e., 2 courses) of technical electives. This is an opportunity for
students to tailor their programs so as to develop expertise and skills in a specialized area of
aerospace engineering. The list of courses is summarized in Table I-1 in Appendix I.
Students are not required to specialize. In fact, many prefer a broad selection of courses. Students
work with their faculty advisors/mentors in designing their programs.
The value of the technical elective program is that many of the faculty who teach these courses are
involved in research in the topics being taught. Students receive instruction on state-of-the-art
technology from the “horse’s mouth” and are able to learn and, in some cases, participate in
technology as it is being developed.
4.5. General Education
All University of Arizona students are required to complete six units of English plus a General
Education requirement. The breakdown of the GenEd courses is:
Tier 1 Individuals and Societies: 6 units/hours

Tier 2 Individuals and Societies: 3
Tier 1 Traditions and Cultures: 6
Tier 2 Arts or Humanities: 3
4.6. Distribution of Units
A total of 128 units are required for the Bachelor of Science degree program. The individual courses
are given in Table I.1 in Appendix IA.
General Education: 24-27 units/hours

Mathematics and Basic Science: 35
Engineering Topics: 66-69
Of the 66-69 units of engineering topics, the design component accounts for 19-23 units (depending
upon the selection of technical electives).
4.7. Professional Organizations
The following professional organizations and clubs have active student chapters sponsored by the
department and coordinated by the Engineering Student Council. Students are encouraged to
participate in these organizations during all four years of enrollment.
Aerial Robotics Club

American Institute of Aeronautics and Astronautics
American Society of Mechanical Engineers
Arizona Solar Racing Team
Society of Automotive Engineers
Society of Reliability Engineers
Micro Air Vehicle (MAV) Club

Aerial Robotics Club (http://clubs.engr.arizona.edu/arc/)
Faculty Advisor: Hermann Fasel
The Aerial Robotics Club at the University of Arizona is a multidisciplinary student design club. The
club team competes in the annual International Aerial Robotics Competition (IARC) sponsored by the
Association for Unmanned Vehicle Systems. The competition is held in Fort Benning, Georgia, in
late July. The competition is sub-divided into 4 missions, which involves autonomous, computer-
controlled flight over a 3km course of waypoints and target identification and recognition via
computer vision. The competition tasks involve all engineering disciplines, including aerospace,
computer, electrical, mechanical, and optical engineering. In the 2003 competition, the U of A team
won the following awards: “Best Technical Presentation,” “Most Innovative Design,” and “Best
Technical Paper.” Our team was one of only two teams that successfully completed level one of the
competition and was the runner-up to the Georgia Tech team in overall missions completed. The
Aerial Robotics Club works with our faculty to coordinate senior design projects and independent
study credits for the support of projects related to tasks set forth by the IARC.
American Institute of Aeronautics and Astronautics (http://clubs.engr.arizona.edu/aiaa/)

Faculty Advisor: Sergey Shkarayev
The AIAA student chapter at the University of Arizona has its base in the AME department. Its
purpose is to support, enhance, and promote the aerospace sciences and engineering. Every year, 20-
25 students are involved in club activities: regular meetings, engineering days, Spring Fling, and
design projects. The Design/Build/Fly Competition is an AIAA and Cessna/ONR event held every
year. The University of Arizona AIAA chapter has participated in this event for several years: 1999-
2004. Students involved in AIAA use the Low Speed Wind Tunnel Laboratory and Aircraft
Structures Laboratory when working on their projects.
American Society of Mechanical Engineers (http://clubs.engr.arizona.edu/asme/)

Faculty Advisor: W. Chen
The University of Arizona Student Section of ASME is open to students of all majors and levels. This
section has approximately 45 members (S‘04). Student members hold regular meetings and field trips.
Student members also participate in student design projects such as Human-powered Vehicles and
BattleBots, and design contest projects for the ASME Regional Student Conferences. In each of the
design projects, the students are organized to raise funds, form design concepts, perform detailed
design and analysis, construct and test the product, and then take the design to various levels of
competition. The AME department offers independent studies units (AME299/399/499) to interested
students.
Arizona Solar Racing Team (http://sonata.ame.arizona.edu/clubs/solarcar/)

Faculty Advisor: A. Arabyan
The Arizona Solar Racing Team was originally founded in the summer of 1997 with a small group of
students. This group was able to design and build a racing vehicle, Daedalus, by the summer of 1999
to race in Sunrayce 99 (where they finished 24th out of a field of more than 70 vehicles). More than 75
percent of that year’s $150,000 construction and racings costs was raised from industrial and private
donors. Subsequently, the team built two additional vehicles: the Monsoon that raced in the American
Solar Challenge in 2001 and came in 1st in its class (stock) and 9th overall, and the Turbulence that
raced in the American Solar Challenge in 2003 and came in 10th in the unrestricted class. Each of
these vehicles cost more than $200,000, most of which was raised by the students from industrial and
private donors. All three vehicles were designed and built from scratch by the students, who are

advised by several faculty from different engineering departments. At present, the team, comprised of
about 20 students from different engineering departments, is working on a third vehicle, Drifter,
which will race in the American Solar Challenge in 2005. The solar racing activity has also resulted
in several senior design (AME 413A/B) and independent study projects, such as automated solar
chargers and high-performance wheel designs. In the near future, the team is expected to include a
solar cycling component.
Society of Automotive Engineers (http://clubs.engr.arizona.edu/sae/)

Faculty Advisor: P. Nikravesh
The University of Arizona Student Section of SAE is open to students of all majors and levels. This
section has approximately 50 members (S‘04). The membership has doubled in the past four years.
Student members hold regular meetings. Most student members, in addition to non-members,
participate in either the Formula Car or the Mini-Baja design projects. These projects are normally
part of the AME 412 senior design series. However, SAE has attracted students at all levels and from
various departments to voluntarily participate in these projects. The department offers independent
studies units (AME299/399/499) to interested students.
In support of these types of activities, the AME department has allocated 1,750 sq/ft of ground-level
laboratory/shop space to permanently accommodate the Mini-Baja, Formula car, and Solar-car
projects. We anticipate the student groups will occupy the new facility in the fall 2004.
Mini Baja (http://clubs.engr.arizona.edu/sae/minibaja/)

Students design and build a Mini-Baja type car and participate in the SAE West student
competition. In the past few years we have had teams participating in the following events: 1997
(Santa Fe, NM), 2002 (Logan, UT), 2003 (Provo, UT). The 2005 competition will be held in
Tucson, AZ.
Formula Car (http://projects.engr.arizona.edu/formula/)

Students design and build a Formula type car and participate in the SAE annual competition in
Plymouth, MI. We have had teams participating in this event in 1996, 2002, and 2004.
Society of Reliability Engineers

Faculty Advisor: Dimitri Kececioglu
The University of Arizona Student Chapter of the Society of Reliability Engineers (SRE) is open to
students of all majors and levels. This chapter has approximately 26 members (S’04). Student
members hold regular meetings and participate in plant tours and field trips. During the regular
meetings, students discuss the reliability issues faced in industry, their potential solutions, and
reliability technology advances. In plant tours, students have a chance to discuss real reliability issues
with engineers, apply the knowledge learned in class, and gain experience.
Micro Air Vehicle (MAV) Club (http://clubs.engr.arizona.edu/mav/)

Faculty Advisor: Sergey Shkarayev
The Micro Air Vehicle Club was organized in 2003. The main objective of the club is to provide
students in Aerospace Engineering with teamwork experiences in an environment where they can
apply their knowledge by working on realistic design projects. There are currently 16 members of the
club.

The 2004 International Micro Air Vehicle (MAV) Competition was organized by the UA MAV Club
and was held in Tucson on April 9-10, 2004. The budget of approximately $20,00 for the competition
of about 20K was provided by sponsors: Raytheon, AIAA, AeroVironment, ACR, The New Nose
Company, and FMA Direct. There were 95 participants and 13 teams from the US, Korea, and
Germany. There were four categories in the competition: MAV Surveillance, MAV Endurance,
Ornithopter Competition, and Design Reports.
The UA team won the Ornithopter Competition (this category was introduced for the first time), we
were second in Endurance and Surveillance, and second overall. You can find more information
about the competition and some photos on the website
http://www.engr.arizona.edu/MAVcompetition/.
Students involved in the MAV club use the Low Speed Wind Tunnel and Aircraft Structures
Laboratory when working on their projects.

5. Faculty
5.1. Preliminary Comments
The quality of the Aerospace Engineering Program is ensured by our policy of hiring the best and
brightest and then giving them freedom to pursue their research individually or in collaboration with
other faculty. Typically, we will receive in the neighborhood of 100 resumes in response to an
advertised faculty position (the last advertised position garnered over 200). The top three or four are
brought to the campus for an interview. Usually we are able to hire one of the top two or three
choices.
The University of Arizona is a Research I university, a place where the faculty must develop their
creative and innovative instincts for promotion. Several of the faculty are at the cutting edge of
technology in their specialty areas. In many cases the undergraduate students are exposed to the new
technology that is being developed here, not only through the required undergraduate classes, but, in
particular, through the electives and through participation as interns in research projects.
The UA strongly encourages the faculty to involve undergraduates in their research. Several
undergraduate students work on faculty-initiated research projects, side by side with graduate students
and faculty. Design projects in courses also frequently have a research component.
5.2. Academic Credentials of the Faculty
A snapshot summary of the Aerospace Engineering faculty is provided in Appendix I.A, Table 4.
The background and competency of each of the faculty are summarized in two-page resumes in
Appendix I.C.
5.3. Faculty Workload Summary
The faculty workload summary is provided in Appendix I.A, Table 3.
5.4. Size of the Aerospace Engineering Faculty
There are 10 regular faculty members in Aerospace Engineering (Table 5.4.a). With 256
undergraduate students (Fall 2003), there is a student/faculty ratio of ~26. As described in Section
B.5.7, the faculty is of marginally sufficient size to manage the missions of the undergraduate
program. (See also APR report in Section B.3.2.10.) An open search is underway to hire two new
faculty members. The advertisements for the positions are posted on the Human Resources website at
http://www.hr.arizona.edu/. The target date is December 2004.
5.5. Support of Aerospace Engineering by the Mechanical Engineering Faculty
Being in a dual-program department, the Aerospace Engineering program can take advantage of the
presence of the Mechanical Engineering faculty. Indeed, the mechanical faculty frequently teach
required courses (non-specialized, e.g., dynamics) and electives in the Aerospace Engineering
program. Some mechanical faculty are listed in support of the technical areas of the Aerospace
Engineering program as given in the following section.

Table 5.4.a Aerospace faculty and their areas of interest.
Faculty Areas of Interest and Expertise
Fluid mechanics, aerodynamics, jet noise, nonlinear waves in shear flows, flow stability, low
Balsa
Reynolds number flows
Chen Experimental solid mechanics, high strain rate response of materials, fatigue behavior of solids
Computational fluid dynamics, hydrodynamic stability, laminar-turbulent transition, turbulent
Fasel
flows, flow control, nonlinear dynamics, aerodynamics
Experimental fluid mechanics, hydrodynamic instabilities including Richtmyer- Meshkov and
Jacobs
Rayleigh-Taylor instabilities, turbulent mixing, optical flow diagnostics
Fluid mechanics and applied mathematics: unsteady flows, hydrodynamic stability and
Kerschen
receptivity, aeroacoustics, unsteady aerodynamics
Analysis and testing of composite structures, thermo-mechanical fatigue life testing and analysis
Madenci
of electronic packages, micro-scale material characterization
Space technologies—propulsion/power, bio-inspired technologies, combustion, acoustics, solid
Ramohalli
propellant rockets, in-situ resource utilization (ISRU)
Shkarayev Fracture mechanics, structural analysis, design of micro air vehicles
Tumin Hydrodynamic stability, laminar-turbulent transition, flow control, aerodynamic heating

Aerodynamics (related to fixed and rotary craft); control of separation, high lift devices, and drag
Wygnanski reduction; aeroacoustics (jet noise, cavity noise, screech); turbulent shear flows, control of
turbulent mixing; laminar-turbulent transition; hydrodynamic stability
5.6. Adequacy of the AME Faculty in the Technical Areas of the Aerospace
Engineering Program
Table 5.4.b lists the major technical areas of the Aerospace Engineering program and the faculty who
support those areas. Note that (a) some faculty participate in more than one area and (b) some
Mechanical faculty are listed who are quite capable of teaching the courses.
5.7. Adequacy of the Faculty in Service to Undergraduates in the Aerospace

Engineering Program
The faculty is adequate to competently execute the basic service functions required of the
undergraduate program. Faculty are required to publish office hours for meeting with students and
most faculty have a “de-facto” open-door policy.
The advising and counseling program has been successful for many years (see Section B.1.3.3)
although there are some recent changes (see also Attachment 1.3.d). The Aerospace Engineering
program senior advisor/mentor (W. Chen), who is in the best position to judge the quality of the
advising program, feels that the present process is effective.
Relative to service, standing committees relating to the undergraduate program are described in the
Bylaws. Other service activities include participation in the student sections of AIAA, ASME, SAE,
letter of reference for graduates, etc. All of these activities are adequately managed by the present
faculty.
Because The University of Arizona is a Research I university, most faculty are engaged in creative
research and, by definition, have a strong devotion to professional development. As a consequence,
many faculty are also active in the technical committees of professional societies.

Table 5.4.b Faculty support by major technical areas.
Aerodynamics/Gas Dynamics Materials and Structures
Balsa Chen
Champagne (laboratory) Heinrich
Fasel Madenci
Jacobs Shkarayev
Kerschen Simon
Ramohalli Zohar
Tumin
Wygnanski Flight Mechanics
Zohar Balsa (aircraft stability/control)
Tumin
Propulsion Wygnanski
Chan Zohar
Jacobs
Ortega Orbital Mechanics, Space Environment, Etc.
Ramohalli Ramohalli
Tumin Tumin
Wygnanski
Design
Automatic Control Theory Chen
Enikov Ramohalli
Williams Shkarayev
Zohar
With regard to interaction with industry and employers of students, faculty routinely meet with
interviewers who visit campus. Faculty attempt to make recommendations to match students’ interests
with those of the employers. Faculty also routinely receive phone calls from companies seeking to
employ graduates and, in turn, pass the information on to students. Also, many faculty have had
strong research and consulting ties with a variety of companies for many years. These ties are
indicated in the faculty curriculum vitae, Appendix I.C.
An additional and important tie with industry that helps to keep faculty in touch with current
developments is the Industrial Advisory Council (AME Advisory Board).

6. Facilities
6.1. The AME Building
In January of 1997, the Department of Aerospace and Mechanical Engineering moved into new
facilities having a total assignable area of 94,250 square feet. The space is modern, and of high
quality and versatility. Thus, the new building has substantially enhanced the educational experience
of the undergraduates.
The facility consists of two buildings. The four-story south building contains classrooms and
undergraduate teaching laboratory space. The seven-story north building contains offices, research
laboratories, the undergraduate instructional wind tunnels (sub- and supersonic), a design studio for
the capstone senior design experience, and office/meeting space for student professional societies.
The general space breakdown is as follows:

2
Classrooms 8,000 ft
2
Faculty offices 12,240 ft
2
Teaching laboratories for undergraduates 5,412 ft
2
Research laboratories (staffed by undergraduate and graduate 36,000 ft
students and faculty)
2
Computer laboratories 2,950 ft
2
Design studio for senior projects 2,100 ft
2
Machine shop and electronics shop 6,000 ft
6.2. Classrooms
The south building has five classrooms. One is a large lecture auditorium seating 240 and another is a
theater-type lecture hall seating 100. The classrooms are provided with modern audio visual
equipment, an overhead projector, a VCR, laptop projection system/computer, and an Elmo—a
device by which text material, e.g., from a book, can be projected onto a screen or monitor.
6.3. Undergraduate Computer Laboratories
The AME CTC (Computer Teaching Center) has 32 PCs with 1.8 GHz processors, 256 Mb of
memory, and 20 GB hard drives. Each machine has a Flat Panel Display and a CD writer as part of its
standard configuration. Included in these 32 PCs is a “Teaching Station” connected to an overhead
projector for simultaneous display of teaching and presentation material to a front-mounted screen.
The center was recently outfitted with a high-speed laser printer and complete network upgrades that
have increased our telecommunication band width to forty times (four 100-mb lines) its previous
speed (one10-mb line).
Basic Software on these computers includes: Windows XP Pro, Office XP Pro, Project, Matlab,
Pro/Engineering, Solidworks, AutoCAD, ANSYS, and Working Model.
All undergraduates have access to a generous amount of file space on the department servers that can
be accessed from machines across the campus, as well as from outside sources. Access is granted
through unified authentication that allows login to the numerous labs with a single username and
password.

The Graphics Lab, also located in the south building adjacent to the CTC, houses 16 “state-of-the-art”
Unix-based graphical workstations. These machines are configured with 502 MHz Sparcv9
processors, 512 Mb memory, and 14 GB hard drives. Each computer has a 21-inch graphical monitor
and Expert 3D graphics cards specifically designed for the core software requirements of loaded
programs such as Matlab, Pro/Engineering, and ANSYS. As with the CTC computers, students access
these machines with their AME computer accounts. This facility is currently undergoing
telecommunication upgrades that will increase connectivity speeds comparable to that of the CTC.
A third computer laboratory in the south building is operated by CCIT (the UA Center for Computer
and Information Technology). There are 33 computers, each capable of running PC applications. All
of the CCIT equipment in this laboratory and throughout the campus is available to Aerospace
Engineering students.
6.4. Instrumentation Laboratory
The Instrumentation Laboratory (for AME 300) is located in the south part of the AME building.
There are 10 fully equipped laboratory workstations with oscilloscopes, function generators,
operational amplifiers, SCXI signal conditioning systems, and Gateway P5-133 personal computers
with analog-to-digital boards. The computers include LabVIEW software for data acquisition by
means of virtual instruments, some of which are created by students in the lab. Sets of 10 sensors,
transducers, and other hardware for each experiment are stored in the laboratory and distributed to the
workstation for each experiment.
6.5. Mechanical Engineering Laboratory (possible Technical Elective for AE)
The Mechanical Engineering Laboratory (for AME 400) is located in the south building. Experiments
for the senior lab are conducted in the room. A diesel engine is also used in the senior lab. It is located
on the ground floor of the north building. Some Aerospace students take AME 400 as a technical
elective. The laboratory houses experiments in fluid mechanics, heat transfer, and strength of
materials, all of which have relevance to the Mechanical and Aerospace curricula.
6.6. The Machine Shop
The machine shop is located in the north building. This facility supports the undergraduate program,
specifically the capstone design course in which students are required to design and fabricate specific
hardware. The machine tools available include lathes, millers, CNC mill, grinders, drill presses, band
saws, and various hand tools.
6.7. The Design Studio
The design studio is a workspace provided to the seniors in the capstone design courses, as well as to
students working on other projects such as radio-controlled airplanes and micro air vehicles. The
purpose of the studio is to provide a space where the students can fabricate and assemble their
projects. They can keep their projects in this space while they are being built. The design studio is
conveniently located next to the machine shop.
6.8. Campus Computer Facilities and Services Available to Undergraduate

Students
The Center for Computing and Information Technology (CCIT, www.ccit.arizona.edu) makes avail-
able a wide variety of services and computer systems to undergraduates. There is no charge, except

for incidentals such as paper used for printing. It is not necessary to give a detailed description here;
all information is available on-line. The broad categories for the facilities and support are:
Central computer systems housed in the CCIT building and computer laboratories located
campus-wide.
The backbone of the former is the U-system used for technical computing, email accounts,
development and posting of web pages, and internet access. The computer laboratories include
12 open-access facilities throughout the campus, featuring both PC’s and Mac’s with a variety
of software. Some also have multi-media capabilities.
Many of the larger classrooms (University-wide) have been modernized to facilitate the use of
computer technology for lectures. Wireless access is also available campus wide.
Computer training, consulting services and online help
Software at educational discount prices and licensed software
Computer sales, repair and upgrade
Students are able to
Access library information, schedule of classes and catalogs, personal student information
(Student Link)

View information on degree requirements, University policies

Learn about current events and important University news

Access databases to find a person, building or web site
CCIT also provides research-computing facilities, but these are not described herein. Normally,
undergraduates do not use these facilities.
6.9. Aerospace Engineering Laboratory
The Aerospace Engineering Laboratory (for AME 401) is located in the north building. The new low-
speed wind tunnel in Room N237A has a 2.8 × 4.0 × 10.0 ft test section, a 10:1 contraction ratio, and
an open return (designed for later conversion to a closed return). Test section speeds up to 50 m/sec
are obtainable. Experiments are instrumented with Baratron pressure transducers, Scanivalve, a six-
component strain gauge instrumented external balance, and a LabVIEW data-acquisition system
equipped with a SCXI signal conditioner module.
The supersonic wind tunnel, in Room N225, is an in-draft design with a 3 × 5 inch test section, a
variable throat area, flexible-wall nozzle, and a 1200 cubic foot vacuum tank on the downstream end.
Instrumentation consists of a video-monitored Schleiren system, Baratron pressure transducers,
Scanivalve, and LabVIEW data acquisition. The tunnel computer is a PC with frame-grabbing image-
processing software.

Other components of the Aerospace Laboratory are located in various research labs, where
undergraduate students can work, under graduate student and/or faculty supervision, with composite
materials, hybrid rockets, vacuum systems, hydro-tunnel flow studies, etc.
The Aircraft Structures Laboratory (for AME 321, 420, and 422) is located in Room 341 of the north
building. It was developed with multiple purposes in mind: teaching, research, and attracting students
to the AME Department. This laboratory is complementary to the department’s Low Speed Wind
Tunnel. The laboratory has a website: http://www.ame.arizona.edu/avia/.
In 1999, a proposal to the Pima Air and Space Museum’s restoration program and a request for the
donation of a BEDE-5 airplane and surplus structural parts were granted. During 1999-2001,
Raytheon Missile Company donated equipment/parts for the design of Micro Air Vehicles. The
laboratory has been built with the very active involvement of students.
The mission of the Aircraft Structures Laboratory is to provide students and researchers with the
space, equipment, and tools for the design, fabrication, and testing of aerial structures. At present, the
laboratory houses the following research facilities:
• a wing loading setup

• MTS vibration system (shaker)
• composite parts manufacturing equipment: cutting, laminating, vacuuming bag, etc.
• test stands to facilitate the study of power plants, navigation, and control of aerial vehicles
The Aircraft Structures Laboratory is also an instructional facility. It houses:
• an airplane, BEDE-5
• portions of wings, rudder with the skin removed
• an engine mount from a C-118
• models of airplanes built by our students
• a control system simulator

7. Institutional Support and Financial Resources
7.1. How the Budget is Determined
The yearly budget for the state universities is formed by the Arizona Board of Regents on advice from
the three universities. Approval by the state legislature usually follows some adjustments. In turn the
University of Arizona administration divides the monies available to the colleges based on needs,
enrollments, etc. The administration of the College of Engineering does the same.
7.2. Institutional Support in Achieving Objectives
A summary of the budget is available in Table I-5 of Appendix I.A. The dollar amount is generally
adequate to achieve the program objectives. The level of support available for graduate teaching
assistants translates into providing support for only laboratory classes and the largest lecture classes.
7.3. Faculty Professional Development
There is no line item for faculty professional development in the present budget. However,
discretionary funds are generally available to support development opportunities for individual
faculty.
7.4. Facilities and Equipment (Acquisition, Maintenance, and Operation)
Approximately $120,000 of state money was allocated at the end of the 2001-2002 fiscal year to
purchase new computers and software to create the Aerospace and Mechanical Engineering Computer
Teaching Center. The yearly budgets for new equipment and maintenance of equipment are
discretionary and are about $5,000 each. It is a significant challenge to provide the highest quality
experience that we seek to deliver with the limited resources available. These funds are considered to
be adequate to meet program objectives.
7.5. Support Personnel
There are six persons in AME who provide administrative support, e.g., accounting, general
secretarial support, record keeping, general student assistance, etc.
There are 5.75 staff persons in AME who are responsible for the operation of the machine shop,
repair and maintenance of laboratory equipment, etc. These persons provide support to the senior
students in their capstone design course.

8. Program Criteria
Submitted by The American Society of Astronautics, Inc.
These program criteria apply to engineering programs including “aerospace,” “aeronautical,”

“astronautical,” and similar modifiers in their titles. A description of how the requirements of each
item are met by the Aerospace Engineering program is given in boldface.
8.1. Curriculum
Aeronautical engineering graduates must have demonstrated knowledge of aerodynamics, aerospace

materials, structures, propulsion, flight mechanics, and stability and control.
Astronautical engineering graduates must have demonstrated knowledge of orbital mechanics, space
environment, attitude determination and control, telecommunications, space structures, and rocket
propulsion.
Aerospace engineering graduates, or graduates of other engineering programs combining

aeronautical engineering and astronautical engineering, must have demonstrated knowledge
covering one of the areas—aeronautical engineering or astronautical engineering as described
above—and in addition must demonstrate knowledge of some topics from the area not
emphasized.
Graduates must also have demonstrated design competence, which includes integration of aero-
nautical or astronautical topics.
First, the program covers aeronautical engineering, requiring knowledge of aerodynamics, aerospace
materials, structures, propulsion, flight mechanics, and stability and control:
Aerospace Engineering students are required to take courses in each of these areas, as indicated
below:
Aerodynamics: AME 331, AME 320, AME 323 (9 units)

Aerospace materials: MSE 331R/L (4 units)
Structures: AME 324a,b, AME 463 (9 units)
Propulsion: AME 425 (3 units)
Flight mechanics: AME 250, AME 321, AME 427 (9 units)
In addition, the program covers some of the topics from astronautical engineering, requiring knowl-
edge of orbital mechanics, space environment, attitude determination and control, telecommuni-
cations, space structures, and rocket propulsion.
Aerospace Engineering students are required to take courses in some of these areas, as
indicated below:
Orbital mechanics: AME 424, AME 428 ( 6 units)

Attitude determination and control: AME455 (3 units)
Rocket propulsion: AME 425, AME428 (6 units)
Details on each of the courses listed above are given in the course syllabus listings in Appendix I.B.

8.2. Faculty
Program faculty must have responsibility and sufficient authority to define, revise, implement, and
achieve program objectives. Faculty teaching upper division courses must demonstrate an under-
standing of current professional practice in the aerospace industry. Faculty at the University of
Arizona are strongly encouraged to have an active research program.
The faculty of the AME Department is organized and governed by departmental bylaws, which
establish rules of self-governance by which the objectives of the undergraduate programs are defined,
revised, implemented, and achieved. See Attachment 8.2.a for a copy of the AME bylaws, which give
the faculty responsibility and authority over these curricular matters.
An understanding of current professional practice in the aerospace industry is assured through

frequent graduate seminar presentations by industry personnel, through research and consulting
activities of faculty, and by annual open-house visitations of faculty to local industry and vice versa.

APPENDIX I – ADDITIONAL PROGRAM INFORMATION

A. TABULAR DATA FOR PROGRAM

Table I-1. Basic-Level Curriculum: Aerospace Engineering—2003-2004.
Category (Credit Hours)
Year; Engineering Topics
Course
Semester or Math & Basic Check if Contains General
(Department, Number, Title) Other
Quarter Science Significant Design Education
(9)
Freshman Engr 102, Problem Solving & Eng. Design 3 (9)
st
1 Semester Math 125, Calculus1 3
Chem 103a/104a, Fundamentals of Chem. 4
Engl 101, First-Year Composition 3
Tier 1 Indv2 3
Freshman Math 129, Calculus 3
nd 3
2 Semester Chem 103b, Fundamental Tech. of Chem. 3
Engl 102, First-Year Composition4 3
Phys 141, Introductory Mechanics 4
Tier 1 Indv2 3
Sophomore Math 223, Vector Calculus 4
st
1 Semester Phys 241, Intro. Electricity and Magnetism 4
CE 214, Statics 3
Tier 1 Trad2 3
Tier 2 Indv2 3
Sophomore Math 254, Intro. to Ordinary Differential Eqs. 3
nd
2 Semester AME 230, Thermodynamics 3
AME 250, Dynamics 3
ECE 207, Elements of Electrical Eng. 3
Tier 1 Trad2 3
Tier 2 Art/Hum2 3
Junior AME 301, Engineering Analysis 3
st
1 Semester AME 302, Numerical Methods 2.5 1.5
AME 324a, Mech. Behavior of Eng. Mater. 3 (9)
AME 331, Principles & Apps. Fluid Mech. 1 2
MSE 331R, Fundamentals Mater. for Eng. 3
MSE 331L, Engineering Materials Laboratory 1
Junior AME 300, Instrumentation Lab. 3
(9)
nd
2 Semester AME 320, Aerodynamics 3
AME 321, Aircraft Performance 3 (9)
AME 323, Gasdynamics 3 (9)
AME 324b, Eng. Component Design 3 (9)
Senior AME 420, Aircraft Conceptual Design 3 (9)
(9)
st
1 Semester AME 424, Intro. to Space Technologies 3
AME 425, Aerospace Propulsion 3 (9)
AME 427, Stability, Control Aero. Vehicles 3 (9)
AME 463, Finite Element Analysis w/ANSYS 3 (9)
(continued on next page)
1
Math124 is a 5-unit version of Math125. Students taking Math 124 should consider delaying the Tier 1 Indv course to maintain a reasonable academic load.
2
Indv/Trad/Art/Hum courses must meet University general education requirements. One course must be recognized by the University as focusing on non-western
culture, race, gender, or ethnicity. Trad 101 satisfies this requirement.
3
Students may elect to take MSE 110 (4 units) in place of Chem103b.
4
If student does not achieve a “B” or better in Engl 102, 104, 108, or 109, s/he must take Engl 207, Sophomore Composition, or Engl 308, Technical Writing, and
pass with a “C” or better.

Category (Credit Hours)
Year; Engineering Topics
Course
Semester or Math & Basic Check if Contains General
(Department, Number, Title) Other
Quarter Science Significant Design Education
(9)
Senior AME 401, Senior Aerospace Lab. 1
(9)
nd
2 Semester AME 422, Aerospace Engineering Design1 3
AME 455, Control System Design 0.5 2.5 (9)
AME 495s, Colloquium 1
2 2
Technical Electives2 3-6 0-3
TOTALS-ABET BASIC-LEVEL REQUIREMENTS 35 hrs 66-69 hrs 18 hrs 6-9 hrs
OVERALL TOTAL FOR DEGREE
PERCENT OF TOTAL 27% 52-54% 14% 5-7%
Totals must Minimum semester credit hours 32 hrs 48 hrs
satisfy one set Minimum percentage 25% 37.5 %
Note that instructional material and student work verifying course compliance with ABET criteria for the categories
indicated above will be required during the campus visit.
Technical Electives [design units]

Thermoscience Aerodynamics and Fluid Dynamics Mechanics and Structures
AME 430 Intermediate Thermo [1] AME 431 Num Meth Fluid Mech AME 460 Mech Vibrations
AME 432 Heat Transfer [1] AME 433 Prin/Appl Fluid Mech [1] AME 462 Composite Materials
AME 440 Energy Util and Mgmt [1]
AME 443 Power Systems Anal [1]
AME 445 Renewable Energy Sys [1]
Optimization and Control Design and Manufacturing Bioengineering
AME 454 Optimal Control [1] AME 412/3a Mech Eng Design [4] AME 466 Biomechanical Eng
ECE 442 Digital Control Sys [1.5] AME 412/3b Mech Eng Design [4] AME 489 Eng Prop&Micro/Nano
AME 416 Material Selection [1.5] Tech for BioSystems
AME 452 Comp Anal Mech Sys [1] BME 410 Biology Biomed Engrs
AME 472 Reliability Eng [1.5] BME 411 Physio/Biomed Eng
AME 473 Probabilistic Design [1.5] BME 416 Prin Biomed Eng
AME 474 Reliability Analysis [1.5] BME 417 Meas/Data Anal Biomed Eng
ENGR 498a Cross-Disciplinary Des [3]
ENGR 498b Cross-Disciplinary Des [3]
Space Flight
PTYS 403 Physics Solar Sys
1
Students may elect to take AME 428, Space Mission Conceptual Design (3 units of design) in place of AME 422.
2
Technical Elective courses are chosen by the student in consultation with a faculty advisor. At least 3 units must be at the 400 level in AME. English 308 may be
taken to satisfy the MCWA requirement, if necessary, or 3 units of AME 499, Independent Study, may be taken to complete the technical elective requirements.
Students are strongly encouraged to take at least one course with design content (given in [brackets]).

B. COURSE SYLLABI
Contributions to Learning Outcomes for the Aerospace Engineering

Program Determined by the AME ABET Committee:
H = high, M = medium, NA = not applicable
Required Courses – Page 99

Required non-AME Courses – Page 120
Technical Electives – Page 134

AME 230 – Thermodynamics
Designation: Required
2003-04 catalog description: Basic laws and examples of engineering applications of macroscopic
thermodynamics; equations of state; reversible and irreversible
processes. [3 units; 3ES; usually offered Fall and Spring]
Prerequisite(s): MATH 223, PHYS 241.
Textbook(s) and/or M. J. Moran and H. N. Shapiro, Fundamentals of Engineering

other materials: Thermodynamics, 5th Ed., Wiley, 2003 (required).
Course objectives: • Introduction to classical engineering thermodynamics.

• Make students proficient in applying First and Second Laws of
Thermodynamics and Equation of State Principles to analyze the
performance of engineering devices and cycles.
• Understand concepts of energy conversion as it relates to energy
utilization, conservation, and environmental issues.
Topics covered: Units, systems; work and heat; state and properties; first law (energy);
control volumes (energy); system analysis; entropy: second law; heat
engines; exergy analysis; equations of state; power systems.
Class/laboratory schedule: 3 hours lecture.
Contribution to Math and basic science: 0 units

professional component: Engineering topics: 3
General education: 0
Other: 0
Relationship to Contribution to Learning Outcomes:

program outcomes: 1 H 2 M 3 M 4 NA 5 NA 6 NA 7 NA
Person preparing
Dr. Alfonso Ortega, November 14, 2003
syllabus and date:

AME 250 – Dynamics
2003-04 catalog description: Dynamics of particles and rigid bodies as applied to mechanical sys-
tems; introduction to mechanical vibrations. [ 3 units; usually offered
Fall and Spring]
Prerequisite(s): C E 214; Concurrent registration, MATH 254
Textbook(s) and/or J. L. Meriam and L. G. Kraige, Engineering Mechanics: Volume. 2,

other materials: Dynamics, 5th Ed., Wiley, 2001 (required).
Course objectives: 1. Understand basic concepts of kinematics and dynamics of particle

motion by application of Newton’s second law.
2. Understand and apply the principles of work and energy and
potential energy for particle motion.
3. Understand and apply the principles of impulse and momentum
for particle motion.
4. Understand basic concepts of planar kinematics of rigid body
motion including rotation and relative velocity and acceleration
analysis.
5. Understand basic concepts of planar dynamics of rigid body
motion by application of Newton’s second law to consider trans-
lation, rotation, and general motion.
6. Understand basic concepts of planar dynamics of rigid body
motion by application of work-energy and impulse-momentum
principles.
Topics covered: Particle kinematics: rectilinear and curvilinear motions; Relative

motion (translating axes); Constrained motion; Particle kinetics:
planar rectilinear and curvilinear motions, work-kinetic energy,
potential energy; Planar kinetics of rigid bodies: rotation, relative
velocity, instant centers, relative acceleration; Relative motion
(rotating axes); Planar kinetics of rigid bodies: general equations of
motion, translation, rotation, work-energy, impulse-momentum.
Class/laboratory schedule: 3 hours lecture

Other: 0

program outcomes: 1 H 2 H 3 M 4 NA 5 L 6 NA 7 M
Person preparing
Dr. Bruce Simon, October 30, 2003
syllabus and date:

AME 300 – Instrumentation Laboratory
2003-04 catalog description: Basic principles of laboratory practice and instrumentation; statistical
measurement theory including probability distributions, finite
statistics, uncertainty analysis regression analysis dynamics of
measurement systems; transducers and signal conditioning circuits.
Experiments using basic laboratory instrumentation on the speed of
sound, temperature measurements, and the dynamic response of first
and second order systems. [3 units; usually offered Fall and Spring]
Prerequisite(s): AME 230, ECE 207, AME 331
Textbook(s) and/or R. S. Figliola and D. E. Beasley, Theory and Design for Mechanical
other materials: Measurements, 3rd Ed., Wiley, 2000 (required).
AME 300 Laboratory Manual (required).
Course objectives: To acquire knowledge of experimental method, statistics and system

dynamics, and to acquire skills in laboratory practice, including
measurement, record keeping, data analysis, and report writing.
Topics covered: Probability and statistics; uncertainty analysis; curve fitting of data;
statics and dynamics of measurement systems; signal conditioning
circuits; transducers; digital data acquisition and analysis—
LabVIEW.
Class/laboratory schedule: 2 hours lecture, 3 hours laboratory

Other: 0

program outcomes: 1M 2M 3M 4H 5H 6L 7L
Person preparing
Dr. John Williams, October 30, 2003
syllabus and date:

AME 301 – Engineering Analysis
2003-04 catalog description: Vector analysis, complex variables, Fourier series, matrices,
boundary value problems and applications to current engineering
problems. [3 units; usually offered Fall and Spring]
Prerequisite(s): MATH 254
Textbook(s) and/or A. Jeffrey, Advanced Engineering Mathematics, Academic Press,

other materials: 2001 (required).
Course objectives: To provide the unifying theme of vector spaces and linear
operations on them in order to solve various linear systems of
equations; to represent functions in terms of Fourier series and
transforms; to use transform methods for the solution of ODEs
and PDEs; to discuss the solutions and physical features of
representative PDEs.
Topics covered: Complex numbers; vector spaces; matrices; eigenproblem;

system of ODEs; Fourier series, Fourier transforms, Laplace
transform; PDEs.

Other: 0

program outcomes: 1H 2M 3L 4L 5M 6L 7M
Person preparing Dr. Thomas Balsa, October 20, 2003

syllabus and date:
8.3.

AME 302 – Numerical Methods
2003-04 catalog description: Introduction to linear algebra; solution of engineering problems based
upon an integrated approach combining numerical analysis and the use
of computers. [4 units; usually offered Fall and Spring]
Prerequisite(s): AME 250, AME 301
Textbook(s) and/or E. W. Cheney and D. R. Kincaid, Numerical Mathematics and

other materials: Computing, 4th Ed., Brooks/Cole, 1999 (required).
Course objectives: Develop numerical and problem-solving skills.
Topics covered: Calculus review, Taylor polynomials, number representation, error

analysis, rootfinding, interpolation, numerical differentiation and
integration, linear systems, solutions of ODEs..
Class/laboratory schedule: 3 hours lecture, 1 hour laboratory
Contribution to Math and basic science: 2.5 units

professional component: Engineering topics: 1.5
Other: 0

program outcomes: 1 H 2 H 3 M 4 NA 5 L 6 M 7 L
Person preparing
Dr. Barry Ganapol, November 6, 2003
syllabus and date:

AME 320 – Aerodynamics
2003-04 catalog description: Basic equations and their approximation; potential flow theory;
fundamentals of airfoil and wing theory; axisymmetric flows; appli-
cation to aerodynamics of wings and bodies. [3 units; usually offered
Spring]
Prerequisite(s): A ME 331; Concurrent registration, AME 302
Textbook(s) and/or Anderson, Fundamentals of Aerodynamics, 3rd Ed., MCG, 2001

other materials: (required). J. J. Bertin, Aerodynamics for Engineers, 4th Ed., Prentice
Hall, New York, 2001 (recommended).
Course objectives: To provide knowledge about the fundamentals of aerodynamics.
Topics covered: Definition of a fluid; understanding types of flow; continuity and

momentum equations; potential flow analysis; thin airfoil theory;
finite wings; drag (induced, friction, and form); introduction to com-
pressible flows.

Other: 0

program outcomes: 1 M 2 H 3 H 4 M 5 M-L 6 M-L 7 L
Person preparing
Dr. Israel Wygnanski, October 29, 2003
syllabus and date:

AME 321 – Aircraft Performance
2003-04 catalog description: Properties of the atmosphere, concepts in airflow and propulsion, air-
foils and wings, airplane performance; energy methods. [3 units;
usually offered Spring]
Prerequisite(s): AME 250, AME 331; Concurrent registration, AME 320
Textbook(s) and/or B. W. McCormick, Aerodynamics Aeronautics, and Flight Mechan-

other materials: ics, 2nd Ed., Wiley, 1994 (required).
Course objectives: To learn how to predict the aircraft performance based on the avail-
able aerodynamic data related to aircraft and the data related to
engines; to apply knowledge thus gained to design projects conducted
by teams.
Topics covered: Review of fluid mechanics; lift, drag and thrust; airplane perform-
ance; design project for performance prediction; introduction to
stability and control.

Other: 0

program outcomes: 1 H 2 H 3 H 4 NA 5 M 6 H 7 M
Person preparing
Dr. Ming de Zhou, October 22, 2003
syllabus and date:

AME 323 – Gasdynamics
2003-04 catalog description: Homentropic flow with area changes, normal and oblique shocks,
one-dimensional flows with friction and heat addition, choking,
method of characteristics, applications. [3 units; usually offered
Spring]
Prerequisite(s): AME 230, AME 331, MATH 254
Textbook(s) and/or James E. A. John, Gasdynamics, 2nd Ed., Prentice Hall, 1984
other materials: (required). A. H. Shapiro, The Dynamics and Thermodynamics of
Compressible Fluid Flow, Ronald Press, New York, 1953 [2 vols.]
(recommended). W. G. Vincenti and C.H. Kruger. Introduction
to Physical Gas Dynamics, Krieger Publishing Company, 1975
[reprint ed.], 1965 (recommended).
Course objectives: Familiarize students with important issues in high-speed flow.
Topics covered: Thermodynamics (briefly); one-dimensional gas flow in variable area

ducts; normal shocks; oblique shocks; Prandtl-Meyer expansion;
Rayleigh line and Fanno line flows; simple applications.

Other: 0

program outcomes: 1 H 2 M 3 H 4 NA 5 M 6 L 7 L
Person preparing
Dr. Kumar Ramohalli, October 27, 2003
syllabus and date:

AME 324a – Mechanical Behavior of Engineering Materials
2003-04 catalog description: Introduction to engineering solid materials; concepts of strain, stress,
equilibrium; material/structural responses to applied loading/
deflection; analysis of engineering components, e.g., beams, plates,
thin-walled structures, axisymmetric elements; introduction to
structural stability. [3 units; usually offered Fall and Spring]
Prerequisite(s): CE 214
Textbook(s) and/or J. M. Gere, Mechanics of Materials, 5th Ed., Brooks/ Cole, 2001
other materials: (required).
Course objectives: To equip students with skills to determine the structural integrity of
common engineering components and to prepare the students to
develop further analytical skills for more complicated structures.
Topics covered: Tension, compression, shear; material properties; axially loaded

members; impact and stress concentrations; torsion problems; special
topics in torsion; shear force and bending moment; beam analysis;
stresses in beams; advanced beam topics; stress analysis; stress states;
planes stresses; beam deflection calculations; column buckling.

Other: 0

program outcomes: 1H 2M 3M 4H 5L 6L 7M
Person preparing
Dr. Weinong Chen, October 16, 2003
syllabus and date:

AME 324b – Engineering Component Design
2003-04 catalog description: Application of failure analysis methods to the design of specific
machine components such as shaft, gear sets, bolted/riveted/ welded
joints, spring and slender/thin-walled structures [3 units; usually
offered Fall and Spring]
Prerequisite(s): AME 324a
Textbook(s) and/or J. Shigley, C. Mischke, and R. Budynas, Mechanical Engineering

other materials: Design, 7th Ed., McGraw-Hill, 2004 (required).
Course objectives: To teach students the fundamentals of analyzing mechanical compo-

nents for static and fatigue failure and to offer a brief survey of the
methodology of the design of specific machine components.
Topics covered: Introduction, definitions; engineering materials; axial, bending, shear,

torsional stresses; three-dimensional stress analysis and Mohr’s
circles; failure theories; fatigue theory and analysis; design for fluc-
tuating loads; design of shafts, springs, bolted joints, gears, bearings.

Other 0

program outcomes: 1 H 2 M 3 H 4 H 5 M 6 NA 7 M
Person preparing
syllabus and date:

AME 331 – Introduction to Fluid Mechanics
2003-04 catalog description: Fundamentals of fluid mechanics covering properties of fluids, fluid
statics, dynamics of incompressible viscous and inviscid flows,
control volume formulations of continuity, momentum and energy
equations, dimensional analysis, viscous pipe flow, boundary layers
and drag. [3 units; usually offered Fall and Spring]
Prerequisite(s): AME 250, MATH 254; Concurrent registration, AME 230
Textbook(s) and/or R. W. Fox and A. T. McDonald, Introduction to Fluid Mechanics, 6th

other materials: Ed., Wiley, New York, 2003 (required).
Course objectives: In this course, the physical concepts of fluid mechanics and methods
of analysis that originate from basic principles are emphasized. The
primary objective is to teach students to develop an orderly approach
to problem solving, i.e., start from the governing equations, state
assumptions, and try to relate mathematical results to corresponding
physical behavior. The use of control volumes to maintain a practical
problem-solving approach is emphasized.
Topics covered: Definition of a Newtonian fluid; dimensions and units; streamlines,

pathlines, and streaklines; stress field; pressure variation in a static
fluid; conversation of mass, linear momentum, and energy applied to
control volumes; introduction to differential analysis of fluid motion,
Navier-Stokes equations; Bernoulli’s equation; dimensional analysis
and similitude; incompressible viscous flow through piping systems;
boundary-layer theory and flow about immersed bodies for incom-
pressible flow; friction, and pressure drag; separation.

Other: 0

program outcomes: 1 H 2 NA 3 L 4 L 5 M 6 NA 7 M
Person preparing
Dr. Francis Champagne, October 22, 2003
syllabus and date:

AME 401 – Senior Aerospace Laboratory
2003-04 catalog description: Laboratory investigations involving aerodynamic, control, structural,

and power systems. This is a Writing Emphasis Course. [1 unit;
usually offered Spring]
Prerequisite(s): Satisfaction of the Mid-Career Writing Assessment (MCWA) or the

former upper-division writing proficiency requirement (UDWPE);
AME 300, AME 320, AME 324a, AME 420
Textbook(s) and/or
Notes provided by the instructor.
other materials:
Course objectives: 1. Learn how to use wind tunnels and laboratory equipment.
2. Use engineering formulas to achieve a desired result.
3. Team work.
4. Learn how to organize a presentation.
5. Apply basic engineering principles.
6. Learn how to apply engineering approximations.
7. Apply error/uncertainty analysis to measured data (does not
apply to all tasks).
8. Organize and plan an aerodynamics research project.
9. Analyze measurements in the context of results and analyses of
other researchers.
10. Learn how to present a technical talk.
Topics covered: Subsonic and supersonic wind tunnels; pressure and temperature
transducers; Schlieren flow visualization; digital image processing;
digital data acquisition and analysis using LabVIEW; load cells,
strain gage balance systems; uncertainty analysis
Class/laboratory schedule: 1 hour lecture, 3 hours laboratory

Other: 0

program outcomes: 1 M 2 M 3 NA 4 H 5 H 6 NA 7 L
Person preparing
Dr. Francis Champagne, October 22, 2003
syllabus and date:

AME 420 – Aircraft Conceptual Design
2003-04 catalog description: Student groups develop conceptual designs for aircraft with specified
performance and figures of merit. Design issues include program
organization, configuration, aerodynamics, weights, and performance.
Design groups develop computer flight simulators to evaluate
performance. [3 units; usually offered Fall; may be convened with
AME 520]
Prerequisite(s): AME 320, AME 321, AME 323
Textbook(s) and/or J. Roskam, Airplane Design Part I: Preliminary Sizing of Airplanes,

other materials: DARCorp., 1997 (required). Class notes.
Course objectives: To teach students the methodology and decision making involved in
the process of designing airplanes.
Topics covered: Phases of design; instructions on safety rules in the lab; take-off
weight, Breguet method; sizing to stall speed requirements; sizing to
landing distance; sizing to climb requirements; maneuvering; cruise
requirements; landing distance sizing; summary of matching results;
selection of overall configuration; aircraft of unusual configurations.
Class/laboratory schedule: 1.5 hours lecture, 1.5 hours projects discussion

Other: 0

program outcomes: 1M 2M 3H 4M 5H 6H 7H
Person preparing
Dr. Sergey Shkarayev, October 16, 2003
syllabus and date:

AME 422 – Aerospace Engineering Design
Designation: Required (or AME 428)
2003-04 catalog description: Application of engineering fundamentals, including structural analy-

sis, structural vibrations, aero-elasticity and finite element methods to
aerospace vehicle design project. [3 units; usually offered Spring;
may be convened with AME 522]
Prerequisite(s): AME 420
Textbook(s) and/or J. Roskam, Airplane Design Part II: Preliminary Configuration

other materials: Design, DARcorp, 1997 (recommended). Class notes.
Course objectives: To provide seniors in Aerospace Engineering with hands-on, project-

oriented leaning and teamwork experiences in an environment where
they can apply their knowledge by working on realistic design
projects.
Topics covered: Preliminary design sequence. Airworthiness requirements. Flight

envelope. Safety factor. Wing loading. Wing design and structural
analysis. Structural instabilities. Interior layout of fuselage. Landing
gear design. Integration of the propulsion system. Project display and
presentations.
Class/laboratory schedule: 1.5 hours lecture, 1.5 hours projects discussion

Other: 0

program outcomes: 1M 2M 3H 4M 5H 6H 7H
Person preparing
Dr. Sergey Shkarayev, October 16, 2003
syllabus and date:

AME 424 – Introduction to Space Technologies
2003-04 catalog description: The space environment: vacuum, microgravity, radiation(s), free
molecule flow and drag on bodies. Resource utilization in deep space.
Introduction to orbital mechanics. Space transportation, spacecraft
thermal design, automation and robotics, communications, space
power, space structures. [3 units; usually offered Fall; may be con-
vened with AME 524]
Textbook(s) and/or M. D. Griffin and J. R. French, Space Vehicle Design, AIAA, 1991
other materials: (required).
Course objectives: Prepare students for careers in the space industry.
Topics covered: See catalog description.

Other: 0

program outcomes: 1H 2H 3H 4L 5H 6L 7M
Person preparing
syllabus and date:

AME 425 –Aerospace Propulsion
2003-04 catalog description: Basic laws; application to turbojets, ramjets, fan-jets, turbo props and
rockets; space flight. [3 units; usually offered Fall]
Textbook(s) and/or P. G. Hill, C. R. Peterson, and C. Pereson, Mechanics and Thermo-

other materials: dynamics of Propulsion, 2nd Ed., Addison-Wesley, 1992 (required).
Course objectives: To learn and understand the basic principles important to air-
breathing and rocket propulsion and to be able to use these principles
to compute performance parameters of turbojet, turbofan, turboprop,
and rocket engines.
Topics covered: Review of Conservation Laws and Thermodynamics

Air-Breathing Engines
Thrust and Efficiency
Ramjet Engines
Turbojet Engines
Turbofan Engines
Turboprop Engines
Air-Breathing Engine components
Rocket Engines
Rocket Vehicle Dynamics
Rocket Engine Performance
Rocket Engine Components

Other: 0

program outcomes: 1 H 2 L 3 H 4 NA 5 L 6 NA 7 L
Person preparing
Dr. Jeffrey Jacobs, October 17, 2003
syllabus and date:

AME 427 –Stability and Control of Aerospace Vehicles
2003-04 catalog description: Static and dynamic stability of rigid and nonrigid vehicles; automatic
control of aircraft, missiles and spacecraft. [3 units; usually offered
Fall]
Textbook(s) and/or B. Etkin and L. D. Reid, Dynamics of Flight: Stability and Control,
other materials: 3rd Ed., Wiley, 1995 (required).
Course objectives: To systematically derive from first principles the equations that
govern the motion of a rigid aircraft; to model aerodynamic forces
due to airplane motion and control input; to study the dependence of
stability and control on aerodynamic stability derivatives; to apply
understanding thus gained to design project done by teams.
Topics covered: Static stability (neutral point) and its application to longitudinal
stability and control; equations of motion in a non-inertial frame;
linearization of the equations; longitudinal dynamic stability and
control (phugoid, short period); lateral dynamic stability and control
(Dutch roll, spiral modes); response of airplane to longitudinal and
lateral controls.

Other: 0

program outcomes: 1H 2M 3H 4L 5M 6H 7M
Person preparing
Dr. Thomas Balsa, October 20, 2003
syllabus and date:

AME 428 – Space Mission Conceptual Design
Designation: Required (or AME 422)
2003-04 catalog description: Introduction to space mission design and modern tools available to
aid the designer. Includes brief case histories of some of the more
successful space missions and design of a mission. [3 units; usually
offered Spring; may be convened with AME 528]
Textbook(s) and/or
Important NASA/AIAA documents. Some LPI documents.
other materials:
Course objectives: Prepare participants to enter the aerospace industry.
Topics covered: See catalog description.
Class/laboratory schedule: 2 hour lecture, 2 hours laboratory

Other: 0

program outcomes: 1H 2H 3H 4M 5L 6H 7M
Person preparing
syllabus and date:

AME 455 – Control System Design
2003-04 catalog description: Mathematical modeling of dynamical systems, hardware and software
issues; computer simulations; classical control methods including
transient response, steady-state errors, bode diagrams, root locus and
design of closed loop control systems; introduction to state feedback
design and digital control. [3 units; usually offered Fall and Spring]
Prerequisite(s): AME 250, AME 301; Concurrent registration, AME 300
Textbook(s) and/or M. Driels, Linear Control Systems Engineering (Custom), McGraw-Hill,

other materials: 1996 (required). Class notes.
Course objectives: By the end of this course, the student should be able to formulate a
mathematical model of a given physical system in time and in a Laplace
domain; identify the system order and type; determine the system’s time
response due to a step, ramp, and harmonic input; evaluate the system’s
stability using Routh-Hurwitz criterion, root locus, and Nyquist
diagrams; apply classical control methods, such as Bode plots, to design
a closed-loop control of the system; apply state space representation of a
multiple-input multiple-output (MIMO) system; and design a controller
and observer for a MIMO system using Ackerman’s formula.
Topics covered: Block diagram representation of control systems; forward and feedback
paths; transfer functions; first-order systems; poles and zeros; dominant
poles; second-order systems; natural frequency, damping ratio; Q-factor;
overshoot; time domain response of second-order systems: step, ramp,
and harmonic input response; rise time, peak time, equivalent time
constant, settling time, steady state error, percentage overshoot; second-
order systems: disturbance rejection; rate feedback; higher-order systems;
dominant poles; Bode form of the transfer function; effect of zeros on the
transient response; system type: steady state errors; Routh-Hurwitz
stability criterion; rules for drawing and system design using root locus;
frequency response: Nyquist diagrams; Nyqusit stability criterion:
conformal mapping, Cauchy’s theorem; application to stability; Nyquist
analysis; gain and phase margins; Bode plots, analysis of stability;
closed-loop response from open loop, phase lead and lag compensation;
multi-mode controllers; state space system description and response.

Other: 0

program outcomes 1 H 2 M 3 H 4 L 5 M 6 NA 7 NA
Person preparing
Dr. Eniko T. Enikov, October 18, 2003
syllabus and date:

AME 463 – Finite Element Analysis with ANSYS
2003-04 catalog description: Fundamentals of finite element analysis, model generation, solution
procedure, post processing in ANSYS for problems from various
disciplines such as structural thermal or fluids. [3 units; usually
offered Spring]
Prerequisite(s): Senior status in AME
Textbook(s) and/or S. Moaveni, Finite Element Analysis: Theory and Applications with
other materials: ANSYS, 2nd Ed., Prentice Hall, 2003 (required).
Course objectives: The objective of this course is to introduce seniors to basic pro-
cedures in the finite-element analysis of simple to moderately
complex structures commonly encountered in mechanical systems.
Although the procedures are implemented in ANSYS, the course aims
to provide students with an understanding of more-general finite-
element concepts. By the end of the course students are expected to
have developed an understanding of the finite-element process of
discretizing a continuous field, as well as the form and solution of the
finite-element problem; an appreciation for the approximations
involved and the ability to assess the reliability of results; and
intermediate-user-level skills for ANSYS.
Topics covered: 1. Deflections, strains, and stresses.

2. Use of approximate interpolation functions.
3. Element and global stiffness matrices; assembly and solution.
4. Modeling and preprocessing procedures in ANSYS.
5. Solution and postprocessing procedures in ANSYS.
6. Element types and uses in ANSYS.
7. Solution checking and refinement procedures.

Other: 0

program outcomes: 1 L 2 H 3 H 4 NA 5 L 6 NA 7 NA
Person preparing
Dr. Ara Arabyan, October 22, 2003
syllabus and date:

AME 495s – Senior Colloquium
2003-04 catalog description: The exchange of scholarly information and/or secondary research,
usually in a small group setting. Instruction often includes lectures by
several different persons. Research projects may or may not be
required of course registrants. [1 unit; usually offered Fall and
Spring]
Prerequisite(s): None
Textbook(s) and/or
None
other materials:
Course objectives: To help students bridge the gap between a university setting and the
real world.
Topics covered: Current issues in engineering.
Class/laboratory schedule: 1 hour colloquium

Other: 0

program outcomes: 1M 2M 3M 4M 5H 6H 7H
Person preparing
syllabus and date:

CE 214 – Statics
2003-04 catalog description: (3) Equivalent force systems; equilibrium; geometric properties of areas
and solids, friction, virtual work, potential energy. Honors section is
available
Prerequisite(s): PHYS 141, MATH 129
Textbook(s) and/or
Engineering Mechanics: Vol. 1 by Meriam & Kraige
other materials:
Course objectives: The overall objective of this course is to master the concepts of engi-
neering mechanics as applied to statics (the study of objects in equi-
librium). This includes applying basic math and physics principles in the
process of identifying, formulating, and solving engineering problems.
Specific objectives include learning mechanics, problem solving
(including design and safety), communicating through Free Body
Diagrams.
Topics covered: • Manipulating vectors (vector addition, vector subtraction, unit vector,
vector components)
• Vectors [Vector Components in Two and Three Dimensions (2.0); Dot
Products, Cross Products, Mixed Triple Products (2.0)]
• Forces [Types of forces (0.25); Equilibrium (0.75); Free Body
Diagrams (1.0); Two-Dimensional and Three-Dimensional Force
Systems (0.75)]
• Systems of Forces and Moments [Moment Vector (2.0) ; Moment of a
Force about a Line (1.0); Couples (1.0); Equivalent Systems (2.0)]
• Equilibrium [Equilibrium Equations (2.25); Two and Three Force
Members (1.25)]
• Trusses [Method of Joints (1.0); Method of Sections (1.0)]
• Frames and Machines (4.0)
• Centroids and Centers of Mass (4.25)
• Moments of Inertia [Parallel Axis Theorem, Principal Axes (2.5)]
• Distributed Forces (including Pressure) (9)
• Fluid statistics (3.0)
• 12. Dry Friction (3.0)
Class/laboratory schedule: Three (3) lecture hours per week
Contribution to Math and basic science: 0%

professional component: Engineering topics: 100%
Design experience: 0%
Contribution to Contribution to Learning Outcomes:

professional component: 1 H 2 L 3 NA 4 L 5 NA 6 NA 7 NA
Person preparing
George Frantziskonis, Fall 2003
syllabus and date:

CHEM 103a – Fundamentals of Chemistry I
2003-04 catalog description: Essential concepts and problem-solving techniques, with emphasis on
chemical bonding, structure and properties, stoichiometry, kinetics,
equilibria, and descriptive organic and inorganic topics. 3 credits.
Prerequisite(s): Proficiency in college algebra
Textbook(s) and/or J. W. Moore, C. L. Stanitski, and P. C. Jurs, Chemistry: The Molecu-

other materials: lar Science, 1st Edition, Brooks/Cole, 2002.
Course objectives: To develop a basic understanding of the central principles of chemis-

try useful to explain and predict the properties of matter and the
reactivity of chemical elements and compounds.
Topics covered: Chemical Diversity: Identifying chemical substances

Qualitative analysis
Quantitative analysis
Chemical Architecture:
Atomic structure and periodicity
Atomic structure and chemical bonding
Molecular structure
Chemical Diversity: Explaining Phases of Matter
Molecular structure
Intermolecular forces
Solids, liquids and gases
Chemistry of solutes and solutions
Chemical Reactivity: Mass and Energy Transfer
Chemical reaction types and stoichiometry
Energy and chemical reactions
Class/laboratory schedule: Two 75 minute lectures per week; one 1-hour discussion class per
week

Other: 0

program outcomes: 1 H 2 NA 3 NA 4 NA 5 NA 6 NA 7 NA
Person preparing
Ann Padias , October 2003
syllabus and date:

CHEM 103b – Fundamentals of Chemistry II
2003-04 catalog description: Essential concepts and problem-solving techniques, with emphasis on
chemical bonding, structure and properties, stoichiometry, kinetics,
equilibria, and descriptive organic and inorganic topics. 3 credits.
Prerequisite(s): CHEM 103a
Textbook(s) and/or J. W. Moore, C. L. Stanitski, and P. C. Jurs, Chemistry: The Molecu-

other materials: lar Science, 1st Edition, Brooks/Cole, 2002.
Course objectives: To continue development of central principles of chemistry.
Topics covered: Chemical Kinetics

Chemical Equilibrium
Solutes and solutions
Acids and Bases
Aqueous equilibria
Thermodynamics
Electrochemistry
Nuclear chemistry
Main Group elements
Transition metals
Class/laboratory schedule: Three 1-hour lectures per week; one 1-hour discussion class per week

Other: 0

Person preparing
Phil Keller, Fall 2003
syllabus and date:

CHEM 104a – General Chemistry I Laboratory
2003-04 catalog description: An introduction to the chemical laboratory with an emphasis on

development of laboratory skills and techniques, observation of
chemical phenomena, data collection, and the interpretation and
reporting of results in formal laboratory reports. Strong emphasis on
laboratory safety. Designed for science and engineering majors. 1
credit.
Prerequisite(s): Concurrent enrollment in Chem 103a and college algebra competence
Textbook(s) and/or S. Brown, Fundamental Techniques of Chemistry, and personal

other materials: protective gear.
Course objectives: To develop a basic understanding of the central principles of chemis-

try useful to explain and predict the properties of matter and the
reactivity of chemical elements and compounds.
Topics covered: Introduction to measurement

Synthesis of Zinc Iodide
Acid-base titrations
Reaction Conditions
Emission Spectroscopy
Absorption Spectroscopy
Qualitative analysis
Gas behaviour
Paper chromatography
Class/laboratory schedule: One 3-hour laboratory session per week. Optional discussion ses-
sions, 1 hour per week.
Contribution to Math and basic science: 1 unit

Other: 0
Relationship to Contribution to Learning Outcomes:1

program outcomes: 1 M 2 NA 3 NA 4 H 5 M 6 M 7 NA
Person preparing
Steven L. Brown, October, 2003
syllabus and date:

ECE 207 – Elements of Electrical Engineering
2003-04 catalog description: Elements of Electrical Engineering, Current and voltage dividers.
Resistors, capacitors inductors. Node voltage and mesh current
analysis of circuits. The venin and Norton equivalents. AC circuits,
phasors, impedance. Electromagnetic fields, electric power, trans-
formers, magnetic materials, generators and motors. Operational
amplifiers, Elements of digital circuits. Sensors and measurements of
physical quantities. ( 3 credits)
Prerequisite(s): MATH 129, Physics 241; MATH 254 (is strongly recommended)
Textbook(s) and/or Allan R. Hambley, Electrical Engineering Principles and Applications,

other materials: Prentice Hall, 2001.
Course objectives: Mastery of the fundamentals of electrical circuit analysis, applications

and intuitive understanding of electrical and magnetic components,
electrical safety issues. Development of communication skills
necessary for interdisciplinary teamwork.
Topics covered: Circuits: Resistive Circuits; Inductance and Capacitance; Transients;

Steady-State Sinusoidal Analysis; Frequency Response, Bode Plots,
and Resonance. Digital Systems: Logic Circuits, Microcomputers,
Computer-Based Instrumentation Systems. Electronics: Diodes, Am-
plifiers: Specifications and External Characteristics, Field-Effect
Transistors, Bipolar Junction Transistors, Operational Amplifiers.
Electromechanics: Magnetic Circuits and Transformers, DC Ma-
chines, AC Machines.
Class/laboratory schedule: Two 75-minute lecture sessions per week

Other: 0

program outcomes: 1 H 2 M 3 M 4 M 5 M 6 M 7 NA
Person preparing
Professor Thomas C. Cetas, August 27, 2003
syllabus and date:

ENGR 102 – Introduction to Engineering
2003-04 catalog description: Engineering design, effective team participation and career prepara-
tion. Students are expected to participate in hands-on design projects,
develop education/career plans and initiate development of the
personal and management skills necessary for life long learning.
[3 units]
Prerequisite(s): or concurrent registration, MATH 124 or MATH 125
Textbook(s) and/or Becoming a Technical Professional, 2nd edition, Kendall-Hunt

other materials: Publishing, Dubuque, Iowa, and Becoming an Engineer and Teaming
on Design Projects, 4th edition, Kendall-Hunt Publishing, Dubuque,
Iowa.
Course objectives: Be able to use the design process to meet expressed needs.
Become effective team members.
Become effective communicators.
Create career plans and develop the personal management skills
necessary to become self-reliant professionals.
Understand the fundamental principles that support learning and
become lifelong learners.
Topics covered: Engineering design

The design process
Project and time management
Becoming engineers and initiating a major
Understanding and working on teams
Creativity
Engineering ethics
Personal learning skills
Principles of communication and preparing technical reports
Designing your education
Career skills
Engineering case study: Design for the environment
Design projects where physical principles are modeled :
• with statistical data,
• analytically with equations, and
• with computer simulations, graphs, etc.
Class/laboratory schedule: Main lecture: Mon. Co-lectures: Wed. & Fri. or Tue. & Thu.

Other: 0

professional component: 1M 2L 3H 4H 5H 6H 7H
Person preparing
Dr. Vern R. Johnson, November 21, 2003
syllabus and date:

MATH 125 – Calculus I
2003-04 catalog description: Introduction to calculus with an emphasis on understanding and

problem solving. Concepts are presented graphically and numerically
as well as algebraically. Elementary functions, their properties and
uses in modeling; the key concepts of derivative and definite integral;
techniques of differentiation, using the derivative to understand the
behavior of functions; applications to optimization problems in
physics, biology and economics. A graphing calculator is required for
this course. 3 credits.
Prerequisite(s): Satisfactory evidence of pre-calculus knowledge
Textbook(s) and/or
D. Hughes-Hallet, et al., Calculus, 3rd Ed., J. Wiley & Sons, 2003.
other materials:
Course objectives: To teach the basics of differential calculus.
Topics covered: Linear, Power, and Polynomial Functions

Exponential and Logarithmic Function
New functions from old; Trigonometric functions:
Hyperbolic functions
Derivative of a point
Continuity limits and differentiability: the derivative function: inter-
pretations of the derivative
The second derivative: Powers and polynomials; the exponential
function; product and quotient rules.
The Chain rule; The trigonometric functions; Hyperbolic functions;
applications of chain rule;
Using first and second derivatives; Optimization
Families of curves; Introduction to modeling.
Applications to marginality
The definite integral: Interpretations and theorems about definite
integrals; Approximating definite integrals; Simpson’s Rule and
approximation errors.
Antiderivatives graphically and numerically
Second Fundamental theorem of Calculus
Differential Equations
Integration by substitution
Applications to Geometry, density and center of mass
Class/laboratory schedule: Three one-hour classes per week

Other: 0

Person preparing
Donna Krawczyk, February 2004
syllabus and date:

MATH 129 – Calculus II
2003-04 catalog description: Continuation of MATH 124 or MATH 125. Techniques of symbolic
and numerical integration, applications of the definite integral to
geometry, physics, economics, and probability; differential equations
from a numerical, graphical, and algebraic point of view; modeling
using differential equations, approximations by Taylor series. A
graphing calculator is required for this course. 3 credits.
Prerequisite(s): Math 125 or 124
Textbook(s) and/or D. Hughes-Hallet, et al., Calculus, 3rd Ed., J. Wiley & Sons, 2003.
other materials:
Course objectives: To teach the basics of differential calculus.
Topics covered: Integration by Substitution: Tables of Integrals

Algebraic identities and trigonometric substitutions; roots accuracy
and bounds
Approximating definite integrals; approximation errors and
Simpson’s rule; improper integrals.
Areas and Volume; applications to geometry.
Applications to physics
Geometric series; series convergence; tests for convergence
Power series; Taylor polynomials and series.
Finding and using Taylor series; the error in Taylor polynomial
approximations.
What is a differential equation? Slope fields.
Euler’s method; separation of variables
Growth and decay; applications and modeling; models of population
growth.

Other: 0

Person preparing
Dan Madden, February 2004
syllabus and date:

MATH 223 – Vector Calculus
2003-04 catalog description: Vectors, differential and integral calculus of several variables. 4
credits.
Prerequisite(s): Math 129
Textbook(s) and/or W. G. McCallum, et al., Multivariable Calculus, J. Wiley & Sons,

other materials: 2001.
Course objectives: To teach vectors and multivariable calculus.
Topics covered: Vectors; the dot product; the cross product

Functions of several variables
Contour diagrams; linear functions; functions of three variables;
Differentiating functions of several variables; the partial derivative;
computing partial derivatives algebraically.
Gradients and directional derivatives in a plane and in space: the
Chain Rule.
Integrating functions of several variables: the definite integral;
Iterated integrals; triple integrals.
Integrals in cylindrical and spherical coordinates
Parameterization and vector fields; motion, velocity, and acceleration;
line integrals.
Computing line integrals over parameterized curves; Gradient fields;
path-independent fields.
Path-dependent vector fields and Green’s theorem.
The idea of the flux integral
The divergence of a vector field; the divergence theorem.
The curl of a vector field
Stoke’s theorem
Class/laboratory schedule: Four one-hour classes per week

Other: 0

Person preparing
Dan Madden, February 2004
syllabus and date:

MATH 254 – Differential Equations
2003-04 catalog description: Solution methods for ordinary differential equations, qualitative
techniques; includes matrix methods approach to systems of linear
equations and series solutions. 3 credits.
Prerequisite(s): Differential and integral calculus
Textbook(s) and/or R. K. Nagle, E. B. Saff, and A. D. Snider, Fundamentals of

other materials: Differential Equations and Boundary Value Problems, Addison-
Wesley, 1999.
Course objectives: To teach the basics of differential equations.
Topics covered: Solutions and Initial value problems

Direction fields
First order differential equations; motion of a falling body
Separable equations
Linear equations
The phase line
Mathematical methods and numerical methods involving first order
equations
Mathematical modeling; compartmental analysis; heating and cooling
of buildings
Newtonian mechanics; Euler approximation method; Improved Euler
method
Linear second order equations; the mass-spring oscillator; linear
differential operations
Fundamental solutions of homogeneous equations; Reduction of
order; homogeneous linear equations with constant coefficients
Auxiliary equations with complex roots; superposition and
nonhomogeneous; method of undetermined coefficients; variation
of parameters.
Qualitative considerations for variable coefficient and nonlinear
equations
Free and forced mechanical vibrations
Introduction to systems and phase plane analysis

Other: 0

Person preparing
Alain Goriely, February 2004
syllabus and date:

MSE 331L – Engineering Materials Laboratory
2003-04 catalog description: MSE 331L - Engineering Materials Laboratory (1) I II Fundamental
laboratory techniques for the evaluation of properties and behavior of
materials for engineering applications. 1R, 2L.
Prerequisite(s): Prior completion of, or concurrent registration in MSE 331R.

“Junior” or “Senior” standing at the University of Arizona.
Textbook(s) and/or Specially prepared manual for laboratory experiments.

other materials: References: (1) D.R. Askeland and P.P. Phule, The Science and
Engineering of Materials, 4th ed., Thomson, Brooks/Cole; Pacific
Grove, CA, 2003. (2) L.H. Van Vlack, Elements of Materials Science
and Engineering, 6th ed., Addison Wesley, 1989. (3) L.H. Van Vlack,
Elements of Materials Science and Engineering, 5th ed., Addison
Wesley, 1985. (4) L.H. Van Vlack, Materials for Engineering:
Concepts and Applications, Addison Wesley, 1982
Course objectives: The purpose of this laboratory course is to reinforce the knowledge
gained in MSE 331R by providing the student some hands-on experience
with the procedures utilized to develop and evaluate several of the basic
mechanical and structural properties and behaviors of materials
employed in engineering, development, and research..
Specific Instructional (1) Acquire a working knowledge of how the fundamental mechanical
Goals: properties of structural materials are developed. (2) Understand how
structural properties are determined through the use of Light Optical
Microscopy. (3) Demonstrate how structural properties and mechanical
properties are related. (4) Understand how the “working history” of a
material relates to its structural and mechanical properties. (5)
Understand how the “thermal history” of a material relates to its
structural and mechanical properties. (6) Demonstrate how the
mechanical environment affects the mechanical response of materials. (7)
Demonstrate how to evaluate “long term” behavior on the basis of “short
term” testing.
Topics covered: Hardness Testing (3); Tensile Testing (3); Material Specimen Preparation
for LOM (3); Cold Working (2); Annealing (1); Heat Treatment of Steel
(3); Creep of Metals (2); Stress Relaxation of Polymers (1); Fracture
Behavior of Brittle Materials (2).
Class/laboratory schedule: (1) One three-hour lecture/laboratory session every other week.. (2)
Completion of “pre-lab” questions related to each of the various required
laboratory projects. (3) Full participation in all aspects of each of the
required laboratory projects. (4) Submission of a standardized report on
each of the required “in-lab” projects. (5) Completion of “post-lab”
questions related to each of the required laboratory projects.
Computer usage: The extent to which a student utilizes computer software, databases, and
plotting routines is left up to the individual student.

Other: 0
program outcomes: 1 M 2 L 3 M 4 H 5 M 6 L 7 NA
Person preparing R.M. Hastings, Laboratory Instructor of Materials Science and Engi-
syllabus and date: neering, Oct., 2003

MSE 331R – Fundamentals of Materials for Engineers
2003-04 catalog description: Scientific principles which underlie and relate the behavior and
properties of materials to their engineering applications. (3 credits)
Prerequisite(s): CHEM 103a
Textbook(s) and/or D. R. Askeland and P. P. Phule: The Science and Engineering of

other materials: Materials, 4th edition, Thomson-Brooks/Cole, Pacific Grove, CA,
2003.
Course objectives: To provide a unified course about materials science and engineering
that ties together structure, properties and behavior, and the
processing of materials.
Specific Instructional 1. Develop an understanding of the structure of materials.

Goals: 2. Develop an understanding of the techniques used to test the
mechanical properties of materials.
3. Become familiar with processing of alloys, ceramics, polymers,
and silicon.
4. Become familiar with the rudiments of metals and alloys, ceramics,
polymers, and semiconductors.
Topics covered: 1. Crystal structures

2. Defects in crystalline materials
3. Diffusion in cystalline solids
4. Testing for mechanical properties
4. Cold working and annealing
5. Phase diagrams
6. Precipitation Hardening
7. Fundamentals of steel physical metallurgy
8. Ceramic materials
9. Polymers
10. Electronic materials
Class/laboratory schedule: 1. Three lecture sessions per week.

2. Three 1-hour class exams and a final examination.
Computer usage: Students are neither required to do computer programming nor make
use of software. They are constantly reminded, however, that this is
an introductory course and that “real world” processing problems
often require the use of numerical methods and/or software.

Other: 0

program outcomes: 1 H 2 L 3 NA 4 NA 5 NA 6 NA 7 NA
Person preparing
David Poirier, October 2003
syllabus and date:

PHYS 141 – Introductory Mechanics
2003-04 catalog description: Vector concepts; kinematics, statics and dynamics for point masses,
particle systems and rigid bodies; conservation laws of energy,
momentum, and angular momentum; fluid static's and dynamics. 4
credits.
Prerequisite(s): MATH 124 or MATH 125; Concurrent registration, MATH 129
Textbook(s) and/or R. A. Serway and J. W. Jewett, Physics for Scientists and Engineers,
other materials: Vol. I, 6th Ed., ITP Thompson, Inc., 2003.
Course objectives: A calculus-based introduction to simple motions, mechanical energy

and fluids.
Topics covered: Dimensional analysis: one dimensional motion and acceleration

Vectors; two-dimensional motion; projectile motion
Circular motion (kinematics); moving reference frames.
Newton’s Laws and applications.
Circular motion (dynamics)
Work; kinetic energy; potential energy
Conservation of energy
Conservation of momentum
One and two dimensional collisions: center of mass
Motion of a system of particles.
Angular velocity and acceleration.
Moments of inertia; torque; rotational energy and rolling motion
Angular momentum; conservation of angular momentum.
Statics;
Simple harmonic oscillator; pendulums.
Damped and forced oscillators.
Newton’s Law of Gravity
Kepler’s Laws
Gravitational energy.
Fluid statics; fluid dynamics.
Traveling waves; standing waves; sound
Class/laboratory schedule: Three 1-hour classes per week: one 3-hour laboratory session per
week

Other: 0

professional component: 1 H 2 NA 3 NA 4 H 5 M 6 M 7 NA
Person preparing
K. C. Hsieh, October 2003
syllabus and date:

PHYS 241 – Introductory Electricity and Magnetism
2003-04 catalog description: Field concepts, electrostatics, magnetostatics, currents, electromag-

netic phenomena and electromagnetic waves. 4 credits.
Prerequisite(s): PHYS 141; Concurrent registration, MATH 223
Textbook(s) and/or R. A. Serway and J. W. Jewett, Physics for Scientists and Engineers,
other materials: Vol. I, 6th Ed., ITP Thompson, Inc., 2003. Laboratory Manual for
Physics 241.
Course objectives: This course investigates the generation of electric and magnetic fields
by stationary and moving charges and conversely, the behavior of
charges and currents in the presence of external fields. We also see
how this fundamental physics can be used to analyze and design
simple circuits in which mobile charges can be exploited to transfer
energy and information.
Topics covered: Electric charge. Conductors and Coulomb’s Law.

Electric field and field lines. Motion in a uniform field .
Gauss’ Law. Conductors in electrostatic equilibrium.
Potential difference; electric potential and field.
Capacitance, capacitors and energy. Dielectrics and capacitance.
Electric current. Resistance and Ohm’s Law.
Conductance and power. EMF and resistors.
Kirchoff’s Rules. RC circuits. Magnetic fields.
Current Loops and particles in a B field. The Biot-Savart Law.
Ampere’s Law. Magnetic field in a solenoid. Displacement current.
Faraday’s Law; Lenz’ Law. Eddy currents and Maxwell’s Equations.
Inductance. Energy in a magnetic field. AC Circuits.
Electromagnetic waves.
Class/laboratory schedule: Three 1-hour classes per week; one 3-hour laboratory session per
week

Other: 0

professional component: 1 H 2 NA 3 NA 4 H 5 M 6 M 7 NA
Person preparing
Srinivas Manne, October 2003
syllabus and date:

AME 195D – Our Future in Space and Space in Our Future
Designation: Elective (This course cannot be used for a Technical Elective. It is an
introductory course that is taken by students with a lot of different
majors.)
2003-04 catalog description: The aim of this colloquium is to familiarize interested participants
with the exciting future in space. This will go beyond the usual gee-
whiz pictures and animations that abound in the news media, or the
spectacular pictures available on the internet sites. Through the eight
major components that make up space systems, the students will be
introduced to the subject as an integrated whole, rather than disjointed
segments. After the colloquium, the informed audience will be able to
make intelligent choices regarding career majors, will develop a
realistic feel for what is involved in space ventures and missions, and
how it affects the future for all of us in everyday life, here on earth.
Tours of some of the unique space laboratories on campus will
complement the colloquium. This is a First-Year Colloquium Course.
[1 unit; usually offered Fall]
Textbook(s) and/or
None
other materials:
Course objectives: See catalog description; motivation of students.
Topics covered: Space environment . . . LEO broadcast satellites.
Class/laboratory schedule: 1 hour colloquium

Other: 0

program outcomes: 1H 2L 3L 4L 5H 6L 7H
Person preparing
syllabus and date:

AME 412a – Mechanical Engineering Design
Designation: Elective
2003-04 catalog description: Engineering design process steps, idea generation techniques, optimal
design, computer aided design, hardware issues, electro mechanical
systems, fluid power systems, practical aspects of designing for
manufacture and assembly, traditional and non-traditional machining,
forming and fastening techniques. Major design project. [3 units;
usually offered Fall and Spring]
Prerequisite(s): AME 230; Concurrent registration, AME 413a, AME 324b
Textbook(s) and/or T. F. Balsa and R. A. Eisentraut, “AME 412a Mechanical Engi-

other materials: neering Design,” 2000 (class notes).
Website: http://www.ame.arizona.edu/ame412a/ame412a.html.
Course objectives: Students learn to (1) handle open-ended design problems, from iden-
tifying needs to developing a detailed design; (2) proceed through an
engineering design process; (3) apply approaches for developing
innovative solutions; (4) apply math, science, and engineering funda-
mentals in a design process; (5) work effectively on teams; (6) use
project management tools effectively; and (7) communicate effec-
tively via both oral and written reports.
Topics covered: Engineering design process (task clarification, conceptual design,

embodiment design), identifying customer needs, project manage-
ment, teamwork, creativity, decision analysis, integrating analysis
into a design process, prototyping, cost analysis, material selection,
intellectual property, writing technical reports, and giving technical
oral presentations.

Other: 0

program outcomes: 1M 2M 3H 4M 5H 6M 7M
Person preparing
Dr. Reid Bailey, October 24, 2003
syllabus and date:

AME 413a – Mechanical Engineering Design Laboratory I
2003-04 catalog description: Practical aspects of designing for manufacture and assembly.
Emphasis on machining techniques. [1 unit; usually offered Fall and
Spring]
Prerequisite(s): Concurrent registration, A ME 412a

Course objectives: Students learn to (1) use a shop safely; (2) measure mechanical
objects; (2) use a milling machine; (3) use a drill press; (4) use a
lathe; and (5) use various hand tools such as files, hack saws, and
punches.
Topics covered: Shop safety, measurement, milling, drilling, using a lathe, using hand
tools.
Class/laboratory schedule: 3 hours laboratory

Other: 0

program outcomes: 1 NA 2 M 3 H 4 NA 5 L 6 NA 7 NA
Person preparing
syllabus and date:

AME 412b – Mechanical Engineering Design
2003-04 catalog description: Construction, testing and evaluation of prototype design; design
iteration to arrive at a final working system. AME 412a and AME
412b must be taken in consecutive semesters. [3 units; usually
offered Fall and Spring]
Prerequisite(s): AME 412a, AME 413a; Concurrent registration, 413a

Website: http://www.ame.arizona.edu/ame412b/ame412b.html.
Course objectives: Students (1) proceed through product development, integration,

and manufacturing under realistic conditions; (2) experience the
influence of manufacturing on final designs, and (3) realize the
discrepancy between actual performance and predicted perform-
ance of a final design.
Topics covered: Constructing a final design, testing a final design, documenting

and presenting results from a two-semester design project.

Other: 0

program outcomes: 1M 2M 3H 4H 5H 6M 7L
Person preparing
syllabus and date:

AME 413b – Mechanical Engineering Design Laboratory II
2003-04 catalog description: Practical aspects of designing for manufacture and assembly.
Emphasis on machining techniques. [1 unit; usually offered Fall and
Spring]
Prerequisite(s): AME 412a, AME 413a; Concurrent registration, AME 412b

Course objectives: Students use the shop to complete their senior design projects.
Topics covered: Self-directed learning: students apply their knowledge from AME
413a to their senior design project.
Class/laboratory schedule: 3 hours laboratory

Other: 0

program outcomes: 1 L 2 M 3 H 4 L 5 L 6 M 7 NA
Person preparing
syllabus and date:

AME 416 – Material Selection
2003-04 catalog description: A study of failure in engineering materials, yielding, fatigue, creep,
buckling; an introduction to fracture mechanics and modern fatigue
models; weight and cost considerations. [3 units; usually offered
Spring]
Prerequisite(s): AME 324a, AME 324b
Textbook(s) and/or K. G. Budinski and M. K. Budinski, Engineering Materials:

other materials: Properties and Selection, 7th Ed., Prentice Hall, 2002.
Extensive notes and problem sets by J. F. Peck will be used also.
Course objectives: To enable engineers to (1) select commonly used materials, using an
available database; (2) efficiently discuss unusual materials require-
ments with materials engineers; (3) understand possible failure
modes; and (4) understand the origin of quality problems of materials
that result from processing errors.
Topics covered: Materials processing and properties; Materials fabrication; materials

selection; CES4 database for materials properties.

Other: 0

program outcomes: 1 L 2 H 3 H 4 NA 5 M 6 L 7 L
Person preparing
Dr. John Peck, November 4, 2003
syllabus and date:

AME 430 – Intermediate Thermodynamics
2003-04 catalog description: Power systems; nonreacting and reacting mixtures; heat transfer,
design exercises. [3 units; usually offered Fall]

other materials: Thermodynamics, 4th Ed., Wiley, New York, 2000.
Course objectives: Develop students’ ability to use the First and Second Laws in a
variety of applications in the topics covered. Prepare students for
thermo part of FE exam. Develop students’ understanding of com-
pressibile flow through normal shocks.
Topics covered: Power cycles, psychrometrics with air conditioning, combustion, gas
dynamics.

Other: 0

program outcomes: 1H 2L 3L 4L 5L 6L 7M
Person preparing
Dr. Henry C. Perkins, Jr., October 22, 2003
syllabus and date:

AME 431 – Numerical Methods in Fluid Mechanics and Heat Transfer
2003-04 catalog description: Development of numerical techniques for the solution of ordinary and
partial differential equations that arise in heat transfer and fluid
mechanics; classification of equations, methods of solutions,
examples. [3 units; usually offered Spring; may be convened with
AME 531]
Textbook(s) and/or J. H. Ferziger, Numerical Methods for Engineering Applications, 2nd

other materials: Ed., Wiley, 1998 (required).
Course objectives: The emphasis of this course is on the fundamental aspect of solving
partial differential equations (PDEs) using finite difference methods.
Particular emphasis is on understanding fundamental concepts such as
stability, accuracy, consistency, systematic errors (phase/amplitude
errors), artificial diffusion, etc. Several extensive computer projects
are assigned that require development of algorithms, writing and
testing of computer programs, as well as presenting and analyzing
numerical results.
Topics covered: Ordinary differential equations—initial value problems (numerical

discretization, nonuniform grids, Euler explicit method, stability,
backward of implicit Euler, error estimation and accuracy improve-
ment, predictor-corrector methods, Runge-Kutta methods, multistep
methods, choice of method and automatic error control, system of
equations—stiffness, inherent instability) and boundary value prob-
lems (shooting method, direct methods, higher-order direct methods,
compact methods, nonuniform grids); partial differential equations—
parabolic equations (classification of partial differential equations,
explicit method, Crank-Nicholson method, Dufort-Frankel method,
Keller box method, second-order backward method, high-order
methods, two and three spatial dimensions, other coordinate systems
and transformations, nonlinear problems) and elliptic equations
(discretization, iterative methods and their properties, Jacobi method,
Gauss-Seidel method, line relaxation, successive overrelaxation,
alternating direction implicit methods).

Other: 0

program outcomes: 1 H 2 L 3 L 4 M 5 NA 6 NA 7 L
Person preparing
Dr. Hermann F. Fasel, November 7, 2003
syllabus and date:

AME 432 – Heat Transfer
2003-04 catalog description: Study of conduction, convection and radiation heat transfer, with
applications to engineering problems. [3 units; usually offered Fall
and Spring]
Textbook(s) and/or F. P. Incropera and D. P. DeWitt, Introduction to Heat Transfer,

other materials: 4th Ed., Wiley, 2001 (required).
Course objectives: 1. To internalize the meaning of the terminology and physical

principles associated with the subject.
2. To delineate pertinent transport phenomena for any process or
system involving heat transfer.
3. To use requisite inputs for computing heat transfer rates and/or
material temperatures.
4. To develop representative models of real processes and systems
and to draw conclusions concerning process/system design or
performance from the attendant analysis.
Topics covered: Diffusion equation. Steady one dimensional case. Thermal resis-
tance. Conduction with internal energy generation/extended sur-
faces. Steady two-dimensional conduction. Numerical methods.
Transient conduction—lumped systems. Transient conduction—
one-dimensional systems. Transient conduction—numerical
methods. Convection heat transfer—general principles and gover-
ning equations. Forced convection—external flows: flat plate
boundary layers. Forced convection—external flows: bluff objects
and impinging jets. Forced convection—internal flows: pipes,
channels, heat exchangers. Radiation—general principles. Radia-
tion exchange between surfaces: view factor and black surfaces.
Diffuse gray surfaces.

Other: 0

program outcomes: 1 H 2 H 3 M 4 M 5 L 6 NA 7 L
Person preparing
Dr. Anatoli Tumin, October 14, 2003
syllabus and date:

AME 433 – Intermediate Fluid Mechanics
2003-04 catalog description: Basic equations governing fluid motion. Fundamental solutions to
Navier Stokes equations, principles of lubrication theory, elementary
potential flow theory, turbulence, boundary layers, separation and
drag, one-dimensional compressible flow, shock waves, measurement
techniques. [3 units; usually offered Spring]
Prerequisite(s): AME 250, AME 230, AME 331, MATH 223, MATH 254
Textbook(s) and/or R. W. Fox and A. T. McDonald, Introduction to Fluid Mechanics, 5th

other materials: Ed., Wiley, 1998 (required).
Course objectives: This course builds on the material covered in AME 331, Introduction
to Fluid Mechanics. The objective is to extend the students’ physical
understanding and analysis capabilities for fluid flows. The students
are introduced to potential flow theory, viscous flow including lubri-
cation theory and elementary turbulence theory, compressible flow
theory, and turbomachinery theory and applications.
Topics covered: Potential flow theory, elementary plane flows, flows obtained by
superposition of singularities; viscous flows, Navier-Stokes equation,
unidirectional flows, lubrication theory, basic concepts of turbulent
flow; compressible flows, effects of area change, friction and heat
addition, normal and oblique shocks; angular momentum theorem,
principles of turbomachinery, performance of axial and centrifugal
machines, turbines and propellers, similarity parameters, machine
selection.

Other: 0

program outcomes: 1H 2H 3L 4L 5M 6L 7M
Person preparing
Dr. Edward J. Kerschen, November 10, 2003
syllabus and date:

AME 440 – Energy Utilization and Management
2003-04 catalog description: Methods for evaluating the technical and economic aspects of energy
conversion and usage directed toward the effective utilization of
resources, including economics, HVAC systems, electric power,
lighting and industrial processes. [3 units; usually offered Fall; may
be convened with AME 540]
Textbook(s) and/or A. Thuman and D. P. Mehta, Handbook of Energy Engineering, 5th

other materials: Ed., Association of Energy Engineers, 2001 (required). Class notes
(required).
Course objectives: Apply energy engineering principles and management to electrical,

HVAC, utilities, processes, and building systems.
Topics covered: Management principles and concepts; electric energy; thermal

energy; energy use in buildings; industrial processes.

Other: 0

program outcomes: 1 H 2 H 3 H 4 NA 5 H 6 M 7 H
Person preparing
Dr. Rocco Fazzolari, November 12, 2003
syllabus and date:

AME 443 – Power Systems Analysis
2003-04 catalog description: Performance of gas and vapor power cycles, processes and compo-
nents; fundamentals of combustion; nuclear and unconventional
energy sources. [3 units; usually offered Fall and Spring]

other materials: Thermodynamics, 4th Ed., Wiley, New York, 2000 (required).
Course objectives: Use thermodynamic fundamentals to analyze a variety of power-

producing systems. Include some economic concepts in assignments
and develop awareness of environmental effects of power production.
Topics covered: Present-day power systems, alternative energy resources, nuclear

power, environmental considerations.

Other: 0

program outcomes: 1H 2M 3L 4L 5L 6L 7M
Person preparing
Dr. Henry C. Perkins, October 22, 2003
syllabus and date:

AME 445 – Renewable Energy Systems
2003-04 catalog description: Solar radiation intensity and location; basic concepts of solar thermal
processes; collectors; applications for water heating, active and
passive building heating and cooling, industrial processes. Wind
energy fundamentals. Aerodynamic theory of propellers and
windmills, optimal blade design and economics. [3 units; usually
offered Spring; may be convened with AME 545]
Prerequisite(s): AME 230, AME 331, ECE 207
Textbook(s) and/or G. N. Tiwari, Solar Energy—Fundamental Design, Modeling and

other materials: Applications, CRC Press, 2002 (recommended). Course notes
(required).
Course objectives: Review renewable energy resources and applications—practical

applications of solar radiation and wind engineering principles,
design, and economics.
Topics covered: Solar energy (energy flow on Earth, solar-Earth geometry, estimating
solar radiation, solar thermal collectors, photovoltaic cells and
arrays), wind energy (wind resources and utilization, basic principles,
one-dimensional flow through rotors, blade element theory), solar
engineering (design, performance, and economics; solar thermal
systems; photovoltaic power systems), wind engineering (design,
performance, and economics; wind power systems).
Class/laboratory schedule: Web-based course (www.webct.arizona.edu); 1 hour discussion

Other: 0

program outcomes: 1H 2H 3H 4M 5H 6H 7H
Person preparing
Dr. Rocco Fazzolari, November 6, 2003
syllabus and date:

AME 452 – Computer Aided Analysis and Design
of Mechanical Systems
2003-04 catalog description: Kinematic and dynamic analysis of mechanical systems in planar
motion, numerical methods and use of computer programs in
analysis. [3 units; usually offered Fall; may be convened with AME
552]
Textbook(s) and/or P. Nikravesh, Analysis and Design of Planar Multibody Systems

other materials: (photocopy).
Course objectives: To introduce senior undergraduate students to the principles of

kinematics and dynamics in planar motion. By the end of the course
students should be able to: formulate constraint equations describing
various types of kinematic joints; formulate equations describing
various types of force elements; formulate the equations of motion.
Furthermore, students should be able to implement algorithms for
automatic generation of the dynamic equations of motion, and to
employ existing computer programs for analysis and design of planar
multibody systems.
Topics covered: Preliminaries; fundamentals of kinematics; numerical methods in

kinematics; kinematics with body coordinates; kinematic analysis;
fundamentals of dynamics; dynamics with body coordinates;
numerical methods in dynamics; forward dynamic analysis; inverse
dynamics, static equilibrium and static analyses; use and development
of computer programs for analysis and design of mechanical systems;
model, analyze, or re-design of a complex multibody system.

Other: 0

program outcomes: 1H 2H 3M 4M 5M 6L 7L
Person preparing
Dr. Parviz Nikravesh, October 21, 2003
syllabus and date:

AME 454 – Optimal Control of Parametric Systems
2003-04 catalog description: Scalar minimization, vector minimization, continuous static games,
matrix games, numerical techniques and applications. [3 units;
usually offered Fall; may be convened with AME 554]
Prerequisite(s): MATH 254, AME 301
Textbook(s) and/or T. L. Vincent and W. J. Grantham, Nonlinear and Optimal Control

other materials: Systems, Wiley, 1997 (required). T. L. Vincent and W. J. Grantham,
Optimality on Parametric Systems, Wiley, 1981 (Chaps. 1-5 available
as class notes; required).
Course objectives: The motivating concept behind any design problem is the notion of
optimization. Simply stated, we want to design products that will be
the safest, cheapest, most reliable, least harmful to the environment,
etc. Any design project involves countless tradeoffs and constraints
and the need for more optimization tools than the traditional one (i.e.,
taking the derivative of some function and setting it equal to zero)
from elementary calculus. This course will introduce students to a
new design tool based not only on classical optimization theory but
on methods that have their roots in game theory as well. Optimal
designs for both static and dynamic systems will be examined.
Topics covered: Static minimization subject to constraints; numerical minimization

using the trajectory following method; controllability of nonlinear
systems; optimal control systems and design; static and differential
games.

Other: 0

program outcomes: 1H 2H 3M 4M 5M 6M 7M
Person preparing
Dr. Thomas L. Vincent, October 24, 2003
syllabus and date:

AME 460 – Mechanical Vibrations
2003-04 catalog description: Free and forced vibrations of simple mechanical systems; effects of
damping; introduction to multidegree of freedom systems. [3 units;
usually offered Fall]
Prerequisite(s): AME 250, MATH 254
Textbook(s) and/or S. S. Rao, Mechanical Vibrations, 4th Ed., Prentice-Hall, 2003

other materials: (required). Class Notes (required).
Course objectives: The objective of this course is to teach seniors basic methods and
concepts in vibration analysis and to give a brief overview of tech-
niques used in vibration isolation and absorption. Students are taught
analytical and numerical methods in the study of oscillatory systems
and the reduction of continuous structures into lumped parameter
systems. By the end of the course students are expected to have
developed a basic understanding of degrees of freedom (DOF),
resonance, natural frequencies, and the effect of various types of
damping .and have a working knowledge of harmonically excited and
general forced vibration in multi-DOF and continuous systems.
Topics covered: 1. Free and force oscillations of one-DOF systems

2. Harmonic and general forced vibrations of one-DOF systems
3. Free and forced vibrations of two-DOF systems
4. Multi-DOF systems
5. Natural frequencies and mode shapes
6. Vibration control methods
7. Vibrations measurement methods
8. Continuous systems

Other: 0

program outcomes: 1 H 2 M 3 M 4 L 5 L 6 NA 7 NA
Person preparing
Dr. Ara Arabyan, October 22, 2003
syllabus and date:

AME 462 – Composite Materials
2003-04 catalog description: Classification and characteristics of composite materials; mechanical

behavior of composite materials, micro- and macro-mechanical
behavior of laminae; mechanical behavior of laminates; mechanical
behavior of short fiber composites. [3 units; usually offered Spring;
may be convened with AME 562]
Prerequisite(s): AME 302, AME 301, AME 324a, AME 324b
Textbook(s) and/or The Composites Institute’s Introduction to Composites, Composites

other materials: Institute, New York. Class Notes.
Course objectives: Develop an understanding of fabrication processes, material prop-

erties, and design issues of structural composites.
Topics covered: Types of composites

General characteristics
Fiber reinforcement materials
Matrix materials
Interface properties
Lamination processes
Lamina failure theory
Classical laminate theory
Bending, buckling, and vibration of laminated plates
Types of damage
Lamina overload
Edge effects
Review of standard test methods
Class/laboratory schedule: 1 hour laboratory and 2 hours lecture

Other: 0

program outcomes: 1 H 2 M 3 H 4 M 5 M 6 NA 7 M
Person preparing
Dr. Erdogan Madenci, October 21, 2003
syllabus and date:

AME 466 – Biomedical Engineering
2003-04 catalog description: One subject covered yearly from: biomechanical-solid mechanics
(orthopedic, vascular, muscle, skin); feedback control (physiological
systems); heat transfer, thermodynamics (temperature regulation
exercise, hyperthermia, instrumentation). [3 units; usually offered
Spring; may be convened with AME 566]
Textbook(s) and/or Depends on instructor (e.g., Y. C. Fung, Biomechanics: Mechanical

other materials: Properties of Living Tissues, Springer-Verlag, 1993).
Course objectives: 1. Provide an introduction to current problems in biomechanical engi-

neering: analytical, numerical and experimental models and clini-
cal applications.
2. Understand mechanics of “hard” (orthopedic) and “soft” (cardio-
vascular, skin, cartilage) tissue structures.
3. Understand mechanics of biological fluids (e.g., blood).
4. Understand bioheat transfer (e.g., cryogenic surgery, tissue preser-
vation).
5. Introduce finite element models in biomechanics.
Topics covered: Solid mechanics: material and structural properties of living “hard”
tissues (orthopedics) and “soft” tissues (blood vessels, eyeball,
cartilage, intervertebral disk, tendons, ligaments); Fluid mechanics:
macro and micro circulatory pulsatile flow, flow in curved vessels
and stenoses, blood rheology, wave propagation; Heat transfer:
cryogenics, tissue preservation; Finite element analysis in biomechan-
ical engineering problems; Poroelastic and multiphase transport in
soft tissue structures.

Other: 0

program outcomes: 1 H 2 H 3 L 4 NA 5 H 6 H 7 M
Person preparing
Dr. Bruce R. Simon, October 30, 2003
syllabus and date:

AME 472 – Reliability Engineering
2003-04 catalog description: Time-to-failure, failure-rate, and reliability determination for early,
useful and wear-out lives; equipment reliability prediction; spare parts
provisioning; reliability growth; reliability allocation. [3 units; usually
offered Fall; may be convened with AME 572]
Prerequisite(s): Concurrent registration, AME 474 or SIE 408
Textbook(s) and/or D. B. Kececioglu, Reliability Engineering Handbook, Vols. 1 and 2,

other materials: DEStech Publications, 2002.
Course objectives: Learn all about reliability engineering to assure that all manufactured
products function without failure and with minimum, if any, recalls.
Topics covered: Reliability engineering applications and benefits; reliability defines;

times-to-failure distribution, reliability, conditional reliability, failure
rate, mean life; exponential, Weibull, lognormal distributions; early,
chance, wearout reliability; reliability with multiple failure modes;
reliability bathtub curve models; reliability of series, parallel, and
standby systems; applications of binomial and Poisson distributions to
prediction of reliability of complex systems; reliability of systems
with multimode function and logic, multiple stress levels of function,
load sharing, static and cyclic switches; system reliability prediction
and target reliability; reliability of components with a policy of
replacing those that fail by a prescribed operating time; reliability and
failure rate allocation; reliability growth; failure modes, effects,
criticality analysis.

Other: 0

program outcomes: 1H 2M 3H 4M 5H 6M 7H
Person preparing
Dr. Dimitri B. Kececioglu, October 22, 2003
syllabus and date:

AME 473 – Probabilistic Mechanical Design
2003-04 catalog description: Application of probability theory and statistics to mechanical and
structural design; modern mechanical reliability methods; design
philosophy. [3 units; usually offered Fall; may be convened with
AME 573]
Textbook(s) and/or Published lecture notes entitled “Reliability Methods in Mechanical

other materials: and Structural Design” by P.H. Wirsching.
Course objectives: The student should be able to: (1) formulate and solve basic problems
in probability and statistics, (2) formulate and solve elementary
mechanics and design problems involving application of basic con-
cepts of probability and statistics, (3) have an understanding of the
recent theoretical and practical developments in the application of
probability theory and statistics to engineering design.
Topics covered: (1) Elementary concepts of probability theory and application to

mechanical systems; (2) Elementary concepts of statistics and
application to mechanical and structural systems; (3) Probabilistic
design (structural reliability) theory and application; (4) A structural
reliability design project in which students work in teams.

Other 0

program outcomes: 1H 2H 3H 4M 5M 6M 7L
Person preparing
Dr. Paul H. Wirsching, October 15, 2003
syllabus and date:

AME 474 – Reliability and Quality Analysis
2003-04 catalog description: Probability and statistics with applications to reliability engineering,
discrete and continuous statistical models for engineering variables,
fundamentals of statistics. [3 units; usually offered Fall; may be con-
vened with AME 574]
Prerequisite(s): MATH 223
Textbook(s) and/or D. B. Kececioglu, Reliability Engineering Handbook, Vols. 1 and 2,

other materials: DEStech Publications, 2002.
Course objectives: To learn how to statistically analyze and quantify the reliability of
products.
Topics covered: Distribution of times to failure: data acquisition, reduction to

frequency histograms, polygons, frequency distributions, probability
density functions; cumulative frequency and distribution, failure
probability and reliability quantification; quantification of mean,
median, mode, standard deviation, distribution moments; coefficient
of variation, skewness, kurtosis; distribution parameters; average and
instantaneous failure rate quantification, construction of reliability
bathtub curves and uses; reliability function, its relationship to failure
rate and conditional reliability function; mean life function and
quantification of mean-time-between-failures; Weibull, lognormal,
extreme value, Rayleigh, uniform, gamma, beta distributions;
identification of data outliers; distribution parameters estimation:
least squares, matching moments, modified moments, maximum
likelihood; goodness-of-fit tests: chi-squares, Kolmogorov-Smirnov,
refined K-S, modified K-S, Anderson-Darling, Cramer-Von Mises,
modified CvM.

Other: 0

program outcomes: 1H 2H 3M 4H 5H 6M 7M
Person preparing
Dr. Dimitri B. Kececioglu, October 22, 2003
syllabus and date:

AME 489 – Engineering Properties and Micro/Nano
Technologies for Biological Systems
(Identical to ABE 489; ABE is home department)
2003-04 catalog description: This course tackles the structures and physical properties – including
mechanical, thermodynamic, electrical, etc. – of biological materials
– including human, animal, plant and food materials – that are
necessary in the engineering analysis, evaluation, synthesis and
design of biological systems. It then combines this knowledge with
the techniques for the design, assembly and manufacturing of conven-
tional microelectromechanical systems (MEMs) and nanodevices and
applies them to biological systems. 3 credits.
Prerequisite(s): CE 215 Mechanics of Solids and CE 218 Mechanics of Fluids, or

equivalent or closely related courses.
Textbook(s) and/or J. W. Gardner, 1994, Microsensors: Principles and Applications,

other materials: John Wiley & Sons.
Course objectives: (1) To learn the structures and physical properties of biological
materials; (2) To learn the theoretical and experimental methods for
determining the biological properties of biological materials; (3) To
learn the techniques for the design, assembly and manufacturing of
MEMs and nanodevices; and, (3) To apply the above knowledge in
designing biological MEMs and nanodevices.
Topics covered: Review of conventional materials; Review of biological structures

and function units; Deformation of biological solids, Viscoelasticity
and rheology; Biosensors; Chemiresistors; Chemicapacitors; Chemo-
mechanical sensors; Micro-calorimeters; Amperometric sensors: Glu-
cose, L-amino acid, Urea sensors; Sensors based on optical detection;
Biomolecular gain mechanism; Artificial nose.
Class/laboratory schedule: 2 hours lecture, 3 hours laboratory per week
Contribution to
1.5 engineering science, 1.5 design experience
professional component:
Relationship to Apply fundamental engineering science to technical problem solving.

program outcomes: Use techniques, skills and modern engineering tools necessary for
engineering practice.
Apply knowledge of biological science, chemistry or natural resource
science.
Analyze and design biological processes and systems.
Communicate effectively.
Recognize the need for ability to engage in lifelong learning.
Person preparing
Dr. Joel L. Cuello, Associate Professor, 05 November 2003
syllabus and date:

BME 410 – Biology for Biomedical Engineering
2003-04 catalog description: Basic biological principles governing cellular processes and links to
applications in medicine, engineering, and applied sciences. 3 credits.
[may be convened with BEM 510]
Prerequisite(s): Junior or senior standing
Textbook(s) and/or Molecular Cell Biology, 4th ed., edited by Lodish, Baltimore, Berk,
other materials: Zipursky, Matsudaira, and Darnell (W. H. Freeman and Co)
Course objectives: The goal of this course is to introduce engineering students to funda-
mental concepts in molecular and cellular biology. The course
emphasizes technical approaches, experimental design, and data inter-
pretation.
Topics covered: Biochemistry, gene expression, biomembranes, cell structure, cell

transport, cell signaling, cell proliferation and cell death, extracellular
matrix and cell adhesion, cell differentiation, stem cells, inflamma-
tion, tissue engineering.
Class/laboratory schedule: 3 one-hour lecture/discussion periods per week

Other: 0

professional component: 1 H 2 NA 3 NA 4 H 5 NA 6 NA 7 L
Person preparing
James B. Hoying, Associate Professor, October 7, 2003
syllabus and date:

BME 411 – Physiology for Biomedical Engineering
2003-04 catalog description: Fundamental concepts and principles in physiology relevant to the
field of bioengineering and including a survey of materials necessary
for an understanding of physiological principles. Identical to ECE 411
and ABE 411. 3 credits. [may be convened with BEM 511]
Prerequisite(s): Junior or senior standing

Textbook(s) and/or Required: Sherwood, Lauralee. Human Physiology, 4th Edition,
other materials: Brooks/Cole Publishing. 2001. For more detailed information, refer to
Physiology (Fourth Edition), Mosby, St. Louis, Missouri, 1998
Course objectives: The goal of this course is to introduce engineering students to funda-
mental concepts in systems and cellular physiology. The course
emphasizes mechanisms of integration between biological systems
(cells, tissues, organs) and highlights technical approaches, experi-
mental design, and data interpretation.
Topics covered: Cell and Systems Physiology: cardiovascular, renal, musculo-skeletal,

nervous, pulmonary, GI, endocrine
Class/laboratory schedule: 3 one-hour lecture/discussion periods per week

Other: 0

professional component: 1 H 2 NA 3 NA 4 H 5 NA 6 NA 7 L
Person preparing
James B. Hoying, Associate Professor, October 7, 2003
syllabus and date:

BME 416 – Principles of Biomedical Engineering
2003-04 catalog description: Introduction to engineering principles that govern the behavior of
biomedical systems. Emphasis is on principles from solid and fluid
mechanics, rigid body dynamics, mass and heat transfer, and
biomedical imaging. These principles will be used to solve design
problems in biomechanics, bioengineering and biomedical imaging.
[3 units; may be convened with BEM 516]
Prerequisite(s): 2 semesters of calculus and differential equations
Textbook(s) and/or On library reserve:

other materials: Introduction to Bioengineering, Berger, Goldsmith and Lewis,
Oxford, New York, 1996
Introduction to Biomedical Engineering, Enderle, Blanchard
and Bronzino, Academic Press, 2000
The Essential Physics of Medical Imaging, 2nd edition,
Bushberg, Seibert, Leidholdt and Boone, Williams and
Wilkins, 2002
Course objectives: To provide students with an understanding of a variety of topics in

biomedical engineering and give them the mathematical and
engineering tools needed to solve practical problems in biomedical
engineering that someone working in the BME field might encounter.
Topics covered: Introduction to course/biomedical imaging; Functions and convolu-

tions; Fourier transforms and convolutions; production, control, and
interactions of x-rays; CT imaging; Image reconstruction; Nuclear
magnetic resonance; CT laboratory demonstrations; Magnetic reso-
nance imaging; MRI laboratory demonstration, Biomaterials; Fluids
and solids; Stress, tensors; Measures of strain; Hookean elastic solid;
Viscoelastic materials; Stresses in a fluid; Flow in tubes; Equations of
fluid; Entrance effects—flow properties of blood; Blood flow in the
circulatory system; Heat transfer.
Class/laboratory schedule: 2 1¼-hour lecture/discussion periods per week; 2 3-hour biomedical

imaging laboratories

Other: 0
Contribution to Contribution to Learning Outcomes:1

professional component: 1 H 2 M 3 NA 4 NA 5 H 6 NA 7 L
Person preparing
Theodore Trouard, Ph.D. 5/24/04
syllabus and date:

BME 417 – Measurement and Data Analysis in Biomedical Engineering
2003-04 catalog description: Topics in biomedical instrumentation, sensors, physiological

measurements, analog and digital signal processing, data acquisition,
data reduction, statistical treatment of data, and safety issues. Course
includes both lecture and structured laboratory components. 3 credits.
[Identical to ECE 417; may be convened with BME 517]
Prerequisite(s): Proficiency with calculus.
Textbook(s) and/or Bioinstrumentation, J.G. Webster, ed., ISBN 0-471-26327-3

other materials: LabVIEW Instruction book, available in ECE 307
Supplemental reading (517 required, 417 optional)
Course objectives: Provide students with the knowledge and practical techniques to
sense, acquire, process, and display biomedical signals using a
computer-based system.
Topics covered: Introduction to Microscopy and Cells; Thermistors; Labview; Bio-

potentials; Signal Amplification; Biostatistics; Tissue Optics; Bio-
molecules; Pressure; EEG; Electrodes; Blood Flow Measurements;
Ultrasound; Respiratory Parameters; Cardio Pulmonary Bypass;
Hemodialysis
Class/laboratory schedule: 1 two-hour lecture and 1 three-hour laboratory periods per week

Other: 0

professional component: 1 H 2 H 3 H 4 H 5 H 6 NA 7 L
Person preparing
syllabus and date:
Dr. Jennifer Barton, May 20, 2004

ECE 442 – Digital Control Systems
2003-04 catalog description: (3) II Modeling, analysis, and design of digital control systems; A/D
and D/A conversions, Z-transforms, time and frequency domain
representations, stability, microprocessor-based designs. [May
convene with ECE 552.]
Prerequisite(s): ECE 441 (or dynamic system modeling, transfer functions from
differential equations, root locus construction techniques, and analog
controller design)
Textbook(s) and/or G. F. Franklin, J. D. Powell, and M. L. Workman, Digital Control of

other materials: Dynamic Systems, 3rd Ed., Addison-Wesley, 1998 (required).
R. C. Dorf and R. H. Bishop, Modern Control Systems, 9th Ed.,
Prentice-Hall, 2000; and K. Ogata, Discrete-Time Control Systems,
Second Edition, Prentice Hall, 1995 (references).
Course objectives: By the end of this course, the student will be able to (1) convert a
continuous-time system into a discrete-time system (frequency
domain and time domain techniques); (2) calculate the z-transform of
elementary signals and difference equations; (3) generate the inverse
z-transform of transformed signals; (4) describe in terms of percent
overshoot, settling time, or peak time how the poles of a second-order
digital system influence the transient response; (5) determine the sta-
bility of a discrete-time closed-loop system; (6) sketch the root locus
associated with a transfer function; (7) translate design specifications
into allowable dominant pole locations in the z-plane; (8) design
discrete-time controllers using root locus techniques; (9) approximate
the time delay introduced by a zero-order hold and how to accom-
modate this delay during a digital controller design; (10) calculate the
discrete equivalents of analog transfer functions; (11) apply full-state
feedback to achieve acceptable closed-loop behavior; (12) design an
estimator and use it to control a discrete-time system; (13) design a
digital PID controller based on an existing analog PID controller.
Topics covered: Introduction; Digitization of simple controllers; Impact of zero-order

hold; PID controller design; Difference equations and discrete trans-
fer functions; Block diagrams and state-space representations; Stabil-
ity; Discrete models of systems; z-Transforms; Signal analysis and
dynamic response; Discrete equivalents of analog transfer functions;
Controller design using transform techniques (emulation, root locus);
Controller design using state-space techniques.
Class/laboratory schedule: Three lecture sessions per week

Other: 0

program outcomes: 1 H 2 M 3 M 4 M 5 NA 6 NA 7 NA
Person preparing
Hal S. Tharp, December 23, 2003
syllabus and date:

ENGR 498a – Cross-Disciplinary Design
2003-04 catalog description: Students will work in cross-disciplinary teams to solve industry-
sponsored real-world design problems using the design process.
Teaming, design process, design concept, design proposal. ENGR
498a and ENGR 498b must be taken in consecutive semesters.
Grading: Regular or alternative grades can be awarded for this
course: A B C D E or S P C D E. [3 units. Available to qualified
students for Pass/Fail Option; usually offered Fall]
Prerequisite(s): Senior status required
Textbook(s) and/or
M. Aronson, ENGR 498 Toolkit, 2002 (course notes).
other materials:
Course objectives: Students learn to:

• apply a systematic design methodology to a realistic, open-
ended, multidisciplinary design problem from start to finish;
• apply approaches for developing innovative solutions;
• apply math, science, and engineering fundamentals in a
design process;
• work effectively on teams with engineers from multiple
disciplines;
• use project management tools effectively; and
• communicate to a broad audience via both written and oral
reports.
Topics covered: Engineering design process, identifying customer needs, project man-
agement, teamwork, creativity, working on interdisciplinary teams,
decision analysis, integrating analysis into a design process, trade
studies, cost analysis, intellectual property, writing technical reports,
and giving technical oral presentations.
Class/laboratory schedule: 3 hours lecture, 3 hours laboratory.

Other: 0

professional component: 1M 2M 3H 4M 5H 6H 7M
Person preparing
Dr. R. Reid Bailey, November 23, 2003
syllabus and date:

ENGR 498b – Cross-Disciplinary Design
2003-04 catalog description: Students will work in cross-disciplinary teams to solve industry-
sponsored real-world design problems using the design process.
Construction, testing and evaluation of prototype design; design
iteration to arrive at a final working system. Major design project.
ENGR 498a and ENGR 498b must be taken in consecutive semesters.
Usually offered in spring. Grading: Regular or alternative grades can
be awarded for this course: A B C D E or S P C D E. [3 units.
Available to qualified students for Pass/Fail Option; usually offered
Spring]
Prerequisite(s): Senior status required
Textbook(s) and/or
M. Aronson, ENGR 498 Toolkit, 2002 (course notes).
other materials:
Course objectives: Students learn to:

• apply a systematic design methodology to a realistic, open-
ended, multidisciplinary design problem from start to finish,
with particular focus on learning to:
o implement a paper design under realistic conditions,
o understand the influence of implementation on a
design, and
o prototype and test designs;
• work effectively on teams with engineers from multiple
disciplines;
• use project management tools effectively; and
• communicate to a broad audience via both written and oral
reports.
Topics covered: Engineering design, project management, prototyping, testing, engi-

neering ethics, oral and written communication.
Class/laboratory schedule: 3 hours lecture, 3 hours lab

Other: 0

professional component: 1M 2M 3H 4H 5H 6H 7M
Person preparing
Dr. R. Reid Bailey, November 23, 2003
syllabus and date:

MSE 110 – Introduction to Solid State Chemistry
Designation: Can substitute for CHEM 103b
2003-04 catalog description: Fundamental principles of the chemistry of condensed states of matter
including metals, polymers, molecular solids and ceramics. 4 units
engineering science.
Prerequisite(s): CHEM 103a. First semester of chemistry
Textbook(s) and/or Introduction to Solid State Chemistry: Textbook written by MSE

other materials: dept. faculties offered on a CD.
Course objectives: To introduce and have the student retain an understanding of the
chemistry of condensed matter and the relationship between micro-
structure, composition and properties of materials.
Specific Instructional (1) Develop an understanding of the nature of quantized particle and
Goals: the structure of atoms. (2) Develop an understanding of the nature of
different bonding types in solids. (3) Develop an understanding of
specific properties of solids and their relationship to the nature of
bonding and structure of solid materials. (4) Develop an under-
standing of periodic crystalline structures and their experimental
determination. (5) Develop an understanding of basic thermodynamic
concepts applied to condensed matter.
Topics covered: Quantized atom; Bonding types in solids; Band structure and
conductivity; Periodic structure and their determination; Phase
diagrams; Electrochemistry; Glass; Optical materials; Semiconductor
devices; Polymers
Class/laboratory schedule: 5. Three lecture sessions per week.

6. One recitation hour per week.
7. One lab hour per week
8. Approximately 12 to 15 homework problems per week
9. One lab report per week
10. 3 take home quizzes per week.
11. Three 1 hour class exams and a final examination.
Contribution to Math and basic science: (70%)

professional component: Engineering topics: (30%)
Design experience: (0%)

professional component: 1 H 2 NA 3 NA 4 NA 5 NA 6 NA 7 NA
Person preparing
Pierre Lucas 10-06-03
syllabus and date:

PTYS 403 – Physics of the Solar System
2003-04 catalog description: Survey of planetary physics, planetary motions, planetary interiors,
geophysics, planetary atmospheres, asteroids, comets, origin of the
solar system. [3 units; usually offered Spring; identical to ASTR 403,
GEOS 403; may be convened with PTYS 503]
Prerequisite(s): PHYS 142 or PHYS 251
Textbook(s) and/or I. de Pater and J. J. Lissauer, Planetary Sciences, Cambridge Univ.

other materials: Press, 2001. References will be on reserve in the University Library.
Course objectives: To give students a basic understanding of the fundamental physical

processes underlying the origin, evolution, and present dynamics of
the Sun, planets, and interplanetary medium, including comets,
asteroids, dust, and plasmas.
Topics covered: Introduction

Astrophysical background
General description of the solar system
The solar nebula
The Sun, solar wind, and comets
The major planets
Pluto and icy satellites
Small bodies; meteors, meteorites, and asteroids
Airless rocky bodies
Terrestrial planets
Other solar systems. Expectations. Searches

Other: 0

program outcomes: 1 H 2 L 3 NA 4 L 5 NA 6 NA 7 NA
Person preparing
Dr. J. R. Jokipii, December 24, 2003
syllabus and date:

C. FACULTY CURRICULUM VITAE

Ara Arabyan
Associate Professor
Education
Ph.D. Mechanical Engineering, University of Southern California, 1986
M.S. Mechanical Engineering, University of Southern California, 1982
B.S. Mechanical Engineering, Texas A & M University, 1980
Years of Service at the University of Arizona: 18

Aerospace and Mechanical Engineering: Assistant Professor (1986); Associate Professor (1992)
Biomedical Engineering Interdisciplinary Program (1997-date); Applied Mathematics Program (1986-date)
Other Employment
5/02-8/02 American University of Armenia, Visiting Professor
1/00-8/00 Netherlands Organization for Applied Scientific Research: Visiting Scientist (sabbatical)
9/99-12/99 University of Southern California: Visiting Professor (sabbatical)
3/93-95 American University of Armenia, Yerevan: Visiting Associate Professor 3/93-8/93; Associate
Director, Engineering Research Center, 1993-95
6/86-8/86 Garrett Corporation, Torrance, California: Mechanical Design Engineer
1981-86 Mechanical Engineering, University of Southern California: Research and Teaching Assistant
1984-86 Physical Education, University of California: Consultant
1981-84 Adelberg Laboratories, Encino, California: Engineering Consultant
Consulting, Patents, Etc.

CONSULTING—Allstate Insurance, U. S. Government
States in Which Registered: None
Principal Publications (1998-date)

Arabyan, A. and Wu, F., An Improved Formulation for Constrained Mechanical Systems, Multibody Syst. Dyn.
2:49-69, 1998
Arabyan, A. and Tsai, D., A Distributed Control Model for the Self-Righting Reflex of a Cat, Biol. Cybern.
79:393-402, 1998
Arabyan, A. and Jiang, Y., A Consistent Dynamic Finite Element Formulation for a Pipe Using Euler
Parameters, J. Shock Vib. 5:111-117, 1998
Bogosyan, O. S., Gokasan, M., Arabyan, A., and Sabanovic, A., Sliding Mode Control of a Single Link Flexible
Arm, Proc. World Congress on Automation (ISIAC-133), Anchorage, Alaska, May 1998
Gokasan, M., Bogosyan, O. S., Arabyan, A., and Sabanovic, A., A Sliding Mode Based Controller for a
Flexible Arm with a Load, Proc. IEEE Conference on Industrial Electronics and Control (IECON’98),
Aachen, Germany, Oct. 1998
Arabyan, A. and Chemishkian, S., H-Infinity Optimal Mapping of Actuators and Sensors in Flexible Structures,
Proc. 37th IEEE Conference on Decision and Control (CDC 98), Tampa, Florida, Dec. 1998
Gokasan, M., Bogosyan, O. S., Arabyan, A., and Sabanovic, A., A Sliding Mode Observer and Controller for a
Single Link Flexible Arm, Proc. 37th IEEE Conference on Decision and Control (CDC 98), Tampa, Florida,
Dec. 1998
Arabyan, A. and Chemishkian, S., Limits of Vibration Suppression in Flexible Structures, Dyn. Control 9:223-
246, 1999
Koshland, G. F., Marasli, B., and Arabyan, A., Directional Effects of Changes in Muscle Torque on Initial Path
During Simulated Reaching Movements, Exp. Brain Res. 128:353-368, 1999
Professional Societies: ASME
Honors and Awards

Member, Tau Beta Pi, National Engineering Honor Society (1980); ARCO Corporation Outstanding Graduate
Student Award (1981); NSF Presidential Young Investigator Award (1990); Boeing A. D. Welliver Faculty
Fellowship (1997); Biographee in Marquis Who’s Who in Science and Engineering (1991-date); Biographee in
Dictionary of International Biography (1995-date)
Internal and External Service (1998-date)
INTERNAL—AME:: Computer Committee (1990-date); AME Bylaws Committee (Spring’02-date), Under-
graduate Studies Committee (Fall’01); Undergraduate Advisor; COE: Undergraduate Studies Committee
(Fall’01-date), Advisory Committee (Fall’01-date); UA: Academic Freedom and Tenure Committee(Fall’02-
date), Undergraduate Council (Fall’02-date), Committee on Committees (Fall’01-date), Faculty Senate
(Fall’01-date); Graduate College Representative for PhD Preliminary Exams; FE/EIT Exam Review Sessions
EXTERNAL—Advising Editor, Multibody Systems Dynamics; Reviewer of scholarly manuscripts/proposals
Professional Development Activities (1998-date): None

R. Reid Bailey
Adjunct Assistant Professor
Education
Ph.D. Mechanical Engineering, Georgia Institute of Technology, 2000
M.S. Mechanical Engineering, Georgia Institute of Technology, 1997
B.S. Mechanical Engineering, Duke University, 1995
Years of Service at the University of Arizona: 3¼

Aerospace and Mechanical Engineering: Adjunct Assistant Professor (2001)
Other Employment
1/01-8/01 Mechanical and Aerospace Engineering, University of Dayton: Assistant Professor
6/97-6/00 Mechanical Engineering, Georgia Institute of Technology: Department of Engineering Fellow
1/96-6/97 Mechanical Engineering, Georgia Institute of Technology: System Realization Laboratory
Coordinator
9/95-8/00 Mechanical Engineering, Georgia Institute of Technology: Graduate Research Assistant
5/94-8/94 U.S. Pipe and Foundry, Bessemer, Alabama: Engineering Research Intern
Consulting, Patents, Etc.: None

Bailey, R., Bras, B., and Allen, J. K., A Decision-Based Approach to Improving Behavior Over Time of
Complex Systems, Advances in Design Automation, Atlanta, Ga., ASME, DETC/DAC-5596, 1998
Bailey, R., Bras, B., and Allen, J. K., Numerical Simulation Approaches for Modeling Industrial Systems of
Matter, Energy, and Information, International Society for the Systems Sciences (J. K. Allen and J. Wilby,
Eds.), Atlanta, Ga., Paper Number 3104, 1998
Bailty, R., Bras, B., and Allen, J. K., A Role for Resonse Surface Based Optimization in System Dynamics,
International Conference of the System Dynamics Society, Quebec, Canada, 1998
Bailey, R., Bras, B., and Allen, J. K., Using Robust Concept Exploration and System Dynamics Models in the
Design of Complex Systems, Eng. Optim.32:33-58, 1999
Bailey, R., Bras, B., and Allen, J. K., Using Response Surfaces to Improve the Search for Satisfactory Behavior
in System Dynamics Models, Syst. Dyn. Rev. 16:75-90, 2000
Pederson, K. J., Emblemsvåg, J., Bailey, R., Allen, J. K., and Mistree, F., Validating Design Methods and
Research: The Validation Square, Design Theory and Methodology, Baltimore, Md., ASME DETC/DTM-
14579, 2000
Bailey, R. and Doepker, P., Emphasizing Design Analysis Techniques in the Design Curriculum, International
Issues in Engineering Design, Pittsburgh, Pa., ASME DETC-IED-21211, 2001
Bailey, R., Bras, B., and Allen, J. K., Measuring Material Cycling in Industrial Systems, IEEE Symposium on
Electronics and the Environment, Denver, Co., 2001
Bailey, R., Effectively Using Quantitative Indices of Conative Ability to Guide Teams, American Society for
Engineering Education Annual Conference, Montreal, Canada, Session 2525, 2002
Bailey, R., Bras, B., and Allen, J. K., Scenario Evaluation Using Integrated Product and Process Input-Output
Material Flow Analysis, International Society for Industrial Ecology Conference, Ann Arbor, Michigan,
2003
Bailey, R., Allen, J. K., and Bras, B., Input-Output Modeling of Material Flows in Industrial Systems, Part I:
Tracing Flows, J. Ind.Ecol. (in press)
Bailey, R., Bras, B., and Allen, J. K., Input-Output Modeling of Material Flows in Industrial Systems, Part I:
Flow Metric, J. Ind.Ecol. (in press)
Professional Societies: ASME, ASEE, International Society for Industrial Ecology

Honors and Awards
Most Supportive Faculty, Aerospace and Mechanical Engineering (Fall’02); Department of Energy Integrated
Manufacturing Fellow (1997-2000); Presidential Fellowship (1997-2000); Phi Beta Kappa; Tau Beta Pi, Vice-
President of Projects (1995); Pi Tau Sigma; Golden Key National Honor Society

INTERNAL—AME: Undergraduate Laboratory Committee (Fall’02), Team 102 (working group to continually
develop ENGR 102 (Fall’02), Tours and information sessions for high-school students, Organized the
interdisciplinary Engineering Design Day, where undergraduates from across the college present their senior
design projects to industry judges (Spring’02, Spring’03, Spring’04)
EXTERNAL—Reviewer of scholarly manuscripts
Professional Development Activities (1989-date)

Participated in University of Arizona Assessment Symposium, March 2002 (focused on assessment of learning)

Thomas F. Balsa
Professor
Education
Ph.D. Aerospace and Mechanical Sciences, Princeton University, 1970
M.A. Aerospace and Mechanical Sciences, Princeton University, 1968
B.A.Sc. Engineering Science, Aerospace Option, University of Toronto, 1966

Aerospace and Mechanical Engineering: Associate Professor (1982-89), Professor (1989-date), Department
Head (1998-01)
Applied Mathematics Program (1986-date)
Other Employment
1973-82 General Electric Company, Corporate Research and Development Center, Schenectady, New York:
Mechanical Engineer
1970-73 Dynalysis of Princeton, Princeton, New Jersey: Research Engineer

Balsa, T. F., Secondary Flow in a Hele-Shaw Cell, J. Fluid Mech. 372:25-44, 1998
Professional Societies: None
Honors and Awards

Addison B. Rothrock Visiting Scientist at NASA (1988-89); Dushman Award, General Electric Company
(1981); General Electric Company Award to Inventors (1979); General Electric Company Centennial Award
(1978); General Electric Management Award (1977); Charlotte Elizabeth Procter Fellow (1969-70); Osgood
Fellow (1968-69); John Morris Legendre Fellow (1967-68); Princeton Engineering Predoctoral Fellow (1966-
67); J.A.D. McCurdy Prize (1965)

INTERNAL—AME: Graduate Studies Committee (1998-date, Chair 1998-01); Academic Program Review
Committee (Chair 2000), ABET Committee (2003-date), Undergraduate Advisor; UA: Graduate Studies
Committee (2000-02)
EXTERNAL—Reviewer of scholarly manuscripts/proposals; Fellowship and Finance Committees of the
Josephine de Karman Fellowship Trust (1998-date)

Francis H. Champagne
Professor
Education
Ph.D. Chemical Engineering, University of Washington, 1966
M.S. Chemical Engineering, University of Washington, 1962
B.S. Chemical Engineering, University of Southern California, 1959

Aerospace and Mechanical Engineering: Professor (1979-date), Acting Head (Summer 2002), Associate
Department for Undergraduate Affairs (2003-date)
Other Employment
1972-79 Applied Mechanics and Engineering Sciences, University of California, San Diego: Associate
Research Engineer and Lecturer
1969-72 Boeing Scientific Research Laboratories, Seattle, Washington: Staff Scientist,
1966-69 Mechanics, Johns Hopkins University, Baltimore, Maryland: Post-Doctoral Fellow
1963-66 Boeing Scientific Research Laboratories, Seattle, Washington: Research Engineer
1962 Boeing Scientific Research Laboratories, Seattle, Washington (summer): Research Engineer
1959-60 Hanford Atomic Works, General Electric Company, Richland, Washington: Chemical Engineer

CONSULTING—Global Star, MHTN Architects, MMA Antennas, Yaw Power Company

James, R. D., Champagne, F. H., and Jacobs, J. W., Coherent Structure Experiments on a Coflowing Round Jet
Using Particle Velocimetry, American Physical Society Fluid Dynamics Meeting, Philadelphia, 1998; Bull.
Amer. Phys. Soc. 43:2006, 1998
Hon, R., Champagne, F. H., and Humphrey, J. A. C., Transition to Turbulence of the Flow in a Straight Pipe
Downstream of a Helical Coil, Turbulence and Shear Flow Phenomena, First International Symposium,
Santa Barbara, pp. 799-804, 1999
James, R. D., Champagne, F. H., and Jacobs, J. W., Experimental Investigation of a Coflowing Round Jet,
American Physical Society Fluid Dynamics Meeting, New Orleans, 1999; Bull. Amer. Phys. Soc. 44:154,
1999
Hon, R., Humphrey, J. A. C., and Champagne, F. H., Transition to Turbulence of the Flow in a Straight Pipe
Downstream of a Helical Coil, Phys. Fluids 11:2993-3002, 1999
Champagne, F. H. and Kromat, S., Experiments on the Formation of a Recirculation Zone in Swirling Coaxial
Jets, Exp. Fluids 29:494-504, 2000
Professional Societies: APS, ASEE
Honors and Awards

Post-Doctoral Fellowship, Johns Hopkins University (1967, 1968); NASA Fellowship, University of
Washington (1962); Stauffer Chemical Fellowship, University of Washington (1961); Sigma Xi (1961); Presi-
dent, USC Chapter, Tau Beta Pi (1959); Phi Kappa Phi and Phi Eta Sigma (1959); Phi Lambda Upsilon (1958);
Union Carbide and Carbon Scholarship (1955-1959); Andersen Consulting Outstanding Faculty Award (1996);
Exiting Seniors Award, “Faculty Contributing Most to Educational Growth and Maturity” (Spring’98,
Spring’99); Award for Excellence at the Student Interface, College of Engineering and Mines (Spring’99,
Fall’01)

INTERNAL—AME: Advisory Committee (Spring’01-date), Peer Review Committee (Spring-99-date), Academic
Program Review Committee (Fall 2000-Spring’01), Undergraduate Laboratory Committee (Spring’99),
Tours for visiting high-school students, Undergraduate Advisor; COE: Faculty Status Committee (Spring’02-
Fall’02)

EXTERNAL—University of Nevada at Las Vegas, Mechanical Engineering Advisory Board (2000-04); Reviewer
of scholarly manuscripts/proposals

Cho Lik Chan
Professor
Education
Ph.D. Mechanical Engineering, University of Illinois at Urbana-Champaign, 1986
M.S. Mechanical Engineering, University of Hawaii at Manoa, 1980
B. S. High Honors, Mechanical Engineering, University of Hawaii at Manoa, 1979

Aerospace and Mechanical Engineering: Assistant Professor (1987-93), Associate Professor (1993-8/04),
Professor (as of 8/04)
Other Employment
5/02-7/01 Air Force Research Laboratory, Albuquerque, New Mexico (sabbatical): NRC/AFRL Summer
Faculty Fellow
1/01-3/01 NASA Ames Research Center, Moffett Field, California (sabbatical): Visiting Researcher
1/94-7/94 General Electric Corporate Research and Development, Schenectady, New York (sabbatical):
Consultant
1986-87 Mechanical and Industrial Engineering, University of Illinois at Urbana-Champaign: Visiting
Research Associate

CONSULTING—General Electric, DuPont de Nemours Company, KLA-Ten

DeSilva, S. J., Chan, C. L., Chandra, A., and Lim, J., Boundary Element Method Analysis for the Transient
Conduction-Convection in 2-D with Spatially Variable Convective Velocity, Appl. Math. Model. 22:81-112,
1998
Guven, I., Madenci, E., and Chan, C. L., Transient Heat Conduction Analysis of Electronic Packages by
Coupled Boundary and Finite Element Methods, Proc. 48th Electronic Components and Technology
Conference, Seattle, pp. 51-61, 1998
Chen, C. F., Chen, F., and Chan, C. L., Generation of Salt-Finger Convection by a Lateral Temperature
Gradient in a Stratified Fluid, Chapter 3, Nonlinear Instability, Chaos, and Turbulence (L. Debnath and D.
W. Riahi, eds.), WIT Press, Southampton, UK, pp. 71-90, 1999
Chan, C. L. and Chen, C. F., Salt-Finger Convection Generated by Thermal and Solutal Capillary Motion in a
Stratified Fluid, Int. J. Heat Mass Transf. 42: 2143-2159, 1999
Guven, I., Chan, C. L., and Madenci, E., Transient Two-Dimensional Thermal Analysis of Electronic Packages
by the Boundary Element Method, IEEE Trans. Compon. Packag. Manuf. Technol. B 22:476-486, 1999
Chan, C. L., Transient One-Dimensional Laser Drilling Model with Variable Properties, Proc. International
Congress on Applications of Lasers and Electro-Optics, San Diego, pp. C21-C30, 1999
Chan, C. L., C. F. Chen, and Wen-Yau Chen, “Salt-Finger Instability Generated by Lateral Heating of a Solute
Gradient, 20th International Congress of Theoretical and Applied Mechanics (ICTAM 2000), Chicago,
Illinois, August 27 – September 2, 2000
Chan, C. L., Campbell, D. W., Rosenwald, R. D., and Paul, A. E., The Threshold and Efficiency of Material
Removal, Proc. International Congress on Applications of Lasers and Electro-Optics, Dearborn, pp. D246-
D255, 2000
De Silva, S. and Chan, C. L., Coupled Boundary Element Method and Finite Difference Method for Laser
Drilling, Proc. International Congress on Applications of Lasers and Electro-Optics, Dearborn, pp. E193-
E201, 2000
Chan, C. L., D. W. Campbell, and A. E. Paul, “Laser Drilling: Energy Partitioning, International Congress on
Applications of Lasers and Electro-Optics, Jacksonville, Florida, October 15-18, 2001

De Silva, Sirilath and C. L. Chan, “Coupled Boundary Element Method and Finite Difference Method for Laser
Drilling, International Congress on Applications of Lasers and Electro-Optics, Jacksonville, Florida, October
15-18, 2001
Chan, C. L., W. P. Latham, and J.-K. Chen, “Review of Ultrashort Pulse Laser Materials Interaction,
International Congress on Applications of Lasers and Electro-Optics, Jacksonville, Florida, October 15-18,
2001
Chan, C. L., Boundary Element Method, Sensitivity Analysis, and Conjugate Problems, Chapter 4, Coupled
Field Problems (A. Kassab and M. H. Aliabadi, Eds.), WIT Press, pp. 105-136, 2001 [invited]
Chan, C. L., W.-Y. Chen, and C. F. Chen, Secondary Motion in Convection Layers Generated by Lateral
Heating of a Solute Gradient, J. Fluid Mech. 455:1-19, 2002
Guven, I., Madenci, E., and Chan, C. L., Transient Two-Dimensional Heat Conduction Analysis of Electronic
Packages by Coupled Boundary and Finite Element Methods, IEEE Trans. Compon. Packag. Manuf.
Technol. 25:684-694, 2002
Chan, C. L., Boundary Element Methods for Biological Systems, Computational Methods in Biophysics,
Biomaterials, Biotechnology, and Biomedical Systems, Vol. 3, Mathematical Analysis Methods (C. T.
Leondes, Ed.), Kluwer Academic, pp. 295-319, 2003 [invited]
Tao, G., Sridhar, K. R., and Chan, C. L., Numerical Simulation of CO2 Solid Oxide Electrolysis Mechanisms,
204th Meeting of the Electrochemical Society, Orlando, Florida, 2003
Chen, C. F. and Chan, C. L., Salt-Finger Instability Generated by Surface-Tension and Buoyancy-Driven
Convection in a Stratified Fluid Layer, Interfacial Fluid Dynamics and Transport Process (R. Narayanan
and D. Schwabe, Eds.), Springer-Verlag, pp. 46-59, 2003
Chan, C. L., Yu, Y., and Chen, C. F., Instability of Convection of an Ethanol-Water Solution in a Vertical Tank,
J. Fluid Mech. (accepted)
Tao, G., Sridhar, K. R., and Chan, C. L., Study of Carbon Dioxide Electrolysis at Electrode/Electrolyte
Interface, Part I: Pt/YSZ Interface, Solid State Ionics (accepted)
Tao, G., Sridhar, K. R., and Chen, C. L., Study of Carbon Dioxide Electrolysis/Electrolyte Interface, Part II: Pt-
YSZ Cermet Interface, Solid State Ionics (accepted)
Professional Societies: ASME, ASEE, LIA
Honors and Awards

Pi Tau Sigma,; Phi Kappa Phi; Graduated with high honors from the University of Hawaii (1979); Engineering
Research Initiation Grant, Engineering Foundation (1988 ); Research Initiation Award, National Science
Foundation (1989-1991); Dr. Martin Luther King, Jr., Distinguished Leadership Award (1999); Mortar Board
National Honor Society, 4th Annual Faculty Recognition Tea (1999); Faculty Award, Asian American Faculty,
Staff, and Alumni Association (2000); Senior Member, Laser Institute of America (2002)

INTERNAL—AME: Undergraduate Honors Advisor (1998-date), Undergraduate Studies Committee (Spring’99-
date), ABET Committee (1998-date), Academic Program Review Committee (2000), Undergraduate
Advisor; COE: ABET Committee (1998-date), Millennium Committee (Fall ’02-date); UA: Non-Ionizing
Radiation Panel (1995-date); Faculty Fellows Program (Fall’97-date); Search Committee, Department of
Multicultural Programs and Services (Spring 2000-date); Faculty Advisor: Hong-Kong Student Assoc.
(Fall’98-date), Badminton Club (Fall’00-date), Asian American Cultural Assoc. (Fall’00-date), Filipino
American Student Assoc. (Fall’01-date)
EXTERNAL—Reviewer of scholarly manuscripts/proposals; Member ASME K-15 Heat Transfer in Manufacturing
and Materials Processing (1987-date); Organized technical session at 2001 International Congress on
Applications of Laser and Electro-Optics; Member of Site Council, Manzanita Elementary School (1998-00);
Judge, Southern Arizona Region Science and Engineering Fair (2000-04); Contact person for the Professional
Internship Program of the Tucson Unified School District

Effective Teaching: A Workshop, College of Engineering and Mines, The University of Arizona, April 13-14,
2000

Weinong (Wayne) Chen
Associate Professor
Education
Ph.D. California Institute of Technology, 1995
M.S. Beijing University of Aeronautics and Astronautics, 1985
B.S. Beijing University of Aeronautics and Astronautics, 1982

Aerospace and Mechanical Engineering: Assistant Professor (1995-01), Associate Professor (2001-date)
Other Employment
1995 California Institute of Technology, Pasadena (summer): Research Engineer
1990-95 California Institute of Technology, Pasadena: Research Assistant
1988-90 Douglas Aircraft Company, Long Beach, California: Design Engineer
1985-88 Light Aircraft Design, Beijing University of Aeronautics and Astronautics, China:
Deputy Director
1982-84 Beijing University of Aeronautics and Astronautics, China: Research Assistant

PATENT—M. Cheng and W. W. Chen, Micro Indentation Fracture Toughness Evaluation of Thin Ceramic
Substrates with a Novel Microscopy, U.S. Patent (provisional patent filed by Office of Technology Transfer)
Principal Publications (1998-date; not including conference papers)

Chen, W. and Zhou, B., Constitutive Behavior of Epon 828/T-403 at Various Strain Rates, Mech. Time-Depend.
Mater. 2:103-111, 1998
Chen, W., Electro-Magnetic Confinement for Dynamic Multiaxial Compression Experiments, Exp. Tech. 23:
24-26, 1999
Chen, W., Zhang, B., and Forrestal, M. J., A Split Hopkinson Bar Technique for Low-Impedance Materials,
Exp. Mech. 39:81-85, 1999
Zhang, B., Poirier, D. R., and Chen, W., Microstructural Effects on High-Cycle Fatigue Crack Initiation in
A356.2 Casting Alloy, Metal. Mater. Trans. A 30A:2659-2666, 1999
Chen, W. and Ravichandran, G., Failure Mode Transition in Ceramics Under Dynamic Multiaxial Compression,
Int. J. Frac. 101:141-159, 2000
Chen, W., Lu, F., and Zhou, B., A Quartz Crystal Imbedded Split Hopkinson Bar for Soft Materials, Exp.
Mech. 40:1-6, 2000
Chen, W. and Lu, F., An Experimental Technique for Dynamic Multiaxial Compression with Proportional
Confinement, Exp. Mech. 40:1-6, 2000
Zhang, B., Chen, W., and Poirier, D. R., Effect of Solidification Cooling Rate on the Fatigue Life of A356.2-T6
Cast Aluminum Alloy, Fatigue Fract. Eng. Mater. Struct. 23:417-423, 2000
Huang, W., Li, Y., and Chen, W., Analysis of the Dynamic Response of a Fluid-Supported Circular Elastic
Plate Impacted by a Low Velocity Projectile, Proc. Inst. Mech. Eng. C, Mech. Eng. Sci. 214:719-727, 2000
Zhang, B., Chen, W., and Poirier, D. R., Cooling Rate Effects on the Fatigue of A356.2-T6 Cast Aluminum,
Fatigue Fract. Eng. Mater. Struct. 23:417-423, 2000
Frew, D. J., Forrestal, J. J., and Chen, W., A Split Hopkinson Pressure Bar Technique to Determine
Compressive Stress-Strain Data for Rock Materials, Exp. Mech. 41:40-46, 2001
Zhou, P., Wang, F.-Y., Chen, W., and Lever, P., Optimal Construction and Control of Flexible Manipulations:
A Case Study Based on LQR Output Feedback, J. Mechatronics 11:59-77, 2001
Zhang, B., Sung, P. K., Poirier, D. R., and Chen, W., Effects of Strontium Modification and Hydrogen Content
on the Fatigue Behavior of A356.2 Al Alloy, Trans. Am. Foundry Soc. 0042:383-389, 2001
Lu, H., Tan, G. X., and Chen, W., Modeling of Constitutive Behavior for Epon 828/T-403 at Various High
Strain Rates, Mech. Time-Depend. Mater. 5:119-130, 2001
Chen, W. W., Wu, Q., Kang, J. H., and Winfree, N. A., 2001, Compressive Superelastic Behavior of a NiTi Shape
Memory Alloy at Strain Rates of 0.001 to 750 s-1, Int. J. Solids and Struc. 38:8989-8998, 2001
Chen, W., Lu, F., and Cheng, M., tension and Compression Tests of Two Polymers Under Quasi-Static and
Dynamic Loading, Polym. Test. 21:113-121, 2002
Chen, W., Lu, F., and Winfree, N. A., High-Strain-Rate Compressive Behavior of a Rigid Polyurethane Foam with
Various Densities, Exp. Mech. 42: 65-73, 2002

Frew, D. J., Forrestal, M. J., and Chen, W., Pulse Shaping Techniques for Testing Brittle Materials with a Split
Hopkinson Pressure Bar, Exp. Mech.42:93-106, 2002
Chen, W., Lu, F., Frew, D. J., and Forrestal, M. J., Dynamic Compression Testing of Soft Materials, Trans.
ASME, J. Appl. Mech. 69:214-223, 2002
Forrestal, M. J., Frew, D. J., and Chen, W., The Effect of Sabot Mass on the Striker Bar for Split Hopkinson
Pressure Bar Experiments, Exp. Mech. 42:129-131, 2002
Cheng, M., Chen, W., and Sridhar, K. R., Experimental Method for a Dynamic Biaxial Flexural Strength Test of
Thin Ceramic Substrates, J. Am. Ceram. Soc. 85:1203-1209, 2002
Zhang, B., Poirier, D. R., and Chen, W., Effects of Hipping and Strontium Modification on the Fatigue
Behavior of A356.2 Aluminum Alloy, Trans. Am. Foundrymen’s Soc.110:393-405, 2002
Wang, B., Lu, H. B., Tan, G., and Chen, W., Strength of Damaged Polycarbonate After Fatigue, Theor. Appl.
Fract. Mech. 39:163-168, 2003
Cheng, M., Chen, W., and Sridhar, K. R., 2003, Biaxial Flexural Strength Distribution of Thin Ceramic
Substrates with Surface Defects, Int. J. Solids Struct. 40:2249-2266, 2003
Chen, W., Song, B., Frew, D. J., and Forrestal, M. J., 2003, Dynamic Small Strain Measurements of Metal
Specimen with a Split Hopkinson Pressure Bar, Exp. Mech. 43 20-23, 2003
Song, B. and Chen, W., 2003, One-Dimensional Dynamic Compressive Behavior of EPDM Rubber, Trans.
ASME, J. Eng. Mater. Technol. 125:294-301, 2003
Cheng, M. and Chen, W., 2003, Experimental Investigation of the Stress-Stretch Behavior of EPDM Rubber
with Loading Rate Effects, Int. J. Solids Struct. 40:4749-4768, 2003
Song, B., Chen, W., and Weerasooriya, T., 2003, Quasi-Static and Dynamic Compressive Behaviors of a
Glass/Epoxy Composite, J. Compos. Mater. 37:1723-1743, 2003
Rojas, R. R. and Chen, W., Intrumented Low-Speed Penetration into Granular Alumina, Instrum., Meas.
Metrology 3:213-236, 2003
Song, B., Chen, W., and Cheng, M., A Novel Model for Uniaxial Strain-Rate-Dependent Stress-Strain Behavior of
EPDM Rubber in Compression or Tension, J. Appl. Polymer Sci. 92:1553-1558, 2004
Song, B., and Chen, W., Dynamic Compressive Behavior of EPDM Rubber under Nearly Uniaxial Strain
Conditions, J. Eng. Mater. Tech. 126:213-217, 2004
Professional Societies: ASME, SES, SEM, ASM International
Honors and Awards

Donald Wills Douglas Prize Fellowship (1990);, Li Ming Scholarship Award (1992); Ernest E. Sechler
Memorial Award (1994); William F. Ballhaus Prize (1995); Most Supportive Junior Faculty, AME, University
of Arizona (1996, 1997); National Science Foundation IMM Fellowship (1997); Award for Excellence at the
Student Interface, College of Engineering, University of Arizona (1996, 1997, 2000, 2002); Faculty Member
Contributing the Most to Educational Growth and Maturity, AME, University of Arizona (Spring’00, 2002)

INTERNAL—AME: Faculty Advisor, ASME University of Arizona Section (Fall’96-date); Graduate Studies
Committee (Fall’98-date); Laboratory Committee (Fall’98-date); Laboratory and Shop Committee (Fall’95-
Spring’96); Graduate Seminar Committee (Fall’95-Spring’97); Advisory Committee (Fall’02-date); Space
Committee (Fall’02-Spring’03); Qualifying Exam (as needed); Aerospace Freshmen Advisor (Fall’95-
Spring‘02); Undergraduate Advisor; COE: Solid Mechanics Committee (Spring ’98); Engineering Managem-
ent Program Committee (Spring’00-date); AME Head Search Committee (Fall’00-Spring’01); Graduate
Studies Committee (Fall’01-Fall’02); UA: University Pre-Health Interview Committee (Spring’96-
Spring’98); Mentor: Mechanical Structure and Analysis Team, UA Student Satellite Project (Fall’96-
Fall’02); National Merit Scholar Program, UA Honor Center (Fall’98-Fall’00); Arizona Space Grant
Program(Fall’97-Spring’00)
EXTERNAL—Reviewer of scholarly manuscripts/proposals; AAFSAA Award Selection Committee (Fall’96);
Judge, International Youth Invention Competition (Fall’96); Judge, ASME Regional Student Conference (Old
Guard; Spring’99); ASME Committees: Experimental Mechanics(Fall’95-date), Fracture and Failure
Mechanics (Fall’95-date), Dynamic Behavior of Materials (Fall’00-date; Secretary Fall’00-Fall’02, Vice
Chair Falll’02-date); SEM Committees: Fatigue and Fracture Division (Spring’00-date), Conference Paper
Review (Spring’00-date); Symposium Organizer and Session Chair for numerous conferences; International
Scientific Committee, 2nd International. Conference on Structural Stability and Dynamics (Fall’02)

Attended the National Institute for Effective Teaching, Summer 1998

Eniko T. Enikov
Assistant Professor
Education
Ph.D. Mechanical Engineering, University of Illinois, Chicago, 1998
M.S. Mechanical Engineering, Technical University of Budapest, Hungary, 1993

Aerospace and Mechanical Engineering: Assistant Professor (2000)
Other Employment
12/98-8/00 Mechanical Engineering, University of Minnesota: Postdoctoral Associate
8/94-12/98 Microengineering Applications Laboratory, University of Illinois, Chicago: Research Assistant
6/97-9/97 Hospital Products Division, Abbott Laboratories, Abbott Park, IL: Intern

PATENTS—E. Enikov, UA03-009, Tactile Display for the Tongue Using Miniature Ultrasonic Transducer
Arrays, under review by University of Arizona Office of Technology Transfer), 2002
S. C. Bromley, B. J. Nelson, K. Vollmers, A. Subramanian, E. Enikov, K. D. Mothilal, Thermal Micro-
Actuator Based on Selective Electrical Excitation (pending), 2003
S. C. Bromley, B. J. Nelson, K. Vollmers, A. Subramanian, E. Enikov, and K. D. Mothilal, Thermally-
Activated Actuator (pending), 2003
E. Enikov, J. J. McGrath, D. Von Hoff, and K. V. Lazarov, UA04-044, Wireless Probe for Intra-Tumoral
Temperature and Pressure Measurements (under review by University of Arizona Office of Technology
Transfer), 2004

Enikov, E. and Stepan, G., Micro-Chaotic Motion of Digitally Controlled Machines, J. Vib. Control 4:427-443,
1998
Enikov, E. and Boyd, J., A Thermodynamic Field Theory for Anodic Bonding of Micro Electromechanical
Systems (MEMS), Int. J. Eng. Sci. 38:135-158, 2000
Enikov, E. and Boyd, J., Electroplated Electro-Fluidic Interconnects for Multi-Chip Modules, Sensors and
Actuators A. 84:161-164, 2000
Enikov, E. T. and Nelson, B., Three Dimensional Microfabrication for Multi-Degree of Freedom Capacitive
Force Sensor Using Fiber Chip Coupling, J. Micromech. Microeng.10:492-497, 2000
Enikov, E. T. and Boyd, J. C., A Finite-Element Formulation for Anodic Bonding, Smart Mater. Struct. 9:737-
750, 2000
Vikramaditya B., Nelson, B. J., Yang, G., and Enikov, E. T., Assembly of Hybrid Magnetic Microdevices,
Proceedings of the ASME Dynamic Systems and Control Division, DSC-Vol. 69-2, pp. 917-923, 2000
Laveau, A., Kapat, J. S., Chow, L. C., Enikov, E. T., Design, Analysis and Fabrication of a Meso-Scale
Centrifugal Compressor, Proceedings of ASME Advanced Energy Systems Division – AES, Vol. 40, pp. 129-
137, 2000
Vikramaditya, B., Nelson, B. J., Yong, G., and Enikov, E. T., Microassembly of hybrid magnetic MEMS, J.
Micromechatronics 12:99-174, 2001
Enikov, E.T. and Lazarov, K.V., Optically Transparent Gripper for Microassembly, in Microrobotics and
Microassembly III (B. J. Nelson and J. M. Brequet, Eds.), Proceeding of SPIE, Vol. 4568, pp. 40-49, 2001
Sun, Y., Nelson, B. J., Potasek, D. P., and Enikov E., A Bulk Microfabricated Multi-axis Capacitive Cellular
Force Sensor using Transverse Comb Drives, J. Micromech. Microeng 12:832-40, 2002
Enikov, E. T., Structures and Materials, Chapter 8 in The Mechatronics Handbook (R. H. Bishop, ed.), CRC
Press, Boca Raton, FL, 2002
Enikov, E. T. and Seo, G. S., Large Deformation Model of Ion-Exchange Actuators Using Electrochemical
Potentials, Proceedings of SPIE, Vol. 4695, pp. 199-209, 2002
Enikov, E. T.. Lazarov, K. V., and Gonzales, G. R., Microelectrical Mechanical Systems Actuator Array for
Tactile Communication, ICCHP 2002, Lecture Notes in Computer Science, Vol. 2398, pp.551-558, 2002

Enikov, E. T., Lazarov, K. V., and Gonzales, G. R., MEMS Actuator Array as a Neuro-Physiological Testing
Tool, 2nd Annual International IEEE-EMBS Special Topic Conference on Microtechnologies in Medicine &
Biology, Madison, Wisconsin., pp. 337-340, 2002
Enikov, E. T. and Lazarov, K. V., PCB-Integrated Metallic Thermal Micro-Actuators, Sens. Acutuators A, Phys.
105:76-82, 2003
Enikov, E. T. and Lazarov, K. V., Composite Thermal Micro-Actuator Array for Tactile Displays, Proceedings
of SPIE, Vol. 5055, Smart Structures and Materials 2003: Smart Electronics, MEMS, BioMEMS, and
Nanotechnology (V. K. Varadan and L. B. Kish, Eds.), pp. 258-267, SPIE, Bellingham, WA, 2003 Enikov,
E. T., Clark, S., and Minkov, L., Micro-Assembly Cell with Dual Optical/Computer Vision Control for
Electrostatic Gripping of MEMS, Proceedings of SPIE, Vol. 5267, Intelligent Robots and Computer Vision
XXI: Algorithms, Techniques and Active Vision (D. P. Casasent, E. L. Hall, an dJ. Rohung, Eds.), pp. 269-
280, SPIE, Bellingham, WA, 2003
Enikov, E. T. and Lazarov, K. V., Metallic Mecroacutators Based on Sacrificial Layer SU8 Release, Symposium
on the Dynamic Behavior of Advanced Materials and Structures, Proceedings of ASME International
Mechanical Engineering Congress and Exposition, ASME Paper IMECE2003-43200, 2003
Enikov, E. T. and Lazarov, K. V., An Optically Transparent Gripper for Micro-Assembly, J.
Micromechatronics, Vol. 2, pp. 121-140, 2004
Professional Societies: ASME, SPIE
Honors and Awards

2000 Best Paper Award, The Advanced Energy Systems Division, ASME (co-authored with A. Francois-Saint-
Cyr, J. S. Kapat, L. C. Chow, and K. B. Sundaram; Graduate College Fellowship, University of Illinois,
Chicago (1998); Graduate College Fellowship, University of Illinois, Chicago (1997); Best M.S. thesis finalist,
Technical University of Budapest (1993); 2nd and 3rd place at TU Budapest Student Research Competition
(1992); Bulgarian Ministry of Higher Education stipend for study abroad (1987-1993); Finalist, Bulgarian Army
Forces, Army Technical Fair Competition Award for implementation of “Computer Data Acquisition System”
(1987)

INTERNAL—AME: Faculty Search Committee (Spring’02-Summer’03), Undergraduate Advisor; COE: MEL
Users (Fall’02); UA Committees: Prop 301-Optics (Fall’00); Mentor for National Merit Scholar; Faculty
Search Committee, Micro-Optics (Spring’04-date)
EXTERNAL—Reviewer of scholarly manuscripts/proposals; SPIE program committee member and session chair
for Microrobotics and Microassembly III conference, Photonics Boston (October 2001); served on NSF/DMI
proposal review panels (2002-04); Micro/Nano Fabrication Facility Committee (March 2004-date), Coordinator
and Lecturer, short course on Microsystems Mechanical Design (with. E. De Bona), International Centre for
Mechanical Sciences, Undine, Italy (2004)

Completed course by Richard M. Felder, James E. Stice, and Rebecca Brent at the 2001 National Effective
Teaching Institute, Albuquerque, NM, June 21-23, 2001, sponsored by the American Society for Engineering
Education (ASEE)

Hermann F. Fasel
Professor
Education
Habilitation Fluid Mechanics, University of Stuttgart, 1980
Dr. Ing., Ph.D. Mechanical Engineering, University of Stuttgart, 1974
M.S. Mechanical Engineering, University of Kansas, 1967
Dipl. Ing., B.S. Mechanical Engineering, University of Stuttgart, 1966

Aerospace and Mechanical Engineering: Visiting Associate Professor (1982-84); Professor (1984-date)
Other Employment
1981-82 California Institute of Technology: Research Associate
1980-81 Princeton University: Visiting Fellow
1980- University of Stuttgart: Privatdozent
1979-82 Heisenberg Fellowship
1969-79 Institut A fur Mechanik, University of Stuttgart: Research Assistant (Wissenschaftlicher
Mitarbeiter) 1969-74; Research Project Leader 1974-79
1967-69 Midwest Research Institute, Kansas City: Research Engineer
1966-67 Mechanical Engineering, University of Kansas: Assistant Instructor

CONSULTING—Daimler Chrysler

Harris, P. J. and Fasel, H. F., Numerical Investigation of the Unsteady Behavior of Supersonic Plane Wakes,
29th AIAA Fluid Dynamics Conference, Albuquerque, New Mexico, AIAA Paper 98-2974, 1998
Meitz, H. and Fasel, H., A Compact-Difference Scheme for the Navier-Stokes Equations in Vorticity-Velocity
Formulation, J. Comp. Phys. 157:371-403, 2000
Seidel, J. and Fasel, H. F., “Numerical Investigations of Heat Transfer Mechanisms in the Forced Laminar Wall
Jet,” J. Fluid Mech., Vol. 442, pp. 191-215, 2001
Fasel, H., “Numerical Investigation of the Interaction of the Klebanoff-Mode with a Tollmien-Schlichting
Wave,” J. Fluid Mech., Vol. 450, pp. 1-33, 2002
Fasel, H. F., Seidel, S., and Wernz, S., A Methodology for Simulations of Complex Turbulent Flows, Trans.
ASME, J. Fluid Eng., Vol. 124, pp. 933-942, 2002 (invited)
Professional Societies: AIAA, APS
Honors and Awards

Maier-Leibnitz Award for outstanding research in Fluid Mechanics (1980); Heisenberg Fellowship (1978);
Outstanding Scientific Accomplishment Award, University of Stuttgart (1977); Summa Cum Laude (mit
Auszeichnung) for Dr. Ing., University of Stuttgart (1974); Honors for M.S. Degree, University of Kansas
(1967); Fulbright Scholarship, University of Kansas (1966)

INTERNAL—AME: Questions Committee (Head review; appointed by Dean; 1998), Governance Committee—
Bylaws (1998), Advisory Committee (Fall’98-Fall’00), Faculty Search Committees (Fall’99-Spring’00,
Spring’02), Faculty Status Committee (Fall’01-Spring’03), Computer Committee (Fall’02); UA: Information
Technology Council (1996-98), Research Computing Committee (Fall’98-date)

EXTERNAL—Editorial Advising Board, Computational Fluid Dynamics Journal (1997-date); IUTAM
Symposium on Laminar-Turbulent Transition, application/proposal and planning of conference after funding
of proposal, Co-Chairman of Symposium. Member of Scientific Committee and Local Organizing Commit-
tee.Chair (1998); ONR Conference, “Turbulence and Wakes,” Tucson, AZ, October 2000; International
Exchange Program (DAAD) between University of Stuttgart and University of Arizona (1984-date); External
examiner for Ph.D. candidate, Stuttgart, Germany (1992-date); Advised Catalina Foothills High School
students on physics projects (2001); Reviewer of scholarly manuscripts/proposals

Barry D. Ganapol
Professor
Education
Ph.D. Engineering Science, University of California, Berkeley, 1971
M.S. Nuclear Engineering, Columbia University, 1967
B.S. Mechanical Engineering, University of California, Berkeley, 1966

Aerospace and Mechanical Engineering: Professor (1998-date); Interim Head (2001-02); Associate Head (2002-
date)
Hydrology and Water Resources: Professor (1998-date)
Nuclear Engineering Program: Head (1995-96); Coordinator (1996-97)
Interdisciplinary Program in Remote Sensing (1991-date)
Nuclear and Energy Engineering: Assistant Professor 1976-81; Associate Professor 1981-86; Professor 1986-95;
Acting Head 1994-95
Other Employment
1998-99 Sabbatical: Los Alamos National Laboratory, X-TM
1989-90 Sabbatical: “Meyerhoff” Visiting Professor, Applied Mathematics, Weizmann Institute of Science,
Rehovot, Israel; Visiting Professor, Mathematics, Universities of Bari and Ancona, Italy; Visiting
Professor, Physics, Virginia Polytechnic and State University, Blacksburg
1988-90 Physics, Old Dominion University, Norfolk, Virginia: Adjunct Professor
1984 AFOSR Summer Faculty Research Program, Hanscom AFB
1974-76 Reactor Analysis and Safety Division, Argonne National Laboratory
1972-74 Applied Mathematics, Center for Nuclear Studies, Saclay, France
1971-72 Physics, Swiss Federal Institute for Reactor Research, Würenlingen, Switzerland: Engineer
1968-69 Nuclear Engineering, University of California, Berkeley: Reactor Laboratory Instructor and Technician
Consulting, Patents, Etc.:

CONSULTING—Los Alamos National Laboratory; Argonne National Laboratory; Swiss Federal Institute for
Reactor Research; Science Applications Incorporated; EG&G Idaho; TGS, NASA Ames; Rome Air
Development Center; Mission Research Corporation; Phillips Laboratory; SRI, International; ARCON
Corporation

Ganapol, B. D., Johnson, L. F., et al., LEAFMOD: A New Within-Leaf Radiative Transfer Model, J. Rem. Sens.
Environ. 63:182-193, 1998
Hlavka, C., Ganapol, B. D., and Johnson, L. F., Analysis of Forest Foliage Spectra Using a Multivariate
Mixture Model, J. NIR Spect. 5:167-173, 1997
Pomraning, G. C. and Ganapol, B. D., Simplified Radiative Transfer for Combined Rayleigh and Isotropic
Scattering, Astrophys. J. 498:671-688, 1998
Ganapol, B. D., Pomraning, G. C., and Zweifel, P. F., Fifteenth International Conference on Transport Theory,
Trans. Theory Stat. Phys. 27:177, 1998
Ganapol, B. D., Johnson, L. F., Hlavka, C. A., Petersen, D. L., and Bond, B., LCM2: A Leaf/Canopy Radiative
Transfer Model, J. Rem. Sens. Environ. 70:153-166, 1999
Ganapol, B. D., A Consistent Theory of Neutral Transport in an Infinite Medium, Trans. Theory Stat. Phys.
29:43-68, 2000
Ganapol, B. D., Hetrick, D. L., and Furfaro, R., Reactor Space-Time Kinetics via Numerical Laplace Transform
Inversion, Trans. Am. Nucl. Soc. 83:344-345, 2000
Ganapol, B. D. and de Oliveira, C., Criticality in a Heterogeneous Slab the Simple Way, Trans. Am Nucl. Soc.,
83:350-351, 2000

Ganapol, B., From Fourier Transforms to Singular Eigenfunctions for Multigroup Transport, Nucl. Sci & Eng,
137: 400-410, 2001
Guild, L., Johnson, L., Garfield, T., Ganapol, B., Armstrong, R., and Kramer, P., Clues to Coral Reef Health:
Spatial and Spectral Remote Sensing Detail, 7th International Conference on Remote Sensing for Marine
and Coastal Environments, Miami, Florida, 2002 (poster)
Ganapol, B. D., Analytical Radiation Transport Benchmarks for the Next Century: Spherical Geometry, ANS
2002 Annual Meeting, Hollywood, Florida, 2002
Ganapol, B., One-Group Steady State Diffusion in a Heterogeneous Slab Medium, Trans. Am. Nucl. Soc. 159,
2003
Ganapol, B., One-Group Steady Time Dependent Diffusion with Delayed Neutrons in a Heterogeneous Slab
Medium, Trans. Am. Nucl. Soc. 162, 2003
Ganapol, B., Multigroup Diffusion Kinetics Benchmark of an ADS System in Slab Geometry, Trans. Am. Nucl.
Soc. 165, 2003
Professional Societies: ANS, SIAM, AAAS, MAA, ASEE, IEEE
Honors and Awards

AEC Traineeship for graduate studies, Columbia University (1967); Scholastic Certificate of Merit, Columbia
University (1967); AEC Fellowship for graduate studies, University of California, Berkeley (1969-1971); Award for
Best Student Paper, Student American Nuclear Society Conference, UCLA (1970); Visiting Professor in
Mathematical Transport Theory, University of Bologna, University of Bari and Politecnico di Torino, sponsored by
the Italian National Research Council (1979-81, 1987-88_; NASA/ASEE Summer Faculty Fellow, NASA/Langley
Research Center (1987-88); Meyerhoff Fellowship, Weizmann Institute of Science, Rehovot, Israel (1989);
NASA/ASEE Summer Faculty Fellow, Hydrological Science, NASA Goddard Space Flight Center (1990-91);
National Research Council Associateship, NASA/Ames Research Center (1993-95); NASA/ASEE Summer Faculty
Fellow, NASA/Ames Research Center (1996-97, 2000); Fellow, American Nuclear Society (1996); Sigma Xi; Tau
Beta Pi Engineering Honor Fraternity

INTERNAL—AME: Advisory Committee (Spring’02-Fall-02), Faculty Status Committee (Fall’00, Chair Fall’01-
Fall’02), Bylaws Committee (Chair Spring’01-Spring’02, Fall’02), Faculty Search Committee (Fall’00);
Head Search Committee (Fall’01), Undergraduate Advisor; COE: Team 102 (Fall’99, Spring’00, Spring’02,
Fall’02), COEM Faculty (Chair Spring’00-Fall’01), Grade Appeal Committee (Fall’00); UA: Library
Committee (Spring’00-Fall’00), UA/AWU Representative (Srp’99-Fall’02), Graduate College
Representative (Spring’99-Fall’01), Reactor Safety Committee (Spring’99-Fall’02), General Education
Committee (Fall’01), Committee on Conciliation (Fall’02)
EXTERNAL—Editorial Boards: Annals of Nuclear Energy and Transport Theory and Statistical Physics; ANS-
M&C Computational Benchmark Committee-Chair (1999-02); Program Committee for ICTT 99; ANS M&C
Executive Committee (2001-02); Organizing Committee of PHYSOR 2002 (2001-02); Program Committee
for ICTT’03 (2001-2002); Letters of support for ANS Fellows (2001-02); Chair of session at Washington DC
National Meeting (2001); Program Committee for ICTT’01 (2001); Organizing Committee of PHYSOR
2000 (2001); Chair of DoE NERI Review for Reactor Physics (March 2001); PhD Committee of Mr. S.
Santandrea, Universite D’Evry, France (October 2001); Science Fair Judge Cragin Elementary School
(2002); Science Fair Judge, SARSEF, Tucson (2002); Participated in Science-by-Mail Program with 3 grade
school students in Arizona and Nevada (2000); Reviewer of scholarly manuscripts/proposals

ASEE Effective Teaching: A Workshop, April 13-14, 2000

Juan C. Heinrich
Professor
Education
Ph.D. Mathematics/Numerical Analysis, University of Pittsburgh, 1975
Licenciado en Mathemática, Universidad Católica de Chile, Santiago, Chile, 1971

Aerospace and Mechanical Engineering: Assistant Professor (1980-85); Associate Professor (1985-90);
Professor (1990-date); Associate Head (1995-97)
Applied Mathematics Program (1980-2000)
Other Employment
1978- Earth Sciences, Case Western Reserve University: Senior Research Associate
1976- Civil Engineering, University of Wales, Swansea, United Kingdom: Senior Research Assistant

CONSULTING—IBM, General Products Division; DuPont de Nemours & Co., Atomic Energy Division,
Savannah River Laboratory; The Marquardt Company; Eastman Kodak Co., Magnetics Division; NASA
Marshall Space Flight Center; Centro Internacional de Métodos Numéricos en Ingeniería, Spain; Advanced
Projects Research, Inc.; AlliedSignal Aerospace Co., Phoenix; SKF Engineering and Research B.V., The
Netherlands; Honeywell, Satellite Systems Division; Philips LMS; Chemical Accident Reconstruction
Services, Inc.

Felicelli, S. D., Heinrich, J. C., and Poirier, D. R., Finite Element Analysis of Directional Solidification of
Multicomponent Superalloys, Int. J. Num. Meth. Fluids 47:207-227, 1998
Hafez, M. and Heinrich, J. C. (Eds.), Proc. Tenth International Conference on Finite Elements in Fluids,
University of Arizona, ISBN 1-890743-03-8, 1998
Felicelli, S. D., Poirier, D. R., and Heinrich, J. C., Modelling Freckle Formation in Three Dimensions During
Solidification of Multicomponent Alloys, Metall. and Mat. Trans. B 29B:847-855, 1998
Felicelli, S. D., Heinrich, J. C., and Poirier, D. W., Three-Dimensional Simulations of Freckles in Binary
Alloys, J. Crystal Growth 191:879-888, 1998
Poirier, D. R., Sung, P. K., Felicelli, S. D., and Heinrich, J. C., Transport Properties and Transport Phenomena
in Casting Nickel Superalloys, Int. J. Thermophys. 19:1657-1669, 1998
Heinrich, J. C. and Pepper, D. W., Intermediate Finite Element Method: Fluid Flow and Heat Transfer
Applications, Taylor and Francis, 1999
Hafez, M. and Heinrich, J. C., Eds., Special Issue: Tenth International Conference on Finite Elements in Fluids,
Tucson, Arizona, Int. J. Num. Meth. Fluids, Vol. 31, Issue No. 1, 1999
McBride, E., Heinrich, J. C., and Poirier, D. R., Numerical Simulation of Incompressible Flow Driven by
Density Variations During Phase Change, Int. J. Num. Meth. Fluids 31:787-800, 1999
Heinrich, J. C. and McBride, E., Calculation of Pressure in a Mushy Zone, Int. J. Num. Meth. Eng. 47:735-747,
2000
Zhao, P. and Heinrich, J. C., Font-Tracking Finite Element Method for Dendritic Solidification, J. Comp.
Physics 173:765-796, 2001
Barut, A., Madenci, E., Heinrich, J. C., and Tessler, A., Analysis of Thick Sandwich Construction by a (3,2)-
Order Theory, Int. J. Solids Struct. 38:6063-6077, 2001
Zhao, P. and Heinrich, J. C., Finite Element Approximation to the Interface Velocity in Phase Change Front
Tracking, Comm. Num. Meth. Eng. 18:77-88, 2002
Zhao, P. and Heinrich, J. C., Numerical Approximation of a Thermally Driven Interface Using Finite Elements,
Int. J. Num. Meth. Eng. 56:1533-1547, 2003
Zhao, P., Vénere, M., Heinrich, J. C., and Poirier, D. R., Modeling Dendritic Growth of a Binary Alloy, J.
Comp. Physics 188:434-461, 2003
Zhao, P. and Heinrich, J. C., Stability of Numerical Simulation of Dendritic Solidification, JSME Int. J. 46:586-
592, 2003
Heinrich, J. C. and Poirier, D. R., Effect of Volume Change During Directional Solidification of a inary Alloy,
Model. Simul. Mater. Sci Eng. (accepted)
Heinrich, J. C. and Poirier, D. R., Convection Modeling in Directional Solidification, Comptes Rendue
Mechanique (accepted)
Zhao, P., Heinrich, J. C., and Poirier, D. R., Fixed Grid Front-Tracking Methodology for Finite Element
Simulation, Int. J. Num. Meth. Eng. (accepted)
Professional Societies: ASEE, ASME, International Association for Computational Mechanics, United States
Association for Computational Mechanics, Asociación Argentina de Mecánica Computacional, U.S.
Association for Computational Mechanics, Sociedad Española de Métodos Numéricos
Honors and Awards

Fulbright Hays Grant (1972); Andrew Mellon Predoctoral Fellowship, University of Pittsburgh (1974);
Montgomery Culver Award, University of Pittsburgh (1974); Halliburton Educational Foundation Award
(1980); Alexander von Humboldt Research Fellowship (1986); Invited Researcher, Spanish Ministry of Science
and Education (1993); Visiting Professor, Center for Advanced Computational Methods, Univ. Nevada-Las
Vegas (2000); Fellow, ASME (2000)

INTERNAL—AME: Promotion and Tenure Committee (Fall’90-Summer’93—Chairman 1992-93), Faculty
Status Committee (Fall’97-Spring’00—Chairman 1998-99), Member, Ad Hoc Teaching Loads Committee
(1999-01), Peer Review Committee (Fall’99-Spring’00), Graduate Studies Committee (2002-03),
Undergraduate Advisor; COE: Civil Engineering and Engineering Mechanics Faculty Status Committee
(1998); Graduate Studies Committee (2002-03); UA: Elected Member, Committee on Academic Freedom
and Tenure (Fall’97-Spring’’00, Chair, Subcommittee May-Aug. 1999, Elected Chair, Jan. -May 2000),
Elected Representative of the College of Engineering Mines to the University Faculty Senate (1998-00),
Research Policy Committee (Fall’98-Spring’00), Search Committee for Dean of the Graduate College
(1999), Elected Member-at-Large, Faculty Senate (2001-03), Ombudsperson Committee (2001-date),
Committee on Ethics and Commitment (2001-date), Institutional Review Board for the Social and Behavioral
Sciences (2001-date)
EXTERNAL—Co-Chairman, Tenth International Conference on Finite Elements in Fluids, University of Arizona,
January 5-8, 1998; Editorial Board, Progress in Computational Fluid Dynamics (2001-date); Advisory Editor,
Computer Methods in Applied Mechanics and Engineering (2000-date); Co-Editor, Revista International
DeMétos dos Numéricos Para Cálculo y Diseño En Ingenieria (2000-date); Editorial Board, Archives of
Computational Methods in Engineering (2000-date); Editorial Board, Progress in Computational Fluid
Dynamics (2000-date); Editorial Board, Far East Journal of Applied Mathematics (2003-05); Member of NSF
EAPSI 2004 Review Panel (January 2004); Co-Chair of session, Discontinuous Galerkin Methods,” ASME
JMECE 2003 (November 2003); Reviewer of scholarly manuscripts/proposals; Co-Chair of session on
“Application of Computational Heat Transfer,” Joint AIAA/ASME Thermophysics and Heat Transfer
Conference, St. Louis, Missouri, June 24, 2002 (2002); Member of the K-20 Committee of the ASME (2000-
02); Session Organizer, Society of Engineering Science 37th Annual Technical Meeting, October 23-25,
University of South Carolina (2000); Member of the Advisory Scientific Board for the International Center for
Numerical Methods in Engineering, Barcelona, Spain (1998-date); International Advisor, Graduate Program in
Applied Mathematics, University of Concepción, Chile (1998-date); External examiner, PhD Dissertation, New
South Wales, Australia (2002); Taught short course, Advanced Finite Element Analysis, ASME Professional
Development Program, June 8-9 (1998)

Jeffrey W. Jacobs
Associate Professor
Education
Ph.D. Mechanical Engineering, University of California, Los Angeles, 1986
M.S. Engineering, University of California, Los Angeles, 1982
B.S. Engineering, University of California, Los Angeles, 1980

Aerospace and Mechanical Engineering: Assistant Professor (1990-96); Associate Professor (1996-date)
Other Employment
1986-89 California Institute of Technology: Research Fellow (1989); Weizmann Fellow (1986-89)
1980-86 University of California, Los Angeles: Postgraduate Research Engineer (1983-86); Research Assist-
ant (1980-83)

Zuercher, E. J., Jacobs, J. W., and Chen, C. F., Experimental Study of the Stability of Boundary Layer Flow
Along a Heated Inclined Plate, J. Fluid Mech. 367:1-25, 1998
Jacobs, J. W. and Niederhaus, C. E., PLIF Flow Visualization of Incompressible Richtmyer-Meshkov
Instability, Proc. Fourth Microgravity Fluid Physics Conference, Cleveland, pp. 528-533, 1998
Dalziel, S. B. and Jacobs, J. W., Rayleigh-Taylor Instability in Complex Stratifications, Proc. 7th International
Workshop on the Physics of Compressible Turbulent Mixing, St. Petersburg, Russia, 1999
Jacobs, J. W. and Niederhaus, C. E., On the Transition to Turbulence in Richtmyer-Meshkov Instability, Proc.
7th International Workshop on the Physics of Compressible Turbulent Mixing, St. Petersburg, Russia, 1999
Jacobs, J. W. and Collins, B. D., Experimental Study of the Richtmyer-Meshkov Instability of a Diffuse
Interface, Proc. 22nd International Symposium on Shock Waves, London, England, 1999
Dalziel, S. B. and Jacobs, J. W., Rayleigh-Taylor Instability in Complex Stratifications, Proc. Fifth
International Symposium on Stratified Flows, Vancouver, British Columbia, pp. 489-494, 2000
Waddell, J.T., Niederhaus, C.E., and Jacobs, J.W., Experimental Study of Rayleigh-Taylor Instability: Low
Atwood number Liquid Systems with Single-Mode Initial Perturbations, Phys. Fluids 13:1263-1273, 2001
Niederhaus, C.E., and Jacobs, J.W. Single-Mode Incompressible Richtmyer-Meshkov Instability Experiments,
Proceedings of the 8th International Workshop on the Physics of Compressible Turbulent Mixing, Pasadena,
California, December 2001
Jacobs, J.W., and Krivets, V.V., Experimental Investigation of Richtmyer-Meshkov Instability after a Second
Interaction with a Reflected Shock Wave, Proceedings of the 8th International Workshop on the Physics of
Compressible Turbulent Mixing, Pasadena, California, December 2001
Collins, B. D. and Jacobs, J. W., PLIF Flow Visualization and Measurements of the Richtmyer-Meshkov
Instability of an Air/SF6 Interface, J. Fluid Mech. 464:113-136, 2002
.Jacobs, J. W. and Krivets, V. V., PLIF Flow Visualization of the Nonlinear Development and Transition to
Turbulence of Richtmyer-Meshkov Instability, Proceedings of the 23rd International Symposium on Shock
Waves (Frank K. Lu, Ed.), pp. 1183-1189, University of Texas at Arlington, 2002
Niederhaus, C. E. and Jacobs, J. W., Experimental Study of the Richtmyer-Meshkov Instability of Incom-
pressible Flows, J. Fluid Mech. 485:243-277, 2003
Professional Societies: ASME, APS, AIAA
Honors and Awards

Weizmann Postdoctoral Fellowship, Caltech (1986-88); Presidential Young Investigator Award, National
Science Foundation (1990); Most Supportive Junior Faculty Member, Department of Aerospace and
Mechanical Engineering, University of Arizona (1993, 1994); Excellence at the Student Interface Award,
College of Engineering and Mines, University of Arizona (1994); Francois Frenkiel Award for Fluid
Mechanics, American Physical Society (1994); Visiting Fellowship, Clare Hall, University of Cambridge
(7/1/97-12/31/97)
INTERNAL—AME: Advisory Committee (Fall’00-Fall’02), Graduate Studies Committee (Spring’00-Fall’02),
Space Use Committee (Fall’02), Chairman Fall’02), Peer Review Committee (Spring’00-Spring’02), Ad Hoc
Teaching Load Committee (Spring’00-Fall’00), Aero Search Committee (Spring ’00), Undergraduate
Advisor; COE: AME Department Head Search Committee (Fall’01-Spring’01), ChEE Academic Program
Review Committee (Spring’00)
EXTERNAL—Reviewer of scholarly manuscripts/proposals; Member of the Scientific Committee for the 8th
International Workshop on the Physics of Compressible Turbulent Mixing, Pasadena, CA, December 2001;
Member, Sensing and Imaging Review Panel, National Science Foundation (2000)

Dimitri B. Kececioglu
Professor
Education
Ph.D. Engineering Mechanics, Purdue University, 1953
M.S. Industrial Engineering, Purdue University, 1948
B.S. Mechanical Engineering, Robert College, Istanbul, Turkey, 1942

Aerospace and Mechanical Engineering: Professor (1963-date)
Reliability Engineering Master’s Degree Program: Professor-in-Charge (1979-date)
Other Employment
1964-65 Gas Register Corporation, Tucson, Arizona: Director
1952-63 Allis-Chalmers Manufacturing Company, Milwaukee, Wisconsin: Various Engineering Positions,
the last one being Corporate Director, Reliability Engineering

CONSULTING—Procter & Gamble; Intel; Standard Microsystems; Honeywell; Sprint; Teltec; Analytical
Sciences; General Instruments; Motorola; Whirlpool; Alcatel Telecommunications; Quantum; Telectronics;
Dell Computers; Raytheon; Amway; General Motors; Science Applications; General Electric
PATENTS—D. B. Kececioglu, Fluid Weight Vibrator, U.S. Patent No. 2,722,840, 1955
D. B. Kececioglu, Articulated Crusher, Canadian Patent No. 597,001, 1960
D. B. Kececioglu, Rotary Compressor-Motor, U.S. Patent No. 2,938,468, 1960
D. B. Kececioglu, Cominution Apparatus, U.S. Patent No. 2,959,364, 1960
D. B. Kececioglu, Ultrasonic Cominution Apparatus, U.S. Patent No. 2,980,345, 1961
States in Which Registered: California

Kececioglu, D. B. and Zhang, Y., Reliability Prediction and Optimum Design of Bolts Under Static and Fatigue
Loads, Proc. 39th AIAA/ASME/ASCE/IAHS/ASC Structures, Structural Dynamics and Materials Conference,
Long Beach, pp. 2985-2995, 1998
Kececioglu, D. B. and Jiang, J., Combined-Stress Fatigue Reliability Analysis, Proc. 44th Annual Reliability and
Maintainability Symposium, Anaheim, pp. 202-208, 1998
Kececioglu, D. B. and Wang, W., Parameter Estimation for the Mixed-Weibull Distribution, Proc. 44th Annual
Reliability and Maintainability Symposium, Anaheim, pp. 247-252, 1998
Kececioglu, D. B., Jiang, M.-X., and Sun, F.-B., A Unified Approach to Random Fatigue Reliability
Quantification, Proc. 44th Annual Reliability and Maintainability Symposium, Anaheim, pp. 308-313, 1998
Kececioglu, D. B. and Zhang, Y., Reliability Prediction and Optimum Design of Bolts Under Static and Fatigue
Loads, Proc. 39th AIAA/ASME/ASCE/AHS/ASC Structures, Structural Dynamics and Materials Conference,
Long Beach, Part 4, pp. 2985-2995, 1998
Kececioglu, D. B. and Tian, X., Reliability Education: A Historical Perspective, IEEE Trans. Reliability
47:390-398, 1998
Wang, W. and Kececioglu, D. B., Confidence Limits on the Inherent Availability of Equipment, Proc. 5th
International Conference of the Decision Sciences Institute, Athens, Greece, pp. 1873-1877, 1999
Zhang, J. and Kececioglu, D. B., Reliability Prediction Under Sequential Loading, Proc. 5th International
Society of Science and Applied Technologies Conference, Las Vegas, pp. 11-15, 1999
Wang, W. and Kececioglu, D. B., Confidence Limits on the Inherent Availability of Equipment, Proc. Annual
Reliability and Maintainability Symposium, Los Angeles, pp. 162-167, 2000
Huang, W., Kececioglu, D. B., and Prince, J. L., A Simplified Random Vibration Analysis on Portable
Electronic Products, IEEE Trans. Compon. Packag. Technol. 23:505-515, 2000
Wang, W. and Kececioglu, D. B., Fitting the Weibull Log-Linear Model to Accelerated Life-Test Data, IEEE
Trans. Reliaiblity 49:217-223, 2000

Kececioglu, D. B., Best Test Sample Size for the Constant Failure Rate Case—The Exponential Distribution,
Proc. XIV Latin-American Quality Congress, Aguascalientes, Mexico, pp. 80-90, 2000
Kececioglu, D. B., Reliability Engineering Handbook, Vol. 1, DEStech Publications, Inc., Lancaster, PA, 2002,
720 pp. [reprinted with improvements]
Kececioglu, D. B., Reliability Engineering Handbook, Vol. 2, DEStech Publications, Inc., Lancaster, PA 2002,
568 pp. [reprinted with improvements]
Kececioglu, D. B., Reliability and Life Testing Handbook, Vol. 1, DEStech Publications, Inc., Lancaster, PA,
2002, 960 pp. [reprinted with improvements]
Kececioglu, D. B., Reliability and Life Testing Handbook, Vol. 2, DEStech Publications, Inc., Lancaster, PA,
2002, 900 pp. [reprinted with improvements]
Kececioglu, D. B. and Sun, F.-B., Environmental Stress Screening: Its Quantification, Optimization and
Management, DEStech Publications, Inc., Lancaster, PA, 2003, 548 pp. [reprinted with improvements]
Kececioglu, D. B., Maintainability, Availability and Operational Readiness Engineering Handbook, DEStech
Publications, Inc., Lancaster, PA, 2003, 803 pp. [reprinted with improvements]
Kececioglu, D. B. and Sun, F.-B., Burn-In Testing: Its Quantification and Optimization, DEStech Publications,
Inc., Lancaster, PA, 2003, 698 pp. [reprinted with improvements]
Kececioglu, D. B., Robust Engineering Design-by-Reliability, Vol. 1, DEStech Publications, Inc., Lancaster,
PA, 2003, 722 pp.
Professional Societies: ASME, ASEE, IEEE Reliability Society, Reliability Division of ASQ, Society of Reliability
Engineers, Hellenic Operations Research Society of Greece, AIAA, Society of Automotive Engineers, Tau Beta
Pi, Phi Kappa Phi, Golden Key Honor Society
Honors and Awards

Has received over 95 honors, a select few of which follow: Fulbright Scholar (1971); SAE's Ralph Teetor
Award (1977); ASQ’s Reliability Education Advancement Award (1979-80); ASQ’s Reliability Division Allen
Chop Award (1981); University of Arizona Anderson Prize (1983 ); Inducted into The University of Arizona
Presidents Club (1989); 1991-92 Academy of Achievements Award in Education, Amer. Hellenic Ed.
Progressive Assoc.; Fellow of the Society of Automotive Engineers (1996); Distinguished Probabilistic
Methods Educator Award, Society of Automotive Engineers (1997); Fellow, American Society for Quality
(1999)

INTERNAL—AME: Graduate Seminar Committee (1996-98), Reliability Engineering Qualifying Exams
Committee (1998-date), Dr. Dimitri Basil Kececioglu Reliability Engineering Research Fellowships
Endowment Fund (1990-date), Space Allocation Committee (2001-date), Undergraduate Advisor; COE:
AME/SIE Reliability and Quality Engineering Certificate Program (1992-00); UA: Committee on Graduate
Study (1996-97), Founder and Faculty Advisor, Student Chapter of the Society of Reliability Engineers
(1980-date)
EXTERNAL—Reviewer of scholarly manuscripts; Member, Society of Automotive Engineers, G-11 Committee
on Reliability, Maintainability, Supportability and Logistics National Committee (1998); Member, Adaptive
Structures Technical Committee, AIAA (1998-2002); Numerous short courses on reliability-related issues;
Organized, hosted, and directed (yearly) “The Annual Reliability Testing Institute,” “The Annual Applied
Reliability Engineering and Product Assurance Institute for Engineers and Managers,” and “The Annual
Reliability Engineering and Management Institute,” all of which raise money to support graduate students in the
Reliability Engineering Program at the UA

Edward J. Kerschen
Professor
Education
Ph.D. Mechanical Engineering, Stanford University, 1978
M.S. Mechanical Engineering, Stanford University, 1974
B.S. Mechanical Engineering, New Mexico State University, 1973

Aerospace and Mechanical Engineering: Assistant Professor (1981-85); Associate Professor (1985-98);
Professor (1998-date)
Other Employment
1987-88 Applied Mathematics and Theoretical Physics, and Clare Hall College, University of Cambridge,
England: Senior Visiting Fellow
1977-81 Mechanics Branch, General Electric Corporate Research and Development, Schenectady, New
York
1973-74 Bell Laboratories, Holmdel, New Jersey

CONSULTING—AlliedSignal Engines; The Boeing Company; AlliedSignal Aerospace Equipment Systems;
United Technologies Hamilton Sundstrand; United Technologies Research Center; NASA Langley Research
Center; McDonnell Douglas Aerospace; Innovative Technology Applications Company
PATENT— R. H. Schlinker and E. J. Kerschen, Airfoil Noise Control, Patent No. 5,613,649, 1997

Cain, A. B., Epstein, R. E., and Kerschen, E. J., Quick Turnaround Prediction of Weapons Bay Cavity Acoustic
Resonances, 5th AIAA/CEAS Aeroacoustics Conference, Seattle, AIAA/CEAS Paper 99-1899, 1999
Hammerton, P. W. and Kerschen, E. J., Effect of Leading-Edge Geometry and Aerodynamic Loading on
Receptivity to Acoustic Disturbances, Laminar-Turbulent Transition, IUTAM Symposium, Sedona/AZ,
Springer, Berlin, pp. 37-42, 2000
Cary, W., Bower, W. W., Cain, A. B., and Kerschen, E. J., Modeling and Prediction of Acoustic Resonance for
Round Supersonic Jets, ASME Int. Mech. Eng. Congress and Exposition, Orlando, 2000
Reba, R. A. and Kerschen, E. J., Boundary-Layer Effects on Performance of Surface-Mounted Actuators for
Active Noise Control, AIAA/CEAS Aeroacoustics Conference and Exhibit, 7th, Maastricht, Netherlands, AIAA
Paper 2001-2161, 2001
Peake, N. and Kerschen, E. J., The Noise Downstream of a Cascade of Loaded Airfoils, 7th AIAA/CEAS
Aeroacoustics Conference and Exhibit, Maastricht, Netherlands, AIAA Paper 2001-2123, 2001
Saric, W. S., Reed, H. L., and Kerschen, E. J., Boundary Layer Receptivity to Free-Stream Disturbances, Ann.
Rev. Fluid Mech. 34:291-319, 2002
Cain, A., Kerschen, E., and Raman, G., Simulation of Acoustic Characteristics and Mechanisms of Powered
Resonance Tubes, 8th AIAA/CEAS Aeroacoustics Conference & Exhibit, Breckenridge CO, AIAA Paper
2002-2400, , 2002
Cain, A., Kerschen, E., Raman, G., and Khanafseh, S., Simulations of Powered Resonance Tube: Effects of
Pressure Ratio and Freestream Flow, AIAA 1st Flow Control Conference, St. Louis, AIAA Paper 2002-2821,
2002
Kerschen, E. and Tumin, A., A Theoretical Model of Cavity Acoustic Resonances Based on Edge Scattering
Processes, 41st Aerospace Sciences Meeting and Exhibit, Reno, Nevada, AIAA Paper 2003-0175, 2003
Cain, A., Kerschen, E., Raman, G., and Sarpotdar, S., Simulation of Powered Resonance Tubes: Understanding
Parameter Space, 9th AIAA/CEAS Aeroacoustics Conference and Exhibit, Hilton Head, South Carolina,
AIAA Paper 2003-3103, 2003

Raman, G., Khanafseh, S., Cain, A. B., and Kerschen, E., Development of High Bandwidth Powered Resonance
Tube Actuators with Feedback Control, J. Sound Vib. 269:1031-1062, 2004
Hammerton, P. W. and Kerschen, E. J., Leading-Edge Receptivity for Bodies with Mean Aerodynamic
Loading, J. Fluid Mech. (submitted)
Peake, N. and Kerschen, E. J., Influence of Mean Loading on Noise Generated by the Interaction of Gusts with
a Flat-Plate Cascade: Unsteady Lift and Downstream Radiation, J. Fluid Mech. (submitted)
Honors and Awards

NSF Presidential Young Investigator Award (1984); Fellow, Division of Fluid Dynamics, American Physical
Society (1999); QuaterCentenary Visiting Fellowship, Emmanuel College, University of Cambridge, England
(2002)

INTERNAL—AME: Aerospace Search Committee (Spring’98-Fall’98), Undergraduate Studies Committee
Spring’96-Fall’98-Fall’01), Aero Faculty Search Committee (Spring’99-Spring’00), Academic Program
Review Committee (2000), Graduate Studies Committee (Fall’02-Spring’03), Faculty Status Committee
(Fall’03-date), Advisory Committee (Fall’03-date), Peer Review Committee (Fall’03-date), Undergraduate
Advisor; COE: Advisory Committee (Fall 97’-Spring’01); UA: Aerospace Sophomore Advisor (Fall-98-
Spring 01); UA: Steering Committee, Interdisciplinary Program in Applied Mathematics (2002-date),
National Merit Scholar Recruitment Luncheon, Phoenix (December 2000)
EXTERNAL--Reviewer of scholarly manuscripts/proposal; Session Chair,17th Arizona Fluid Mechanics
Conference, Tucson (February 2001); Member of Scientific Committee, IUTAM Symposium on Diffraction
and Scattering in Fluid Mechanics and Elasticity, Manchester, England (1999-2000); Member of Local
Organizing Committee, IUTAM Symposium on Laminar-Turbulent Transition, Sedona (1999); Member,
Career Awards Panel, National Science Foundation, Fluid Dynamics & Hydraulics Program (Fall 2000);
Professional Referee for Faculty Promotion Case, University of Cambridge, England (2003); Referee for
Faculty Promotion Case, University of California at San Diego 2003); Session Chair, 56th Annual Meeting of
the APS Division of Fluid Dynamics, East Rutherford, New Jersey (2003.); Member of Editorial Board, The
International Journal of Aeroacoustics (2003-date); Session Chair, DFD APS Meeting (November 2003)
Development Activities (1998-date): None

Oleg A. Likhachev
Adjunct Associate Professor
Education
Ph.D., Fluid, Gas, and Plasma Mechanics, Institute of Thermophysics, Academy of Sciences, USSR, 1975
Graduated, Physics and Applied Mathematics, Novosibirsk State University, Russia, 1972

Aerospace and Mechanical Engineering: Research Associate (1993-01); Adjunct Assistant Professor (2001-
date)
Other Employment
1985-93 Laboratory of the Stratified Media Thermohydrodynamics, Institute of Thermophysics,
Academy of Sciences, USSR: Senior Research Scientist
1972-85 Laboratory of Modeling, Institute of Thermophysics, Academy of Sciences, USSR: Research
Scientist (1979-85); Junior Research Scientist (1975-79); Special Student Researcher (1972-75)


Likhachev, O. A., Resonant-Triad Interaction in a Wall Jet, Phys. Fluids 10:627-636, 1998
Likhachev, O., Quintana, D., and Wygnanski, I., On the Stability of a Laminar Wall Jet with Heat Transfer,
Flow, Turbul. Combust. 62:137-162, 1999
Likhachev, O., Neuendorf, R., and Wygnanski, I., On Streamwise Vortices in a Turbulent Wall Jet that Flows
Over a Convex Surface, Phys. Fluids 13:1822-1825, 2001
Likhachev, O., On Preferred Perturbations Selected by Centrifugal Instability, J. Fluids Eng. 123:702-705, 2001
Likhachev, O., Equilibrium State of Trailing Vortices: Two-Dimensional Model of a Far-Field Vortex Wake,
Aerospace Sci. Technol. 5:329-338, 2001
Honors and Awards: None
Internal and External Service (1998-date): None

Erdogan Madenci
Professor
Education
Ph.D. Engineering Mechanics, University of California-Los Angeles, 1987
M.S. Applied Mechanics, Lehigh University, 1982
B.S. Industrial Engineering, Lehigh University, 1981
B.S. Mechanical Engineering, Lehigh University, 1980

Aerospace and Mechanical Engineering: Assistant Professor (8/89-94); Associate Professor (8/94-98);
Associate Head ( 8/98-10/01); Professor (8/98-date)
Other Employment
1/03-7/03 Mechanics and Durability Branch, NASA Langley Research Center, Hampton, VA (sabbatical):
Visiting Scientist
1/96-8/96 Royal Institute of Technology, Sweden (Sabbatical): Visiting Professor
6/92-9/92 IBM Corporation, Tucson, Arizona: Summer Faculty Fellow
9/88-8/89 The Fraunhofer-Institute für Werkstoffmechanik, Freiburg, Germany: Visiting Scientist
9/87-6/88 Aerospace, Mechanical and Nuclear Engineering, University of California-Los Angeles: Part-
Time Faculty
9/85-9/88 Structural Technology Office, The Aerospace Corp., El Segundo, California: Tech. Staff
9/83-6/86 Mechanical Engineering, California State University-Long Beach: Part-Time Faculty
6/83-9/85 Strength/Life Assurance Res. Group, Northrop Corp., Hawthorne, Calif.: Res. Engineer
6/80-6/83 Institute of Solid and Fracture Mechanics, Lehigh University and University of California-Los
Angeles: Research/Teaching Assistant

Kabir, H., Madenci, E., and Ortega, A., Numerical Solution of Integral Equations with Logarithmic, Cauchy
and Hadamard Type Singularities, Int. J. Num. Meth. Eng. 41:617-638, 1998
Anderson, T., Madenci, E., Burton, W. S., and Fish, J. C., 1998, Analytical Solution of Finite-Geometry
Composite Panels Under Transient Surface Loading, Int. J. Solids Struct. 35:1219-1239, 1998
Savruk, M. P., Madenci, E., and Shkarayev, S., Singular Integral Equations of the Second Kind with
Generalized Cauchy-Type Kernels and Variable Coefficients, Int. J. Num. Meth. Eng. 45, 1457-1470, 1999
Barut, A., Madenci, E., and Tessler, A., Nonlinear Thermoelastic Analysis of Composite Plates Under Non-
Uniform Temperature Distribution, Int. J. Solids Struct. 37:3681-3713, 2000
Barut, A., Madenci, E., Tessler, A., and Starnes, J. H., Jr., A New Stiffened Shell Element for Geometrically
Nonlinear Analysis of Composite Laminates, Comput. Struct. 77:11-40, 2000
Anderson, T. and Madenci, E., Experimental Investigation of Low-Velocity Impact Characteristics of Sandwich
Composites, Compos. Struct. 50:239-247, 2000
Sburlati, R., Madenci, E., and Guven, I., Local Buckling of a Circular Interface Between a Layer and a
Substrate with Finite Thickness, ASME J. Appl. Mech. 67:590-596, 2000
Barut, A., Guven, I., and Madenci, E., Analysis of Singular Stress Fields at Junctions of Multiple Dissimilar
Materials Under Mechanical and Thermal Loading, Int. J. Solids Struct. 38:9077-9109, 2001
Kradinov, V., Barut, A., Madenci, E., and Ambur, A. R., Bolted Double-Lap Composite Joints Under
Mechanical and Thermal Loading, Int. J. Solids Struct. 38:7801-7837, 2001
Hanauska, J., Kradinov, V., and Madenci, E., A Composite Double-Lap Joint with Staggered Bolts: An
Experimental and Analytical Investigation, Compos. Struc. 54:3-15, 2001
Madenci, E., Barut, A., and Nemeth, M. P., A Complex Potential-Variational Method for Stress Analysis of
Unsymmetric Laminates with an Inclined Cutout, ASME J. Appl. Mech. 68:731-739, 2001
Barut, A., Madenci, E., Anderson, T., and Tessler, A., Equivalent Single-Layer Theory for a Complete Stress
Field in Sandwich Panels under Arbitrarily Distributed Loading, Compos. Struct. 58:483-495, 2002
Kradinov, V., Hanauska, J., Barut, A., Madenci, E., and Ambur, D. A., Bolted Patch Repair of Composite
Panels with a Cutout, Compos. Struct. 56:423-444, 2002
Descour, M. R., Karkkainen, A. H. O., Rogers, J. D. , Liang, C., Kilic, B., Madenci, E., Rantala, T. J.,
Richards-Kortum, R. R., Anslyn, E. V., and Dupuis, R. D., Towards the Development of Miniaturized
Imaging Systems for Detection of Pre-Cancer, IEEE . Quantum Electro. 38:122-130, 2002
Barut, A., Hanauska, J., Madenci, E., and Ambur, D. A., Analysis Method for Bonded Patch Repair of a Skin
with a Cutout, Compos. Struct. 55:277-294, 200.
Kay, N., Barut, A., and Madenci, E., Singular Stresses in a Finite Region of Two Dissimilar Viscoelastic
Materials with Traction-Free Edges, Compu.r Meth. Appl. Mech. Eng. 191:1221-1244, 2002
Madenci, E., Guven, I., and Kilic, B., Fatigue Life Prediction of Solder Joints in Electronic Packages with ANSYS,
Kluwer Academic Publishers, Boston, Massachusetts, 2002
Guven, I. and Madenci, E., Transient Heat Conduction Analysis in a Piecewise Homogeneous Domain by a
Coupled Boundary and Finite Element Method, Int. J. Num. Meth. Eng. 56:351-380, 2003
Guven, I. and Madenci, E., Thermoelastic Stress Field in a Piecewise Homogeneous Domain under Non-
uniform Temperature Using a Coupled Boundary and Finite Element Method, Int. J. Num. Meth. Eng.
56:381-403, 2003
Guven, I., Madenci, E., and Chan, C. L., Transient Two-Dimensional Heat Conduction Analysis of Electronic
Packages by Coupled Boundary and Finite Element Methods, IEEE Trans. Compon. Packag. Tech. 25:684-
694, 2003
Mahajan, R., Erdogan, F., Kilic, B., and Madenci, E., Cracking of an Orthotropic Substrate Reinforced by an
Orthotropic Plate, Int. J. Solids Struc. l40:6389-6415, 2003
Barut, A. and Madenci, E., Thermo-Mechanical Stress Analysis of Laminates with a Cutout by a Complex
Potential-Variational Method, J. Therm. Stresses 27:1-31, 2004
Guven, I., Kradinov, V., Madenci, E., and Tor, J. L.,Solder Joint Life Prediction Model Based on the Strain
Energy Density Criterion, ASME J.Electron. Packag (in-press)
Professional Societies: ASME, AIAA, IEEE, ASEE
Honors and Awards

NASA-ASEE Summer Faculty Fellowship, NASA Langley (1993,1994); Lehigh University Kingsley
Fellowship (1982-83); Turkish Government Scholarship to study in the U.S.A., awarded to three
highest-ranking students in nationwide exams (1976-80)

INTERNAL—AME: Vision Team (1996-98), Aerospace Search Committee (1998), Bylaws Committee (2000-
2002), Manufacturing Design Initiative with PCC (2000-2002), Advisory Committee (2000-2001), Industry
Advisory Council (2000-2001), ABET Interim Report Committee for ME program ((9/01-12/01), Computer
Committee (1996-200)1, Department Head Search Committee (2000), Academic Program Committee
(2000), Undergraduate Advisor; COE: Faculty Status Committee (Fall’00-Fall 01; Chair Fall’01-Fall’02)
EXTERNAL—Member of Technical Program Committee; Chaired session on Thermo-Mechanical Modeling and
Simulation, 48th Electronic Components and Technology Conference, Seattle (1998); Member of Technical
Program Committee; Chair session on Thermo-Mechanical Modeling and Simulation, 49th Electronic
Components and Technology Conference, San Diego (1999); Member of Technical Program Committee and
Co-Chair of Symposium on Modeling and Simulation and Chair of session on Thermo-Mechanical Modeling
and Simulation, 50th Electronic Components and Technology Conference, Las Vegas (2000); Chairman of
the Symposium on Modeling and Simulation with 6 sessions, 51st Electronic Components and Technology
Conference, Orlando (2001); Member of Technical Committee, EuroSimE 2002 Conference, Paris, France
(2002); Member of Technical Program Committee and Co-Chair of Session on Thermo-Mechanical
Modeling and Simulation, 52nd Electronic Components and Technology Conference, San Diego (2002);
Member of Technical Program Committee and Chair of Symposium on Modeling and Simulation and Chair
of Session on Thermo-Mechanical Modeling and Simulation, 53rd Electronic Components and Technology
Conference, New Orleans (2003); 54th Electronic Components and Technology Conference, Las Vegas
(2004); Reviewer of scholarly manuscripts/proposals

John J. McGrath
Professor and Head
Education
Ph.D. Mechanical Engineering, Massachusetts Institute of Technology, 1977
M.S. Mechanical Engineering, Massachusetts Institute of Technology, 1974
B.S. Mechanical Engineering, Stanford University, 1971

Aerospace and Mechanical Engineering: Professor and Head (2002-date)
Other Employment
1978-02 Mechanical Engineering, Michigan State University: Assistant Professor 1978-82; Associate
Professor 1982-88; Acting Chairman 1/90-10/90; Professor 1988-02
1981-00 MSU/RWTH-Aachen International Engineering Exchange Program: Director
1977-78 Health Science and Technology, Toxicology Lab., Food and Nutrition, Massachusetts Institute of
Technology: Research Associate
1972-77 Cryogenic Engineering Lab., Massachusetts Institute of Technology: Research Assistant

CONSULTING—Dynatech; Natural Environment Research Council (Great Britain); Institut für Reproduk-
tionsmedizin (Germany); The Royal Free Hospital (Great Britain); Instrument Makar; Cell Systems, Ltd.
(Great Britain); Michigan Department of Commerce; Methodist Hospital, Indianapolis; Cellular Transplanta-
tion Sciences; Department of Energy; National Institutes of Health; Stryker Instruments; Ford Motor
Company
PATENTS—J. J. McGrath and J. M. Wille, System for Automated Analysis of 3-D Fiber Orientation in Short
Fiber Composites, U.S. Patent No. 5,841,892 1998
A. Aksan and J. J. McGrath, Method for Controlling the Chemical and Heat Induced Responses of
Collagenous Materials with Special Application to Heat Assisted Capsular Shift Procedures, U.S. Patent
No. 6,375,672, 2002
J. J. McGrath and B. Lian, Fluorescence Emission Ratio Imaging Thermography for Use in Heat Transfer
Analysis, U.S. Patent No. 6,648,506, 2003

Wirtz, K., Koochesfahani, M., McGrath, J. J., and Benard, A., Molecular Tagging Velocimetry Applied to
Bouyancy-Driven Convective Phenomena During Solidification, HTD-Vol 361-4, Proceedings of the ASME
Heat Transfer Division, pp. 103- 110, 1998
Relyea, H., White, M., McGrath, J. J., and Beck, J. V., Thermal Diffusivity Measurements of Free-Standing
CVD Diamond Films using Non-Contacting, Non-Destructive Techniques, Diam. Relat. Mater. 7:1207-1212,
1998
Elliott, G., McGrath, J., and Crockett-Torabi, E., A Novel Viability Assay Based on Green Fluorescent Protein,
Cryobiol. 4:360-369, 2000
AbdulNour, R. S., Willenborg, K., McGrath, J. J., Foss, J. F., and AbdulNour, B. S., Measurements of the
Convection Heat Transfer Coefficient for a Two-Dimensional Wall Jet: Uniform Temperature and Uniform
Heat Flux Boundary Conditions, J. Exp. Therm. Fluid Sci. 22:123-131, 2000
Kaiser, E. J., McGrath, J. J., and Benard, A., Directional Solidification of Isotactic and Atactic Polypropylene
Blends, J. Appl. Polym. Sci. 76:1516-1528, 2000
Lian, B., Jiang, L., McGrath, J. and Jaranson, J., Quantitative Determination of Morphological Features of
Triaxially Braided Composites Using Machine Vision, Compos. Sci. Technol. 60:159-166, 2000
Hoke, P. B., Kinnen, A. R., McGrath, J. J., and AbdulNour, B. S., Experimental Measurement and Numerical
Prediction of Condensation in a Developing Wall Jet Flow, 9th International Symposium on Flow
Visualization, Edinburgh, Scotland, pp. 134-1 to 134-10, 2000 [on CD]

Hoke, P. B. and McGrath, J. J., Measurement of Condensate Film Thickness on Reflective Surfaces with
Infrared Thermography, Meas. Sci. Technol. 13:1467-1474, 2002
Fron, D., Aksan, A. and McGrath, J. J., Ratiometric Laser-Induced Fluorescence (LIF) Thermography of
Radiofrequency Heated Tissue Phantoms, Proceedings of IMECE2002, Paper IMECE 2002-32353, 2002 [on
CD]
Aksan, A. and McGrath, J. Thermomechanical Analysis of Soft Tissue Thermotherapy, J.Biomechan. Eng.
125:700-708, 2003
Liu, B. L. and McGrach, J. J., Vitrification Solutions for the Cryopreservation of Tissue-Engineered Bone, Cell
Preserv. Tech. 2:133-143, 2004
Ponder, M., Vishnivetskaya, T., McGrath, J., and Tiedje, J., Microbial Life in Permafrost: Extended Times in
Extreme Conditions, in Life in the Frozen State (B. Fuller, E. Benson, and N. Lane, eds.), pp. 151-170, CRC
Press, Boca Raton, FL, 2004
Professional Societies: Society for Cryobiology, Biomedical Engineering Society, ASME, AAAS, SPIE, ASEE
Honors and Awards

Michigan State University College of Engineering Withrow Teaching Excellence Award (1993); Fellow of
ASME; Member, Tau Beta Pi; Fulbright Scholar, Cambridge University, England (1986/87); Doctoral
Fellowship, National Institute of General Medical Science (1975/77); Graduated Stanford University, Cum
Laude (1971)

INTERNAL—Department Head (2002-date); COE: Chair, ECE Department Head Search Committee (1/03-6/03),
Organizer, Desert Angels Entrepreneurship Presentation (March 2004), Leadership of BioMEMS Initiatives,
Tucson Micro-Foundry and UA BioMEMS (2003-2004), Bio-Preservation Center; UA: Member, UA Life
Science Study Group (6/03-date), Member, Arizona Bio-Science Roadmap Bioengineering Task Force (2/03-
date)
EXTERNAL—Reviewer of scholarly manuscripts/proposals; Member Scientific Organizing Committee,
CRYOBIOMOL 2003, European Society for Low Temperature Biology , September14-18, 2003; Member
Lissner Awards Committee, Bioengineering Division, ASME (1998-01); Member, Editorial Board,
Measurement Science & Technology (7/01-date); President, Society for Cryobiology (1/00-12/01); Associate
Editor, ASME, Journal of Biomechanical Engineering (1996-01); Editorial Board Member, Cryobiology
(1998-02); ASME K-17, Bio Heat and Mass Transfer Technical Committee member (1974-date);
Organized/Chaired 7 technical sessions at conferences

Parviz E. Nikravesh
Professor
Education
Ph.D. EE/Bio-Mechanics, Tulane University, 1976
M.S. Electrical Engineering, Tulane University, 1971-1973
B.S. Physics, Tehran University, 1964-1968

Aerospace and Mechanical Engineering: Associate Professor (1984-90); Professor (1990-date); Acting Head
(7/92-12/94)
Other Employment
1979-84 Mechanical Engineering, University of Iowa: Assistant Professor 1979-84
1976-79 Civil Engineering Laboratory, Port Hueneme, California: Research Scientist
1968-71 Shahab-Hitachi Mfg.: Product Design Engineer

CONSULTING—Automobile Industry: Ford, GM, Bosch; Software Development Companies: MDI, CADSi;
Altair

Park, J. and Nikravesh, P. E., Effect of Steering-Housing Rubber Bushings on the Handling Response of a
Vehicle, SAE 1997 Trans. J. Passenger Cars 106:76-86, 1998
Park, J. and Nikravesh, P. E., A Multibody Approach in Modeling Tire Longitudinal and Lateral Flexibility,
SAE 1997 Trans. J. Passenger Cars 106:2063-2075, 1998
Wang, D., Friswell, M., Nikravesh, P. E., and Kuo, E., Damage Identification in Structural Joints Using Generic
Joint Elements, Proc. 17th IMAC, Kissimmee, pp. 792-798, 1999
Wang, D., Nikravesh, P. E., Li, S., and Kuo, E., An Optimization Method for Selecting Physical Models in
Poly-Reference Modal Analysis of Vehicle Systems, Proc. SAE Noise and Vibration Conference, pp. 1019-
1026, 1999
Yi, T. Y. and Nikravesh, P. E., Identification of Free-Free Modes from Constrained Vibration Data for Flexible
Multibody Models, ASME Design Technical Conference, 17th Biennial Conference on Mechanical Vibration
and Noise, DETC99/VIB-8231, 1999
Nikravesh, P. E., Yi, T. Y., Park, J., Rigid-Flexible Multibody Simulation of a Vehicle Based on Experi-
mentally Obtained Data, Euromech Colloquium 404, Advances in Computational Multibody Dynamics,
Lisbon, Portugal, 1999
Nikravesh, P. E., Mean-Axes Conditions in Flexible Multibody Systems, Advances in Multibody Systems and
Mechatronics, Duisburg, Germany, pp. 19-36, 1999
Nikravesh, P. E., Use of Mean-Axes in Flexible Multibody Dynamics, ISME 2000, Tehran, Iran, May 16-19, 2000
Nikravesh, P. E., Rigid-Flexible Multibody Simulation of a Vehicle Based on Experimentally Obtained Data,
NATO-ARW on Computational Aspects of Nonlinear Structural Systems with Large Rigid Body Motion,
Pultusk, Poland, pp. 117-130, 2000
Nikravesh, P. E. Flexible Body Modeling in Multibody Dynamics Based on Experimentally Obtained Data, 6th US
National Congress on Computational Mechanics, Dearborn, MI, 2001 [on CD]
Yi, T. Y. and Nikravesh, P. E., Extraction of Free-Free Modes from Constrained Vibration Data for Flexible
Multibody Models, ASME J. Vibr. Acoust. 123: 383-389, 2001
Yi, T. Y. and Nikravesh, P. E., A Method to Identify Vibration Characteristics of Modified Structures for Flexible
Multibody Dynamics, J. of Automobile Eng. 215:55-63, 2002
Nikravesh, P. E. and Lin, Y., Body Reference Frames in Deformable Multibody Systems, Int. J. Multiscale
Comput. Eng. 1:201-217, 2003

Nikravesh, P. E., Model Reduction Techniques in Flexible Multibody Dynamics, Virtual Nonlinear Multibody
Systems (W. Schiehlen and M. Valasek, Eds.), NATO ASI Series: II. Mathematics, Physics and Chemistry -
Vol. 103, pp. 83-102, Kluwer Academic Publishers, Dordrecht/Boston/London, 2003
Nikravesh, P. E., Choices of Body Reference Frames in Flexible Multibody Dynamics, The Frithi of Niordson
Volume (P. Pedersen and N. Olhoff, Ed.), DCAMM International Symposium on Challenges in Applied
Mechanics, pp. 225-238, DCAMM, Lyngby, 2003
Nikravesh, P. E., A Survey of Formulations in Rigid and Deformable Multibody Dynamics, Proceedings of the
3rd Flexible Multibody Dynamics Workshop, pp. 81-140, Pusan National University, Pusan, Korea, 2003
Nikravesh, P. E. and Lin, Y. S., The Use of Principal Axes as Floating Reference Frame for a Moving
Deformable Body, Proceedings of ECCOMAS Thematic Conference on Advances in Computational
Multibody Dynamics, Lisbon, Portugal, July 1-4, 2003 [on CD]
Professional Societies: SAE, ASME
Honors and Awards: Keynote Speaker, 3rd Workshop on Flexible Multibody Dynamics, Pusan, Korea (July 21-22,
2003); Honorary Doctorate, Technical University of Lisbon, Portugal (June 2001)

INTERNAL—AME: Undergraduate Studies Committee (Fall’98-01), ABET Committee (Fall’98-date), Faculty
Status Committee (Fall’98-date), Teaching Load Ad-Hoc Committee (Fall’98-Fall’00, Chairman (Fall’98-
Fall’00), Peer Review Committee (Fall’98-Spring’03, Chairman Fall’00-Spring’03), Faculty Status
Committee (Fall’98-date), Advisory Committee (Fall’00-Fall’03), Bylaws Ad Hoc Committee (Fall’00),
Bylaws Committee (Spring’01-Fall’03), Undergraduate Advisor; COE: UA: Graduate Council (Fall’98-
Fall’02), Division of Learning, Technology and Assessment of Arizona Research Laboratories (Fall’97-
Spring’03), SAE Faculty Advisor (1999-date)
EXTERNAL--Reviewer of scholarly manuscripts/proposals; Member, Editorial Board, International Journal of
Multibody Systems Dynamics (1996-date); Session Chairman, 6th US National Congress on Computational
Mechanics, Dearborn, MI, July-31-August4, 2001; External reviewer for P&T: two at University of Iowa
(1998), one at Ohio State (1999), three at King Fahd University; Saudi Arabia and one at University of Texas
(2000), one at University of Michigan (2001), one at University of Waterloo (2002); External reviewer for
Ontario Premier’s Research Excellence Award, Univ. of Waterloo (1999); Guest Technical Editor, The
Arabian Journal for Science and Engineering (2003-date); Session Organizer and Chair, ECCOMAS
Thematic Conference on Advances in Computational Multibody Dynamics, Lisbon, Portugal (2003.);
Member of Ph.D. Committees in the Department of Solid Mechanics, Technical University of Denmark
(2003)

Workshop on Effective College Teaching (Richard Felder and Rebecca Brent, Instructors), April 13-14, 2000

Alfonso Ortega
Professor
Education
Ph.D. Mechanical Engineering, Stanford University, 1986
M.S. Mechanical Engineering, Stanford University, 1978
B.S. Mechanical Engineering, Texas-El Paso, 1976

Aerospace and Mechanical Engineering: Assistant Professor (1/88-7/94), Associate Professor (8/94-8/04),
Professor (as of 8/04)
Other Employment
9/95-9/96 NIST, Gaithersburg, Maryland (sabbatical): Guest Researcher
1/87-5/87 Mechanical Engineering Department, University of New Mexico: Adjunct Professor
1/86-1/88 Technical Staff, Geothermal Research Division, Sandia National Laboratories, Albuquerque, New
Mexico: Member
6/81-6/86 Mechanical Engineering/Thermosciences Division, Stanford University: Research Assistant
9/78-6/81 Technical Staff, Fluid Mechanics and Heat Transfer Department, Sandia National Laboratories,
1/77-9/77 Albuquerque, New Mexico: Member
9/75-12/76 Undergraduate Fluid Mechanics Laboratory, University of Texas-El Paso: Teaching Assistant
6/75-9/75 Facilities Engineering, Rocky Flats Plant, Rockwell Int., Golden, Colorado: Engineering Intern
6/74-8/74 Hastings Division, Amoco Oil Company, Texas: Summer Roustabout and Engineering Intern

CONSULTING—Honeywell Engines and Systems; Boeing-Helicopter Systems

Kabir, H., Madenci, E., and Ortega, A., Numerical Solution of Integral Equations with Logarithmic, Cauchy, and
Hadamard Type Singularities, Int. J. Num. Meth. Eng. 41:617-638, 1998
Ortega, A. and Lall, B. S., Natural Convection Air Cooling of a Discrete Source on a Conducting Board in a Shallow
Horizontal Enclosure, ASME J. Elec. Packag. 120:89-97, 1998
Queipo, N., Humphrey, J. A. C., and Ortega, A., Multiobjective Optimal Placement of Convectively Cooled
Electronic Components on Printed Wiring Boards, IEEE Trans. Compon. Packag. Manuf. Technol. A 21:142-153,
1998
Aranyosi, A., Ortega, A., Griffin, R. A., West, S., and Edwards, D., Compact Thermal Models of Packages Used in
Conduction Cooled Applications, IEEE Trans. Compon. Packag. Manuf. Technol.. 23:470-480, 2000
Rosales, J. L., Ortega, A., and Humphrey, J. A. C., A Numerical Simulation of the Convective Heat Transfer in
Confined Channel Flow Past Square Cylinders: Comparison of Inline and Offset Tandem Pairs, Int. J. Heat Mass
Transf. 44:587-603, 2001
Rosales, J. L., Ortega, A., and Humphrey, J. A. C., A Numerical Investigation of the Convective Heat Transfer in
Unsteady Laminar Flow Past a Single and Tandem Pair of Square Cylinders in a Channel, Num. Heat Transf. A
38:443-465, 2001
Chiriac, V. A. and Ortega, A., A Numerical Study of the Unsteady Flow and Heat Transfer in a Transitional Confined
Slot Jet Impinging on an Isothermal Surface, Int. Heat Mass Transf. 45:1237-1248, 2002
Ortega, A. and Ramanathan, S., On the Use of Point Source Solutions for Forced Air Cooling of Electronic
Components—Part I: Thermal Wake Models for Rectangular Heat Sources, Trans. ASME, J.Electron.
Packag. 125:226-234, 2003
Ortega, A. and Ramanthan, S., On the Use of Point Source Solutions for Forced Air Cooling of Electronic
Components—Part II: Conjugate Forced Convection from a Discrete Rectangular Source on a Thin
Conducting Plate, Trans. ASME, J.Electron. Packag. 125:235-243, 2003
Kabir, H. and Ortega, A., A New Model for Substrate Heat Spreading to Two Convective Heat Sinks:
Application to the BGA Package, IEEE Trans. Compon., Packag. Manuf. Tech. A (accepted)

Aranyosi, A., Ortega, A., and Evans, J., Development of Compact Thermal Models for Advanced Electronic
Packaging: Methodology and Experimental Validation for Single-Chip CPGA Package, Trans. ASME, J.
Elect. Packag. (accepted)
Kim, D., Kim, S. J., and Ortega, A., Compact Modeling of Fluid Flow and Heat Transfer in Pin Fin Heat Sinks,
Trans. ASME J. Elect. Packag. (accepted)
Professional Societies: ASME, AIAA, IEEE, ASEE
Honors and Awards: : MESA Distinguished Service Award for “excellence in outreach to the students and staff of
MESA (April 2004); U.S. Army Medal of Commendation for Significant Research Contributions to the U.S.
Army (January 2003); Significant Contributor Award (“Thermie” Award), IEEE Semiconductor Thermal
Measurement and Management Symposium (2002); ASME Electronic and Photonic Packaging Division Award
for Outstanding Contributions to the Engineering and Science of Thermal Management of Electronic
Equipment (2002); Hispanic Power Hitter Award, Hispanic Engineer and Information Technology (June 2002);
Southwest Mechanics Lecture Series Distinguished Lecturer (March 1997); Best Paper Award, SEMITHERM IX
(February 1993); Most Outstanding Teacher Award-Assistant Professor, Aero./Mech. Eng. (May 1992); NSF
Presidential Young Investigator Award (1990 ); NSF Presidential Faculty Fellows Program, Nominee (1991); David
and Lucille Packard Fellowships for Science and Engineering, Nominee (1989); ASME Electronic Packaging
Division/Heat Transfer Division Award for Outstanding Accomplishments by a Young Engineer, Nominee (1992);
Phi Kappa Phi, Pi Tau Sigma, Tau Beta Pi—elected member; Outstanding Mechanical Engineering Student,
University of Texas-El Paso (1977); Top Ten, University of Texas-El Paso (1977)

INTERNAL—AME: Thermal Sciences PhD Qualifying Exam Committee (as needed), AE-ME Merger
Committee (Fall’98), Academic Program Review Committee (Fall’00), Bylaws Committee (Fall’00-date,
Chair Fall’01-date), Undergraduate Studies Committee (2001-date, Chair 2002-03), Computer Committee
(Fall’02-date), Department Advisory Committee (Fall’03-date), Undergraduate Advisor; COE: College
Advisory Committee (elected At-Large Member, Fall ‘02-date), Millennium Committee (Fall’02-Spring’03);
UA: Steering Committee, NASA Space Grant Program, Lunar and Planetary Sciences (1993-date), Search
Committee, Dean of Engineering (Spring’97-Spring’98), Committee on Graduate Studies (Spring’97-
Spring’02), Research Instrumentation Center Advisory Committee (Spring’98-date), Sherrill Creative
Teaching Award Selection Committee (Fall’02-Spring’03, Chair Fall’03-Spring’04), Dean of Engineering
Five Year Review Committee (Fall’03-Spring’04), Faculty Advisor: Theta Tau Engineering Fraternity
(Fall’97-date), Society of Hispanic Professional Engineers (Fall’00-date), University of Arizona Office of
Early Academic Outreach, Southern Arizona MESA Program (Fall’00-date)
EXTERNAL--Reviewer of scholarly manuscripts/proposals; Associate Technical Editor: ASME Journal of
Electronic Packaging (1997-2001) and Gordon and Breach Book Series in Electronics Packaging (D.
Agonafer, Ed.), Gordon and Breach Publishers, New York, New York (1995-date); short courses on heat
transfer (1990-04); ASME Heat Transfer Division K-16 Committee on Heat Transfer in Electronic
Equipment (1990-date, Vice-Chair 1991-94, Chair 1994-97), ASME Electronics Packaging Division (1997-
date, Treasurer 1998-00, Vice-Chair 2000-01, General Chairman 2001-02, Honors and Awards Chairman
2002-03, Executive Committee 2002-date); ASME International Electronic and Photonic Packaging
Conference and Exhibition (InterPack) Chair (2001), Technical Program Chair (2003), General Conference
Chair (2005); IEEE Semiconductor Thermal Measurement and Management Symposium (SEMITHERM)
Organizing Committee (1990-2001), Conference General Chairman (1994), Executive Committee (1998-
date); IEEE Intersociety Conference on Thermal Phenomena in Electronic Equipment (ITHERM) Program
Committee (1994, 1996, 1998, 2000, 2002, 2004), Technical Program Chair (1992), Conference General
Chairman (1994), Executive Committee (1994-date), Short Course Chair and Session Chair (2002, 2004);
Chair and Co-Chair of numerous conferences

Kumar Ramohalli
Professor
Education
Ph.D. Propulsion, Massachusetts Institute of Technology, 1971
M.E. Aeronautics, The Indian Institute of Science, 1968
B.E. Mechanical Engineering Bangalore University, 1967

Aerospace and Mechanical Engineering: Associate Professor (1982-89); Professor (1989-date)
NASA Space Engineering Research Center, The University of Arizona (concurrent with above): Co-Director
(1988-date)
Other Employment
1995-96 Jet Propulsion Laboratory (sabbatical from AME): Member, Technical Staff (Key Staff)
1989-90 Harvard University, Cambridge, Massachusetts, August-January (sabbatical from AME): Visiting
Associate
1989 Pennsylvania State University, University Park, May-August (sabbatical from AME): Visiting
Adjunct Professor
1975-82 Jet Propulsion Laboratory, CalTech: Senior Scientist, Member of Technical Staff, Group Leader and
Group Supervisor; Research Engineer
1980-82 Sunfuels, Jet Propulsion Laboratory: Manager (additional duty)
1978 IRSO/IISc, Bangalore, India, August-December (on leave from JPL): Visiting Scientist
1971-75 Daniel and Florence Guggenheim Jet Propulsion Center, CalTech: Research and Senior Research
Fellow
1971 D.S.R. Staff, Space Propulsion Laboratory, Massachusetts Institute of Technology, June-July

CONSULTING—Harvard Smithsonian CfA; SAIC; ADD, Orbital Sciences Inc.; JPL; Aerospace Corp.; Donnelly
Corp.; Loral Corp.; Raytheon, Tucson
PATENTS—R. A. Frosch and K. N. R. Ramohalli, Silicone Containing Solid Propellants, U.S. Patent 4,210,474,
1980
M. F. Humphrey, K. N. R. Ramohalli, W. L. Dowler, Gasifiable Carbon Graphite Fibers, U.S. Patent
4,311,630, 1982
K. Ramohalli, Orbital Debris Processor, U.S. Patent 5,120,008, 1992

K. Ramohalli, B. R. Babin, and K. L. Brawner, The Feasibility of Using a Moving Spot of Concentrated Solar
Radiation to Cause Mechanical Failure on Aluminum Structural Bodies in Low Earth Orbit, Space Energy
Transp. 3:31-44, 1998
Ramohalli, K., New Technologies for Reliable, Low-Cost In-Situ Resource Utilization, Workshop on Using In
Situ Resources for Construction of Planetary Outposts, Houston, Texas, LPI/TR-98-01, pp. 14-15, 1998
[invited presentation/paper)
Ramohalli, K., Marcozzi, M., and Furfaro, R., The LORPEX Concepts for Powerbursts, Proceedings, 1st
NASA/JPL Workshop on Biomorphic Explorers for Future Missions, JPL, Pasadena, California, 1998
Ramohalli, K.,"HYBRISOL and Metallized Hybrid Systems, NASA OSAT, 9th Advanced Propulsion Workshop,
JPL Publication D-1567, 1998
Ramohalli, K., and Marcozzi, M.,"A Quantitative Evaluation of the Propulsion System, 9th Annual NASA/JPL
Advanced Propulsion Research Workshop, JPL D-15461 pp. 327-338, 1998
Ramohalli, K., Bauer, N., Duke, V., and Qi, J., Scale-Up Rules for Metallized Hybrid Systems, 9th Annual
NASA/JPL Advanced Propulsion Research Workshop, JPL D-15461, pp. 339-353, 1998
Ramhalli, K., Chapman, P., and Urdaneta, M., Hybrids and Hybrisols: How Far Have We Progressed?, NASA
Joint Propulsion Conference, JPL Meeting, 2000
Ramohalli, K., Urdaneta, M., and Furfaro, R., “Biology-Inspired Robotic Explores for Power-Surges, NASA/DoD
BEES 2000 Workshop, 2000
Ramohalli, K., Furfaro, R., Lozano, P., and Urdenata, M., An Innovative Energy-Rich Approach to Planetary
Exploration, 52nd International Astronautical Congress, Toulouse, France, Paper IAF-01.R.4.03, 2001
Ramohalli, K., Lozano, P., and Furfaro, R., Biology-Inspired Explorers for Space Systems, 53rd International
Astronautical Congress, Houston, Texas, Paper IAF-02-U-2.09, 2002
Ramohalli, K.., Natale, G., Marcozzi, M., Greene, J., and Duke, V., Newer Concepts in Mars Exploration:
LORPEX and PV Enhanced Aerobots, 53rd International Astronautical Congress, Houston, Texas, Paper IAF-
02-Q.3.2.07, 2002
Ramohalli, K. and Voecks, G., MIMOCE, A Novel Technology for an Energy-Rich Approach to Science-Driven
Planetary Exploration” 53rd International Astronautical Congress, Houston, Texas, Paper IAF-02-R.4.05, 2002
Ramohalli, K., Gollapudi, A., and Loehr, R., A Quantitative Methodology for Comparisons of Cost/Reli-
ability.Risk, HEMRL International Conference, Pune, India, 2003 [invited, peer-reviewed Plenary Paper]
Professional Societies: AIAA, International Lunar Development Subcommittee of IAF
Honors and Awards

Associate Fellow AIAA; Appointed to Space Technology Council (USRA) (1999-04); elected to International
Academy of Astronautics (1997); appointed to Committee on Space Science and Technology Planning,
National Research Council, National Academy of Engineering (May 1992-94); NASA Exceptional Service
Medal for “Exceptional Contributions to Research” (1984); 19 NASA Certificates of Recognition for New
Technologies (with monetary awards); member of Tau Beta Pi and Sigma Xi; NASA Group Achievement
Award, Solid Rocketry (November 1976); duPont Memorial Fellowship, Massachusetts Institute of Technology
(1968-69); selected (by National Peer Review) Research Engineer at Jet Propulsion Laboratory (1981); NASA
Group Achievement Award, Solar Thermal Parabolic Dish Program (October 1984); DOE, “Special
Recognition” award for solar thermal technologies; Visiting Scientist (at host's expense), BIT and NWPI,
Beijing and Xian, China (1987); included in “One Hundred Stars of Space” by Ad Astra (July 1991); voted one
of the Top Three Instructors in AME by the students (1992); Visiting Scientist (at host’s expense), ADD,
Samsung, Hanwha, S. Korea (1993); “Beyond 2000,” several ABC, NBC, and CBS interview segments; invited
for seminars at ISAS (Japan) by the Director-General (1994); awarded 25th Anniversary of Apollo 11 Flag
flown on Shuttle (STS-65) in recognition of work on Surveyor at JPL (presented by Dan Goldin) (December
1994); Certificate of Recognition, University of Arizona, Department of Student Programs (April 1995); HEMS
Award (December 2000); Honorary Member, HEMRL, India (2002); Hall of Fame, HEMRL, India (2002).

INTERNAL—AME: Undergraduate Studies Committee (1996-99), Undergraduate Advisor, COE: Peer Review
Committee (1997-03), Advisory Committee (2001-date);
EXTERNAL—IAA Workshop on Future Propulsion Concepts (1995-date); International Lunar Development
Subcommittee of IAF (1991-date; reviewer of scholarly manuscripts/proposals; NASA/USRA Space
Technology Council (1999-02); several visits to local schools for science demonstrations (highly
publicized); supervised Kyle Sanford, student at Sabino High School, under the Professional Internship
Program (2000); hosted TUSD student, Nathan Copeland, in my robot laboratory at the written request of Dr.
Frazier Barbery of the TUSD Professional Internship Program (2002)

Sergey V. Shkarayev
Assistant Professor
Education
D.Sc., Mechanical Engineering, Kharkov Aviation Institute, Ukraine, 1993
Ph.D., Mechanical Engineering, Moscow Aviation Institute, Russia, 1983
M.S., Mechanical Engineering, Kharkov Aviation Institute, Ukraine, 1976

Aerospace and Mechanical Engineering: Visiting Research Associate Professor (8/95-2/98); Research
Associate Professor (2/98-8/99); Assistant Professor (8/99-date)
Other Employment
6/93-8/95 Buria Aircraft, Inc., Kharkov, Ukraine: Vice Chief-Designer
9/86-8/95 Aircraft Construction Department, Kharkov Aviation Institute, Ukraine: Associate Professor
9/84-8/94 Aircraft Design and Testing Laboratory, Kharkov Aviation Institute, Ukraine: Program Director
2/85-10/85 School of Engineering and Applied Sciences, George Washington University: Visiting Scholar
9/83-9/84 Aircraft Construction Department, Kharkov Aviation Institute, Ukraine: Assistant Professor
9/76-9/83 Aircraft Design and Testing Laboratory, Kharkov Aviation Institute, Ukraine: Research Analyst

CONSULTING—Antonov Aircraft Company, Kiev, Ukraine (1989-95); Tupolev Design Bureau, Moscow, Russia
(1988-93); The Boeing Company, Commercial Airplane Group (1997-98); NASA Langley (1996-98); Intel
Corporation (1997-98 )
PATENTS—S. Shkarayev and N. Koshelev, Sheet and Stringer Riveted Joint, USSR Patent 866937, 1980
S. Shkarayev, N. Koshelev, and A. Makeev, Sheet and Stringer Riveted Joint, USSR Patent 974735, 1981
S. Shkarayev, N. Koshelev, A. Makeev, V. Ciganov, and S. Yarmolchuk, Aircraft Components Repairing,
USSR Patent 1034331, 1981
S. Shkarayev, E. Kuceravi, and A. Makeev, Bolted Joint, USSR Patent 1201567, 1984
S. Shkarayev, S. Yarmolchuk, S. Poznishev, M. Fomin, P. Fomichev, A. Bobmenkov, and K. Sherban, Crack
Repairing Method, USSR Patent 1633668, 1990
V. Ciganov, S. Yarmolchuk, A. Makeev, V. Leibov, and S. Shkarayev, Strain Measurement Method, USSR
Patent 1663414, 1991

Madenci, E., Shkarayev, S., Sergeev, B., Oplinger, D. W., and Shyprykevich, P., Analysis of Composite
Laminates with Multiple Fasteners, Int. J. Solids Struct. 35:1793-1811, 1998
Madenci, E., Shkarayev, S., and Mahajan, R., Potential Failure Sites in A Flip-Chip Package With or Without
Underfill, ASME J. Elec. Pack. 120:1-6, 1998
Madenci, E., Shkarayev, S., and Sergeev, B., Boundary Collocation Method for Multiple Defect Interactions in
an Anisotropic Finite Region, Int. J. Fract. 94:339-355, 1998
Madenci, E., Shkarayev, S., Sergeev, B., Oplinger, D. W., and Shprykevich, P., Analysis of Composite
Laminates with Multiple Fasteners, Int. J. Solids Struct. 35:1793-1811, 1998
Savruk, M. P., Madenci, E., and Shkarayev, S., Singular Integral Equations of the Second Kind with
Generalized Cauchy-Type Kernels and Variable Coefficients, Int. J. Num. Meth. Eng. 45:1457-1470, 1999
Savruk, M. P., Shkarayev, S., and Madenci, E., Stress Near Apex of Dissimilar Materials with Bilinear
Behavior, Theor. Appl. Fract. Mech. 31:203-212, 1999
Sarvuk, M. P., Madenci, E., and Shkarayev, S. V., Singular Integral Equations of the Second Kind with
Generalized Cauchy-Type Kernels and Variable Coefficients, Int. J. Num. Meth. Eng. 45:1457-1470, 1999
Razi, H., Sergeev, B., Shkarayev, S., and Madenci, E., Analysis of Sandwich Panels with Multi-Site Damage,
Eng. Fract. Mech. 64:255-268, 1999
Shkarayev, S., Madenci, E., Ibnabdeljalil, M., Savruk, M. P., Analytical Stress Singularities for a Crack at at Bi-
and Triple Junction of Dissimilar Materials with Bilinear Behavior, Eng. Fract. Mech. 68:475-486, 2001

Savruk, M. and Shkarayev, S., Analysis of Stress Singularities for Three-Dimensional Corners Using the
Bondary Integral Equation Method, Theo. Appl. Fract. Mech. 36:263-275, 2001
Shkarayev, S., Theoretical and Experimental Study of Cracked Parts Repairing, Proceedings of USAF Aircraft
Structural Integrity Program Conference, 13 p., 2001
Shkarayev, S. and Savruk, M. P., Stress Singularities in Problems of Viscoelasticity, Physicochemical
Mechanics of Materials, Vol. 38, pp. 15-24, 2002
Null, W., Wagner, M., Shkarayev, S., Jouse, W., and Brock, K., Utilizing Adaptive Wing Technology in the
Control of a Micro Air Vehicle, in Smart Structures and Materials 2002: Industrial and Commercial
Applications of Smart Structures Technologies (Anna-Maria R. McGowan, Ed.), Proceedings of SPIE, Vol.
4698, pp. 112-120, 2002
Shkarayev, S., Raman, A., and Tessler, A., Computational and Experimental Validation Enabling a Viable In-
Flight Structural Health Monitoring Technology, Proceedings of the First European Workshop, Structural
Health Monitoring 2002 (D. L. Balageas, Ed.), pp. 1145-1150, DEStech Publications, Lancaster, Pennsyl-
vania, 2002
Shkarayev, S. and Savruk, M. P., Analogy of Stress Singularity Problems for Material with Linear and Bilinear
Behaviours, Physiochem. Mech. Mater. 39:45-53, 2002
Shkarayev, S., Theoretical Modeling of Crack Arrest by Inserting Interference Fit Fasteners, Int.J. Fatigue
25:317-324, 2003
Shkarayev, S., Savastiouk, S., and Siniaguine, O., Stress and Reliability Analysis of Electronic Packages with
Ultra-Thin Chips, J. Elecron. Packag. 125:98-103, 2003
Shkarayev, S. and Mall, S., Computational Modeling of Shot-Peening Effects on Crack Propagation Under
Fretting Fatigue, J. Strain Anal. 38:495-506, 2003
Shkarayev, S. Jouse, W., Null, W., and Wagner, M., Measurements and Performance Prediction of an Adaptive
Wing Micro Air Vehicle, Smart Structures and Materials 2003: Industrial and Commercial Applications of
Smart Structures Technologies (Eric Anderson, ed.), Proceedings of SPIE, Vol. 5054, pp. 53-65, 2003
Professional Societies: AIAA, ASME
Honors and Awards

Master's Degree with Excellence (1976 ); Honorary Inventor of the USSR (1982); USSR Ministry of Higher
Education Scholarship to research in the School of Engineering and Applied Sciences, George Washington
University, Washington, DC (1985); The George Washington University Certificate of Appreciation, Awarded
for Outstanding Research (1985); TUSD Certificate of Appreciation awarded for participating in the Professional
Internship Program (May 2001); Faculty Fellowship Award, Air Force Research Laboratory, WPAFB, Ohio
(2002)

INTERNAL—AME: Undergraduate Studies Committee (Fall’01-date), Academic Program Review Committee
(Fall’00), Undergraduate Laboratory Committee (Fall’99-date), Undergraduate Advisor; COE:
Interdisciplinary Senior Design Projects (Spring’01); UA: Faculty Advisor for AIAA (2000-02) and Micro
Air Vehicle Club (2003-date)
EXTERNAL—Reviewer of scholarly manuscripts/proposals; Advising of PIP high-school students on design
projects (Fall’00-Fall’02); Session Chair, Damage/Fracture Mechanics, 2003 Mechanics and Materials
Conference, Scottsdale Arizona (2003.); Organizer, 8th International Micro Air Vehicle Competition,
Tucson, Arizona (2004); Member, ASME Applied Mechanics Division, Dynamic Behavior of Materials
Committee (2003-date); Member, AIAA Multidisciplinary Design Optimization Committee (2004); Session
Chair, Advances in Characterization of Dynamic Response of Materials and Structures—II, and Symposium
Organizer, Dynamic Response of Structures and Materials to Blast Loading, ASME International
Engineering Congress and Exposition, New Orleans, LA, November 17-22, 2002

Aeroelasticity: State-of-the-Art Practices, Short Course, SDM Conference 2004, April 17-28, 2004

Bruce R. Simon
Professor
Education
Ph.D. Mechanical Engineering, University of Washington, 1971
M.S. Mechanical Engineering, University of Washington, 1967
B.S. Mechanical Engineering, University of Idaho, 1965
A.A. Mechanical Engineering, North Idaho Junior College, 1963

Aerospace and Mechanical Engineering: Visiting Assistant Professor (1972-73); Assistant Professor (1973-77);
Associate Professor (1977-89); Professor (1989-date)
Other Employment
1993-94 Applied Mechanics and Engineering Sciences, University of California, San Diego (sabbatical):
Visiting Professor
1986-89 Bioengineering Unit, Strathclyde University, Glasgow, Scotland, United Kingdom (sabbatical):
Visiting Professor
1983 U. S. Air Force Summer Faculty Research Program, Aerospace Medical Research Labora-
tory-BBD, Wright-Patterson AFB: SCEEE Fellow (AFOSR)
1981-82 Department of Civil Engineering, University of Wales, Swansea, Wales, United Kingdom
(sabbatical): Senior Visiting Fellow
1972-74 Cardiovascular Training Program, Bioengineering, University of Washington: Instructor
1971-72 Division of Bioengineering, University of Washington: NIH Post-Doctoral Fellow
1968-71 Mechanical Engineering, University of Washington: NIH Post-Doctoral Fellow,
1968 Mechanical Engineering, University of Washington: Research Assistant
1965-68 Mechanical Engineering, University of Washington: Predoctoral Fellow, NDEA Title IV

CONSULTING—External consultant on “Study and Development of Mathematical, Mechanical, and
Computational Models for the Analysis of Human Body Structures,” Institute de Engenharia Mecanica
(IDMEC-IST), Lisbon, Portugal, supported by the Portuguese National Science Foundation (1994-97)

Simon, B. R., Kaufmann, M. V., McAfee, M. A. and Baldwin, A. L., Identification and Determination of
Material Properties for Porohyperelastic Analysis of Large Arteries, J. Biomech. Eng. 120:188-194, 1998
Simon, B. R., Kaufmann, M. V., McAfee, M. A., and Baldwin, A. L., Porohyperelastic Finite Element Analysis
of Large Arteries Using ABAQUS, Tech. Note, J. Biomech. Eng. 120:296-298, 1998
Simon, B. R., Kaufmann, M. V., Liu, J., and Baldwin, A. L., Porohyperelastic-Transport-Swelling Theory,
Material Properties and Finite Element Models for Large Arteries, Int. J. Solids Struct. 35:5021-5031, 1998
Simon, B. R., Kaufmann, M. V., Liu, J., and Baldwin, A. L., Porohyperelastic-Transport-Swelling Finite
Element Models: Applications and Material Property Determination for Large Arteries, Computer Methods
in Biomechanics and Biomedical Engineering-2 (J. Middleton, M. L. Jones, and G. N. Pande, eds.), Gordon
and Breach Publ., pp. 505-511, 1998
Simon, B. R. and Kaufmann, M. V., Finite Element Models for Arterial Wall Mechanics and Transport,
Biomechanic Systems Techniques and Applications (C. T. Leondes, ed.), CRC Press, pp. 5.1-5.36, 2001
Simon, B. R., Williams, S. K., Radtke, G. A., Liu, Z. P., and Rigby, P. H., Coupled ‘EMPMTH’ FEMs for
Transport in Soft Biological Structures,” 7th U.S. National Congress on Computational Mechanics, Invited
Keynote-Computational Bioengineering Session 2 and Conference Proceedings, USACM and Sandia Natl.
Labs, Albuquerque, NM, 2003 (on CD)

Simon, B. R., Williams, S. K., Liu, Z. P., and Rigby, P. H., Simulation of The Coupled Structural-Transport
Response of Soft Tissue Structures Using Finite Element Models, Proceedings of the 2001 ASME
Bioengineering Conference (L.J. Soslowsky, T.C. Skalak, J. S. Wayne, and G. A. Livesay, Eds.) Key
Biscayne, FL, 2003 (on CD)
Simon, B. R., Radtke, G. A., Liu, Z. P., Rigby, P. H., and Williams, S. K., Theoretical and Finite Element
Models for Coupled Electro-Mechano-Chemical Transport in Soft Tissues, IUTAM-Symp. on Mechanics of
Physicochemical and Electromechanical Interactions in Porous Media, Rolduc, Kerkrade, The Netherlands,
2003 (on CD)
Simon, B. R., Coupled Mechanical-Chemical-Electrical Poroelastic Transport Theory and Finite Element
Model Applications in Soft Tissue Mechanics, Appl. Mech. Rev. [invited]
Professional Societies: ASME
Honors and Awards: Invited Tutorial Lecture, Third World Congress of Biomechanics, Sapporo, Japan (1998);
Invited Lecturer, Southwest Mechanics Lecture Series (1993-94); Volvo Award for Low Back Pain Research—
Bioengineering, Volvo Company, Gøteborg, Sweden (1985); Haliburton Award of Excellence, Haliburton
Education Foundation, U.S.A. (1980); Invited Keynote Address, Computational Bioengineering Session 2, 7th
U.S. National Congress on Computational Mechanics, Albuquerque, NM (2003); Invited Plenary Presentation,
IUTAM-Symposium on Mechanics of Physicochemical and Electromechanical Interactions in Porous Media,
Rolduc, Kerkrade, The Netherlands (2003)

INTERNAL—AME: Undergraduate Studies Committee (1999-00), Undergraduate Advisor; UA: Committee on
Biomedical Engineering (1997-date), Biomedical Engineering Graduate Interdisciplinary Program (BME
IDP): Executive Committee (1997-date), Program Committee (1997-date; Chair 1997-00)
EXTERNAL—ASME National Bioengineering Division (BED) Executive Committee Secretary Elect (2003-04);
BED Y. C. Fung Young Investigator Award Committee (Chair 2002-date); BMD Bioengineering Division
National Honors Committee (2002-date); “Special” Associate Editor, Journal of Biomechanical Engineering
(1995-date); International Editorial Board, Computer Methods in Biomechanics and Biomedical Engineering
(1997-date); Editorial Consultant, Journal of Biomechanics (1987-99); reviewer of scholarly manuscripts/
proposals; ASME BED Program Chair, 1999 IMECE, Nashville, TN (1998-00; Joint AMD/BED/FED
Biomechanics Committee (1984-date); Biosolid Mechanics Committee, Bioengineering Division (1985-date);
Fulbright Scholar Specialist Review Committee (2003.); NSF Fellowship Review Panelist.; Chair and
Organizer of numerous conference sessions and symposia

ASME National Technical Executive (Training) Conference (2004)

Anatoli Tumin
Associate Professor
Education
D. Sci. Fluid, Gas and Plasma Dynamics, Moscow Institute of Physics and Technology, 1987
Ph.D. Fluid, Gas and Plasma Dynamics, Moscow Institute of Physics and Technology, 1975
M.S. Physics and Applied Mathematics, Novosibirsk State University, 1972
Years of Service at the University of Arizona: 3½

Aerospace and Mechanical Engineering: Assistant Professor (2000-8/03); Associate Professor (8/03-date)
Applied Mathematics Program: Affiliate Member (Spring’03); Full Member (Fall’03-date)
Other Employment
1993-02 Engineering, Tel-Aviv University: Associate Professor (leave of absence 2001-02): Associate
Professor
1992-93 Engineering, Tel-Aviv University: Researcher-Fellow
1990-92 Aeromechanics and Flight Techniques, Moscow Institute of Physics and Technology: Associate
Professor
1990 Moscow Technical University: Professor (concurrent with above)
1982-90 Scientific-Industrial Design Office “Molniya”: Head of Laboratory, Leading Designer/ Engineer
1975-82 Aeromechanics and Flight Techniques, Moscow Institute of Physics and Technology: Assistant
Professor

CONSULTING—Israel Aircraft Industries (1992-00); RAFAEL, Israel Defense Ministry (1999)

Eliahou, S., Tumin, A., and Wygnanski, I., Laminar-Turbulent Transition in Poiseuille Pipe Flow Subjected to
Periodic Perturbation Emanating from the Wall, J. Fluid Mech. 361:333-349, 1998
Naveh, T., Seifert, A., Tumin, A., and Wygnanski, I., The Effect of Sweep on the Parameters Governing the
Control of Separation by Periodic Motion, J. Aircraft 35:510-512, 1998
Tumin, A., Subharmonic Resonance in a Laminar Wall Jet, Phys. Fluids 10:4769-4771, 1998
Shapiro, I., Shtilman, L., and Tumin, A., On Stability of Flow in an Annular Channel, Phys. Fluids 11:2984-
2992, 1999
Han, G., Tumin, A., Wygnanski, I., Laminar-Turbulent Transition in Poiseuille Pipe Flow Subjected to Periodic
Perturbation Emanating from the Wall, Part II: Late Stage of Transition, J. Fluid Mech.419:1-27, 2000
Reshotko, E. and Tumin, A., Spatial Theory of Optimal Disturbances in a Circular Pipe Flow,” Phys. Fluids
13:991-996, 2001
Tumin, A., A Model of Spatial Algebraic Growth in a Boundary Layer Subjected to a Streamwise Pressure
Gradient, Phys. Fluids 13 :1521-1523, 2001
Tumin, A. and Reshotko, R., Spatial Theory of Optimal Disturbances in Boundary Layers, Phys. Fluids
13,:2097-2104, 2001
Reau, N. Tumin, A., On Harmonic Perturbations in a Turbulent Mixing Layer, Eur. J.Mech. B, Fluids 21:143-
155, 2002
Reau, N. and Tumin, A., On Harmonic Perturbations in Turbulent Wakes, AIAA J. 40:526-530, 2002
Tumin, A., The Spatial Stability of Natural Convection Flow on Inclined Plates, ASME J. Fluid Eng. 125:28-
437, 2003
Fedorov, A. and Tumin, A., Initial-Value Problem for Hypersonic Boundary Layer Flows, AIAA J. 41:379-389,
2003
Tumin, A., Optimal Streamwise Vortices Intended for Supersonic Mixing Enhancement, AIAA J. 41:1542-1546,
2003
Tumin, A., Multimode Decomposition of Spatially Growing Perturbations in a Two-Dimensional Boundary
Layer, Phys. Fluids 15:2525-2540, 2003

Tumin, A. and Ashpis, D. E., Optimal Disturbances in Boundary Layers Subject to Streamwise Pressure
Gradient, AIAA J. 41:2297-2300, 2003
Tumin, A. and Reshotko, E., Optimal Disturbances in Compressible Boundary Layers, AIAA J. 41:2357-2363,
2003
Tumin, A. and Ashpis, D. E., Transient Growth Theory Predictions of Optimal Placing of Passive and Active
Flow Control Devices for Separation Delay in LPT Airfoils, NASA /TM-2003-212228, 2003
Fedorov, A. and Tumin, A., Evolution of Disturbances in an Entropy Layer on a Blunted Plate, AIAA J. 42:89-
94, 2004
Reshotko, E. and. Tumin, A., Investigation of the Role of Transient Growth in Roughness-Induced Transition,
AIAA J. 42 (in print)
Guydos, P. and Tumin, A., Multimode Decomposition in Compressible Boundary Layers, AIAA J. 42 (in print).
Professional Societies: AIAA, APS, European Mechanics Society
Honors and Awards

“Citation of Honor” for teaching Mechanical Engineering at Tel-Aviv University (2000); The Guastela
Scholarship, Rashi Foundation, Israel (1993); Citation on Transient Growth Theory research: “Aerospace
Science Achievements in 2001” (Aerospace America, 2001, No. 12, p. 18), “Aerospace Science Achievements
in 2002” (Aerospace America, 2002, No, 12, p. 19); Senior Member AIAA

INTERNAL—AME: Faculty Search Committee (Spring’02-Spring’03, Fall’03-date), Computer Committee
(Fall’02-Spring’04), ABET Committee (Fall’02-date), Undergraduate Advisor
EXTERNAL— Reviewer of scholarly manuscripts/proposals; Chair of Session “Sensitivity and Receptivity,”
ASME joint U. S.-European Fluids Engineering Division Summer Meeting, Montreal, Quebec, Canada
(2002); external reviewer for tenure position; Co-Chair of session “Numerical and Asymptotic Boundary
Layer Analysis,” AIAA Fluid Dynamics Conference, Orlando, FL (2003); Member, AIAA Technical
Committee

John G. Williams
Professor
Education
Ph.D. Nuclear Reactor Physics, London University, 1971
B.A. Physics, Oxford University, 1967

Aerospace and Mechanical Engineering: Professor (8/95-date); Associate Head for Graduate Studies and
Research (8/03-date)
Nuclear Reactor Laboratory: Director (1992-date)
Nuclear Engineering: Professor (1992-95)
Other Employment
1986-91 Nuclear Engineering, University of Illinois, Urbana-Champaign: Associate Professor and Director,
Nuclear Reactor Laboratory
1983-86 Mechanical Engineering, University of Arkansas: Professor
1980-81 Mechanical Engineering, University of Arkansas: Visiting Associate Professor
1971-83 Mechanical Engineering, Imperial College, University of London: Lecturer in Reactor Physics

CONSULTING—Arkansas Technical University; National Science Foundation, Panel on European Nuclear
Industry; Cetas, Inc.; Arizona Public Service Corp.
States in Which Registered: Arkansas

Danjaiji, M. B., Williams, J. G., and Ougouag, A. M., Calculations of Energy Partition for Neutron Induced
Radiation Damage, Reactor Dosimetry, Proc. Ninth International Symposium on Reactor Dosimetry (H. Ait
Abderrahim, P. D’Hondt, and B. Osmera, eds.), World Scientific Publishing, pp. 619-626, 1998
Carter, W. J. and Williams, J. G., A Computer-Based Thermodynamic Model of a TRIGA Reactor, Trans. Am.
Nucl. Soc. 79:379-380, 1998
Griffin, P. J. and Williams, J. G., Adjustment of the 235U Fission Spectrum, Reactor Dosimetry: Radiation
Metrology and Assessment (J. G. Williams, D. W. Vehar, F. H. Ruddy, and D. M. Gilliam, eds.), ASTM STP
1398:352-359, 2001
Williams, J. G. and Griffin, P. J., Physically Constrained Adjustment of Calculated Neutron Spectra for
Dosimetry and Vessel Locations, Reactor Dosimetry: Radiation Metrology and Assessment (J. G. Williams,
D. W. Vehar, F. H. Ruddy, and D. M. Gilliam, eds.), ASTM STP 1398:494-501, 2001
Williams, J. G., Vehar, D. W., Ruddy, F. H., and Gilliam, D. M., Eds., Reactor Dosimetry: Radiation Metrology
and Assessment, ASTM STP 1398, ~900 pp., 2001
Wagschal, J. J., Williams, J. G., and Yeivin, Y., Three Stage Adjustments of Fluences, Transport Parameters
and Damage Parameters in Reactor Vessels, Reactor Dosimetry in the 21st Century: Proceedings of the 11th
International Symposium on Reactor Dosimetry (J. Wagemans, H. Ait Abderrahim, P. J. D’Hondt, and C.
Raedt, eds.), World Scientific Publishing, 2003
Professional Societies: ASTM, IEEE, ANS
Honors and Awards

Halliburton Foundation Award for Excellence in Research, College of Engineering, University of Arkansas
(1984); Outstanding Advisor Award, University of Arkansas, Associated Student Government (1986); Student’s
Award for Excellence in Undergraduate Teaching, Dept. of Nuclear Engineering students (1989); ASTM
Award of Appreciation for Standards Writing and ASTM-EURATOM Symposium Committee Work, ASTM E-
10 Committee (1989); ASTM Award of Appreciation for Contributions to Reactor Dosimetry, ASTM E-10
Committee (1990); Andersen Consulting Award for Advising Excellence, College of Engineering, UIUC
(1990); “Incomplete List of Teachers Ranked as Excellent by Their Students,” U. of Illinois Urbana-Champaign
( Spring 1990, Fall 1990, Spring 1991); ASTM Award of Appreciation for Outstanding Leadership and Service

as the Program Vice Chairman of the 8th ASTM-EURATOM Symposium on Reactor Dosimetry, Committee E-
10 on Nuclear Technology and Applications (January 1994); ASTM Award of Appreciation for Outstanding
Leadership and Service as the Program Committee Chairman of the 9th International ASTM-Euratom
Symposium on Reactor Dosimetry, Prague (September 1996); Best Paper Award, Tenth International
Symposium on Reactor Dosimetry, Osaka, Japan (September 1999); ASTM, Award of Appreciation for
Outstanding Leadership and Service as Program Chairman for the Tenth International Symposium on Reactor
Dosimetry (January 2000); ASTM, The Peter Hedgecock Award for Contributions to Nuclear Reactor
Dosimetry and Long Service to ASTM Standards Writing on Committee E-10 on Nuclear Technology (January
2001)

INTERNAL—AME: Faculty Search Committee (Spring’02-Summer’03), Graduate Studies Committee
(Spring’00-date, Chair Fall’03-date), Faculty Evaluation Procedures Committee (Chair Fall’03-date),
Advisory Committee (Ex-Officio Fall’03-date); COE: Graduate Studies Committee (Fall’03-date); UA: IDP
in Biomedical Engineering (1998-date), Program Subcommittee of BME IDP (Spring’00-Fall’00), Reactor
Committee (1992-date), conducted reactor tours for grades 6-12
EXTERNAL—Reviewer of scholarly manuscripts/proposals; revised and prepared for ballot: ASTM E 1006-02,
Standard Practice for Analysis and Interpretation of Physics Dosimetry Results for Test Reactors (approved
2002), ASTM E 1035-02, Standard Practice for Determining Neutron Exposures for Nuclear Reactor Vessel
Support Structure (approved 2002), ASTM E 560-01, Standard Practice Extrapolating Reactor Surveillance
Dosimetry Results (approved 2001), ASTM E 853-01, Standard Practice for Analysis an Interpretation of
Light-Water Reactor Surveillance Results (approved 2001); Lead Editor, Reactor Dosimetry: Radiation
Metrology and Assessment (2000-01); Member: ASTM Committee E10 on Nuclear Technology and
Applications (1983-date), ASTM Subcommittee E10.01, Radiation Effects in Reactor Structural Materials
(1990-date), ASTM Subcommittee E10.05, Nuclear Radiation Metrology (1983-date), ASTM Subcommittee
E10.07, Radiation Effects in Electronics (1985-date)

Israel J. Wygnanski
Professor
Education
Ph.D. Mechanical Engineering, McGill University, Montreal, Canada, 1964
M.E. Aerodynamics, McGill University, 1962
B.E. Mechanical Sciences-Honors Option, McGill University, 1961
Aerospace and Mechanical Engineering: Visiting Professor 1981-86; Professor 1986-date
Other Employment
1982-03 Faculty of Engineering, Tel Aviv University: Lazarus Professor of Aerodynamics
1990-91 Institute for Advance Study, Berlin, Germany: Fellow
1980 Aerospace Engineering, University of Southern California (summer): Visiting Professor
1978 Technical University, Berlin (summer): Deutsche Forschungsgemeinschaft (German NSF) Visiting
Scholar
1977-80 Faculty of Engineering, Tel Aviv University: Dean
1976-77 Aerospace Engineering, University of Southern California: Visiting Professor
1973 Mechanics and Structures, University of California, Los Angeles (summer): Visiting Professor
1972-76 Fluid Mechanics and Heat Transfer, Tel Aviv University: Chairman
1972-03 Fluid Mechanics and Heat Transfer, Tel Aviv University: Professor
1965-72 Flight Sciences Laboratory, Boeing Scientific Research Laboratories: Senior Research Scientist
1964-65 Mechanical Engineering, University of British Columbia: Assistant Professor
CONSULTING— Israel Aircraft Industries; Boeing
PATENTS—I. Wygnanski and H. Fiedler, Method and Apparatus for Controlling the Mixing of Two Fluids, U.
S. Patent No. 4,257,224 (British Patent No. 30663/78), 1981
I. Wygnanski, On the Active Control of Separation (Israeli patent application filed), 1993
I. Wygnanski, Method and Apparatus for Delaying the Separation of Flow from a Solid Surface, U.S. Patent
No. 5,209,438, 1993
I. Wygnanski, Interference with Vortex Formation and Control with Fluid Flow to Reduce Noise (or The
Flexible Jet Noise Suppressor), U.S. Patent No. 5,402,964, 1995
A. Seifert and I. Wygnanski, Apparatus and Method for Controlling the Motion of a Solid Body or Fluid
Stream, U. S. Patent No. 6,250,586 BI, 2001
I. Wygnanski, D. Greenblatt, and A. Seifert, Airfoil with Dynamic Stall Control by Oscillatory Forcing, U. S.
Patent No. 6,267,331 B1, 2001
S. E. Niv and I. Wygnanski, Active Flaperon Assembly, U.S. Patent No. 6,247,670 B1, 2001
Seifert, A., Eliahu, S., Greenblatt, D., and Wygnanski, I., On the Use of Piezoelectric Actuators for Airfoil
Separation Control, AIAA J. 36:1535-1537, 1998
Naveh, T., Seifert, A., Tumin, T., and Wygnanski, I., Sweep Effect on the Parameters Governing the Control of
Separation by Periodic Excitation, J. of Aircraft 35:510-512, 1998
Nishri, B. and Wygnanski, I., Effects of Periodic Excitation on Turbulent Flow Separation from a Flap, AIAA J.
36:547-556, 1998
Eliahu, S., Tumin, A., and Wygnanski, I., Laminar Turbulent Transition in Poiseuille Pipe Flow Subjected to
Periodic Perturbations Emanating from the Wall, J. Fluid Mech. 361.333-349, 1998
Seifert, A., Bachar, T., Wygnanski, I., Kariv, A., Cohen, H., and Yoeli, R., Application of Active Separation
Control to a Small Unmanned Air Vehicle, J. Aircraft 36:474-477, 1999
Likhachev, O., Quintana, D., and Wygnanski, I., On the Stability of a Laminar Wall Jet with Heat Transfer,
Flow, Turbul. Combust. 62:137-162, 1999
Neuendorf, R. and Wygnanski, I., On a Turbulent Wall Jet Flowing Over a Circular Cylinder, J. Fluid Mech.
381:1-25, 1999

Han, G., Tumin, A., and Wygnanski, I., Laminar Turbulent Transition in Poiseuille Pipe Flow Subjected to
Periodic Perturbations Emanating from the Wall, Part 2: Late Stage Transition, J. Fluid Mech. 419:1-27, 2000
Greenblatt, D. and Wygnanski, I., Control of Separation by Periodic Excitation, Prog. Aero. Sci. 37:487-545,
2000
Elsberry, K., Loeffler, J., Zhou, M. D., and Wygnanski, I., An Experimental Study of a Boundary Layer that is
Maintained on the Verge of Separation, J. Fluid Mech. 423:227-261, 2000
Greenblatt, D., Neuburger, D., and Wygnanski, I., Dynamic Stall Control by Intermittent Periodic Excitation, J.
Aircraft 38:188-190, 2001
Greenblatt, D. and Wygnanski, I., Use of Periodic Excitation to Enhance Airfoil Performance at Low Reynolds
Numbers, AIAA Journal of Aircraft 38:190-192, 2001
Greenblatt, D., and Wygnanski, I., Dynamic Stall Control by Periodic Excitation, Part 1: NACA 0015
Parametric Study, J. Aircraft 38:430-438, 2001
Greenblatt, D, Nishri, B., Darabi, A., and Wygnanski I., Dynamic Stall Control by Periodic Excitation, Part 2:
Mechanisms, J. Aircraft 38:439-447, 2001
Zhou, M. D. and Wygnanski, I., The Response of a Mixing Layer Between Parallel Streams to a Concomitant
Excitation at Two Frequencies, J. Fluid Mech. 441: 139-168, 2001
Likhachev, O., Neuendorf, R., and Wygnanski, I., On Streamwise Vortices in a Turbulent Wall Jet that Flows
Over a Convex Surface, Phys. Fluids 13:1822-1825, 2001
Greenblatt, D. and Wygnanski, I., Effect of Leading Edge Curvature on Airfoil Separation Control, J. Aircraft
40:473-481, 2003
Neuendorf,, R., L. Lourenco, and Wygnanski, I., On Large Streamwise Structures in a Wall Jet Flowing Over a
Circular Cylinder, Phys. Fluids (accepted)
Darabi, A. and Wygnanski, I., Active Management of Naturally Separated Flow Over a Solid Surface, J. Fluid
Mech. (accepted)
Darabi, A. and Wygnanski, Active Management of Naturally Separated Flow Over a Solid Surface, Part II, J.
Fluid Mech. (accepted)
Margalit, S., Greenblatt, D., Seifert, A., and Wygnanski, I., Delta Wing and Roll Control Using Segmented
Piezoelectric Fluid Actuators, J. Aircraft (accepted)
Halfon, E., Nishri, B., Seifert, A., and Wygnanski, I., Turbulence on Actively Controlled Separation Bubble,
AIAA J. (accepted)
Professional Societies: APS, AIAA, NAE, AHS
Honors and Awards
Senior Fulbright Fellow (1995/96); Fellow, AIAA (1996); Fellow, Division of Fluid Dynamics, American
Physical Society (1983); Fellow at the Institute of Advanced Study-Berlin (1990-91), LSG Kovaszaay Lecturer
(1995); U.S. National Academy of Engineering (1989); Lazarus Chair of Aerodynamics, Tel Aviv University
(1982-03); Landau Prize for Research on Transition, Israel (1973); ; Graduate Fellow, McGill University (1961-
62); Fellowship, National Research Council of Canada (1962-64); AIAA Prize for Technical Paper (1962);
Institute of Aerospace Science Prize for Technical Paper (1961); Canadian Aeronautical Institute Medal for a
Technical Paper (1961); British Association Medal for Great Distinction in Engineering (1961); Scholarship,
Mechanical Engineering Department, McGill University (1959-61); AIAA Fluids Dynamics Award (2001);
Full-scale Demonstration of a Micro Adaptive Flow System on the XV-15 Tiltrotor, Bell Helicopter Textron
facilities, industry and science community recognition (July 2003)
INTERNAL—AME: Space Committee (Fall’02), Undergraduate Advisor
EXTERNAL—Reviewer of scholarly manuscripts/proposals; Advisory Editor: AIAA Journal (1999-date), Flow
Turbulence and Combustion (Kluwer; 1998-date); National Committee on Flow Control (1998-00); Selection
committees: APS Fellow (2002-date), APS Otto Laport (1997-00); Advisor to USAF on Delta Wing
Research (1998/00); US Army/Israel Defense Department MOA on Helicopter Technology (1998/00),
NASA Peer Review Committee on Wind Tunnel Enterprise (1998-99); NATO short course on Active Flow
Control, Madrid (1998); Member of the Organizing Committee for Meeting in Gottingen, Germany,
honoring 100 years of Boundary Layer Theory (2003-04); Member of the APS Fellowship Committee (1983-
date); Moderator, Minnowbrook IV, Transition and Unsteady Aspects of Turbomachinery Flows, Session 7,
Separation Bubbles, Calmed Regions and Spots, Blue Mountain Lake, NY (2004); abstract reviewer for
AIAA’s second meeting on Active Flow Control. (2004); DFD Fellowship Committee (2003-04)
Licensed Pilot (continue flying experience for research and teaching)

Yitshak Zohar
Professor
Education
Ph.D. Aerospace Engineering, University of Southern California, 1990
M.S. Aeronautical Engineering, Technion-Israel Institute of Technology, 1984
B.S. Aeronautical Engineering, Technion-Israel Institute of Technology, 1981
Years of Service at the University of Arizona: 3/4
Aerospace and Mechanical Engineering: Assistant Professor (2003-date)
Other Employment
1992-03 Hong Kong University of Science and Technology: Assistant Professor (8/92-6/00), Associate
Professor (7/00-11/03)
1991-92 University of California at Los Angeles: Research Associate (10/91-7/92)
1984-91 University of Southern California: Research Assistant (9/84-4/90), Research Associate (5/90-9/91)
1981-84 Technion-Israel Institute of Technology: Research Assistant (10/81-6/84); Lab Instructor (10/81-
6/84), Teaching Assistant (10/82-6/84)
PATENTS—M. Wong and Y. Zohar, Method of Manufacturing an Integrated Electronic Microphone Having a
Floating Gate Electrode, U.S. Patent No. 6,677,176, 2004
Zhang, T.Y., Zhang, X., and Zohar, Y., Buckling of a Polysilicon Microbeam During Etch of Its Underneath
Sacrificial Layer, J. Micromech. Microeng. 8:243-249, 1998
Zhang, X., Zhang, T.Y., Wong, M., and Zohar, Y., Rapid Thermal Annealingo of Polysilicon Thin Films, J.
Microelectromech. Syst. 7:356-364., 1998
Zhang, X., Zhang, T.Y., and Zohar, Y., Measurements of Residual Stresses in Thin Films Using Micro-
Rotating-Structures, Thin Solid Films 335:97-105, 1998
Wong, M., Ho, W.H, Yeung, M., Chin, G., Chan, P., and Zohar, Y., Pre-Gate Oxidation Treatment Using RF
Activated Nitrogen in a Rapid Thermal Reactor, J. Electrochem. Soc. 146:707-709, 1999
Jiang, L., Wong, M., and Zohar, Y., Micromachined Polycrystalline Thin Film Temperature Sensors, Meas. Sci.
Technol, 10:653-664, 1999
Chai, H. and Zohar, Y., Wire Sweep Due to Transfer Molding in a 160L QFP Package Under Steady-State
Conditions, J. Electron. Packag. 121:137-142, 1999
Jiang, L., Wong, M., and Zohar, Y. 1999 Phase Change in Micro-Channel Heat Sinks with Integrated
Temperature Sensors, J. Microelectromech. Syst. 8:358-365, 1999
Li, B., Xiong, B., Jiang, L., Zohar, Y., and Wong, M., Germanium as a Versatile Material for Low-Temperature
Micromachining, J. Microelectromech. Syst. 8:366-372, 1999
Jiang, L., Wang, Y., Wong, M., and Zohar, Y., Fabrication and Characterization of a Microsystem for
Microscale Heat Transfer Study, J. Micromech. Microeng., 9:422-428, 1999
Zohar, Y., Investigation of Fine-Scale Turbulence in Shear Flows using the PVC Tecnique, in Nonlinear
Instatility, Chaos and Turbulence, Vol. 2 (L. Debnath and D. N. Riahi, eds.), Advances in Fluid Mechanics
Series, Vol. 25, pp. 193-236, WIT Press, Boston, 2000
Jiang, L., Wong, M., and Zohar, Y., Unsteady Characteristics of a Thermal Micro System, Sens. Actuators A
82:108-113, 2000
Li, X., Zohar, Y., and Wong, M., Fabrication and Characterization of Nickel-Induced Laterally Crystallized
Polycrystalline Silicon Piezo-Resistive Sensors, Sens. Actuators A 82:281-285, 2000
Li, X., Lee, W.Y., Wong, M., and Zohar, Y., Gas Flow in Constriction Microdevices, Sens. Actuators A 83:277-
283, 2000
Chu, R.K.-H. and Zohar, Y., A Class of Discrete Kinetic Solutions for Non-Boundary-Driven Gas Flow, J.
Non-Equilib. Thermodyn., 25, 49-62, 2000
Jiang, L., Wong, M., and Zohar, Y., Transient Temperature Performance of an Integrated Thermal
Microsystem, J. Micromech. Microeng. 10:466-476, 2000
Zohar, Y., Mechanical Heat Sinks, The CRC Handbook of MEMS (M. Gad-el-Hak, ed.), p. 32-1, CRC Press,
Boca Raton, FL , 2001
Chu, R.K.-H. and Zohar, Y., Non-Equilibrium Temperature and Velocity Fields in a Microchannel Flow Using
Discrete Kinetic Approach, J. Non-Equilib. Thermodyn. 26:15-29, 2001
Jiang, L., Wong, M., and Zohar, Y., Forced Convection Boiling in a Microchannel Heat Sink, J.
Microelectromech. Syst. 10:80-87, 2001
Wang, M.X., Meng, Z.G., Zohar, Y., and Wong, M., Metal-Induced Laterally Crystallized Polycrystalline
Silicon for Integrated Sensor Applications, IEEE Trans. Electron. Devices 48:794-800, 2001
Lee, S.Y.K., Wong, M., and Zohar, Y., Gas Flow in Microchannels with Bends, J. Micromech. Microeng.
11:35-644, 2001
Wang, R.X., Zohar, Y., and Wong, M., Te Effects o Process-Induced Stress on the Micro-Structures and Phase
Transformation Characteristics of Sputtered Titanium-Nickel Thin-Film Shape-Memory Alloys, J.
Micromech. Microeng. 11:686-691, 2001
Lee, S.Y.K., Yu, Z.T.F., Wong, M., and Zohar, Y., Gas Flow in a Microdevice with a Mixing Layer
Configuration, J. Micromech. Microeng. 12:96-102, 2002
Lee, W.Y., Wong, M., and Zohar, Y., Microchannels in Series Connected via a Contraction/Expansion Section,
J. Fluid Mech. 459:187-206, 2002
Wang, R.X., Zohar, Y., and Wong, M., Residual Stress Loaded Titanium-Nickel Shape-Memory Alloy Thin-
Film Micro-Actuators, J. Micromech. Microeng. 12:323-327, 2002
Lee, W.Y., Wong, M., and Zohar, Y., Pressure Loss in Constriction Microchannels, J. Microelectromech. Syst.
11:236-244, 2002
Zohar, Y., Lee, W.Y., Lee, S.Y.K., Jiang, L., and Tong, P., Subsonic Gas Flow in a Straight and Uniform
Microchannel, J. Fluid Mech. 472:125-151, 2002
Zohar, Y., Heat Convection in Micro Ducts, Kluwer Academic Publishers, Boston, 2003
Lee, M., Wong, M., and Zohar, Y., Characterization of an Integrated Micro Heat Pipe System, J. Micromech.
Microeng. 13:58-64, 2003
Lee, M., Wong, Y.Y., Wong, M., and Zohar, Y., Size and Shape Effects on Two-Phase Flow Patterns in
Microchannel Forced Convection Boiling, J. Micromech. Microeng. 13:155-164, 2003
Hau, W.L.W., Trau, D.W., Sucher, N.J., Wong, M., and Zohar, Y. 2003 Surface-Chemistry Technology For
Microfluidics. J. Micromech. Microeng., 13, 272-278.
Lee, M., Wong, M., and Zohar, Y., Integrated Micro-Heat-Pipe Fabrication Technology, J. Microelectromech.
Syst. 12:139-146, 2003
Ma, W., Zohar, Y., and Wong, M., Design and Characterization of Inertia Activated Electrical Micro-Switches
Fabricated and Packaged Using Low Temperature Photo-Resist Molded Metal-Electroplating Technology, J.
Micromech. Microeng. 13:892-899, 2003
Chan, Y.C., Carles, M., Sucher, N.J., Wong, M., and Zohar, Y., Design and Fabrication of an Integrated
Microsystem for Micro Capillary Electrophoresis, J. Micromech. Microeng. 13:914-921, 2003
Ma, W., Li, G., Zohar, Y., and Wong, M., Fabrication and Packaging of Inertia Micro-Switch Using Low
Temperature Photo-Resist Molded Metal-Electroplating Technology, Sens. Actuators A 111:63-70, 2004
Ng, A.S.W., Hau, W.L.W., Lee, Y.K., and Zohar, Y., Electrokinetic Generation of Micro Vortex Patterns in a
Microchannel Liquid Flow, J. Micromech. Microeng. 14:247-255, 2004
Zohar, Y., Microscale Heat Convection, Kluwer Academic Publishers, Boston (in press)
Professional Societies: AIAA, APS, ASME

Honors and Awards
Senior Member AIAA, Fellow ASME
UA INTERNAL—COE: Director, Micro/Nano Fabrication Facility (2004-date)
EXTERNAL—Lecturer, short course on Microsystems Mechanical Design, International Centre for Mechanical
Sciences, Undine, Italy (2004); reviewer of scholarly manuscripts/proposals; organized international MEMS
seminar series/workshops (1995, 1997, 1999, 2000); Member Organizing Committee, International Symposium
on Smart Structures and Microsystems, Hong Kong (2000); Member International Steering Committee,
International MEMS Workshop, Singapore (2001); Member Technical Program Committee and Session Chair,
14th Annual International Conference on Micro Electro Mechanical Systems, Switzerland (2001), Session Chair,
11th International Conference on Solid-State Sensors and Actuators, Germany (2001), Member Technical
Program Committee and Session Chair, 15th Annual International Conference on Micro Electro Mechanical
Systems, Las Vegas (2002)

APPENDIX II – INSTITUTIONAL PROFILE

Background Information Relative to the Institution
1. General Information • Council on Education in Journalism and Mass

Communications
a. University of Arizona, Tucson, Arizona, 85721 • Council on Rehabilitation Education
b. Peter W. Likins, President • International Association of Counseling
c. Questionnaire submitted by Vern R. Johnson, Services
Associate Dean, College of Engineering • National Council for Accreditation of Teacher
Education
2. Type of Control Engineering:
• Accreditation Board for Engineering and
State Technology
Fine Arts:
3. Regional or Institutional Accreditation • National Association of Schools of Art &
Design
Following are the accreditations of the
• National Association of Schools of Dance
University of Arizona, its colleges, schools,
• National Association of Schools of Music
departments, and other academic units:
• National Association of Schools of Theatre
University-Wide:
Law, James E Rogers:
• North Central Association of Colleges and
• Association of American Law Schools and
Schools (Last accredited September 2000)
American Bar Association
VP for Research:
Medicine:
• Association for the Assessment and
• Accreditation Association for Ambulatory
Accreditation of Laboratory Animal Care
Health Care
International
Agriculture and Life Sciences: • Accreditation Council for Continuing Medical
Education
• American Association of Veterinary
Laboratory Diagnosticians • Accreditation Council for Graduate Medical
Education (for residency and fellowships
• American Dietetics Association
only)
• Society for Range Management
• Association for the Assessment and
Architecture, Planning, and Landscape
Accreditation of Laboratory Animal Care
Architecture:
International
• American Planning Association
• Liaison Committee on Medical Education
• American Society of Landscape Architects
• American Dietetic Association
• National Architectural Accrediting Board
• National Accrediting Agency for Clinical
• Planning Accreditation Board
Laboratory Sciences
Business and Public Administration, Eller
Nursing:
College:
• National League for Nursing
• American Assembly of Collegiate Schools of
Pharmacy:
Business
• American Association of Poison Control
• National Association of Schools of Public
Centers
Affairs and Administration
• American Council on Pharmaceutical
• International Association for Management
Education
Education
• American Society of Health-System
Education:
Pharmacists for Residency Accreditation
• Association for the Education and
Public Health:
Rehabilitation of the Blind and Visually
• Council on Education for Public Health
Impaired (on all three areas: Orientation &
(pending)
Mobility, Teaching Impaired Students, and
Rehabilitation) Science:
• American Chemical Society
• Commission on Rehabilitation Education
• American Meteorological Society
• Council for Education of the Deaf

• American Speech-Language-Hearing CCIT is a UA service unit with a mission to
Association support and enhance the University's ability to
• National Accrediting Agency for Clinical fulfill its objectives through the application of
Laboratory Sciences appropriate communication and computer
• National Oceanic and Atmospheric technology. CCIT has three areas of
Administration, National Weather Service accountability: Information Clearing Center,
Social and Behavioral Sciences: Backbone & Foundation Services, and
• American Psychological Association (graduate Consulting & Expert Liaison.
programs in clinical psychology and for
school psychologists) CCIT manages, supports and operates the
• Council on Education in Journalism and Mass University's network of shared computing
Communications systems, including the U-System of SUN
computers for e-mail, instruction, Internet
Additional Accreditations:
services, and research applications, and a SGI
• Advisory Committee for International Scholars Origin2000 for supercomputing. Administrative
• Air Force Institute of Technology computing needs are met using a MVS
• American Association of Museums mainframe and a HP cluster. CCIT manages,
• American Library Association supports and operates a number of
microcomputer (Windows and Macintosh) labs
4. Faculty and Students which are available to students, faculty and
staff.
See Table II-1
University Library System
5. Mission • The mission of the university library system is
to promote life-long learning skills and
To discover, educate, serve, and inspire. continuous educational achievement by
connecting its customers to information that
furthers their education and research goals.
As a public land-grant institution where The University of Arizona Library is dedicated
distinguished undergraduate, graduate, to meeting the diverse education and research
and professional education are integrated, needs of students, faculty, staff and other
the University of Arizona provides an customers in an environment of free and open
accessible environment for discovery with inquiry and with a commitment to excellence.
world-class basic and applied research This system consists of 17 different libraries
and creative achievement. The University and collections: Architecture Library,
prepares students for a diverse and Architecture Building; Center for Creative
technological world while improving the Photography, 1030 N. Olive Road; Chinese
quality of life for the people of Arizona, Studies Collection, 5th floor, Science-
Engineering Library; Information Commons,
the nation, and the world. The University
1st floor, Main Library and 2nd floor, Science-
of Arizona is among America's top Engineering Library; Japanese Studies
research universities (based on NSF total Collection, 5th floor, Science-Engineering
research expenditure data) and is one of Library; Main Library, 1510 East University;
about 60 select institutions recognized by Middle East Collection,5th floor, Science-
membership in the Association of Engineering Library; Music Library, Music
American Universities. Building; Prototype Fine Arts Libratory, Music
Building; Science-Engineering, 744 North
Highland; Special Collections, Main Library;
Vision Arizona Health Sciences Library, 1501 N.
Campbell Ave.; Arizona State Museum, 1013
University Ave.; Art Museum, 1031 N Olive
To be a preeminent student-centered Rd.; College of Law Library, College of Law;
research university. Environmental Research Laboratory; 2601 E.
Airport Dr.; Herbarium, Shantz Building. A
6. Institutional Support Units few of these that are most applicable to
engineering students are elaborated below:
The Center for Computing and Information
Technology (CCIT) The Main Library contains books, periodicals, and
microforms relating to the social sciences,

humanities, fine arts, education and business. The • In 2001-2002, 8,268 students were reached
building houses collections of media, maps and through the information literacy programs. Of
government documents. Library hours: Sunday those students 7,355 were undergraduates.
(Opens at 11 am, stays open 24 hours); Monday-
Thursday (Open 24 hours); Friday (Closes at 9pm); • In 2002 the Library purchased VRL (Virtual
and Saturday (9 am - 9 pm). Reference Librarian) software. This program
has enabled them to initiate a pilot program
The Integrated Learning Center (ILC) is providing an instant messaging/chat reference
physically in the center of campus and serves as service to enhance the existing on-site and
the central locale for freshman and sophomore email reference services. The service, called
students’ classes, studying, and advising. The “Ask a Librarian,” allows students to ask
Center therefore is the site of students’ learning questions and receive research assistance in a
in the widest sense, a place where they receive real-time, instant messaging environment. This
instruction and advice about academic matters service is offered 42 hours per week. With the
and where they do much of their individual and addition of this service the library will better
group study. Perhaps most significantly, the serve not only the local campus, but also
Learning Center provides for the integration of distance students and students at the UA South
students, instructors, advising, technology, and Campus.
librarians together in a resource-rich
environment of classrooms, study facilities, and Following is a list of activities and services
the library, all equipped with state-of-the-art provided by the library to further the Colleges’
technology. efforts in developing lifelong learners:
The Science-Engineering Library's collection • On January 9, 2004 a workshop linking

includes materials on the life and physical sciences, information literacy skills to ABET’s life-long
engineering and technology, and military sciences. It learning component was held for the College of
also has some materials on medicine and related Engineering’s Assessment Committee as one
health sciences, which supplement the collection in pedagogical approach to creating life-long
the Arizona Health Sciences Library. Library hours: learners.
Sunday (11 am - 1 am); Monday-Thursday (7:30 am
- 1 am); Friday (7:30 am - 6 pm); and Saturday (9 Results: The workshop which highlighted
am - 6 pm). successful practices of integrating information
literacy into the engineering curriculum and
Some Facts about the UA Library System: courses was well received. Participants were
shown how to receive assistance in designing an
• The Library’s Customer Education goal is to: information literacy-related assignment or
Improve the Library’s educational processes activity, and how information literacy objectives
that enable our customers to identify, obtain, can be incorporated into course syllabi. There
evaluate, and integrate needed information into was visible enthusiasm for the content presented
their research and learning. and for using information literacy skill building
to teach life-long learning skills. Participants
• Out of 123 American Research Libraries agreed that a more focused approach at the
(ARL), which comprise the leading research program level would be beneficial and plans are
libraries in North America the University of currently underway to repeat an abbreviated
Arizona Libraries rank 27th. version of the workshop to individual programs.
• The Information Commons (IC) was opened on Results: The assessment committee tasked a sub
January 3, 2002 for the purposes of creating an group to come up with wording to define life-
environment conducive to collaboration long learning. The following definition has been
between groups of three to six students. submitted for the committees review:
Customers quickly found their way to the new
location of Reference Services and 220 multi- Lifelong Learning - Lifelong learning, a skill that
purpose computers, and a large number of involves the continuous seeking, gathering and
productivity and creativity software, scanners, processing of information, provides the
and printers. foundation for sustained growth throughout
one’s life. It requires a creative outlook and is
evidenced by the successful synthesis, assessment specialist are in the process of
management and application of new knowledge developing an electronic information literacy
gained from the teachings of others, personal tutorial for ENGR 102 freshmen for the
experience, and introspection1. purposes of imparting baseline skills.
Information literacy, which “is common to all • Including information literacy instruction into
disciplines, to all learning environments, and to this course’s structure is strategic because it is
all levels of education,” forms the basis for the only course that every engineering student
lifelong learning; it is an intellectual framework is required to take. Therefore it is thought that
for recognizing when information is needed, and this will be a great place to anchor information
understanding, finding, evaluating, and literacy. The goal is that this tutorial will be
effectively using such information2. operational by fall of 2004.
The College of Engineering at the University of • From January 2001 to December 2003 7,698
Arizona incorporates information literacy into its interlibrary loan requests were received from
curriculum to enable students to master content, persons in the College of Engineering for
mature intellectually, and become self-directed material not in the UA library system. Ninety-
learning professionals1. four percent of those requests were met.
1. Johnson, V.R. (2003). Becoming a • The Library has increased the availability of e-
Technical Professional. Dubuque: journals and full text periodicals by 34% from
Kendall/Hunt Publishing. fiscal year 2000-01 to 2003-04.
2. Association of College and Research
Libraries. (2000) Information Literacy • The engineering library has constructed a mini
Competency Standards for Higher Information Commons consisting of 50
Education. Chicago: American Library computers which are configured with all the
Association. latest software.
• A librarian, the instructor for ENGR 102, and

the university’s instructional development and
-----------------------------------------------------------
Background Information Relative to the Engineering Unit
1. College of Engineering Strategic Objectives
a. Organization: • Provide a world class education for our

See Table II-2 for an Organizational Chart. students.
• Lead in research that improves the nation's
strategic engineering and environmental
b. Brief Description of the College: technologies.
• Build productive and mutually beneficial
Mission partnerships with our external customers,
suppliers and stakeholders.
Through excellence in education and research, • Continuously improve the critical support
and in partnership with industry, government, processes which are key to the College's
and the citizens of Arizona, we will: mission.
• focus on improving service to our The dean of the College of Engineering has two
students and other customers, associate deans responsible for academic affairs
• emphasize fundamentals for lifelong and administration/research, and two assistant
learning, deans responsible for administrative services and
• lead in improving the nation's the Engineering Experiment Station along with
the Multicultural Engineering Program and
strategically important engineering Industry Relations. The department heads in the
technologies. College report directly to the dean, the
department head of the department of provides group tutoring for all engineering
Agricultural and Biosystems Engineering reports students in courses with sufficient needs.
to the dean of the College of Agriculture, and the
Optical Sciences and Engineering program is the
responsibility of the Director of the Optical Engineering Professional Development: Brent
Sciences Center. Hiskey, Acting Director. The Office of
Engineering Professional Development (EPD) is
Department heads coordinate administrative the continuing engineering education arm of the
activities with the deans during a twice-monthly College. EPD conducts between 20 and 30
department heads' meeting. technical programs per year ranging from large
international symposia to specialized short
Within the College of Engineering the courses. EPD supports the mission of the College
departments that teach engineering subjects, by showcasing the expertise of the faculty and
conduct engineering research, and perform other their various specialties, enabling the College to
engineering educational activities include: host conferences and symposia that acquaint
attendees with the College and its
• Aerospace and Mechanical Engineering teaching/research agenda, and by providing
• Chemical and Environmental Engineering supplemental funding to the various departments
• Civil Engineering and Engineering Mechanics within the College. EPD is completely funded
by its revenue returns and receives no state
• Electrical and Computer Engineering
funding.
• Hydrology and Water Resources
• Materials Science and Engineering Center of Electronic Packaging Research: John
• Mining and Geological Engineering L. Prince, Director. CEPR studies the electrical
• Systems and Industrial Engineering and thermal/mechanical characteristics of
electronic device packages and interconnected
In the College of Agriculture, the department of devices. Its research objectives include
Agricultural and Biosystems Engineering carries developing an integrated package and the
out these same engineering education and Multichip Module (MCM)
research functions as does the Optical Sciences design/simulations/modeling system.
Center.
Center for Low Power Electronics: Sarma
The College of Engineering is responsible for the Vrudhula, Director. CLPE is devoted to research
degrees of Engineering Physics and Engineering in areas that will improve low-power electronic
Mathematics. These are educational programs devices, circuits and systems related to portable
taught by faculty from the Physics Department and mobile computing and communications. It is
and the Mathematics Department, respectively. a joint University of Arizona/Arizona State
University effort, with researchers from both
Following is a listing of the college-wide support campuses working closely with industry
units and interdisciplinary centers. Other units partners.
exist within the departments of the College.
Center for Microcontamination Control: John
Engineering Experiment Station (EES): Thomas O'Hanlon, Director. CMC researchers are
W. Peterson, Dean and Director. The EES working with industry partners to find ways to
administers the funds of sponsored grants and reduce contamination and defects in
contracts of the faculty of the College. Using semiconductor manufacturing processes. This
state-appropriated funds EES promotes, initiates, cross-disciplinary research includes researchers
and conducts engineering research of potential from several UA engineering departments and
benefit to the State of Arizona. colleges. This center maintains a state-of-the-art
ultra pure water system and equipment for
Multicultural Engineering Program (MEP): Ray evaluating surface and airborne contamination.
Umashankar, Director. The MEP is a support
program for minorities and women. It provides
peer assistance, career development through
workshops, employment assistance, social
activities, referrals for financial aid, academic
advising, and tutoring. In addition, the MEP

NSF/SRC Engineering Research Center for Associate Dean for Academic Affairs: Vern R.
Environmentally Benign Semiconductor Johnson
Manufacturing: Farhang Shadman, Director.
This center develops technologies, processes and Associate Dean for Research and Administrative
procedures that will reduce the environmental Affairs: J. Brent Hiskey
impact of semiconductor manufacturing. Work
in this NSF/SRC Engineering Research Center Assistant Dean for Business and Finance: Peter
focuses on studies in the areas of ultra pure F. Mather
water, water recycling, plasma processes, wet
chemicals, chemical-mechanical polishing and Assistant Dean for Industry Relations and
risk assessment. Director of the Multicultural Engineering Center:
Ray Umashankar
Advanced Integration of Manufacturing
Systems and Technology: Ron Askin, The heads of the academic departments of the
Director. This program focuses on research College are listed in Table II-3 (Part 1).
and education to enhance the
competitiveness of manufacturing industries While students seeking degrees in Biosystems
by emphasizing the integrated design of Engineering, and in Optical Sciences and
products, processes and production systems. Engineering, are in the College of Engineering,
Research focuses on studies of the faculties and budgets of the Department of
manufacturing system design and integrated Agricultural and Biosystems Engineering and the
product process development. Optical Sciences Center are in the College of
Agriculture and the Optical Sciences Center,
Advanced Traffic and Logistics Algorithms and respectively, as indicated in the abbreviated
Systems: Pitu Mirchandani, Director. The organizational chart of Table II-2.
ATLAS lab is a good place to take a peek at
what traffic and smart cars will be like in the 2. Programs Offered and Degrees Granted
future. Among other things, cars will drive
themselves and electronic traffic cops will use The Bachelor of Science in Engineering degrees
blocks-long vision to direct traffic. This program offered are listed in Table II-3 (Parts 1 and 2)).
is designed to address problems in traffic No Co-op degrees are offered. In addition the
congestion and transportation. following MS and PhD majors in engineering are
also offered, and a MEng is offered:
Center for Sustainability of Semi-Arid
Hydrology and Riparian Areas: Jim • Aerospace Engineering MS, PhD
Shuttleworth, Director. UA is the lead group in • Agriculture & Biosystems Engineering MS,
a new $16 million, multi-university center that is PhD
developing ways to efficiently manage water • Chemical Engineering MS, PhD
resources in semiarid regions. The SAHRA STC • Civil Engineering MS, PhD
(Science and Technology Center) is developing • Electrical & Computer Engineering MS, PhD
water management strategies that integrate and • Engineering Mechanics MS, PhD
accommodate a wide variety of needs, both • Environmental Engineering MS, PhD
environmental and human.
• Geological and Geophysical Engineering MS,
PhD
Southwest Regional Earth Science Applications
• Industrial Engineering MS
Center: Roger C. Bales, Director. The quantity,
distribution and seasonal availability of water • Materials Science & Engineering MS, PhD
from snow melt is critical in semi-arid regions. • Mechanical Engineering MS, PhD
By using remote sensing data, NASA RESAC • Mining Engineering MS, PhD
researchers are developing accurate forecasts of • Reliability and Quality Engineering MS
water availability. • Systems Engineering MS
• Systems & Industrial Engineering PhD
c. The engineering administration of the College is
organized as follows:
Dean: Thomas W. Peterson

3. Information Regarding Administrators
Wu B., Peterson T. W., Shadman F., Senior C.
THOMAS W. PETERSON L., Morency J. R., Huggins F. E. and Huffman
Dean, College of Engineering, University of G. P. Interactions between Vapor-phase
Arizona Mercury Compounds and Coal Char in Synthetic
Flue Gas Fuel Processing Technology 63(2), p.
EDUCATION 93-107 (2000).
B.S. (Chem Engr), Tufts University (Magna
Cum Laude), 1972 Schabel M.J., Peterson T. W. and Muscat A. J.
M.S.(Chem Engr), University of Arizona, 1973 Macromolecule Formation in Low Density CF4
Ph.D. (Chem Engr), California Institute of Plasmas: The Influence of H2. J. Applied
Technology, 1977 Physics, 93(3), 1389-1402, 2003.
EXPERIENCE PROFESSIONAL SOCIETIES

• Dean, University of Arizona, College of American Association for Aerosol Research
Engineering, 1998 to date American Institute for Chemical Engineers
• Department Head, Chemical and American Chemical Society
Environmental Engineering, Univ AZ, 1990 American Society for Engineering Education
– 1998. Combustion Institute
• Professor, Assoc Prof, Assist Prof, Chemical Council for Chemical Research
and Environmental Eng’g, 1977-present. Gesellschaft fur Aerosolforschung
Institute for Environmental Sciences
• Semiconductor Products Sector, Motorola,
Semiconductor Safety Association
Mesa and Chandler, AZ, Summer 1996.
• Process and Aerosol Mech. Lab, Univ.
SELECTED PROFESSIONAL ACTIVITIES
Duisburg, Germany, Summer 1987.
Engineering Deans’ Council of ASEE
• Chemical Eng’g Dept, MIT, Cambridge Technical Program Chair, Eng’g Deans’ Inst.,
MA, Fall 1984. 2005
• Sandia National Labs, Albuquerque NM, Task Force on Future of Engineering, 2004-
Summer 1981. present
Public Policy Forum Committee, 2003-present
RECENT PUBLICATIONS Data Collection Committee, 2003-present
Garrity M. P., Peterson T. W. and O'Hanlon J. F. Program Committee, Engineering Deans’
Particle Formation Rates in Sulfur Hexafluoride Institute, 2002
Plasma Etching of Silicon, J. Vac. Sci. and Accreditation Board for Engineering and
Technol., A14 C2, 550-555 (1996). Technology (ABET)
Engineering Accreditation Commission, 2000-
Gallagher N. B., Peterson T. W. and Wendt J. O. present
L. Sodium Partitioning in a Pulverized Coal Chemical Engineering Evaluator, 1993-present
Combustion Environment, Proc. of Twenty-Sixth American Institute for Chemical Engineers
Symp. (Int'l.) on Combustion, Comb. Inst., 3197- (AIChE)
3204 (1996). Education and Accreditation Committee,
AIChE, 1997-present
Roche T. S. and Peterson T. W. Reducing DI Awards Subcommittee, 1995-96
Water Use, Solid State Technol., 39 (12) 78-87 Council for Chemical Research
December (1996). Board of Directors, 2003-present
Awards Committee, 1997-2000, Chair 1998-
Roche T. S., Peterson T. W. and Hansen E. 2000
Water Use Efficiency in Immersion Wafer American Association for Aerosol Research
Rinsing, Materials Research Society Symposium Board of Directors, 1991-1995
Proceedings, V. 477, p. 529 (1997). Chairman, Awards Committee, 1990-1993
Long-Range Planning Committee, 1987-1990
Schabel M., Peterson T. and Sinclair J. Program Committee, l985 Annual Meeting
Characterization of Trapped Particles in rf Service to Other Academic Institutions
Plasmas, J. of Applied Physics, 86(4), p. 1834-
1842 (1999).

Illinois Institute of Technology, Chemical and V.R. Johnson, "A Roadmap for Planning and
Environmental Engineering Advisory Assessing: Continuous Improvement and
Committee, 1999-present Accreditation of Programs in Engineering
MIT/CalTech/NJIT Science Advisory Education," Best Assessment Processes in
Committee, EPA Center for Airborne Engineering Education II Proceedings, Terre
Organics, 1992-2002 Haute, IN, October, 1998.
University of Kentucky, External Review of
Center for Applied Energy Research, 1988. V.R. Johnson, "Ask, and Ye Can Assess," ASEE
Prism, pp 25-28, October, 1998.
VERN R. JOHNSON V.R. Johnson, “21st Century Engineers will be

Associate Dean, College of Engineering, Independent Learning Professionals with
University of Arizona Strategic Career Planning Skills,” IEEE Careers
Conference, San Jose, CA, Nov. 2-3, 2000.
EDUCATION
BS (Elect Engr), University of Utah, 1960 K. Gonzalez-Landis, P. Flikkema, V.R. Johnson,
PhD (Elect Engr), University of Utah, 1965 J. Palais, E. Penado, R. Roedel, D. Shunk, “The
Arizona Tri-University Master of Engineering
EXPERIENCE Program,” 2002 Frontiers in Education
• Associate Dean, Assistant Dean, University Conference Proceedings, Boston, MA,
of Arizona, College of Engineering, 1979 to November 6-9, 2002.
date.
• Quality Manager (CORe), University of V.R. Johnson, Articles in the Webzine Today’s
Arizona and Intel Corp., 1992-93. Engineer, “…On the "You Train, I'll Hire"
• Fellow in Academic Administration, Office Philosophy,” December 2001; “Learning Outside
of the President, Cornell University, 1982- of the Box,” March 2002; “Financing Your Life
83. Dreams: Education is a Costly But Wise
• Associate Professor of Electrical Investment,” August 2002; “Assessing Career
Engineering, University of Arizona, 1967- Competencies and Gaps: Measure Your Progress
79. Regularly,” with Judy Edson, October 2002; “A
• Research Project Engineer, Optics and PC is No Longer a Stand-alone or Personal
Microwave Acoustics, Microwave Device,” with Nick Nelson, December 2002;
Electronics Corp., 1964-67. “Engineering Careers Come in Four Varieties,”
• Research Associate, Microwave Electronics April 2003; “The Career Change Process: Five
Laboratory, University of Utah, 1960-64. Steps to Better Professional Stature,” July 2003;
“Lifelong Learning is Necessary for Career
RECENT HONORS Success,” August 2003, and “Satisfying a
Hunger for Knowledge Through Experiential
• 2000, IEEE Millennium Metal
Learning,” February 2004.
• 1995, Arizona Governor’s Quality Award of
(http://www.todaysengineer.org)
• Excellence Gold Metal
.
• 1994, Arizona Governor’s Quality Award of V.R. Johnson, Becoming an Engineer and
• Excellence Gold Metal Teaming on Design Projects (4th edition),
• 1991, IEEE Education Activities Board Kendall/Hunt Publishing, July, 2003.
Meritorious Service Citation.
V.R. Johnson, Becoming a Technical
RECENT PUBLICATIONS Professional (2nd edition), Kendall/Hunt
V.R. Johnson, "Survey Questionnaires," How Do Publishing, July, 2003.
You Measure Success?: Designing Effective
Processes for Assessing Engineering Education,
ASEE Professional Books, pp. 57-61, 1998.
Also available at
http://www.asee.org/publications/success/default
.cfm

J. BRENT HISKEY Copper Electrorefining and Electrowinning, J.E.
Associate Dean for Research and Dutrizac and C. G. Clement, Eds., MetSoc,
Administration, College of Engineering, Montreal, Canada, 2003, pp. 233-247.
University of Arizona J. B. Hiskey and S. C. Campin, “Morphological
and XRD Characterization of Kupferglimmer in
EDUCATION Copper Anode Slimes,” Proceedings of the Fifth
B.S. (Met Engr), University of Utah, 1967 International Conference Copper ’03 – Cobre
M.S. (Metallurgy), University of Utah, 1971 ’03, Vol V – Copper Electrorefining and
Ph.D. (Metallurgy), University of Utah, 1973 Electrowinning, J.E. Dutrizac and C. G.
Clement, Eds., MetSoc, Montreal, Canada, 2003,
EXPERIENCE pp. 309-324.
• Associate Dean for Research and J. B. Hiskey and Jaeheon Lee, “Kinetics of Gold
Administration, College of Engineering and Cementation on Copper in Ammoniacal
Mines, University of Arizona, 1999 – Thiosulfate Solutions,” Hydrometallurgy, Vol
present. 69, 2003, pp. 45-56.
• Professor, Department of Materials Science J. B. Hiskey and Y. Maeda, “A Study of Copper
and Engineering, 1984-present. Deposition in the Presence of Group-15
• Director, Arizona Mining and Mineral Elements by Cyclic Voltammetry and Auger-
Resources Research Institute, 1985-96. electron Spectroscopy”, Journal of Applied
• Director, Copper Research Center 1988-96. Electrochemistry, Vol 33, No. 5, 2003, pp.393-
• Assistant Director, Bureau of Mineral 401.
Technology,1984-96. Jaeheon Lee and J. B. Hiskey, “Alloy Formation
• Manager of Metallurgical Research, Process During the Cementation of Gold on Copper from
Technology Center, Kennecott Copper Corp, Ammoniacal Thiosulfate Solutions,” Proceedings
1980-84. Hydrometallurgy 2003 – Fifth International
Conference, Vol 2 Electrometallurgy and
• Research Scientist, U.S. Steel Research
Environmental Hydrometallurgy, TMS,
Laboratories, 1977-80.
Warrendale, Pennsylvania, 2003, pp. 1167-1177.
• Assistant Professor, New Mexico Institute of
S. Young, J. B., Hiskey, J. Ruiz, R. Mathur, and
Mining and Technology, 1974-77.
J. Uhrie, “Assessing the Kinetics of Acid Ferric
• Extractive Metallurgist, ALCOA
Sulfate Leaching of Copper Sulfide Ores and
Laboratories, 1973-74.
Mineral Separates with Copper Isotopes,”
Proceedings of the Fifth International
RECENT PUBLICATIONS
Conference Copper ’03 – Cobre ’03, Vol VI –
D. W. Collins and J. B. Hiskey, “Additive
Hydrometallurgy of Copper, P.A. Riveros et al.
Monitoring and Interactions during Copper
eds., MetSoc, Montreal, Canada, 2003.
Electroprocessing”, Proceedings Fourth
O. Morfin, M. H. Conklin, T. L. Corley, J. B.
International Conference Copper 99 – Cobre 99,
Hiskey, and J. Ruiz, “ The use of Pb Isotopes,
Vol III, Electrorefining and Electrowinning of
Total Metals Analysis and Total Metals Ratios to
Copper, Dutrizac et al. eds., TMS,
Characterize Pb Transport and Fate in an
Warrendale, PA, 1999, pp. 461 – 477.
Interrupted Stream, Aravaipa Creek, SE Arizona,”
Proceedings Hydrometallurgy 2003 – Fifth
M. S. Moats and J. B. Hiskey, “The Role of
International Conference, Vol 2 Electrometallurgy
Electrolyte Additives on Passivation Behavior
and Environmental Hydrometallurgy, TMS,
During Copper Electrorefining”, Canadian
Warrendale, Pennsylvania, 2003, pp. 2013-2025.
Metallurgical Quarterly, Vol 34, No. 3, 2000, pp
4-10.
PROFESSIONAL SOCIETIES
M. S. Moats, J. B. Hiskey, and D. W. Collins,
Society of Mining, Metallurgical and
“The Effect of Copper, Acid, and Temperature
Exploration, Inc. (SME)
on the Diffusion Coefficient of Cupric Ions in
The Minerals, Metals and Materials Society
Simulated Electrorefining Electrolytes”,
(TMS)
Hydrometallurgy, Vol 52, 2000, pp. 255-268.
Mining and Metallurgical Society of America
J. B. Hiskey and S. C. Campin, “A Diagnostic
Sigma Xi
Leaching Study of Silver in Copper Anode
Society of Phi Kappa Phi
Slimes,” Proceedings of the Fifth International
American Society of Engineering Education
Conference Copper ’03 – Cobre ’03, Vol V –

SELECTED PROFESSIONAL ACTIVITIES • Associate Director, University of Arizona,
National Academy of Engineering, Section Engineering Experiment Station, 1980 to
11 Peer Committee 1999-2002, NAE 2004 date.
Nominating Committee • Assistant Director, University of Arizona,
National Science Foundation, NSF Annual Engineering Experiment Station, 1977 to
Review Team, University of Florida, ERC for 1980.
Particle Science and Technology • Assistant Director, Cornell University,
Australian Cooperative Research Centre Office of Academic Funding 1970 to 1977.
Program, International Member, 5th Year
Review Panel, The AJ Parker Cooperative PROFESSIONAL SOCIETY MEMBERSHIPS
Research Centre for Hydrometallurgy, • National Council of University Research
Murdoch, Western Australia, Australian Administrators (NCURA), 1970 to date.
Government, 1997; Chair, Second Year Stage • Society of University Patent Administrators
I Review Panel,The AJ Parker Cooperative (SUPA), Founding Member, Now
Research Centre for Hydrometallurgy, Association of University Technology
Murdoch, Western Australia, Australian Managers (AUTM), 1976 to date.
Government, 2001. • National Contract Management Association
Fundacion Andes, Reviewer, Engineering (NCMA), Saguaro Chapter past Chapter
PhD programs, Pontificia Universidad President, Vice President, 1977 to date.
Catolica de Chile and Universidad de Chile,
• Council on Governmental Relations
Fundacion Andes, Santiago, Chile, 1999
(COGR), National Council of University
American Institute of Mining and Business Officers (NCUBO), 1971 to date.
Metallurgical Engineers, SME Presidential
Nominee (2001); Chair, Hydrometallurgy
Committee, SME, 1999; Board of Directors, RAY UMASHANKAR
Society for Mining, Metallurgy and
Assistant Dean, Industry Relations, College of
Exploration, Inc, 1992-994; Chairman,
Engineering, University of Arizona.
Mineral and Metallurgical Processing
Division of The Society for Mining,
Director or Multicultural Engineering Program,
Metallurgy, & Exploration, Inc., 1992;
College of Engineering, University of Arizona.
Chairman, Joint Commission of Metallurgical
Transactions, 1991
EDUCATION
BS (Elect. Engr.), University of Baroda India,
1963.
PETER F. MATHER
MS (Elect. Engr.), University of Baroda India,
Assistant Dean, College of Engineering,
1964
University of Arizona
Registered Professional Engineer, State of Arizona
Director Administrative Services, College of EXPERIENCE
Engineering, University of Arizona
• Assistant Dean, Industry Relations, College
of Engineering, University of Arizona,
Associate Director, Engineering Experiment
2000-Present.
Station, University of Arizona
• Director, Multicultural Engineering
Program, College of Engineering, University
EDUCATION
of Arizona, 1998-Present.
B.S.(Bus. Mgt and Mkting), Cornell University,
1969 • Assistant Director for Engineering, Physical
Resources Department, University of
EXPERIENCE Arizona, 1980-1998.
• Assistant Dean, University of Arizona,
PROJECTS
College of Engineering, 2000 to date.
• Obtained critical industry support for the UA
• Director Administrative Services, University
Student Satellite Program by arranging for
of Arizona, College of Engineering, 1986 to
support for two Cube Sat satellites. 2001-
date.
present.

• Established the UA Virtual Development At the University of Arizona, assistant professors
Center for engineering women. Theme: are untenured, and tenure is linked with
“Technology in Service of Society” with a promotion to associate professor. Promotion
focus on creating a Virtual Radiology with tenure must occur before the end of the
Environment (VRE) to serve women in rural sixth year of service, with provision for a one
Arizona communities. This is one of 7 year extension under certain circumstances, such
similar centers in the US. 2000-present. as birth or adoption of a child. New untenured
• Established the UA Summer Engineering faculty, whether assistant or associate professor,
Academy to teach pre-college women and are given formal reviews at the department level
minorities to use advanced 3-D modeling after two years and again after four years of
software and rapid prototyping techniques to service to assess progress and guide them toward
design and test automobiles. 1999-present. a successful tenure decision.
RECENT HONORS Salaries of incoming faculty are determined

• University of Arizona Billy Joe Varney Award jointly by the department head and the Associate
for distinguished service to the University Dean for Administration, based on current salary
and the community, 2001. surveys and, of course, the need to be
• President Likins’ Outstanding UA Ombudsman competitive in the individual situation. In
award, 2000. general, average salaries in the College are
• Outstanding Advisor award- SPICMACAY, competitive nation-wide, though we fall 1-10%
1997. behind averages of AAU peers. The Dean’s
• UA President’s Recognition Award, Asian office accumulates pertinent salary survey data,
American Faculty & Alumni Association, including those provided by the University from
1996. the AAU Data Exchange, and uses the
information for discussions with the Provost in
4. Supporting Academic Departments budgetary matters.
See Table II-4 Summary of Criteria for Promotion and Tenure

in the College of Engineering
5. Engineering Finances
General: The academic goals of the College
See Table II-5 faculty are excellence in teaching and in
engineering research as well as in public service
6. Engineering Personnel and Policies and professional practice. Scholarly
accomplishment over a period of years in the
a. Personnel broader range of these faculty goals is required
for progress towards promotion and tenure.
See Table II-6 However, concentration of effort in teaching or
in research is permissible, and may be
b. Faculty Salaries, Benefits, and Other Policies encouraged in some departments. It is
recognized that superior performance in meeting
A summary of criteria for promotion and tenure the goals of the College may be accomplished by
in the College of Engineering follows. The a faculty which includes some members with
details are covered in the University Handbook backgrounds other than engineering. These
for Appointed Personnel, Chapter 3, Faculty criteria shall apply to those faculty members, but
Personnel Policies and Procedures. Reviews for shall be modified as necessary to take into
promotion and tenure are conducted by an account the backgrounds of candidates and their
advisory committee and the administrator at each academic assignments within the College.
of three levels: department, college and
university-wide. The final decision is made by Criteria by Rank: A faculty member under
the Provost, who is also the Sr. Vice President consideration for promotion or tenure must give
for Academic Affairs. Appeals of the outcome evidence of excellence in scholarly teaching and
can be made to the President. in scholarly research, with superior performance
in at least one of these areas. Competence in

professional practice and service is expected of reviewed publications (such as journals,
all. conference proceedings, scholarly books, etc.)
will count more heavily in the evaluation than
Associate Professor: Promotion to associate other publication means, such as non-peer-
professor with tenure requires that candidates reviewed symposium/workshop proceedings,
have offered tangible evidence of creative and technical reports that are not peer-reviewed, or
significant scholarship as shown in part by other lesser quality publications. A high level of
evaluation, both within and outside the research competency is required to secure
University, of their publications. The faculty research grants on a competitive basis over
candidates must also demonstrate they are extended periods of time, and such awards imply
effective teachers, well prepared in their given high quality work. The stature, credibility, and
fields, with the ability to motivate students, to reputation of the candidate must be documented
communicate knowledge, and to sustain a first- by letters from recognized scholars and
rate scholarly program. researchers in the candidate’s field.
Professor: Promotion to professor is recognition Service: The candidate’s specific professional

that candidates are regarded as excellent scholars accomplishments shall be noted, such as
in their fields. Solicited letters from recognized professional registration, consulting
scholars and researchers outside the University achievements, patents, acknowledgments, and
in the candidates’ fields of specialization will citations. Such accomplishments are important
weigh heavily in the evaluation of stature. indicators of professional competence, especially
Excellence in teaching should be considered of when they lead to national or international
equal importance as excellence in research. recognition. Service to the University will
Each full professor should contribute to teaching, include membership, and active participation in,
research and service and show outstanding various departmental, college and University-
contribution in at least two of these. wide committees. Special efforts to host at the
University prestigious national and international
Criteria by Role: The College requires technical meetings will also be considered
candidates to document their excellence in service to the University. Excellence in public
scholarly teaching combined with good service includes professional society work on
performance in research or of excellence in committees and elected officer positions.
research combined with good performance in
scholarly teaching. Excellence in service See Table II-7 for faculty salary data.
combined with good performance in teaching
and research is not sufficient to insure promotion c. Faculty Workload
or tenure.
Describe the faculty workload policy for the
Scholarly Teaching: Mastery of subject matter engineering unit. Define what constitutes a full-
and dedication to the needs of students are time load.
central to excellence in teaching. The term
teaching includes classroom instruction as well Faculty Teaching Assignments: Departments
as individual student guidance at both the within the College of Engineering are expected
undergraduate and graduate levels. The process to establish teaching assignment guidelines.
of committee review must evaluate the quality of These guidelines are implemented by department
teaching, as evidenced by documentation heads and are to be approved by the dean.
collected by the candidate and by the Department
Faculty Status Committee. This may include Recognizing the educational aspects of
student evaluations, letters from former students, conducting research with students, most faculty
peer evaluations, and the number and quality of members carry teaching loads above the required
reports, theses, and dissertations directed by the minimum. To provide an equitable division of
candidate. duties and responsibilities within a department,
however, departmental policies establish a
Scholarly Research: The most important minimum faculty teaching assignment for
measure of research activity is presentation of tenured and tenure-eligible faculty. This basic
the candidate’s research results in peer-reviewed faculty teaching load for individuals having only
publications. Articles in high-quality peer- teaching duties is a four-course-per-semester
load (4-4). For faculty who are engaged in the Arizona residents: To be eligible for
wide spectrum of assignments normally unconditional admission, Arizona residents
associated with the professoriate, the equivalent must meet one of the following
of a 3-3 load is expected, recognizing that the qualifications:
professoriate carries with it a significant level of • Top 25% class rank
service obligations, such as academic advising • 3.0 unweighted GPA in the 16 required
and professional society and other professional courses (on a 4.0 scale)
obligations, as well as sufficient scholarly • 1040 SAT score
activity to maintain competency and currency in • 22 composite ACT score.
the field of specialization. Release from one
additional course (a 2-2 load) is allowed for a Students may be admitted conditionally
demonstrably vigorous research program if they have:
involving students. • no more than one deficiency in any two
subjects listed in course work
Adjustments to these general guidelines may be requirements and
made by the department head, based on class • top 50% class rank or
size, level, or other factors. Department heads
• 2.5 minimum unweighted GPA in the 16
will provide a report to the dean each semester
required courses
and at the end of the academic year, delineating
teaching assignments for each faculty member in
Out-Of-State Residents: Admission
his/her department, including adjustments made
for out-of-state students is
for specified reasons. competitive. Good grades, high test
scores and a strong curriculum
d. Supervision of Part-time Faculty
increase a candidate’s chance of
acceptance. However, they will not
There is no written policy on the supervision of
be considered without:
part-time faculty. Adjunct and visiting faculty
• test scores ( sat or act )
are engaged by department heads, and in our
• 3.0 unweighted GPA in the 16 required
decentralized organizational structure, the
courses (on a 4.0 scale)
department heads are responsible for supervising
and evaluating the performance of such • a complete application
instructors. • required course work (see below)
• $50 application fee
7. Engineering Enrollment and Degree Data
Required high school competency courses:
See Table II-8 • English: 4 units (composition, literature)
• Mathematics: 4 units (algebra, geometry,
8. Definition of Credit Unit algebra II, trigonometry)
• Laboratory science: 3 units (biology,
The EAC assumes that one semester or quarter chemistry, physics)
credit-hour normally represents one class hour or • Social science: 2 units (American history,
three laboratory hours per week. One academic year other social science)
normally represents at least 28 weeks of classes, • Fine arts: 1 unit (art, dance, music, or
exclusive of final examinations. The definition of a drama)
unit of credit at the University of Arizona is
consistent with these assumptions. Initial placement in composition and
mathematics courses is based on the
9. Admission and Graduation Requirements, following:
Basic Programs
Composition course placement for new
A. Admission of Students freshmen: First-year Composition
courses are primarily concerned with
1. General criteria and procedures for admitting writing at the University level. The
students: following information is considered in
determining placement in English:

• UA admissions GPA (which includes NAU, and all community colleges) meets
those courses required for admission) twice annually to review and update transfer
• GPA in high school English courses agreements. This has led to a statewide
(freshman through junior year) articulation of the freshman engineering
• The number of AP English and/or Honors experience so students taking the appropriate
English classes taken through the junior course at any one school will be assured
applicability of material and credit at all other
year
schools. In addition, this articulation task
• SAT verbal and/or ACT English scores force (and similar articulation task forces in
other subject areas) has created the Arizona
The Math Readiness Test (MRT) for Higher Education Course Equivalency Guide
mathematics course placement for new (http://az.transfer.org/cgi-
freshmen: The MRT is a timed multiple- bin/WebObjects/Admin_CEG) which lists all
choice test with two levels: courses taught in community colleges and
• TEST A: The material on this exam their transfer equivalencies at the three
covers elementary and intermediate universities. They have also been
algebra skills. The results will determine instrumental in the creation of the
eligibility for one of several levels of Community College Transfer Guide
courses. Collegiate Algebra (Math 110) (http://transferguides.arizona.edu) that lists
and Plane Trigonometry (Math 111) are articulated transfer agreements between the
the highest level of courses in which a academic programs at the University of
student can place on Test A. Those Arizona and academic programs in the
students who do not demonstrate a community colleges. These documents
sufficient knowledge of elementary outline carefully articulated agreements for
algebra as indicated by the MRT may all in-state transfer work.
need to take a prerequisite course at
Since most transfer students come from Pima
another college prior to taking a UA
Community College, articulation is
mathematics course.
strengthened by having a member of their
• TEST B: The material on this exam engineering faculty serve on the College’s
covers college algebra and trigonometry Curriculum Development Committee.
skills. The results will determine
eligibility for one of several levels of Grades of "D" do not transfer into the
courses above the collegiate algebra level. University of Arizona, and the student's GPA
These courses include Elements of is determined only by courses taken at the
Calculus (Math 113), Business Math I
University of Arizona.
(Math 115A), Calculus Preparation (Math
120R), Calculus with Application (Math
Out of state transcripts represent only about
124), Calculus (Math 125), Basic
one-third of the transfers. All courses
Statistics (Math 160), Introduction to
transferred from institutions where there is
Statistics and Biostatistics (Math 263),
and Understanding Elementary not an established transfer articulation
Mathematics (Math301, 302a). agreement, whether or not accredited by the
Depending upon the score, a student EAC, are evaluated by a faculty advisor in
might also place into Collegiate Algebra consultation with the student.
(Math 110 or 112) or Trigonometry.
Those students who do not demonstrate a 3. Advanced standing
sufficient knowledge of college algebra as
indicated by the MRT may need to take Students must have been granted
Test A. advanced standing to enroll in 300 or
400 level courses in the College of
2. Refer to Table II-9 for information about Engineering. To qualify for permanent
admission standards for students during the advanced standing, students must meet
current and last five (5) academic years.
the following criteria:
An engineering articulation task force
consisting of representatives from each Completion of the Required Courses:
engineering program in Arizona (UA, ASU, Successful completion of all required courses
listed in the freshmen and sophomore years Out-Of-State residents will be admitted
of the appropriate curriculum of the student's based upon the overall qualifications of
major department. At least 12 units of the entire non-resident applicant pool.
required courses must have been completed
at the University of Arizona. In addition, all 5. A history of transfer engineering student
admission deficiencies must have been statistics appears as Table II-10.
removed.
B. Requirements for Graduation
Cumulative Grade Point Average: A
University of Arizona cumulative grade point 1. The requirements for each engineering
average in the above courses (excluding degree are described by the university
unspecified general education courses) of not Student Information System in the form
less than the minimum set by the major of a Student Academic Progress Report
department, but in no case below 2.000. (SAPR)(http://www.arizona.edu/academi
Specific minimum departmental GPA c/oncourse/data/interface/uainfo.shtml)
requirements change from time to time. so that at any time students can see how
the courses they have completed apply to
Students otherwise qualified and lacking no degree requirements and what remains
more than three required lower-division for them to complete prior to graduation.
courses may be granted temporary advanced Based on the SAPR an automatic degree
standing. If these requirements are not audit checks to see that all course
completed during the next semester they are requirements are met prior to graduation.
offered, the temporary advanced standing Any adjustments to the curricula are
may be revoked until they are completed. made under the direction of a faculty
advisor who verifies that if an
Transfer students who do not meet the 12- adjustment is made all ABET criteria are
unit requirement set forth above, but who still fulfilled. A sample adjustment sheet
meet all other requirements, will be granted used by faculty advisors for this purpose
temporary advanced standing until they have is included below. The SAPR is
completed a minimum of 12 units of required interpreted by each departmental faculty
courses at the University of Arizona. At that in the form of a matrix of required
time advanced standing will become courses
permanent if the departmentally specified (http://www.engr.arizona.edu/2_AC_cur
grade-point average requirement is met. If ric.htm) to guide students and advisors
not, the temporary advanced standing will be about the recommended sequencing to
revoked. allow all prerequisites to be met and still
graduate in a 4 year period.
4. Entrance Requirements For Transfer Students
1. With one minor exception, no modes
Transfer students must present a 2.5 GPA for other than traditional on-campus
all collegiate work. instruction are employed in any
programs. The exception is that there are
Arizona residents may be admitted several 1-unit engineering science on-line
unconditionally with a cumulative GPA courses available for students whose
of at least 2.0 on a 4.0 scale in at least 24 departments allow their use. The topics
transferable semester credits and of these courses are the same as the
completion of all high school topical areas of the Fundamentals in
competency requirements. They may be Engineering exam.
admitted conditionally with a
cumulative GPA of at least 2.0 on a 4.0 2. The University requires a GPA of at least
scale in at least 24 transferable semester 2.0 for graduation. In addition, the
credits and no more than one deficiency College of Engineering requires that
in a maximum of two areas as indicated graduates have major averages of 2.0.
in the high school competency
requirements

FINAL AUDIT - ON COURSE
EXPECTED GRADUATION DATE: ___________
Required Course Substituted Course Units Comments
Technical Electives: see list Engr. Sci. Elective:
Advisor’s Approval:_______________________________________________Date:______________
Dean’s Approval:__________________________________________________Date:_____________
10. Non Academic Support Units ransparencies. The available software includes
Dreamweaver, Excel, Power Point, Word, Web
Smerdon Engineering Academic Center access. Hours: Monday-Thursday (8am –
11pm); Friday (8am – 5pm), Sunday (5pm –
Located on the second floor of the Engineering 11pm). Contained within the communications
Building, the Smerdon Engineering Academic lab is a writing center for students who need
Center supports the academic development of assistance with writing an engineering report or
students in the College of Engineering by an English paper. Hours: Friday (1-3pm).
providing the following important resources:
Multicultural Engineering Center: In support of
Team Rooms: These four rooms provide the Multicultural Engineering Program, the
facilities for student teams to hold design center provides students with many valuable
project meetings and group study. Each room resources while they're on campus. The Center
has a computer, table/chairs, flip chart & a offers 6 computers for word processing or
whiteboard. Team rooms can be reserved over internet access, a file of previous years' tests to
the Web. Hours: Monday-Thursday (8am – many engineering courses, a quiet place to study
11pm); Friday (8am – 5pm), Sunday (5pm – between classes, and much more. Hours:
11pm). Monday-Thursday (8am – 11pm); Friday (8am
– 5pm), Sunday (5pm – 11pm).
Communications Lab: A computer lab where
students can make overheads, take digital Virtual Development Center: This lab was
pictures of their projects and make them a part developed to support the recruitment and
of their PowerPoint presentations or scan in a retention of women in engineering. The VDC is
picture. They can also make color sponsored by the Institute for Women and

Technology, a public interest corporation Represented on the IAC are the following industrial
dedicated to increasing the influence of women leaders:
on technology and how it influences women
around the globe. UA has one of nine sites in Bruce N. Allen Honeywell Engines, Systems & Services
David Areghini Salt River Project
the country of this type. Women can participate Mike Arnold Community Investment Business Center
in this center and work on real technical issues Bill Assenmacher T.A. CAID Industries, Inc.
of interest to them. Hours: Monday-Thursday Bob Barksdale Delta Renewable Resources & Energy LLC
(8am – 11pm); Friday (8am – 5pm), Sunday Ed Biggers Hughes Missile Systems (Retired)
Alan Boeckmann Fluor Corp.
(5pm – 11pm). Jon Bork Intel Corp.
Ken Boyd IBM Storage Systems Division
Homework Help Desk: Tau Beta Pi students A. Paul Brokaw Analog Devices
sponsor this homework help desk as a central Gerald Brown Raytheon Systems Co.
Herb Burton Madera Consulting, Inc.
location for assistance with engineering Mark Dean IBM Corp., Systems Research
assignments. Hours: Tuesday-Thursday (6pm – Dick DeSchutter Searle (Retired)
8pm). Robert Eagan Sandia National Labs
Michael S. Gering Global Solar Energy
Joe Gervasio Gervasio & Assoc., Inc.
Open access computer laboratories operated by CCIT Peter Gill Motorola (Retired), Chandler-Gilbert
specifically designed for engineering students. These Community College
labs are located in ECE 206, AME 314, and ENGR 218. Craig Goehring Brown & Caldwell
They are equipped with workstations that are the most Pete Harrison Honeywell Engines, Systems & Services
Daniel Hartley Sandia National Labs (Retired)
modern on campus and contain engineering education Steve Lasswell Lockheed Martin, Management and Data
oriented software specified by the College. Presently Systems
included is a standard suite of software plus: Ken Henry Honeywell Engines, Systems & Services
Ted Landis Accenture
Peter Livingston Westland Resources, Inc.
Air 2000, ArcView GIS, ANSYS, Arena, Borland Anthony Lovato Honeywell
Jbuilder, Dreamweaver, Dymola , Fireworks, Flash, John Marietti Cleaves-Bessmer-Marietti, Inc.
Freehand, Garbage, Ghostscript, GRE Powerprep, Jim Melsa Iowa State University (Engineering
Java (Sun), JMPIN, LogicWorks, Matlab, College)
Don Martin Competitive Engineering, Inc.
Max+plus, Microsoft Visual Studio,Object Studio, Larrry McNeese Lockheed Martin Technical Operations
Opnet Modeler, PCSpim, PSpice Lite, Rational Anthony Mulligan Advanced Ceramics Research
Rose, SAM XP, SAS, Seagate Crystal Reports, Ed Nowatzki UA Civil Engineering & Engineering
SPSS, TexaS, U of A Language Courseware, Mechanics (Emeritus)
Paul Peercy University of Wisconsin-Madison
VisualWorks. Brian Perry Raytheon Missile Systems
Stuart Roth Raytheon Missile Systems
Don Ruedy Raytheon Missile Systems (Retired)
Industrial Advisory Council Ronald Schott AOL Technologies (Retired)
Greg Shelton Raytheon Corporation
Subhas Sikdar NRMRL, Environmental Protection
The College of Engineering Industrial Advisory Council Agency
(IAC) is the linchpin of the College's external Daniel Stephens Daniel B. Stephens & Assoc. Inc
relationships. It provides advice on college matters and Belle Tom National Alumni Board
Steven Waters Microsoft Research
generates support for College programs in industry, the Albert Winn Boeing
community, and government agencies. Steven G. Zylstra Pittsburgh Technology Council/Catalyst
Connection

College of Engineering Alumni Survey Results (2001-2003)
A. How satisfied were you with your A1

2003
2002
education in the COEM at the University 2001
of Arizona in helping your ability to:
2003
A2 2002
1. Apply required mathematics to 2001
Question
engineering problems
2003
2. Apply physics to engineering problems A3 2002
3. Apply chemistry to engineering 2001
problems 2003
4. Understand contemporary issues? A4 2002
2001
0.00 1.00 2.00 3.00 4.00 5.00

Satis faction
B. To what degree did your engineering 2003

education enhance your ability to: B1 2002
2001
1. Analyze and interpret data? 2003

2. Design experiments? B2 2002
2001
3. Conduct experiments?
4. Function on multidisciplinary teams? 2003
5. Formulate engineering problems? B3 2002
2001
6. Solve engineering problems?
7. Understand ethical responsibilities of an 2003
engineer? B4
2001
2002
8. Understand the impact of engineering solutions

in a global context? 2003
B5 2002
9. Communicate via oral reports? 2001
10. Communicate via written reports?
11. Recognize the need to engage in lifelong 2003
B6 2002
learning?
Question
2001
12. Design a system component or process to meet
a need? 2003
B7 2002
2001
2003
B8 2002
2001
2003
B9 2002
2001
2003
B10 2002
2001
2003
B11 2002
2001
2003
B12 2002
2001
0.00 1.00 2.00 3.00 4.00 5.00

Enhance d ability

C. To what degree did your design
2003
experience at the university: C1 2002
2001
1. Build on knowledge from previous
2003
coursework? C2 2002
2. Incorporate engineering standards? 2001
3. Address economic issues?
2003
4. Address environmental issues? C3 2002
5. Address health and safety issues? 2001
6. Address socio/political issues?
Question
2003
7. Use techniques, skills, and tools C4 2002
encountered in modern engineering 2001
practice. 2003
C5 2002
2001
2003
C6 2002
2001
2003
C7 2002
2001
0.00 1.00 2.00 3.00 4.00 5.00

Design experience
D. To what degree did laboratory 2003

experiences at the university: D1 2002
2001
1. Correlate with lecture courses?

Question
2003
2. Allow you to learn to use modern tools D2 2002
in your field? 2001
3. Enhance your understanding of basic
operations or phenomena in your field? 2003
D3 2002
2001
0.00 1.00 2.00 3.00 4.00 5.00

Laboratory experience
E. Did your college experience meet your

Question
2003
career needs? E 2002
2001
0.00 1.00 2.00 3.00 4.00 5.00

C ar e e r n e e d s m e t

College of Engineering Future Building Plans • Research offices and laboratories for portions of
the activities in Hydrology and Water Resources,
A new Materials Research Institute building will Chemical and Environmental Engineering
house the research activities of the departments of
Materials Science and Engineering (MSE) and The College of Engineering intends to locate all
Chemical and Environmental Engineering (ChEE), as college administrative activities in a renovated
well as portions of the Biomedical Engineering Engineering Building. The primary advantages to
graduate program. This will allow the MSE such an arrangement are:
department to vacate the Arizona Materials • Consolidation of all administrative activities
Laboratory (AML) on the corner of Swan and Ft. under one roof, which has significant advantages
Lowell Roads. over the current situation (wherein administrative
activities occur in four different locations)
This plan includes the renovation of the historical • Central campus location for all College
Engineering building, just west of the new Student administrative activities, a major convenience for
Union. This renovation will provide for much students
needed office space and College administrative • Location of the hub of the College in one of the
offices in a central campus location that will in turn most beautiful and historic buildings on campus.
greatly benefit engineering students.
In order to do so, the following must take place:
The Engineering building currently houses the • Relocation of Systems and Industrial
following entities: Engineering. Options for this relocation include:
• The entirety of the Systems and Industrial o Placement in current Aerospace and
Engineering Department Mechanical Engineering Building
• The nuclear reactor (formerly the backbone of o Placement in Harshbarger Building as ChEE
the Nuclear Engineering program, and now part and MSE vacate that space to move to the
of the Arizona Research Laboratory) new Materials Research Institute building.
• The office of the Associate Dean of Academic • Decommissioning of Nuclear Reactor
Affairs of the College of Engineering, including • Relocation of ChEE laboratory and office
Outreach, Multicultural Engineering, The Virtual activities from Engineering building to new
Development Center, Student Team Rooms and Materials Research Institute building.
Conference Rooms • Renovation of the vacated space into modern
efficient office and support space.

Appendix II
C. Tabular Data for Engineering Unit
Table II-1. Faculty and Student Count for Institution

School Year: 2003-04
TOTAL
HEAD COUNT STUDENT
FTE CREDIT
Total (see Note 2) HOURS
Tenure Track Faculty 1,608.3
Other Teaching Faculty (excluding 614.2
student assistants)
Student Teaching Assistants 1,235.1
Undergraduate Students 29,490 24,857 372,852
Graduate Students 6,442 5,138 77,072
Professional Degree Students 1,151 0 0
1. Data should be provided here for the fall term immediately preceding the visit.
2. For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For undergraduate
and graduate students, 1 FTE equals 15 credit-hours per term of institutional course work, meaning all courses--
engineering, humanities and social sciences, etc. For faculty members, 1 FTE equals what your institution
defines as a full-time load.
Table II-2 Abbreviated Organizational Chart
Arizona Board of Regents
President
Vice President for Academic

Affairs / Provost
Dean, College of Dean, College of Director

Engineering Agriculture and Life Science Optical Science Center
Aero and Mech Engr Agrilc & Biosyst Engr Optical Sci & Engr
Biomedical Engr Agric Educ Optical Sci
Chem & Envir Engr Agric & Res Econ
Civil Engr & Engr Mech Animal Sci
Elect & Comp Engr Entomology
Hyd & Water Res Nutritional Sci
Mat Sci & Engr Arid Lands Studies
Plant Pathology
Mining & Geol Engr
Plant Sci
Syst & Ind Engr
Sch of Family & Cons Sci
Sch of Ren Nat Res
Soil, Water, & Env Sci
Vet Sci & Microbiology

Table II-3 (Part 1). Engineering Programs Offered
Offered, Not
Nominal Years to Complete

Submitted
Submitted for for
Modes Offered2 Evaluation3 Evaluation4
Administrative
Unit or Units
Now Accred.
Off Campus
Alternative
(e.g. Dept.)
Not Now
Not Now
Exercising
Accred.
Accred.
Accred.
Co-op
Mode
Program Administrative Budgetary
Now
Day
Title1 Head Control
1. Aerospace Engineering X 4 John J. McGrath Aerospace & Mechanical Engineering X
2. Biosystems Engineering X 4 Donald C. Slack Agricultural & Biosystems Engineering X
3. Chemical Engineering X 4 Jost O. Wendt Chemical & Environmental Engr X
4. Civil Engineering X 4 Juan B. Valdes Civil Engineering & Engr Mechanics X
5. Computer Engineering X 4 Jerzy W. Rozenblit Electrical & Computer Engineering X
6. Electrical Engineering X 4 Jerzy W. Rozenblit Electrical & Computer Engineering X
7. Engineering BA X 4 Jeffrey B. Goldberg Systems & Industrial Engineering X
8. Engineering Management X 4 Gordon Geiger Systems & Industrial Engineering X
9. Engineering Mathematics X 4 David Lomen Mathematics X
10. Engineering Physics X 4 Ke Chiang Hsieh Physics X
11. Environmental Hydrology & X 4 Victor R. Baker Hydrology & Water Resources X
Water Resources
12. Geological Engineering X 4 Thomas W. Peterson Mining & Geological Engineering X
13. Industrial Engineering X 4 Ronald G. Askin Systems & Industrial Engineering X
14. Materials Science & Engineering X 4 Joseph H. Simmons Materials Science & Engineering X
15. Mechanical Engineering X 4 John J. McGrath Aerospace & Mechanical Engineering X
16. Mining Engineering X 4 Thomas W. Peterson Mining & Geological Engineering X
17. Optical Sciences & Engineering X 4 James C. Wyant Optical Sciences X
18. Systems Engineering X 4 Ronald G. Askin Systems & Industrial Engineering X
Instructions for Table II-3 (Part 1)
Complete the table for all programs offered by the engineering education unit as follows:
1. Give program title as officially published in catalog.
2. Indicate all modes in which the program is offered. If separate accreditation is requested for an alternative mode, list on a separate line. Describe “Other” by footnote.
3. Only those programs being submitted at this time for reaccredidation (now accredited) or initial accreditation (not now accredited) should be checked in this column.
4. Programs not submitted for evaluation at this time should be checked in this column.
Table II-3 (Part 2). Degrees Awarded and Transcript Designations
Program Title1 Modes Offered2
Alternative
Campus
Co-op
Mode
Day
Off
Name of Degree Awarded3 Designation on Transcript4
1. Aerospace Engineering X BS Aerospace Engineering BS Aerospace Engineering
2. Biosystems Engineering X BS Biosystems Engineering BS Biosystems Engineering
3. Chemical Engineering X BS Chemical Engineering BS Chemical Engineering
4. Civil Engineering X BS Civil Engineering BS Civil Engineering
5. Computer Engineering X BS Civil Engineering BS Civil Engineering
6. Electrical Engineering X BS Electrical Engineering BS Electrical Engineering
7. Engineering BA X BA Engineering BA Engineering
8. Engineering Management X BS Engineering Management BS Engineering Management
9. Engineering Mathematics X BS Engineering Mathematics BS Engineering Mathematics
10. Engineering Physics X BS Engineering Physics BS Engineering Physics
11. Environmental Hydrology & Water Resources X BS Environmental Hydrology & Water Resources BS Environmental Hydrology & Water
Resources
12. Geological Engineering X BS Geological Engineering BS Geological Engineering
13. Industrial Engineering X BS Industrial Engineering BS Industrial Engineering
14. Materials Science & Engineering X BS Materials Science & Engineering BS Materials Science & Engineering
15. Mechanical Engineering X BS Mechanical Engineering BS Mechanical Engineering
16. Mining Engineering X BS Mining Engineering BS Mining Engineering
17. Optical Sciences & Engineering X BS Optical Sciences & Engineering BS Optical Sciences & Engineering
Instructions for Table II-3 (Part 2)
Complete the table for all programs listed in Table II-3 (Part 2), as follows:
1. Give the program title as officially published in catalog.
2. Indicate all modes in which the program is offered. Describe “Alternative Mode ” by a footnote.
3. List degree awarded for each mode offered. If different degrees are awarded, list on separate lines.
4. Indicate how the program is listed on transcript for each mode offered. If different designations are used, list on separate lines.
Table II-4. Supporting Academic Departments
For Academic Year: 2003-04
Full-time Teaching Assistants

Faculty Part-time Faculty Head
2
Department or Unit Head Count1 Head Count FTE Faculty3 Count FTE
Chemistry NA NA 31.4 NA 64.0
Computer Science NA NA 18.6 NA 11.5
Economics NA NA 18.3 NA 14.0
English NA NA 70.6 NA 153.5
Geosciences NA NA 22.7 NA 24.5
Mathematics NA NA 108.7 NA 42.0
Physics NA NA 27.5 NA 33.5
Psychology NA NA 29.9 NA 35.4
NA NA NA
NA NA NA
Provide data for all academic supporting units, e.g., Mathematics, Physics, Chemistry, English, Computer Science, etc.,
that provide any portion of the instruction required by the institution for engineering students.
1. the number of full-time faculty members (tenure track plus other teaching faculty, as classified in Table I)
exclusive of teaching assistants.
2. the number of part-time, adjunct, or visiting teaching faculty members, exclusive of teaching assistants.
3. the sum of column 1 plus FTE** of column 2.
** For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For faculty members,
1 FTE equals what your institution defines as a full-time load.
Table II-5. Support Expenditures
College of Engineering
Fiscal Year 1 2 3 4
(2001-02) (2002-03) (2003-04) (2004-05)
Expenditure Category
Operations 1
(not including staff) 3,507,658 4,440,605 3,108,546
Travel 2 443,925 420,985 343,691

Equipment 3 2,008,197 568,301 630,107
Institutional Funds 2,008,197 568,301 630,107
Grants and Gifts 4 0 0 0
Graduate Teaching Assistants 377,310 361,750 249,751
Part-time Assistance 5
(other than teaching)
Instructions:
Report data for the engineering unit as a whole. Updated tables are to be provided at the time of the visit.
Column 1: Provide the statistics from the audited account for the fiscal year completed 2 years prior to the current
fiscal year.
Column 2: Provide the statistics from the audited account for the fiscal year completed prior to your current fiscal
year.
Column 3: This is your current fiscal year (when you will be preparing these statistics.) Provide your preliminary
estimate of annual expenditures, since your current fiscal year presumably is not over at this point.
Column 4: Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET team will
arrive on campus.
Notes:
1. General operating expenses to be included here.
2. Institutionally sponsored, excluding special program grants.
3. Major equipment, excluding equipment primarily used for research. Note that the expenditures under
“Equipment” should total the expenditures for Equipment. If they don’t, please explain.
4. Including special (not part of institution’s annual appropriation) non-recurring equipment purchase programs.
5. Do not include graduate teaching and research assistant or permanent part-time personnel.
6.

Table II-6. Personnel and Students
Year1: Fall 2003
HEAD COUNT RATIO TO

FT FTE2 FACULTY3
Administrative4 12.6
Faculty (tenure-track) 115.0
Other Faculty (excluding student Assistants) 16.0
Student Teaching Assistants 71.8 0.55
Student Research Assistants 208.4 1.59
Technicians/Specialists 126.5
Office/Clerical Employees “
Others5 38.6 0.30
Undergraduate Student Enrollment6 2795 1124.8 8.59

Graduate Student Enrollment 912 531.0 4.05
College of Agriculture and Life Sciences

Year1: Fall 2003
HEAD COUNT RATIO TO

FT FTE2 FACULTY3
Administrative4 21.9
Office/Clerical Employees
Others5 237.2 1.53
Undergraduate Student Enrollment6 1918.5 1609.7 10.36

Graduate Student Enrollment 423.5 268.5 1.73

Optical Science Center
Year1: Fall 2003
HEAD COUNT RATIO TO

FT FTE2 FACULTY3
Administrative4 2.0
Others5 26.2 0.47

Department of Aerospace and Mechanical Engineering

Year1: Fall 2003
HEAD COUNT RATIO TO

FT FTE2 FACULTY3
Administrative4 1.0
Others5 6.6 0.26


Department of Agricultural and Biosystems Engineering
Year1: Fall 2003
HEAD COUNT RATIO TO

FT FTE2 FACULTY3
Administrative4 1.0
Others5 2.0 0.18

Department of Chemical and Environmental Engineering

Year1: Fall 2003
HEAD COUNT RATIO TO

FT FTE2 FACULTY3
Administrative4 1 1.0
Faculty (tenure-track) 12 12.0
Other Faculty (excluding student Assistants) 1 1.0
Student Teaching Assistants 7 8.0 0.62
Student Research Assistants 22 27.1 2.08
Technicians/Specialists 3 4.1 0.32
Office/Clerical Employees 6 7.0 0.54
Others5 2 2.8 0.22

Department of Civil Engineering and Engineering Mechanics

Year1: Fall 2003
HEAD COUNT RATIO TO

FT FTE2 FACULTY3
Other Faculty (excluding student Assistants) 2 0.5
Others5 0 0


Department of Electrical and Computer Engineering
Year1: Fall 2003
HEAD COUNT RATIO TO

FT FTE2 FACULTY3
Administrative4 1.0
Others5 4.9 0.15

Department of Material Science and Engineering

Year1: Fall 2003
HEAD COUNT RATIO TO

FT FTE2 FACULTY3
Others5 0.8 0.07

Department of Mining and Gelological Engineering

Year1: Fall 2003
HEAD COUNT RATIO TO

FT FTE2 FACULTY3
Technicians/Specialists 0.0 0.0
Others5 0.4 0.07


Department of Optical Sciences and Engineering
Year1: Fall 2003
HEAD COUNT RATIO TO

FT FTE2 FACULTY3
Administrative4 2.0
Others5 26.2 0.59

Department of Systems and Industrial Engineering

Year1: Fall 2003
HEAD COUNT RATIO TO

FT FTE2 FACULTY3
Other Faculty (excluding student Assistants) 1 4 2.3
Technicians/Specialists 2 1 3.1 0.24
Office/Clerical Employees 3 2 4.0 0.30
Others5 2.0 0.14

Instructions: Report data for the engineering unit(s) as defined in Section II. A. 2. And for each engineering
program being evaluated. Updated tables for the fall term when the ABET team is visiting are to be prepared and
presented to the team when they arrive.
Notes:
1. Data on this table should be for the fall term immediately preceding the visit.
2. For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For undergraduate
and graduate students, 1 FTE equals 15 semester or quarter credit hours per term of institutional course work,
meaning all DEPARTMENTAL courses--engineering, humanities and social sciences, etc. For faculty
members, 1 FTE equals what your institution defines as a full-time load.
3. Divide FTE in each category by total FTE Faculty. Do not include administrative FTE.
4. Persons holding joint administrative/faculty positions or other combined assignments should be allocated to
each category according to the fraction of the appointment assigned to that category.
5. Specify any other category considered appropriate, or leave blank.
6. Specify whether this includes freshman and/or sophomores.

Table II-7. Faculty Salary Data
Academic Year 2003-04
1. University of Arizona
Professor Associate Professor Assistant Professor Instructor
Number 608 384 299 125
High 233,368 147,000 130,000 91,763
Mean 90,888 64,323 57,050 46,111
Low 41,239 34,459 38,925 25,500
2. College of Engineering
Professor Associate Professor Assistant Professor Instructor
Number 92 48 29 5
High 233,368 104,999 73,500 57,824
Mean 101,476 72,478 67,145 50,186
Low 57,394 49,240 61,450 43,410
3. Average Percent Salary Raises Given to Continuing Faculty Members for the Past Six (6) Years.
Unit 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04
3.94 4.38 4.12 2.29 3.76 -1.75

University of Arizona
3.27 4.02 4.04 2.11 4.55 -0.40
Report data for the academic year immediately preceding the visit. Include deans and department heads holding
academic rank. These need not be specifically identified. Give number of persons receiving salary on an annual
basis, whether working full-time or not. All salaries should be reported on an annual basis before any deductions,
and normalized for a nine-month academic year. Give high, low, and mean of actual salaries being received by the
individuals making up the number reported; if part-time, report full-time equivalent.

TABLE II-7 (Continued)
Program Professor Associate Assistant Instructor

Aerospace Number 13 6 2
And High 125,250 89,642 65,950
Mechanical Mean 98,746 77,001 65,700
Engineering Low 81,723 69,730 65,450
Agricultural Number 5 7
And High 94,888 52,510
Biosystems Mean 71,124 50,419
Engineering Low 57,394 49,240
Chemical Number 5 7 2
And High 153,933 104,999 66,450
Environmental Mean 91,686 78,915 66,450
Engineering Low 66,450 72,674 66,450
Civil Number 9 1 3
Engineering & High 121,810 77,450 65,450
Engineering Mean 94,025 77,450 64,783
Mechanics Low 77,450 77,450 64,450
Electrical Number 17 10 6 4
And High 134,346 82,450 73,500 57,824
Computer Mean 97,000 77,382 71,942 51,880
Engineering Low 69,308 67,089 69,700 48,720
Materials Number 11 2 1
Science High 134,539 69,127 66,450
And Mean 101,179 65,729 66,450
Engineering Low 84,950 62,330 66,450
Mining Number 3 1 2
And High 101,435 73,450 66,950
Geological Mean 93,733 73,450 65,200
Engineering Low 86,950 73,450 63,450
Optical Number 13 10 5
Sciences High 233,360 90,000 69,051
And Mean 118,960 76,381 65,390
Engineering Low 76,495 66,130 61,450
Systems Number 8 1 4 1
And High 140,490 75,450 71,450 43,410
Industrial Mean 101,978 75,450 68,575 43,410
Engineering Low 86,166 75,450 66,450 43,410

(cont’d from
previous page)
Hydrology Number 8 2 4
And High 149,000 76,450 65,450
Water Resources Mean 105,808 69,385 64,700
Low 75,450 62,320 62,450
Table II-8. Engineering Enrollment and Degree Data
College of Engineering (*May 2004 degrees not included.)
Enrollment Year Total Total Degrees Conferred

Year AY Fresh Soph Jr Sr UG Grad BS MS PhD Other
Current 03- 772 631 622 770 2795 912 144 135 33 3
04
1 02- 778 686 542 739 2755 946 352 135 44 12
03
2 01- 807 583 526 680 2606 835 416 112 46 7
02
3 00- 694 490 519 739 2442 794 385 144 49 3
01
4 99- 630 513 514 753 2410 750 408 143 52
00
5 98- 660 480 502 812 2454 728 425 118 51
99
Aerospace Engineering

Current 03- 104 69 43 47 263 31 11 5 1
04
1 02- 100 68 29 47 244 32 21 7 3
03
2 01- 91 50 33 45 219 26 20 1
02
3 00- 79 51 31 45 206 24 20 4 3
01
4 99- 82 46 40 35 203 24 16 4 1
00
5 98- 84 34 26 30 174 21 12 2
99

Biosystems Engineering

Current 03- 12 10 17 16 55 35 1 1
04
1 02- 13 14 6 15 48 27 9 3 6
03
2 01- 14 8 14 12 48 21 4 1 2
02
3 00- 18 10 10 11 49 29 9 2 7
01
4 99- 8 7 10 15 40 31 7 7 2
00
5 98- 8 10 9 18 45 29 9 5 2
99
Chemical Engineering

Current 03- 50 48 39 55 192 41 5 3 2
04
1 02- 43 54 37 55 204 38 22 4 3
03
2 01- 59 31 40 58 188 40 28 15 3
02
3 00- 36 37 42 71 186 34 42 7 2
01
4 99- 40 30 50 65 188 43 31 4 5
00
5 98- 55 42 42 75 214 40 43 4 2
99
Civil Engineering

Current 03- 59 50 60 80 249 44 11 3 3
04
1 02- 43 56 49 84 232 47 45 7 2
03
2 01- 51 41 58 74 224 32 40 2 2
02
3 00- 35 46 56 81 218 40 47 6 5
01
4 99- 33 36 46 105 220 39 47 6 2
00
5 98- 28 40 51 111 230 38 53 6 3
99

Computer Engineering (*Electrical and Computing Engineering combined for grad totals)

Current 03- 129 105 89 100 423 323 18 56 2
04
1 02- 159 139 92 97 487 352 49 26 6
03
2 01- 171 118 86 90 465 279 46 29 10
02
3 00- 140 90 75 105 410 234 62 37 7
01
4 99- 117 78 81 98 374 209 46 34 18
00
5 98- 98 84 65 92 339 208 46 40 12
99
Electrical Engineering (*Electrical and Computing Engineering combined for grad totals)

Current 03- 63 91 108 139 401 323 35 56 2
04
1 02- 80 95 96 134 405 352 57 26 6
03
2 01- 84 94 81 131 390 279 56 29 10
02
3 00- 92 64 91 151 398 234 81 37 7
01
4 99- 73 77 90 150 390 209 73 34 18
00
5 98- 88 77 97 144 406 208 60 40 12
99
Engineering Management

Current 03- 12 22 30 20 84 12
04
1 02- 5 12 5 9 31 5
03
2 01-
02
3 00-
01
4 99-
00
5 98-
99

Geological Engineering (*Mining & Geological Engineering combined for Grad Totals)

Current 03- 3 4 5 11 23 30 2 2
04
1 02- 3 7 7 5 22 26 6 2 1
03
2 01- 6 6 7 12 31 24 6 5
02
3 00- 4 6 11 12 33 33 9 7 3
01
4 99- 8 8 8 13 37 31 8 2 3
00
5 98- 10 8 9 23 50 25 15 5
99
Industrial Engineering

Current 03- 8 9 19 15 51 33 5 16
04
1 02- 8 10 16 24 58 37 24 23
03
2 01- 10 10 19 34 73 34 23 10
02
3 00- 7 12 21 28 68 26 11 13
01
4 99- 10 18 17 14 59 16 6 10
00
5 98- 10 12 12 20 54 19 9 8
99

Materials Science and Engineering

Current 03- 12 9 12 24 57 40 7 9 5
04
1 02- 8 14 14 17 53 50 11 4 6
03
2 01- 9 12 15 18 54 54 13 6 4
02
3 00- 11 15 9 26 61 53 14 9 5
01
4 99- 11 4 24 27 66 53 15 3 3
00
5 98- 4 13 15 33 65 46 21 3 7
99
Mechanical Engineering

Current 03- 120 92 98 148 458 89 23 26 1
04
1 02- 101 88 107 127 423 97 74 20 6
03
2 01- 99 116 93 124 433 90 72 16 4
02
3 00- 103 79 92 98 372 73 58 18 5
01
4 99- 88 100 69 118 375 75 73 18 4
00
5 98- 84 75 81 118 358 89 73 13 7
99

Mining Engineering (* Mining & Geological Engineering combined for Grad totals)

Current 03- 2 3 5 10 20 30 2 2
04
1 02- 3 5 5 9 22 26 10 2 1
03
2 01- 2 5 7 13 27 24 6 5
02
3 00- 4 4 10 16 34 33 13 7 3
01
4 99- 1 11 12 24 48 31 19 2 3
00
5 98- 8 15 19 34 76 25 17 5
99
Optical Sciences and Engineering

Current 03- 34 36 46 38 154 212 4 23 16
04
1 02- 27 26 27 40 120 190 13 29 20
03
2 01- 3 7 18 28 176 7 28 13
02
3 00- 2 8 9 32 51 156 15 33 16
01
4 99- 13 15 17 23 68 144 10 28 18
00
5 98- 6 6 18 28 58 132 19 25 16
99

Systems Engineering

Current 03- 11 18 17 30 76 62 9 2 2
04
1 02- 17 18 19 32 86 80 26 14 2
03
2 01- 8 14 21 25 69 67 13 16 4
02
3 00- 5 19 14 23 61 57 18 15
01
4 99- 7 14 13 30 64 54 21 17 1
00
5 98- 7 5 17 33 65 43 18 11 4
99
Table II-9. History of Admissions Standards for Freshmen
Percentile Rank in
Composite ACT Composite SAT High School Number of New
Academic Year MIN AVG MIN AVG MIN AVG Students Enrolled
2003-04 25.2 1184 635
2002-03 25.5 1184 693
2001-02 25.6 1178 658
2000-01 25.3 1186 540
1999-00 25.0 1175 489
1998-99 25.0 1172 516
Instructions: Give minimum and average test scores and/or high school standing for the last six academic years.
Use either ACT or SAT as appropriate. The number of students enrolled should be for all programs in the
engineering education unit. If standards differ for some engineering programs, either fill out additional table(s) or
explain in the text. If formal admission to engineering programs is not made in the freshman year, give freshman
figures for the overall institution and so indicate, and use the format of Table II-10, History of Transfer Engineering
Students, to report standards for admission to engineering programs.
Table II-10. History of Transfer Engineering Students
Number of Transfer Students

Academic Year Enrolled
2003-04 85
2002-03 142
2001-02 104
2000-01 138
1999-00 162
1998-99 150

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Program Self-Study Report

for the Degree of Bachelor of Science in

ENGINEERING ACCREDITATION COMMISSION

1. Degree Title .................................................................................................................................. 1

2. Program Modes ............................................................................................................................. 1

3. Actions to Correct Previous Deficiencies ..................................................................................... 1

1.1. Admission ............................................................................................................................ 3

2. Program Educational Objectives ................................................................................................ 13

2.1. Missions and Objectives as Enunciated by the University, the College,

Aerospace Engineering Page iii

3.1. Program Outcomes ............................................................................................................ 19

4. Professional Component ............................................................................................................. 71

4.1. Basic-Level Curriculum for Aerospace Engineering ........................................................ 71

5.1. Preliminary Comments ...................................................................................................... 77

Page iv Aerospace Engineering

6.1. The AME Building ............................................................................................................ 81

7. Institutional Support and Financial Resources ........................................................................... 85

7.1. How the Budget is Determined ........................................................................................ 85

8. Program Criteria ......................................................................................................................... 87

8.1. Curriculum ........................................................................................................................ 87

APPENDIX I—ADDITIONAL PROGRAM INFORMATION

A. TABULAR DATA FOR PROGRAM ........................................................................................ 90

Table I-1. Basic-Level Curriculum............................................................................................. 91

B. COURSE SYLLABI ................................................................................................................... 98

Required AME Courses

Aerospace Engineering Page v

AME 331 Introduction to Fluid Mechanics ................................................................... 109

Required Non-AME Courses

Page vi Aerospace Engineering

C. FACULTY CURRICULUM VITAE .......................................................................................... 165

Ara Arabyan ............................................................................................................................... 167

APPENDIX II - INSTITUTIONAL PROFILE (from Dean’s office)

Background Information Relative to the Institution ..........................................................................218

Aerospace Engineering Page vii

Bachelor of Science in Aerospace Engineering.

3. Actions to Correct Previous Deficiencies

The Final Statement of the reviewer observed the following:

 “. . . the aerospace program appears to have appropriate educational objectives.”

Aerospace Engineering Page 1

and that previously:

The new administrative structure addresses both issues.

Page 2 Aerospace Engineering

Excerpt from ABET Criteria:

1.2. Evaluation of Students: Mathematics, Writing Placement, and Writing

Aerospace Engineering Page 3

 UA admissions GPA (which includes those courses required for admission)

1.2.3. Writing Assessment

1.3. Advising and Monitoring/Mentoring

Page 4 Aerospace Engineering

Aerospace Engineering Page 5

Figure 1.3.a Undergraduate degree-track students—annual percentage retained—College of Engineering.

Figure 1.3.b Undergraduate degree-track students—number of years to graduate—College of Engineering.

Page 6 Aerospace Engineering

Figure 1.3.c Enrollments: Aerospace Engineering (Fall 1998-Spring 2004).

1.3.1. Freshmen Registration/Orientation

The Registration/Orientation program, organized by The University of Arizona, is designed to assist

Aerospace Engineering Page 7

1.3.3. AME Advising Procedure

Arvind Raman Connie Spencer

Prof. E. Kerschen Prof. S. Shkarayev Prof. A. Tumin Prof. W. Chen

Page 8 Aerospace Engineering

The milestones in advising are (http://www.engr.arizona.edu/2_AC/polici.htm):

 Fulfillment of First-Year Composition requirements (6-9 units, depending on grade)

“. . . the aerospace program appears to have appropriate educational objectives.”

UA admissions GPA (which includes those courses required for admission)

Fulfillment of First-Year Composition requirements (6-9 units, depending on grade)

focus on improving service to our students and other customers

Base student’s education on a knowledge of engineering and science tools appropriate to

Continuously improve the undergraduate academic programs in partnership with

Prepare a diverse student body for a professional career in Aerospace Engineering.

Aeronautical engineering graduates must have demonstrated knowledge of aerodynamics,

Astronautical engineering graduates must have demonstrated knowledge of orbital mechanics,

Aerospace engineering graduates, or graduates of other engineering programs combining

Required General Education component, set by the University (http://catalog.arizona.edu/2003-

Required fundamental foundation courses in mathematics, physics and chemistry, including