DEPARTMENT OF MECHANICAL AND INDUSTRIAL … · department of mechanical and industrial engineering...

Program Self-Study Report for the Degree of Bachelor of Science of

MECHANICAL ENGINEERING

Submitted by the

DEPARTMENT OF MECHANICAL AND INDUSTRIAL ENGINEERINGUNIVERSITY OF ILLINOIS AT CHICAGO

842 WEST TAYLOR STREET CHICAGO, ILLINOIS 60607-7022

to the

ENGINEERING ACCREDITATION COMMISSION

ACCREDITATION BOARD FOR ENGINEERING AND TECHNOLOGY

111 MARKET PLACE, SUITE 1050 BALTIMORE, MARYLAND 21202-4012

July 1, 2008

BACKGROUND INFORMATION .................................................................................................... 1 CRITERION 1. STUDENTS.............................................................................................................. 6 CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES ................................................... 13 CRITERION 3. PROGRAM OUTCOMES.................................................................................... 19 CRITERION 4. CONTINUOUS IMPROVEMENT...................................................................... 24 CRITERION 5. CURRICULUM..................................................................................................... 28 CRITERION 6. FACULTY.............................................................................................................. 35 CRITERION 7. FACILITIES.......................................................................................................... 42 CRITERION 8. SUPPORT .............................................................................................................. 46 CRITERION 9. PROGRAM CRITERIA ....................................................................................... 47 APPENDIX A – COURSE SYLLABI............................................................................................... 48 APPENDIX B – FACULTY RESUMES ........................................................................................ 108 APPENDIX C – LABORATORY EQUIPMENT.......................................................................... 143 APPENDIX D – INSTITUTIONAL SUMMARY ......................................................................... 144 APPENDIX E – FEEDBACK/ACTION FORMS ......................................................................... 172

2008 EAC/ABET SELF-STUDY REPORT: UIC, MECHANICAL ENGINEERING 1

SELF-STUDY REPORT FOR

MECHANICAL ENGINEERING

BACKGROUND INFORMATION Degree Title

The University of Illinois at Chicago’s Department of Mechanical and Industrial Engineering offers one undergraduate degree in Mechanical Engineering, the Bachelor of Science in Mechanical Engineering. Other engineering majors can complete 16-18 credit hours specified by the Department to earn a designation of “Minor in Mechanical Engineering” on the transcripts. The ABET accreditation is not implied for these minors, nor is such certification sought for these minors.

Program History

The UICC (University of Illinois at Chicago Circle) campus started in 1965. The Department of Mechanical Engineering was formed in 1982 when UICC was reorganized to include the Medical School and renamed to UIC; the Bachelor of Science in Mechanical Engineering was first accredited in 1985. Prior to 1982 UICC offered a BS degree in Mechanical Analysis and Design and a BS degree in Energy Engineering, both accredited from 1974. The Department was renamed to Mechanical and Industrial Engineering in 2002.

Options

There are no special options, tracks, or concentrations in the mechanical engineering program. Organizational Structure

The University of Illinois system consists of the Urbana-Champaign, Chicago and Springfield campuses. The Department of Mechanical and Industrial Engineering at the University of Illinois at Chicago exists within the College of Engineering (COE). The MIE Department Head reports to the Dean of the College of Engineering, one of 15 colleges within the University of Illinois at Chicago. The COE is headed by Dean Peter Nelson who reports to the Office of Provost and Vice Chancellor for Academic Affairs of the University of Illinois at Chicago, currently headed by Michael Tanner. The Provost and Vice Chancellor for Academic Affairs is the chief academic officer as well as the chief operating officer for the University of Illinois at Chicago and is the main budget and fiscal officer. The Provost reports to the office of Chancellor of the University of Illinois at Chicago, the head administrator at the University of Illinois at Chicago, currently headed by Interim Chancellor Eric Gislason. The Chancellor reports to the office of President B. Joseph White of the University of Illinois system. The administration of the University of Illinois system oversees the system-wide operations of the University and a handful of academic affairs units that reflect University-wide efforts. These offices report to the President or the Vice President of Academic Affairs, Administration, or Technology and Economic Development. The organizational structure for the University of Illinois at Chicago is shown in Figure 1-1. The reporting structure within the College of Engineering is shown in Figure 1-2, with additional detail of the structure of Undergraduate Affairs shown in Figure 1-3.

2 2008 EAC/ABET SELF-STUDY REPORT: UIC, MECHANICAL ENGINEERING

Figure 1-1. Organization chart showing the reporting structure for the University, including the

various Vice Provosts’ offices.


Peter NelsonDean of

Engineering

Sohail Murad Dept Head Chemical

Engineering

Farhad Ansari Dept Head

Civil and Materials Engineering

Robert Sloan Interim Head

Computer Science

John Hetling DUGS

Ludwig NitscheDUGS

Karl Rockne DUGS

Patrick Troy DUGS

Roland Priemer DUGS

Michael Scott DUGS, ME

Houshang Darabi DUGS, IE

Sol Shatz Assoc. Dean for Research

and Grad

Ralph Pini Assoc. Dean for Corporate

Relations

James Muench Director of

Admissions and Records

Denise Hayman Asst. Dean for

Recruiting Director of MERRP

Kate Kaplan Director Career

Center

Richard Alpern Assoc. Dean for Administration

Arnaud Buttin Director of

Advancement

Richard Magin Dept Head

Bioengineering

Mitra Dutta Dept Head

Electrical and Computer Engineering

William Worek Dept Head

Mechanical and Industrial Engineering

Michael McNallan Assoc. Dean for

Undergrad Affairs

Piergiorgio Uslenghi

Assoc. Dean for MEng and Intl Prog.

Figure 1-2. Organization chart showing the reporting structure for the College of Engineering.


Elsa Soto Counselor

Nubia Raygoza Assistant Director

of Recruitment

Dalius Duncia

Counselor

Kamilah McCoy Assistant Director

MERRP

Chris Kuypers

Counselor

Mary Larsen

Office Manager

Student Workers

James Muench

Director of Engineering Admissions and Records

Michael McNallan Associate Dean for Undergraduate

Affairs Dean

Denise Hayman

Assistant Dean for Recruitment and MERRP

Peter Nelson Dean of Engineering

Carolyn Garcia Customer Services

Rep MERRP

Associate Dean

for Research

Associate Dean for

Administration

Associate Dean of Corporate Relations

and Career Placement

Associate Dean for MEng and

Intn’l Programs

Figure 1-3. Organization chart showing the reporting structure of Undergraduate Affairs within

the College of Engineering. Program Delivery Modes

A regular on-campus day program is offered. The program can be completed by full-time students in four years by taking 15-18 credits per semester.

Actions Taken to Correct Shortcomings Noted in Previous ABET Report

The last ABET general review of this program was conducted in the fall of 2002. The review team listed as a program shortcoming the process for evaluation of the achievement of mechanical engineering program objectives. In particular, the team noted that the only evidence of such evaluation was the program’s use of the generic College of Engineering evaluation process, and that the process by which program objectives were reviewed and revised was ad hoc rather than rigorous. To address this shortcoming, the objectives were revised and restated, and a more formal assessment process was defined and implemented. This was included in an interim report to ABET which is available on MIE website at the URL:

http://www.mie.uic.edu/programs/ME_Program_Interim_Report_2006.doc

The ME Program, like all programs in the College of Engineering, evaluated and continues to evaluate the achievement of the program objectives using a College-wide process mentioned above. In addition, starting in 2005-2006 we instituted several additional avenues of data collection at the program level. The ME program objectives are now evaluated using a Department-administered phone survey of alumni and an in-person survey of the members of the Department’s Industrial Advisory Board. We also solicit input and suggestions relevant to program outcomes from the

http://www.mie.uic.edu/programs/ME_Program_Interim_Report_2006.doc


Undergraduate Advisory Board (UGAB), and we collect from the faculty documentation of changes made in undergraduate courses. The undergraduate committee collects and reviews all data, and provides this information to the faculty as a whole. Program and course changes that require administrative approval typically originate in the undergraduate committee, which makes recommendations to the full faculty, which votes to approve any changes.

The first phone survey of alumni was conducted in 2005-2006 with alumni who had graduated in or before 2002. This insured that each graduate had spent time working as an engineer (in industry or as a graduate student) and could provide feedback about how well the UIC ME Program had prepared them. The survey asked the alumni to give a score from 1 to 5 (1-strongly disagree to 5-strongly agree) to indicate how well they thought the ME Program helped them to attain the objectives of the ME Program. The results from this and other surveys, as well as further details, are presented under Criterion 2 below.

Contact Information The Head of the Department of Mechanical and Industrial Engineering is William M. Worek. Michael J. Scott is the Director of Undergraduate Studies. Contact information for these individuals is: Dr. William M. Worek, Professor and Head University of Illinois at Chicago Department of Mechanical and Industrial Engineering (MC251) 842 West Taylor Street, Chicago, Illinois 60607-7022 312-996-5610 Voice 312-413-0447 FAX [email protected] Dr. Michael J. Scott, Associate Professor and Director of Undergraduate Studies University of Illinois at Chicago Department of Mechanical and Industrial Engineering (MC251) 842 West Taylor Street, Chicago, Illinois 60607-7022 312-996-4354 Voice 312-413-0447 FAX [email protected]

mailto:[email protected]


ACCREDITATION SUMMARY CRITERION 1. STUDENTS Student Admissions

A student may be admitted directly to the Mechanical Engineering program in the College of Engineering as a new freshman, an internal transfer student from another UIC college, or as a transfer student from an institution other than UIC. The general evaluation procedures for admitting new freshman students are described in this section. Evaluation of transfer students from outside UIC is discussed in the section on transfer students below. The two primary factors used to determine the admissibility of a new freshman applying to the University of Illinois at Chicago are the high school percentile rank (HSPR) and the American College Test (ACT) composite score. The University will also accept Scholarship Aptitude Test (SAT) scores. The SAT scores are converted to an ACT composite equivalent. Should an applicant submit more than one set of entrance exam scores, then the Office of Admissions will use the highest score when processing an application. The College of Engineering has used a Projected Grade Point Average (PGPA) for the purpose of determining a student’s admission to the college since Fall 1981. The PGPA is determined by the following equation:

PGPA = C1 * ACT + C2 * HSPR + C3

The constants C1, C2 and C3 are determined from a multiple linear regression of previous students enrolled in the College of Engineering using their ACT, HSPR and grade point average (GPA) at the completion of their first semester.

Before making the admission decision, a student’s high school course work is checked to meet the specified subject pattern. All applicants must have successfully completed the following high school courses in order to be eligible for admission to UIC.

A. Four years of English

B. Three years of Mathematics (must include algebra, geometry, advanced algebra/trigonometry)

C. Three years of Science

D. Three years of Social Science

E. Two years of Language (other than English)

F. One year of an elective.

The College of Engineering provides the Office of Admissions the guidelines to be used in admitting freshmen to the College. For 2007-2008, applicants with a PGPA of 2.9 or higher were admitted to the College of Engineering. Applicants with a PGPA in the range of 1.9 to 2.89 were individually reviewed by the College of Engineering. Applicants with a PGPA below 1.9 were


denied admission to the College after a manual review from the Admissions Office. The minimum ACT composite score for an admitted student is 21.

All entering freshmen are admitted with the condition that they must take campus placement exams in Math, Chemistry and English composition. The results of these exams are critical in determining what courses students take during their first semester at UIC. If the results indicate the student needs a preparatory course in math, chemistry or English composition, then the student must register and pass the course. Table 1-1 summarizes the program admissions standards for the past five years.

Table 1-1. History of ME Admissions Standards for Freshmen Admissions for Past Five Years

Composite ACT Composite SAT Percentile Rank in High School Academic

Year MIN. AVG. MIN. AVG. MIN. AVG.

Number of New Students

Enrolled

2003 21 25.5 n/a n/a n/a 79.2 46 2004 21 24.6 n/a n/a n/a 73.1 48 2005 21 25.7 n/a n/a n/a 68.8 53 2006 21 24.7 n/a n/a n/a 65.2 55 2007 21 25.4 n/a n/a n/a 73.3 71

Admission is based on unweighted High School GPA and not Percentile Rank in High School Evaluating Student Performance Student performance in most classes in the ME program is assessed using a combination of

homework, quiz, and exam grades. Courses with a laboratory component also consider grades on lab reports or projects; this includes courses that make extensive use of the computer lab, such as ME447. Senior design (ME396) is a capstone project-based course. Student performance in ME396 is assessed on the basis of a team project, including a written report, an end-of-semester presentation, and a faculty assessment of the individual contribution to the team throughout the project. In addition to the ongoing monitoring done by the College as described here, student progress towards a degree is monitored by the advising structure detailed below.

Students are evaluated at the end of every semester during the College of Engineering Grade Review process. At that time, the Assistant Dean for Undergraduate Administration (ADUA) reviews the file of each student who has either a term Grade Point Average (GPA) or cumulative UIC GPA below 2.00 (A=4.00).

In addition to monitoring the Grade Point Average of students, the College also uses the Deficit Point system to determine probation and drop decisions. The Deficit Point system has the advantage over the GPA system in that it clearly indicates the future academic performance that a student must achieve to return to clear status.


The following scale is on a per semester hour basis:

Letter grade Grade points per credit hour Deficit points A 4 +2 B 3 +1

C 2 (3.0 minimum GPA at graduation) 0

D 1 -1 F 0 -2

If a student takes one 3-hour class and receives a grade of “D,” then this student would have a GPA of 1.00 and –3 deficit points. If another student takes four 3-hour classes and receives all D’s, then this student would also have a GPA of 1.00, but would have –12 deficit points. Although they both have the same GPA, the second student with –12 deficit points is having more serious academic difficulty. A student with negative deficit points must earn a positive number of deficit points in the future to bring the total back up to zero. Thus, a student with –12 deficit points must earn a combination of A’s and B’s for the number of hours necessary to achieve +12 deficit points to return to clear status.

Probation Rules. The following are the Probation Rules:

Rule 1. A less serious probation level is called Probation Level 1 or 2.00 Pro. This probation is for any student whose Term GPA is below 2.00, but whose Cumulative GPA is above 2.00. In the next semester, the student is expected to earn no grade less than C to continue.

Rule 2. Any student whose UIC Cumulative GPA falls below 2.00 is placed on Probation Level 2 or 2.25 Pro. In the next semester, the student is expected to earn no grade less than a C and at least one B in order to continue. A student is not required to return to clear status in one semester. For example, if a student finishes the first semester with –10 deficit points, then finishes the second semester with 3 hours of B and 3 hours of C, this student will have reduced the total deficit points to –7. Although the student is still on probation, the student satisfied the probation conditions and is allowed to continue. At this rate of +3 deficit points per term, it will take the student 4 semesters to return to clear status, and the student is making progress towards that goal.

Rule 3. Graduation with a degree from the College of Engineering requires a minimum GPA of 2.00 in the major courses. Major courses are those required in the specific degree program as listed in the UIC Undergraduate Catalog. Rules 1 and 2 described above are also applied to the major courses.

Drop rules. The following are the Drop Rules:

Rule 1. Any student who was on probation and did not satisfy the conditions of that probation may be dropped from the College of Engineering B.S. degree program.

Rule 2. A student who fails to make satisfactory progress toward a degree in the College of Engineering may be dropped. Examples of unsatisfactory progress are: -12 deficit points, excessive number of incomplete grades, failure to take courses required for the degree.

Rule 3. This rule applies to those students who had previously been dropped, were readmitted, and failed to meet the probation conditions necessary to continue in the College of Engineering.


Students who have been dropped multiple times should pursue some other career goals. Only in rare cases will a student be readmitted after being dropped twice.

Advising Students The College of Engineering employs a mandatory advising system. Prior to the first semester of attendance, whether entering as freshmen or transferring from other schools, all students are advised by staff from the Office of the Dean for Undergraduate Administration. After declaring their major, Mechanical Engineering students are assigned to faculty advisors in the Department of Mechanical and Industrial Engineering, who will advise them every semester until graduation. The student or the faculty member may request changes in the advising relationship at any point; such requests are infrequent and usually granted as a matter of course.

No student is allowed to register without meeting with their advisor and receiving a signed registration form signed by their academic advisor. Registration holds are utilized to ensure that students meet with their advisors every semester prior to registering for the next term. Students register for classes online after an advising hold is released by the Department staff. An “Advising Week” is held mid-semester before online registration opens. Students make appointments with their MIE faculty advisors to discuss course selections and any other issues related to their progress in the program, campus adjustment issues, career planning, etc. The faculty member signs an advising slip, which is turned into the MIE office. The MIE staff then removes the advising hold for each student who has been advised.

If a student must deviate from the accredited program, then the student must submit a written petition, with justification, for “minor” or “major” curriculum change. The student must get the approval of the MIE advisor, and submit the petition for departmental approval (via the MIE Undergraduate Committee) and college approval (via the College Educational Policy Committee and/or the appropriate Associate Dean). If approved, the petition becomes a part of the student’s record at the college level. Students first are advised to discuss curriculum issues with the DUGS for routine questions. The Office of the Dean for Undergraduate Administration maintains an academic counseling staff that helps students with questions related to degree requirements, transfer credits, course substitution, special programs and other related issues.

As noted above, student GPA’s are monitored at the College level for purposes of administration; individual advisors monitor student progress for advising purposes only. The COE implemented an advisor evaluation process that has been in place since Fall 2006 to provide feedback to advisors on their performance towards improving the advising process. Advisees rate their faculty advisors on a 5 point scale (1 lowest and 5 highest) as to their: 1) concern for the student, 2) knowledge of the curriculum, 3) availability during advising week and 4) encouragement of the student. Scores for all faculty members in each Department are complied by the COE and sent to all faculties within the Department as feedback. In some cases the Department Head may ask faculty members to modify their advising routines. The COE has also implemented an advisor award program for the top-rated advisor in each Department as an inventive to improve advisor performance. Transfer Students and Transfer Courses

The State of Illinois has formal articulation agreements between state community colleges and senior public institutions. Credit from a community college is limited in the sense that the last 60


hours of the degree must be completed at a senior institution. In addition, the University maintains a general provision that either the first 90 or the last 30 hours of the degree must be earned at UIC.

The College of Engineering maintains an extensive evaluation program for courses available at 32 Chicago area colleges that a majority of UIC transfer students come from. The articulation agreement transfer guide is available to prospective students on the COE website at the URL: http://www.uic.edu/depts/enga/prospective_students/transfer_guides.htm. The transfer guides are updated annually. Transfer credit is determined based on course equivalency. For students who are not from these listed local institutions, the College sends the proposed transfer credits for evaluation to the ME Director of Undergraduate Studies. Included are the transcripts, catalog descriptions of the courses proposed transfer, and any additional materials that may be available, such as course outlines, textbooks used, etc. The acceptance or denial of the proposed transfer credits at the departmental level is communicated in writing to the College and the College then takes appropriate action on the proposed transfer of credits. Transfer credits for engineering courses at junior and senior level are considered only from ABET accredited programs. Work successfully completed in other fully accredited institutions (either those approved by one of the regional accrediting associations or those approved by one of the agencies recognized by the National Commission of Accrediting) is generally accepted by the University on an hour-for-hour basis, as shown on the official transcripts received from those institutions. For consistency, credit awarded on the quarter hour basis is converted to the semester hour system by multiplying the number of quarter hours by 2/3. Credit from institutions with provisional accreditation is accepted on a deferred basis until it is validated by satisfactory completion of additional work taken in residence at the University or in another fully accredited institution. Credit from unaccredited institutions is not accepted. However, knowledge in courses taken at such institutions may be awarded credit for the equivalent UIC course by successfully passing a UIC proficiency exam. No transfer credit is awarded for any course work completed at an institution external to UIC with a grade of D.

Credit evaluation is done by the Office of the Assistant Dean for Undergraduate Administration in the College of Engineering. In many instances, descriptions, syllabi, etc. are sent to a faculty member in the Department offering similar courses for their recommendation as to the equivalency to a UIC course and acceptance for transfer credit. The general principle used in accepting work from another college or university is that of “equivalency.” Whether a course taken elsewhere is equivalent to a course at UIC is determined by the college office or in the appropriate Department at UIC. Catalog descriptions that show course content and prerequisites for a course are the primary means for determining equivalency. If the catalog description is not sufficient, syllabi, exams, computer programs, homework, textbooks, etc. may be requested from the student.

Table 1-2 summarizes transfer trends for the past five years.

Table 1-2. Transfer Students Admitted to ME for Past Five Academic Years

Academic Year Number of Transfer Students

Enrolled 2003 19 2004 22 2005 27 2006 38 2007 34

http://www.uic.edu/depts/enga/prospective_students/transfer_guides.htm


Graduation Requirements

All ME students are continuously evaluated throughout their course of study. This effort is aided by the Degree Audit Reporting System (DARS); an example of a DARS report will be provided to the site visit team. This informs students of what courses they have taken and which courses remain to be taken for the degree.

The completion of all courses in DARS is the main requirement for graduation. All students entering the program are now required to take ME 499, in which they participate in an exit interview in their final semester; students who entered the program prior to 2008 are strongly encouraged to take the course as well. In addition, a minimum residency requirement stipulating the number of consecutive credits that must be taken at UIC is in place and must be satisfied for graduation. The policy (which was most recently revised in Fall 2007) states: “Either the first 90 semester hours or the last 30 semester hours of University work must be taken at UIC. In addition, at least one-half of the semester hours required in the student’s major area of study must be completed at UIC. Concurrent attendance at the University of Illinois at Chicago and another collegiate institution or enrollment during the summer at another institution when approved by the student’s college, does not interrupt the UIC enrollment residence requirement for graduation. Under exceptional circumstances, the enrollment residence requirement may be waived by the dean of the student’s college upon petition of the student.”

Enrollment and Graduation Trends

Table 1-3 summarizes enrollment and graduation trends for the past five years. Table 1-4 lists 25 recent graduates. Note that the FTE figures given in Table 1-3 are calculated according to the formula used by the Illinois Board of Higher Education (IBHE), in order to maintain consistency with other FTE numbers reported by the University. The formula is:

(# of Ugrads registered for departmental courses) X (credit hours for course) / 15

Note that the FTE figure is not directly calculable from the number of full time and part time students in the program, since it includes students from outside the program who are enrolled in the courses, and does not include courses outside the Department taken by Mechanical Engineering majors. Rather, it is a measure of the amount of teaching done by faculty in the Department.

Table 1-3. ME Enrollment Trends for Past Five Academic Years Year

(2003) Year

(2004) Year

(2005) Year

(2006) Year

(2007)2

Full-time Students 239 263 284 309 334 Part-time Students 31 32 29 27 29 Student FTE1 n/a 190.27 196.47 210.2 222.27 Graduates 58 51 63 62 68

1 FTE = Full-Time Equivalent 2 Year 2007 includes Fall 2007 and Spring 2008 Graduates


Table 1-4. Twenty-five Recent ME Program Graduates

Numerical Identifier

Year Matriculated

Year Graduated

Prior Degree(s) if Master Student

Certification/ Licensure

(If Applicable)

Initial or Current Employment/

Job Title/ Other Placement

669826168 Fall 2004 2008 General Energy Corporation

655978870 Fall 2003 2008 Sargent & Lundy 656182556 Spring 2006 2008 677418931 Fall 2002 2008 Sargent & Lundy 676494490 Fall 2006 2008 ITT 670123357 Fall 2002 2008 676110431 Fall 2004 2008 Caterpillar 653545172 Fall 2005 2008 Johnson Controls 673880840 Fall 2005 2008 652645511 Spring 2006 2008 Caterpillar 653943318 Spring 2005 2008 668768541 Fall 2004 2008 Spraying Systems Co. 658010390 Fall 2003 2008 674472371 Fall 2002 2008 675769869 Fall 2002 2008 US Steel 661588806 Fall 2004 2008

654365328 Fall 2005 2008 Midwest Industrial Packaging

661594653 Fall 2003 2008 Affiliated Engineers 660919645 Spring 2005 2008 UPS 652051157 Fall 2003 2008 G W Electric 666981864 Fall 2003 2008 655347264 Spring 2004 2008

669165676 Spring 2006 2008 Siemens Power Generation

677506504 Fall 2005 2008 Caterpillar Inc. 679347258 Fall 2003 2008


CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES Mission Statement Through its education, research, and public service, the University of Illinois at Chicago strives to accomplish the land-grant mission originally envisioned for the University of Illinois in the more agrarian environment of the nineteenth century. Located in the great metropolis that is both the transportation hub of this country and the architectural capital of the world, UIC adapts that mission to the challenges of the present and the future. UIC's mission is:

• To create knowledge that transforms our views of the world and, through sharing and application, transforms the world.

• To provide a wide range of students with the educational opportunity only a leading research

university can offer.

• To address the challenges and opportunities facing not only Chicago but all Great Cities of the 21st century, as expressed by our Great Cities Commitment.

• To foster scholarship and practices that reflects and responds to the increasing diversity of the

U.S. in a rapidly globalizing world.

• To train professionals in a wide range of public service disciplines, serving Illinois as the principal educator of health science professionals and as a major healthcare provider to underserved communities.

Ratified by the Faculty Senate of the University of Illinois at Chicago-April 27, 2006

The UIC mission statement is available at the URL: http://www.uic.edu/index.html/admin_scope.shtml The mission of the College of Engineering is stated as follows:

“The mission of the College of Engineering at the University of Illinois at Chicago is to provide the opportunity for each student to become all that he or she is capable of becoming through excellence in education in the three areas of teaching, research, and service. In the area of teaching, the college provides academic excellence to its students through ten Bachelor of Science programs in six Departments: Bioengineering; Chemical Engineering; Civil and Materials Engineering; Computer Science; Electrical and Computer Engineering; and Mechanical and Industrial Engineering. With the changing dynamics of society, the college continues to strive for excellence and innovation in both its instructional and research programs. In the area of community service and as part of the University's Great Cities Program related to economic development and environmental concerns, the college is continuously strengthening ties with the industrial community, especially the dynamic region of Illinois.” The College mission statement is available in the online catalog at the URL: http://www.uic.edu/ucat/catalog/EG.shtml#b

http://www.uic.edu/index.html/admin_scope.shtml


Program Educational Objectives The Program Educational Objectives for the Bachelor of Science in Mechanical Engineering are:

1. To prepare students with the appropriate breadth and depth of technical knowledge necessary to work effectively as a Mechanical Engineer in an industrial environment. 2. To prepare students to become professionals, who practice their trade ethically and with a strong sense of responsibility to the community. 3. To prepare students for independent life-long learning, and (as applicable) success in graduate studies. 4. To prepare students to be good technical communicators. 5. To give students design experiences as individuals and within teams. These program objectives for all ME students are posted at the URL: http://www.mie.uic.edu/programs/bsme_objectives.htm

Consistency of the Program Educational Objectives with the Mission of the Institution The program educational objectives operationalize the goals stated in the University and College mission statements. By preparing our students to be successful engineers and researchers, we enable them to participate in the transformation of the world and the Great Cities of the 21st Century as described in the University mission statement. Engineering, like the health sciences, is a public service profession. Our commitment to prepare students for life-long learning allows them to respond to the rapidly globalizing world. By preparing students for successful careers in industry, we strengthen ties with local industry as called for in the College mission statement.

Program Constituencies

The constituents of the ME Program are professionals from industry, particularly local industry, students, alumni, and faculty. Our constituency from Industry consists of the companies that hire our graduates. Our students are hired by local, national, and international firms both small and large, with the majority taking jobs in the Chicago area. The majority of our input from industry comes from our departmental Industrial Advisory Board (IAB), which meets at least annually to discuss teaching and research aspects of our program. The members are outstanding professionals representing a broad range of industrial firms. They include Atlas Tool and Die Works, Baxter Health Care Corporation, Boeing, Brinks Hofer Gilson & Lione, Caterpillar, Gas Technology Institute, Jones Lang LaSalle, Northrop Grumman, Power Engineers Collaborative, and the Tool and Manufacturing Association. Three additional members represent governmental and academic institutions: Argonne National Laboratory, the Chicago Area Transportation Study, and the Illinois Institute of Technology.

Our Students are our core constituency. The makeup of the student body is described in greater detail in Criterion 1 above. Input from students comes from direct faculty/student interaction, from program exit surveys conducted with all graduating seniors, from teaching surveys conducted once a semester in every course, from the ABET surveys conducted every semester for each required course, and from the Undergraduate Advisory Board.

http://www.mie.uic.edu/programs/bsme_objectives.htm


Our students, of course, become our Alumni. Alumni provide input through informal interactions with faculty members (for example, our alumni are recruited to serve as external judges at Engineering EXPO) and through unsolicited contacts. A number of alumni who graduated between five and ten years earlier are surveyed periodically to evaluate achievement of program objectives. The Faculty are described in greater detail under Criterion 6 below. Departmental faculty meetings are held approximately monthly throughout the academic year. The Undergraduate Committee meets twice a semester and is responsible for examining and proposing all curriculum changes, course introductions or revisions, petitions for any minor changes to the curricula, evaluation of transfer credits, and any other matters related to the undergraduate program.

Process for Establishing Program Educational Objectives

Program Educational Objectives are drafted by the Undergraduate Committee and approved by vote of the entire faculty. Input from the different constituent groups is collected by the Undergraduate Committee and made available to the entire faculty in an attempt to understand the needs of our constituencies. This input takes the form of both solicited and unsolicited expressions of needs. Every input received from our constituents is analyzed by the ME program Undergraduate Director, faculty and the Department Head. If a legitimate constituent need cannot be covered by the current program objectives, a new objective will be defined. There is no quantitative model or procedure that can be used to establish new objectives or remove/modify the current ones. Educational objectives are broad strategic statements that can only be analyzed qualitatively, as in brainstorming and strategic planning sessions. If the Undergraduate Committee determines that input from some constituent group(s) require a review of program objectives, it submits the question to the entire faculty in regularly faculty meetings or faculty retreats. The faculty as a whole must decide whether the current program objectives encompass the needs stated in the provided inputs. If so, then the need is addressed by considering the program educational objectives, as explained in the next section. If not, the current list of objectives will be revised. During the last 4 years (since the submission of the previous ABET response report), there has been no change in the list of program objectives. All the inputs received from our constituents could be addressed without changing current program educational objectives; the actions taken in response to these inputs resulted in other changes such as program outcome and curriculum modifications.

Achievement of Program Educational Objectives

Program educational objectives are assessed by polling the two most relevant constituent groups, alumni and industry members. (The program educational objectives relate to our graduates’ performance in the workplace over several years following graduation.) The Department periodically surveys alumni between 4 and 10 years after graduation to determine if our long-term objectives are being met. An email survey of alumni was conducted in 2002-03. Currently, phone surveys are conducted every other year, with survey results available for 2006 and 2008. The survey instrument asks alumni to rank the following statements using a 1-5 scale (1: strongly disagree, 5: strongly agree):

1. The UIC-ME program prepared me to work effectively as a Mechanical Engineer in an industrial environment. 2. The UIC-ME program prepared me to be a professional, to practice ethically and with a strong sense of responsibility to my community. 3. The UIC-ME program prepared me for independent life-long learning, and (as applicable) success in graduate studies. 4. The UIC-ME program prepared me to be a good technical communicator.


5. The UIC-ME program provided me with design experiences as an individual and within teams.

The average ratings for these statements by 15 alumni surveyed in 2006 were between 3.8 and 4.3, indicating no major program deficiencies. While the differences between questions were not statistically significant, the highest ratings were for question 3 and the lowest were for questions 4 and 5. In addition to the five-question survey, alumni were invited to share suggestions for improving the program. All of these suggestions were directed at outcomes or curriculum rather than objectives, and are covered below. Only preliminary results are available for the 2008 survey, which is ongoing. The first three alumni surveyed gave replies of either 4 or 5 to all questions. Results obtained between report submission and the site visit will be made available to the visiting team. Alumni surveys show no indications that our alumni five to ten years past graduation have concerns about our program objectives. Also every other year, the Industrial Advisory Board is surveyed. These surveys are conducted by the Director of Undergraduate Studies at an IAB meeting. Surveys were conducted in 2005 and 2007. These surveys are open-ended and ask the following three questions:

1. What are current issues in industry and society in general that are directly relevant to our degree programs? In particular, are there topics we should be addressing that we are not addressing in our degree programs?

2. From your perspective, are there any topics that we are teaching or emphasizing in our degree programs that are no longer relevant or important to engineers in the workplace?

3. Do you notice any deficiencies in the educational background of our recent alumni with whom you have professional contact?

As with the alumni surveys, no major deficiencies were uncovered in the achievement of program objectives. Inputs relevant to outcomes and curricular changes were gathered and are discussed below. In addition to these periodic surveys, the Undergraduate Committee receives unsolicited personal communications from both alumni and local industry. Results from these surveys and unsolicited communications are considered by the Undergraduate Committee and provided to the faculty as a whole. While the faculty does not formally vote on whether the program objectives are being adequately met, information from these surveys is incorporated in changes to the ME program. The Undergraduate Committee also uses the assessment results of the program outcomes to evaluate the achievement of program objectives. This is done by measuring how well the ME program is satisfying its outcomes relative to the objectives. As a general rule, if the majority of the outcomes related to a given objective (see Table 3-1 summarizing the relationship between outcomes and objectives) are not satisfied or are weakly satisfied by the ME program, then the assessment of that objective is poor. In this case either the related outcomes must be improved or a new outcome that covers this objective must be added. Outcome assessment and improvement are explained in the following section.

The Department uses the form shown in Figure 2-1 to document the inputs received from the constituent groups and the actions taken to address those inputs. An “input” here is any piece of information that may be used to initiate a change in the program. Inputs are sometimes called “feedback” because many inputs are responses to questions asked of constituent groups in order to “sense” feedback about the direction of the program (note the control-theoretic nomenclature). For every input received regarding the ME program from the constituent groups, a form is generated.


The three main sections in the form are Feedback, Actions Taken, and Follow-up Actions. The Feedback section documents all information related to the feedback or input and how it was generated. The fields in this section are:

Reference number: a code “YYYY-MM-DD-X” where YYYY-MM-DD shows the form creation date and X is a letter (A-Z) that is used to distinguish between forms created on the same date. The reference number is generated by the Director of Undergraduate Studies after receiving the form from the form evaluator. Description: a narrative description of the inputs, which may be itemized to include several concerns related to the same input. Source(s): constituent(s) who generated the input (not the form) and the mechanism by which the constituent’s input was sensed or generated. Evaluator(s): person(s) generating the form. Date: form creation date. The Actions Taken section documents the information related to the actions taken in response to the input received. The fields in this section are: Description: a narrative description of actions, which may be itemized to include several actions taken to address the concerns related to the input. Proposer (s): people who proposed the actions. Date: date when actions originated. The Follow-up Actions section documents the data related to the mechanism by which the effectiveness of the actions proposed in the Actions Taken section is measured. The fields in this section are: Impact measurement mechanism: mechanism by which the action impact is measured. Evaluator(s): person(s) measuring the impact. Date: date when measurement was completed.

Result: measurement results, with two possible outcomes: “succeeded” and “failed”. In the Result field, if the measurement shows that the action has not been effective and the concerns

still exist, then the “failed” option is selected. In this case, a new feedback form must be created and the reference number of the new form must be mentioned in the Result field of the current form. In addition, the reference number of the current form is entered in the feedback description field of the new form, and it is mentioned that this new form is generated to follow up on a failed action.

If the measurement shows that the original action succeeded, then the case is closed. The person measuring the impact must explain why he/she thinks that the action is successful.


The Director ofdetermines (in necessary expemust be measu No changes we

Feedback/Action Form Feedback Reference number (generated by DUGS): Description (can be itemized)

• Source(s): Evaluator(s): Date: Action(s) Taken Description (can be itemized)

• Proposer(s): Date: Follow-up Action(s) Impact measurement mechanism

• Evaluator: Date: Result (succeeded or failed: if failed then there must be a new feedback form generated, show the reference number of that form; if succeeded explain howthat conclusion was reached):

Figure 2-1. Feedback/Action Form used to monitor program changes.

Undergraduate Studies monitors the creation and completion of all forms. He/she also consultation with the Undergraduate Committee, the feedback evaluator, and other rts) when the action should be taken, and when and how the effectiveness of the action red.

re made to the program objectives during the reporting period.


CRITERION 3. PROGRAM OUTCOMES Process for Establishing and Revising Program Outcomes

Program Outcomes, like Program Educational Objectives, are drafted by the Undergraduate Committee and approved by vote of the entire faculty. Also like Program Educational Objectives, Program Outcomes do not admit analysis by a quantitative procedure. The Undergraduate Committee and the faculty as a whole consider the inputs from the various constituent groups and determine if changes in set of outcomes are warranted. In the last four years, no changes have been made to the list of program outcomes. Inputs that indicate shortcomings in the achievement of outcomes have been addressed by changing the distribution of outcomes across the curriculum, and by curricular and program changes. These are discussed further below.

Program Outcomes

The ME Program Outcomes and extra program criteria are posted on the Department website at the URL: http://www.mie.uic.edu/programs/bsme_outcomes.htm The program outcomes are listed here:

A. An ability to apply knowledge of mathematics, science and engineering. B. An ability to design and conduct experiments, as well as to analyze and interpret results. C. An ability to design a system, component, or process to meet the desired needs. D. An ability to function on multidisciplinary teams. E. An ability to identify, formulate and solve engineering problems. F. An understanding of professional ethical responsibility. G. An ability to communicate effectively. H. The broad education necessary to understand the impact of engineering solutions in a global and societal context. I. A recognition of the need for and an ability to engage in life-long learning. J. A knowledge of contemporary issues. K. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Furthermore, the ABET EC 2005-2006 program criteria for mechanical engineering programs state that the program must demonstrate that graduates have: a. Knowledge of chemistry and calculus-based physics with depth in at least one. b. The ability to apply advanced mathematics through multivariate calculus and differential equations. c. Familiarity with statistics and linear algebra. d. The ability to work professionally in both thermal and mechanical systems areas including the design and realization of such systems.

http://www.mie.uic.edu/programs/bsme_outcomes.htm


Relationship of Program Outcomes to Program Educational Objectives

The relationship between program objectives and program outcomes is shown in tabular form in Table 3-1.

Table 3-1 Relationship of ME Program Outcomes to ME Program Objectives

A B C D E F G H I J K

An a

bilit

y to

app

ly k

now

ledg

e of

m

athe

mat

ics,

sci

ence

and

eng

inee

ring

An a

bilit

y to

des

ign

and

cond

uct

expe

rimen

ts, a

s w

ell a

s to

ana

lyze

and

in

terp

ret r

esul

ts

An a

bilit

y to

des

ign

a sy

stem

, co

mpo

nent

, or p

roce

ss to

mee

t the

de

sire

d ne

eds

An a

bilit

y to

func

tion

on m

ultid

isci

plin

ary

team

s

An a

bilit

y to

idne

tify,

form

ulat

e an

d so

lve

engi

neer

ing

prob

lem

s

An u

nder

stan

ding

of p

rofe

ssio

nal e

thic

al

resp

onsi

bilit

y

An a

bilit

y to

com

mun

icat

e ef

fect

ivel

y

The

broa

d ed

ucat

ion

nece

ssar

y to

un

ders

tand

the

impa

ct o

f eng

inee

ring

solu

tions

in a

glo

bal a

nd s

ocie

tal

cont

ext

A re

cong

ition

of t

he n

eed

for a

nd a

n ab

ility

to e

ngag

e in

life

-long

lear

ning

A kn

owle

dge

of c

onte

mpo

rary

issu

es

An a

bilit

y to

use

the

tech

niqu

es, s

kills

, an

d m

oder

n en

gine

erin

g to

ols

nece

ssar

y en

gine

erin

g pr

actic

e

1

To prepare students with the appropriate breadth and depth of technical knowledge necessary to work effectively as a Mechanical Engineer in an industrial environment.

x x x x x x x x

2

To prepare students to become professionals, who practice their trade ethically and with a strong sense of responsibility to the community.

x x x x

3To prepare students for independent life-long learning, and (as applicable) success in graduate studies.

x x x x x x

4 To prepare students to be good technical communicators. x x x x

5 To give students design experiences as individuals and within teams. x x x x x x x

ME Program Outcomes

ME

Prog

ram

O

bjec

tives


Relationship of Courses in the Curriculum to the Program Outcomes

The relationship between program objectives and required courses is shown in tabular form in Table 3-2.

Table 3-2 Relationship between ME Program Objectives and Required Courses

Outcomes

ME

Required Courses

A sci

B

exptl

C

Design

D

team

E

p-fml

F

ethics

G

comm

H

br-ed

I

lf-ln

J

ct-iss

K

m-tls IE 201

X

X

ME 205

X

X

X

ME 210

X

X

X

X

X

X

ME 211

X

X

X

ME 250

X

X

X

X

X

X

ME 308

X

X

X

X

ME 312

X

X

X

X

ME 320

X

X

X

X

X

X

ME 321

X

X

X

X

X

X

ME 325

X

X

ME 341

X

X

X

X

X

X

ME/IE 380

X

X

X

X

ME/IE 396

X

X

X

X

X

X

X

X

ME 428

X

X

X

X

X

X

ME 447

X

X

X

X

X

X

ME/IE 499

Documentation

Display materials for each required course will be available at the site visit. A binder for each course will contain the course syllabus, copies of all course handouts, assignments, and assessment instruments, and representative samples of student work for the same. Each course syllabus clearly specifies the topics presented and their relationship to the program outcomes, and can be used as a reference to the items in the display binders. In some cases and where appropriate, a more detailed index of materials in each binder may be provided. All syllabi are included in this report under Criterion 5.

Achievement of Program Outcomes


A number of different mechanisms are used to measure the achievement of program outcomes. Students complete surveys every semester stating how well their courses addressed the program outcomes. In addition, the achievement of program outcomes is indirectly measured by surveying alumni about program objectives as described in Criterion 2 above. Here we explain the survey mechanism used to assess outcome achievements each term. Every ME student who takes a required course is asked to fill out an ABET evaluation sheet for the course during the last two weeks of that course. Students are questioned on the outcomes which were to be covered in the course, with one or more questions for each outcome. Students select among the following responses to show their level of agreement with each statement: 1 (not applicable), 2 (strongly disagree with the statement), 3 (disagree with the statement), 4 (agree with the statement), and 5 (strongly agree with the statement). For example, the three statements that capture student opinions about outcome A (ability to apply knowledge of mathematics, science and engineering) are:

1. a1) Course contributed to your ability to apply knowledge of mathematics 2. a2) Course contributed to your ability to apply knowledge of sciences 3. a3) Course contributed to your ability to apply knowledge of engineering

To measure the achievement of an outcome, the responses provided by the students to the questions

related to that outcome are analyzed. We define the achievement number (AN) for every question by:

AN=100*(RA*0+RB+(-2)+RC(-1)+RD(1)+RE(2)). Here Ri shows the percentage of students who selected response i (i=A, B, C, D, or E) in their

answers to each question. Thus -200<=AN<=200. In general negative values for AN raise questions about the achievement of the related outcome. In this case the course instructor is asked to investigate the problem and report to the DUGS. If the concern is real then an FA form is filled out and subsequent actions are decided. If AN is positive (about 50 or higher), we conclude that the outcome is achieved. If AN is between -50 and 50 we conclude that the AN value is not a reliable measure of achievement of the given outcome.

As noted above, several of these statements might be related to a single outcome. In the example above, questions 1, 2, and 3 are related to outcome A. In such cases a negative value of AN for one question does not necessarily mean that the outcome achievement is weak. In these situations, the DUGS checks with the faculty member whether the subject of the question with a negative AN were intended to be covered as a part of outcome achievement. If yes, then a concern exists and an action might be necessary. If not, then no concern exists. Data are available for every semester from Spring 2005 through Fall 2007. A limited number of outcomes had inconclusive values of AN (between -50 and 50). No outcomes had conclusively negative responses (below -50). The inconclusive values were as follows:

1. ME 205 had inconclusive ratings for three outcomes: D (multi-disciplinary teams), G (effective communication), and J (contemporary issues). 2. ME 210 had inconclusive ratings for outcome F (professional and ethical responsibility). Ratings for outcome J varied significantly (from -41 to 97) across semesters. 3. ME 211 had inconclusive ratings for outcome C (design of components, processes, or systems), with relatively high ratings for system design; no action determined to be needed. It also had inconclusive ratings for outcomes D and G. 4. ME 250 had inconclusive ratings for outcomes A (application of math, science, and engineering), F, and I (life-long learning). ME 250 was also the subject of unsolicited


comments from students through the Undergraduate Advisory Board. Curriculum changes were initiated for this class, and are detailed below under Criterion 5. 5. ME 308 had inconclusive ratings for outcome F. It also had inconclusive ratings for outcome C in the process design area only; both component and system design were fine, and this was deemed acceptable. 6. ME 312 had inconclusive ratings for outcomes F, I, and J. 7. ME 321 had inconclusive ratings for outcome D (average 33.9 across all years). This was not deemed problematic. 8. ME 325 had inconclusive ratings for outcome F. 9. ME 341 had inconclusive ratings for outcome H (broader educational perspectives); the AN value was 45, which was deemed acceptable. 10. ME 380 had inconclusive ratings (46) for outcome C in the system design area only; both component and process design were fine, and this was deemed acceptable. 11. ME 428 had inconclusive ratings (43) for outcome J; this was deemed acceptable. 12. ME 447 had inconclusive ratings for outcome G.

In summary, the following were found:

• ME 250 needs examination. This is discussed more under Criterion 5 below, and ME 250 is excluded from the remaining points in this list.

• Outcome C (design of components, processes, or systems) was inconclusive in three of seven courses covering that outcome. Each time, this was because one of the three portions was borderline. This was not deemed a problem in any of the three cases.

• Outcome D (multidisciplinary teams) was inconclusive in three of five courses covering that outcome. This outcome is well covered in the remaining two courses (ME 341 and ME 396), and has been removed from ME 205, ME 211, and ME 321.

• Outcome F (ethics) was inconclusive in four of six courses covering that outcome. The ethics outcome was removed from three of these courses (ME 308, ME 312, and ME 325). Coverage of ethics was deemed adequate in ME 320 and ME 396, and ME 210 will be examined. It is interesting to note there is a program objective that corresponds directly to the ethics outcome, and that alumni surveys regarding this outcome are consistently positive.

• Outcome G (communication) was inconclusive in three of seven courses covering that outcome. This outcome has been dropped from ME 205 and ME 211.

• Outcome H (broader education) was inconclusive in one of five courses covering that outcome, and with an average AN of 45 was not deemed a concern.

• Outcome I (life-long learning) was inconclusive in one of five courses covering that outcome, As with the ethics outcome, there is a corresponding program objective that is rated consistently highly by alumni five to ten years after graduation. Nevertheless, it has been removed from ME 312.

• Outcome J (contemporary issues) was inconclusive in one of five courses covering that outcome, varying across semesters in another, and borderline (43) in a third. It has been dropped from the one class, ME 205, in which it was least effective.


CRITERION 4. CONTINUOUS IMPROVEMENT Information Used for Program Improvement

Figure 4-1 shows a flowchart describing the continuous improvement process for the ME program. The inputs from our constituents (faculty, students, industry, and alumni) are collected with varying frequencies. The frequency of input (data) collection, the collected input type, and the tools for data collection are determined by the sensing mechanism. The Department uses different sensing categories for its feedback mechanism. Table 4-1 shows all the sensing categories. In this table, we have used “continuous” in the frequency column to refer to an input that does not have a specific frequency; these inputs may be received at any time. Inputs are received by the Director of Undergraduate Studies (DUGS) in different forms depending on the applied collection tools. From here the next phase (Analysis, Approval, and Documentation) starts. In this phase, the DUGS or a faculty member fills out a feedback-action (FA) form (explained under Criterion 2 above) to document the input and possible actions to fix the concerns related to the input. At this time, only the first two sections of the form are filled out. The Follow-up Action section will be filled at a later time when the impact of the action is measured. The time for the follow-up action is determined by the DUGS. The mechanism by which the follow-up action is implemented (or impact is measured) is decided by the faculty and the DUGS. After the FA form is documented, the proposed actions must be approved. Approval process requires different authorization levels depending on the action scope. For example, small changes in the curriculum might only need the approval of the DUGS. Other authorization levels within the MIE Department include approval from the Undergraduate Committee and approval from the Department Head. As a general rule all the curriculum and program changes that cause a change in the ME Undergraduate Catalog (published by the university) require the approval of the College of Engineering and the University. After the Analysis/Approval/Documentation phase, the approved action is implemented. The action implementation does not have a generic template and is different in every case. Examples of actions include curriculum changes, new course development, revising a teaching method, and adding lab materials. Actions may also include modifying the lists of objectives or outcomes, or the coverage of outcomes by a given course. After the action is taken, its impact is measured. How and when the impact must be measured is proposed by a faculty member (usually the same person who initiated the FA form) and is approved by the DUGS (with the Department Head involved in the approval process if necessary). If the impact measurement shows that the action has succeeded (the concerns have been addressed), the third section of the related FA (Follow-up Actions) is completed and that specific FA form is closed. If the measurement shows that the concerns still exist or the action has failed, the failure reasons are documented in the third part of the FA form and these reasons generate a new input that must be analyzed by the DUGS (and faculty) again. The related loop in Figure 4-1 is repeated until the action is successful.


Constituents: Faculty Students IAB Alumni

Sensing Mechanism

Analysis Approval

Documentation

Action Implementation

Action Impact Measurement

Succeeded?

END YesNo

Figure 4-1: Continuous Improvement Process Flowchart for the ME Program

Table 4-1: Categories of Process Feedback for the ME Program

Category Number Constituents Input Type* Frequency Collection Tool(s)

1 Students Ou Each semester ABET course outcome questionnaire

2 Students Cu/Ot Upon need (called by UGAB Chair) UGAB meeting/email to DUGS

3 Students Cu/Ot Every semester Informal interview with individual students during advising sessions

4 Students Cu/Ot Continuous Informal meeting with Faculty/DUGS/Dept. Head

5 Students Cu/Ot Each semester Course/instructor evaluation 6 IAB Ob/Ou/Cu/Ot Every other year Group Interview in IAB meeting 7 Alumni Ob/Ou/Cu/Ot Every other year Phone Interview 8 Faculty Ob/Ou/Cu/Ot Continuous Informal meeting with DUGS/Dept. Head

9 Faculty Ob/Ou/Cu/Ot three times per semester Dept. faculty meeting discussions

10 Faculty Ob/Ou/Cu/Ot Once or twice a year Dept. faculty retreat * Ob: Objective, Ou: Outcomes, Cu: Curriculum, Ot: Others


Actions to Improve the Program

As mentioned earlier in the report, there has been no input or information made available since the last site visit that has indicated any need for adjustments in the program objectives, the program outcomes, or the relationship between the two. Adjustments have been made to the outcomes covered by each course, removing outcomes from courses where assessment indicated they were not well-covered and leaving those outcomes covered by other courses in the curriculum. These changes were described in detail in the preceding section. The vast majority of program changes made or considered since the last visit have been curriculum changes. These have originated from all constituencies. The following is a summary of changes taken since the last visit. The corresponding feedback/action forms are included in Appendix E.

1. The IAB gave feedback that more design documentation and Six Sigma topics should be covered in the curriculum, particularly as part of Senior Design. Fortuitously, IAB member Michael Brown retired from Abbott Laboratories shortly thereafter and joined the Department as a lecturer. He piloted the inclusion of relevant topics in ME 396 in Fall 2005 and Fall 2006. This was followed by further advancements by other instructors in subsequent terms.

2. ME 308 Vibrations had incorporated a small lab component making use of a research

experiment from Prof. Royston’s laboratory. The class lacked resources to maintain this as a significant lab component, and Prof. Royston submitted a request to remove the lab component from ME 308 and put any available resources to upgrade the ME 341 Experimental Methods lab. This change was approved through the College EPC.

3. The name of the Civil Engineering Department changed to Civil and Materials

Engineering, with a resulting change in the course rubric from CEMM to CME. Prerequisites needed to be updated through formal administrative channels for ME 380 and ME 341.

4. Various changes and improvements were made to Senior Design (ME 396). In

response to concerns from the IAB and others about students’ presentation skills, professional videotaping of student presentations was added to the fall sections of ME 396 starting in Fall 2007. (Spring sections continue to participate in Engineering EXPO, and so do not final presentations to a seated audience.) Improvement in presentation quality was measured by comparing student evaluations of student presentation quality for midterm (before videotaped feedback) and final (after videotaped feedback) presentations; a significant improvement was noted. At the same time, more formal controls for weekly meetings were instituted to give students a more professional experience.

5. In Spring of 2008, further changes were made to Senior Design. These involved a more

formal approval system for prototyping by the machine shop and expenditures. These changes resulted in a higher rate of timely completion of prototypes, so more student teams had finished prototypes at Engineering EXPO.


6. Student course evaluations and the Undergraduate Advisory Board state strongly that ME 250 has unnecessary content. Other feedback consistently points to the need for more exposure to both linear algebra and MATLAB. ME 250 occurs early in the curriculum. In Spring of 2008 the ME 250 instructor agreed to pilot the incorporation of MATLAB (with brief introduction to linear algebra) within the constraints of the current syllabus. This pilot was a success in that students seem satisfied with the MATLAB topics and perform well on related assignments. The Undergraduate Committee will now begin the process of submitting changes to ME 250 to reduce the time on less needed existing topics and expand the MATLAB component.

7. A brief introduction to continuum mechanics was added as part of ME 380

Manufacturing Process Principles in Fall 2007 to address a theoretical gap in students’ understanding of manufacturing processes.

8. In Fall 2007, in response to consistently low student evaluations of the textbook and a

perceived need to include more relevant software, a new textbook (Design of Machinery, 4th Ed., by Robert Norton, McGraw-Hill) was chosen for ME 320, which includes bundled specialty synthesis software and a free version of WORKING MODEL, a mainstream software package for mechanism analysis.

9. A new class, ME 499, was added to the last semester of the curriculum for all students,

in order to streamline the end-of-program administrative tasks, including an exit interview. This course has no credit hours and takes one hour at the end of the term. It is hoped that this class will give students an opportunity to offer more qualitative feedback about their experience as they complete the program, and will make it easier for the Department to maintain contact with the alumni.


CRITERION 5. CURRICULUM Program Curriculum

In the section on Criterion 3 tables were presented showing the relationship between program objectives and outcomes, and also the coverage of program outcomes by the required course offerings. A perusal of Table 3-2 shows that two outcomes are covered by almost every course. These two outcomes are outcome A (ability to apply knowledge of mathematics, science, and engineering) and outcome E (ability to identify, formulate, and solve engineering problems). The curriculum includes instruction in fundamental areas of mechanical engineering – fluid mechanics, thermodynamics, heat transfer, kinematics, dynamics, vibration, control theory, and mechanical design – and incorporates theoretical, experimental, and computational components. This is intended ultimately to achieve the first objective, providing students with the “breadth and depth” required to begin a career in industry. Table 3-2 also shows that some courses in the curriculum are chosen to emphasize outcomes leading to achievement of the other objectives: creating ethical and community-minded engineers, preparing students for life-long learning, fostering good technical communication, and giving students experience in design teams. The curriculum explicitly addresses the ABET program criteria for mechanical engineering programs. All students are required to take one semester of chemistry, three semesters of physics, and mathematics through multivariate calculus (MATH 210) and differential equations (MATH 220). Linear algebra is a topic in five courses – ME211, ME308, ME312, ME320, and ME447 – and statistical analysis is covered in ME341. As noted in the paragraph on graduation requirements in Criterion 1 above, the College monitors students using the Degree Audit Reporting System. Completion of the ME program requires 128 credit hours. The vast majority of these 128 hours are technical (engineering, math, or science); 6 hours comprise required freshman English, 15 hours are General Education distribution requirements, and 3 hours are allowed for a free elective. At the end of the course of study, ME students take ME 396 Senior Design as a capstone design experience. Students must have senior standing and have completed the core courses to enroll (students typically must take ME 396 concurrently with other required courses, and it is not required for students to have completed all advanced courses and technical electives). Students complete their projects in teams of three. All projects have an external “customer” who determines the project requirements. The customer is often a local company, though an increasing number of projects are done in partnership with Easter Seals, which matches student teams with individuals with disabilities who provide design challenges. All student teams have a faculty advisor and a technical advisor from the client company, if applicable. In addition, the course instructor oversees all teams and vets all projects for appropriate engineering content, both in the definition of the problem statement and in the execution of the project and its documentation. ME 396 is a one-semester course. All students who take the class in the Spring semester are required to participate in Engineering EXPO, a one-day event showcasing senior design projects from all Departments in the College of Engineering except Computer Science; students who take the class in the Fall semester have the option to participate. All EXPO projects are judged by teams of UIC faculty and invited industry experts, often alumni. Binders of course handouts and representative student work from all required courses will be available for review during the visit.


Prerequisite Flow Chart

A flowchart of a typical four-year study plan is presented in Figure 5-1. Arrows in the flowchart indicate prerequisite relationships between courses. Note that some prerequisites only require concurrent enrollment. This flowchart is updated as of Fall 2007 to reflect the new University-wide policy on General Education requirements. In College of Engineering documents for students who entered the program before Fall 2007, the General Education courses shown in Figure 5-1 are sometimes know as Humanities and Social Science electives. This change in requirements did not affect any ME program courses under the administrative control of the College of Engineering.

Course Syllabi

Course syllabi for all required courses offered by the educational unit are included in Appendix A. An overview of the distribution of the curriculum is given in Table 5-1, and a summary of the sizes of sections of the required courses is presented in Table 5-2.


4-Year Study Plan for Mechanical Engineering (Effective Fall 2007)

First Year Second Year Third Year Fourth Year1 2 1 2 1 2 1 2

ENGL 160 3 hours

ENGL 161 3 hours

ME 447 3 hours

ME 499 0 hour

ENGR 100 0 hours

ME 250 3 hours

IE 201 3 hours

MATH 220 3 hours

ME 308 3 hours

ME 380 3 hours

ME 396 4 hours

<or>ENGR 189

0 hoursCS 108 3 hours

MATH 210 3 hours

CME 2033 hours

ME 210 3 hours

ME 320 4 hours

ME 341 3 hours

MATH 180 5 hours

MATH 181 5 hours

CME 201 3 hours

PHYS 244 3 hours

ME 211 4 hours

ME 312 3 hours

ME 428 3 hours

CHEM 112 5 hours

PHYS 141 4 hours

PHYS 142 4 hours

ME 205 3 hours

ME 325 3 hours

ME 321 4 hours

CME 261 2 hours

ECE 210 3 hours

16 hours 18 hours 15 hours 15 hours 16 hours 17 hours 15 hours 16 hoursTotal 128 hours

All elective courses are 3 hours.

General Education Core Courses can be found on pages 49-60 of the Undergraduate Catalog (2007-2009).

GeneralEducation

3 hrs

TECHELECTIVE

3 hrs

NON-ME ELECTIVE

3 hrs

GeneralEducation

3 hrs

TECHELECTIVE

3 hrs

GeneralEducation

3 hrs

GeneralEducation

3 hrs

GeneralEducation

3 hrs

TECHELECTIVE

3 hrs

ConcurrentPrerequisite

Figure 5-1 Prerequisite Flow Chart for ME Program


Table 5-1 Curriculum (Mechanical Engineering)

Category (Credit Hours)

Year; Semester or

Quarter Course

(Department, Number, Title) Math & Basic

Sciences

Engineering Topics

Check if Contains

Significant Design ( )

General Education Other

Freshman Fall

CHEM 112 General College Chemistry I 5

Freshman Fall ENGL 160 Academic Writing I 3

Freshman Fall ENGR 100 Engineering Orientation 0

Freshman Fall MATH 180 Calculus I 5

Freshman Fall General Education Core Course 3

Freshman Spring PHYS 141 General Physics I 4

Freshman Spring MATH 181 Calculus II 5

Freshman Spring CS 108 FORTAN for Engineers 3

Freshman Spring

ME 250 Engineering Graphics and Design 3( )

Freshman Spring ENGL 161 Academic Writing II 3

Sophomore Fall CME 201 Statics 3

Sophomore Fall

CME/ME 261 Materials for Manufacturing 3

Sophomore Fall IE 201 Financial Engineering 3

Sophomore Fall MATH 210 Calculus III 3

Sophomore Fall PHYS 142 General Physics II 4

Sophomore Spring PHYS 244 General Physics III 3

Sophomore Spring

MATH 220 Introduction to Differential Equations 2

Sophomore Spring CME 203 Strength of Materials 3

Sophomore Spring

ME 205 Introduction to Thermodynamics 3( )

Sophomore Spring Non-ME Elective 3



Continuation


Year; Semester or

Quarter Course


Sciences

Engineering Topics

Check if Contains



Junior Fall ECE 210 Electrical Circuit Analysis 3

Junior Fall ME 210 Engineering Dynamics 3

Junior Fall ME 211 Fluid Mechanics I 4

Junior Fall ME 325 Intermediate Thermodynamics 3

Junior Fall General Education Core Course 3

Junior Spring

ME 308 Mechanical Vibrations 3( )

Junior Spring

ME 312 Dynamics System and Control 3( )

Junior Spring

ME 320 Mechanisms and Dynamics of Machines

4( )

Junior Spring

ME 321 Heat Transfer 4

Junior Spring

General Education Core Course 3

Senior Fall

ME 380 Manufacturing Process Principles

3

Senior Fall

ME 428 Numerical Methods in ME 3

Senior Fall

ME 447 Introduction to CAD 3( )

Senior Fall

Technical Elective 3

Senior Fall


Senior Spring

ME 396 Senior Design 4( )

Senior Spring

ME 341 Experimental Methods in Mechanical Engineering

3

Senior Spring


Senior Spring




Continuation


Year; Semester or

Quarter Course


Sciences

Engineering Topics

Check if Contains



Senior Spring


Senior Spring

ME 499 Professional Development Seminar

0

TOTALS-ABET BASIC-LEVEL REQUIREMENTS 31 64 21 12 OVERALL TOTAL FOR DEGREE

128

PERCENT OF TOTAL 24.21 50.00 16.41 9.38 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


Table 5-2. ME Program Course and Section Size Summary

Course No. Title

Responsible

Faculty Member

No. of Sections

Offered in Current Year

Avg. Section Enrollment Lecture Laboratory Other

IE 201 Financial Engineering Adida 2 100 67.67% 0 33.33%

ME 205 Introduction to Thermodynamics Minkowycz/Manafzadeh 2 113 100% 0

ME 210 Engineering Dynamics Saveliev/Amirouche 2 58 100% 0

ME 211 Fluid Mechanics I Yarin/Cha 2 44 75% 25%

ME 250 Engineering Graphics and Design Cetinkunt/Motamarri 2 82 66.67% 33.33%

ME 308 Mechanical Vibrations Brown/Lilley 2 63 100% 0

ME 312 Dynamic Systems and Control Royston 2 48 100% 0

ME 320 Mechanisms and Dynamics of Machinery Smith/Saggere 2 48 100% 0

ME 321 Heat Transfer Minkowycz/Manafzadeh 2 41 75% 25%

ME 325 Intermediate Thermodynamics Manafzadeh/Brezinsky 2 39 100% 0

ME 341Experimental Methods in Mechanical

EngineeringCha 2 42 50% 50%

ME 380 Manufacturing Process Principles Budyn 2 40 100% 0

ME 396 Senior Design Megaridis/Lilley 2 45 10% 0 90%

ME 428 Numerical Methods in Mechanical Engineering Mashayek/Aggarwal 2 31 100% 0

ME 447 Introduction to Computer-Aided Design Amirouche/Budyn 2 52 66.67% 33.33%

ME 499 Professional Development Seminar Manafzadeh 2 33 100%


CRITERION 6. FACULTY 6.1 Leadership Responsibilities Dr. William Worek, whose area is Thermal Fluid Sciences (specializing in energy components and systems) joined the Mechanical Engineering Department in 1986 as a Associate Professor, and in 1999 began his tenure as Department Head. He is currently in his second term as Department Head. Professor Worek received his Ph.D. from Illinois Institute of Technology in 1980. 6.2 Authority and Responsibility of Faculty The MIE Department has a leadership structure consisting of 10 committees: 5 (five) that facilitate MIE business with and act as Department representatives to the College and University, and 5 (five) within MIE that coordinate laboratory and academic affairs. Committee chairs reports to the full Department faculty at regular Departmental meetings. Committee members are appointed by the Department Head, except for the Advisory Committee, which is elected by confidential vote of the full MIE faculty. The internal MIE committees that are directly relevant to the MIE Department curricula include the following: 6.2.1 Undergraduate Curriculum Committee This committee is co-chaired by the ME Director of Undergraduate Studies (DUGS) Michael Scott and the IE DUGS Houshang Darabi. Each DUGS oversees the processes involved in curriculum and course modifications and enhancements relevant to the appropriate program. The two DUGS’s jointly provide reports of committee activity at Departmental faculty meetings. Usually one DUGS serves as the department representative to the College EPC, with the other DUGS as alternate; see Section 6.2.6 below. 6.2.2 Graduate Curriculum Committee This committee is chaired by the MIE Director of Graduate Studies (DGS) Farzad Mashayek. In this capacity, Professor Mashayek provides leadership for selection of graduate students, assignment of teaching assistants, curriculum modifications, and program enhancements. 6.2.3 Departmental Advisory Committee This committee is chaired by Department Head Professor Worek. The Advisory Committee advises the Department Head on issues including hiring new faculty and staff, budget, development of strategic plans, etc. 6.2.4 Laboratory Committee This committee is currently chaired by Professor Thomas Royston. In this capacity, Professor Royston oversees maintenance of undergraduate teaching and research facilities, as well as prioritizing expenditures for the improvement of laboratory facilities through procurement of new equipment. 6.2.5 Undergraduate Computer Committee This committee is currently chaired by Professor Farzad Mashayek. In this capacity, Professor Mashayek provides leadership in making computer hardware and software selections for the MIE Computer Laboratories, student and faculty use guidelines and long-term planning.


6.2.6 Other UIC Committee Representation by MIE Faculty Professor Soyoung Cha represents the MIE Department in the University Senate, Professors Mashayek and Royston represent the MIE Department in the College of Engineering (COE) Executive Committee, Professor W.J. Minkowycz represents the MIE Department in the UIC Promotion and Tenure Committee at the University level and Professor Houshang Darabi has served as the MIE Department representative to the College of Engineering Educational Policy Committee (EPC). Of these positions, the EPC representative has the most direct impact on MIE curriculum matters relevant to the ABET self study, working with MIE faculty to facilitate new course development and approval by the COE. 6.3 Faculty Current composition of the Department The Department of Mechanical and Industrial Engineering is a medium-sized department with 17 tenured and tenure-track and two part-time faculty serving the large metropolis of Chicago. Our goal is to train excellent engineers with expertise in the areas of thermal-fluid sciences and mechanical systems. The Department has maintained its strength in these areas as evident from our undergraduate curriculum. Additions to the faculty since last ABET visit in 2002 1. Dr. Elisa Budyn, whose specialty is in numerical models for fracture mechanics and biomechanics with an emphasis on finite element analysis. She joined the Department in August 2004 as an assistant professor (tenure track) with a Ph.D. from the Northwestern University. 2. Dr. Alexander Yarin, whose specialty is in fluid mechanics with emphasis in free liquid jets and films, drop splashing, acoustic levitation, rheology, non-Newtonian fluid mechanics, nanotechnology, electrospinning of nanofibers, nanoparticles, heat and mass transfer, combustion, elasticity and plasticity. He joined the Department in August 2005 as a professor (tenured) from Technion- Israel Institute of Technology, with a Ph.D. from the Institute for Problems in Mechanics, USSR Academy of Sciences, Moscow. 3. Dr. Rodica Baranescu, whose specialty is in internal combustion engines with emphasis in research and development activities in low emission diesel engines for truck applications, simulation and modeling of combustion, emissions, fuels, processes and systems in diesel engines, evaluation and development of alternative fuels for heavy-duty engines. She joined the Department part time as a professor in August 2005 from the Navistar International Corp, with a Ph.D. from the “Politehnica” University, Bucharest – Romania. Professor Baranescu is a member of the National Academy of Engineering and is the first woman president of SAE International, the largest automotive society in the world. 4. Dr. Subrata Chakrabarti, whose specialty is in the general area of fluid-structure interaction with emphasis in wave structure interaction as it applies to offshore and coastal structures. He joined the Department part time as a professor in August 2005 from the Offshore Structure Analysis Inc., with a Ph.D. from the University of Colorado. Professor Chakrabarti is a member of the National Academy of Engineering.


Faculty Competencies In accordance with our Department objectives, we have strategically hired faculty that strengthen our core competencies in areas that we have identified as prime areas for growth in teaching and research areas. We divide this faculty into two broad areas within the Mechanical Engineering umbrella that comprise our coverage of topics: thermal/fluids and mechanical systems. There are currently 19 faculty; 17 with 100% and two with partial appointments in Mechanical Engineering. Faculty size Over the past few years, there has been a large increase in the number of Mechanical Engineering undergraduates. Currently, there are about 380 students enrolled in our undergraduate program, which results in a much higher student to faculty ratio than we had experienced through most the previous decade. This is further increased considering the number of graduate students in the Department. Teaching loads are kept low to maintain excellence in quality of instruction, cultivate scholarship, and increase the level of sponsored research activity. This strategy has been successful, as evident from the high marks given to the faculty by the students in their teaching evaluations (average exceeds 4 out of 5). The standard teaching load for ME faculty is three courses per year. The teaching load of faculty with annual research expenditures of $240,000 or more automatically reduces to two courses in the following year. Given the teaching loads maintained by the Department, maintenance of adequate course offerings has necessitated hiring adjunct faculty or lecturers to teach some required courses. The ME Department carefully vets adjunct faculty to ensure that students receive high quality instruction. All faculty members advise students once per semester. They must maintain adequate office hours during the advising week so that students can make appointments. Data obtained from the COE advisor evaluation program indicates that students have been satisfied with the ME faculty advising experience, as shown by the Fall 2006 survey ratings (the first semester the system was implemented) of “faculty concern for students” (4.49/5.0), “knowledge of the curriculum” (4.56/5.0), “faculty availability” (4.85/5.0) and “faculty encouragement of students” (4.15/5.0). Our faculty members are very active in research, and almost all faculty members, except two or three, teach at least three courses per year. The average ME faculty member has 2.88 referred journal publications per year, 2.94 conference papers per year, and 4.24 presentations per year. A summary of faculty workloads is presented in Table 6-1. Details of faculty experience and external activities are presented in Table 6-2. Faculty Development Faculty development can be categorized into support for teaching and for research. Support for faculty to develop their teaching philosophies and techniques starts with a reduced teaching load during the first year at the University. This does not require specific funds, although the necessity of hiring instructor to teach a course would result in a cost to the Department. All tenured and tenure-track Professors are required to prepare an annual report of activities (the “Faculty Evaluation Form”). Faculty members are evaluated based upon their “accomplishments in teaching”


(40%), “accomplishments in research” (40%), and “accomplishment in service” (20%). Tenure-track faculty members are evaluated by a promotion and tenure (P&T) committee of all tenured ME faculty at a higher rank than the candidate. The evaluation is done on an annual basis to ensure that the faculty member is “on the right track” for the tenure application in year six and to provide feedback to guide the faculty member towards successful achievement of promotion with tenure. A mid-tenure review at the end of year three is more detailed and in depth. The P&T committee will discuss the candidate in great detail and provide written comments with specific actions to the Assistant Professor. The success of this system is evidenced by the fact that all Professors hired by the Department who have gone up for tenure during the last ABET accreditation cycle have made tenure (Loth, Saggere, Scott). In addition to the feedback of the P&T committee, the University of Illinois at Chicago has a variety of teaching improvement program to assist faculty in improving their courses, particularly in improving electronic dissemination of course material. The Office of Electronic Media Production, eMedia for short, develops graphic, video and audio content for all electronic environments and assists faculty in developing entire projects or part of it. The Teaching and Learning Center (TLC) strives to enrich the learning experience by supporting the teaching efforts of faculty and teaching efforts of faculty and teaching assistants through its various services. The TLC is driven by one purpose – to help faculty and teaching assistants meet their instructional goals. TLC assists faculty every step of the way, from project planning to successful implementation. Blackboard CourseInfo is a Web-based integrated teaching and learning environment, which has been available at UIC since May of 1999. Course site development and navigation is accomplished through a consistent and easy-to-use web browser user interface. Blackboard CourseInfo stands out among other courseware and online learning environments for its exceptional ease of use and its rich functionality. It supports content creation and distribution, announcements, threaded discussions, course study groups, real-time chat with whiteboard and Web-tours, electronic homework collection, integrated learning units, student assessment with instant grading and feedback, random quizzes, anonymous course evaluations, student tracking and course statistics.


Table 6-1. ME Faculty Workload Summary

Total Activity Distribution Academic Year 2007 - 2008 Faculty Member

Name Service1

Courses Taught2

Academic Year 2007-2008: Course Number

(Credit Hrs.)/Fall (F) OR Spring (S)

Teaching %

Research %

Other %

Aggarwal , Suresh K. FT ME 426 (3)/F; ME 417 (3); ME 428 (3)/S 50 50

Amirouche, Farid FT ME 447 (3)/F; ME 210 (3)/S 33 33 34 Baranescu, Rodica PT ME 429 (3)/S Berzinsky, Kenneth FT ME 533 (4)/F; ME 325 (3)/S 33 67

Budyn, Elisa FT ME 380 (3)/F; ME 380 (3); ME 447 (3)/S 67 33

Cetinkunt, Sabri FT ME 411 (3)/F; ME 512 (4)/S 33 67

Cha, Soyoung FT ME 341 (3)/F; ME 211 (4); ME 341 (3)/S 50 50

Lilley, Carmen FT ME 401 (3)/F; ME 308 (3); ME 396 (3)/S 67 33

Loth Francis L Mashayek, Farzad FT ME 428 (3)/F; ME 528 (4)/S 33 50 17

Megaridis, Constantine FT ME 396 (3); ME 494 (4)/F; ME 594 (4)/S 50 50

Minkowycz, W.J. FT ME 205 (3); ME 321 (3)/F; ME 524 (4)/S 50 25 25

Royston, Thomas FT ME 312 (3); ME 408 (3)/F; ME 312 (3)/S 50 50

Saggere, Laxman FT ME 494 (3)/F; ME 320 (4)/S 50 50

Scott, Michael FT ME 444 (3), ME 594 (4)/F; ME 445 (3)/S 50 50

Shabana, Ahmed FT ME 308 (3)/F; ME 413 (3)/S 33 67 Worek, William FT ME 422 (3)/S 17 33 50

Yarin, Alexander FT ME 211 (3); IE 342 (3)/F; IE 342 (3)/S 50 50

1. A = Administration; FT = Full Time; L = Leave; PT = Part Time 2. Required courses are listed in bold

If class is listed more than once for a faculty member, that faculty member taught course more than once during academic year.


Table 6-2. ME Faculty Analysis Years of Experience Level of Activity

Faculty Member Name R

ank1

Type

of A

cade

mic

A

ppoi

ntm

ent2

Serv

ice3 Highest

Degree and Field

Institution from which Highest Degree Earned & Year

Gov

t/Ind

ustr

y Pr

actic

e

Tota

l Fac

ulty

This

In

stitu

tion

Prof

essi

onal

R

egis

trat

ion/

C

ertif

icat

ion

Prof

essi

onal

So

ciet

y

Res

earc

h

Con

sulti

ng

/Sum

mer

W

ork

in

Indu

stry

Aggarwal , Suresh K. FP T FT PH.D/ME Georgia Institute of Technology, 1979 5 24 24 No Medium Medium Low

Amirouche, Farid FP T FT PH.D/ME University of Cincinnati, 1984 0 24 24 No Medium Low None

Baranescu, Rodica FP NTT PT PH.D/ME Politechnica University Bucharest, 1970 27 13 3 No Low None Medium

Berzinsky, Kenneth FP T FT PH.D/Physical CHEM

CUNY, New York, 1978 18 30 12 No Low High None

Budyn, Elisa aP T FT PH.D/ME Northwestern University, 2004 1 5 4 No Low None Low

Cetinkunt, Sabri FP T FT PH.D/ME Georgia Institute of Technology, 1987 2 21 21 No Medium High Low

Cha, Soyoung FP T FT PH.D/ME University of Michigan, 1980 0 24 24 No Low Low Medium

Chakrabarti, Subrata FP NTT PT PH.D/ME Univ. of Colorado, Boulder, 1968 19 18 3 No

Lilley, Carmen aP T FT PH.D/ME Northwestern University, 2003 0 5 5 No Low Low None

Loth Francis AP T L PH.D/ME Georgia Institute of Technology, 1993 0 12 12 No Low Medium None

Mashayek, Farzad FP T FT PH.D/ME SUNY, Buffalo 1994 0 11 8 No Medium Medium None

Megaridis, Constantine FP T FT PH.D/ME Brown University, 1987 0 21 18 No Medium Medium None

Minkowycz, W.J. FP T FT PH.D/ME University of Minnesota, 1965 0 43 43 No Medium Low None

Royston, Thomas FP T FT PH.D/ME Ohio State University, 1995 0 13 13 No Medium Medium None


Table 6-2. ME Faculty Analysis

continuation Years of Experience Level of Activity

Type

of A

cade

mic

A

ppoi

ntm

ent2

Highest Degree

Institution from which Highest Degree Earned & Year

Serv

ice3

Faculty Member

Ran

k1

Name and Field

Gov

t/Ind

ustr

y Pr

actic

e

Tota

l Fac

ulty

This

In

stitu

tion

Prof

essi

onal

R

egis

trat

ion/

C

ertif

icat

ion

Prof

essi

onal

So

ciet

y

Res

earc

h

Con

sulti

ng

/Sum

mer

W

ork

in

Indu

stry

Saggere, Laxman AP T FT PH.D/ME Univ. of Michigan, Ann Arbor, 1998 3 7 7 No Low Medium None

Scott, Michael AP T FT PH.D/ME California Institute of Technology, 1999 0 8 8 No Low Medium None

Shabana, Ahmed FP T FT PH.D/ME University of Iowa, 1982 0 25 25 No High High None

Worek, William FP T FT PH.D/ME Illinois Institute of Technology, 1980 0 28 22 No Medium High High

Yarin, Alexander FP T FT PH.D/ME USSR Academy of Sciences, Moscow,

1980 0 28 2 No Low Low None

1. aP = Assistant Professor; AP = Associate Professor; FP = Full Professor 2. T = Tenured; NTT = Non Tenure Track 3. A = Administration; FT = Full Time; L = Leave; PT = Part Time


CRITERION 7. FACILITIES Space

Overall, program facilities are available as needed, providing ample space and resources to conduct the educational objectives and outcomes of the Department. The MIE Department is located in a modern integrated facility, which houses office, instructional, and laboratory facilities. The Department moved into this newly constructed, integrated facility (Engineering Research Facility – ERF) in 1991. This has provided for a significant amount of faculty-student interaction. The departmental and faculty offices are situated on the second and third floors, around the periphery of a large, warm, and inviting atrium. The atrium provides an informal study area for students and is also used for receptions and other social functions. The administrative offices are located on the second floor of the atrium. This office suite provides office space for the Undergraduate Coordinator, Graduate Coordinator, Department Head Secretary, Research Coordinator, and Business Manager. A second office suite exists to provide office space for the Computer Support Specialist, Laboratory Support Specialists, and Facilities Management Specialist. There are 28 faculty offices located on the first and second tiers of the atrium. Clerical staff, usually consisting of several part-time student workers, are provided office space within the administrative offices. Teaching Assistants have offices in their respective research labs, provided by their advisors. There are no separate office areas for Teaching Assistants. ERF contains three classrooms (ERF 1003, ERF 1023, ERF 1033), each with a capacity of approximately 60 students. Each of these classrooms is equipped with a stationary, permanent digital projector for use with laptop/PowerPoint presentations. An additional classroom is located in the adjacent Science and Engineering Laboratories (SEL) building, with a capacity of approximately 40 students. The SEL classroom is easily accessible from ERF as the two buildings abut one another. All classrooms are equipped with overhead projectors for transparencies. On the first floor of ERF, along the same hall as the three classrooms, are two large conference rooms (ERF 1043, ERF 1047). Another room (Room 3287 SEL) has been equipped as a student study room, with two networked computers, a table, and a seating area. The room is also used for student-TA interaction during formal TA office hours.

The Department maintains a small library. The library contains a wide range of books on Mechanical and Industrial Engineering theory and application. Additionally, the library is equipped with a projector screen, small conference table, and chairs to be used for small meetings and collaborative discussions. One wing of ERF, incorporating three floors, is dedicated to the departmental research laboratories. Some departmental research laboratories are also located in the adjoining SEL building. In addition to the departmental computer laboratories (discussed below), students have access to various computing labs provided by the Academic Computing and Communications Center. The central area of campus contains a grouping of several large lecture halls (100 – 300 student capacity) and classroom facilities (rooms with 30 – 80 student capacity). The few classes that are not accommodated within ERF each semester are held in this centralized lecture/classroom complex. Brief descriptions of the MIE instructional laboratories follow:


ME 211 Lab – Fluid Mechanics I This is a required course for the BS-ME. The lab space is approximately 2,000 square feet (Room 3280 SEL). The lab includes a classroom area that can accommodate up to 30+ students. The lab is equipped with audiovisual equipment for projection of video and computer images. There are five experiments, and four stations per experiment. Each station can handle up to five students. The lab equipment is in good working order.

The five experiments are (i) a rotating container setup to analyze rigid body rotation of an incompressible fluid, (ii) a free-falling sphere in a liquid medium to analyze dynamic drag in Stokes flow regime, (iii) a hydraulic lift table with Venturi meter to examine the applicability of 1-dimensional Bernoulli equation, (iv) a hydraulic lift table with enclosed jet to study impact of a jet on a flat plate or a hemispherical cup, and (v) a hydraulic lift table with piping to study frictional loss in flow through pipes for laminar and turbulent flows. ME 250 Lab – Engineering Graphics & Design This laboratory space is approximately 2644 square feet (Room 3294 SEL). The lab contains 25 personal computers that run AutoCAD 2003. There are two LaserJet printers.

ME 321 Lab – Heat Transfer This laboratory space is approximately 2,600 square feet (Room 3279 SEL). The lab includes a classroom area that can accommodate up to 30+ students. The lab is equipped with audiovisual equipment for projection of video and computer images. There are five experiments. The five experiments are (i) Hampden Axial Heat Conduction Demonstrator with thermocouples and digital meters, (ii) fin experiment with cylindrical composite (aluminum/stainless-steel, copper/stainless-steel) fins with thermocouples and digital meters, (iii) two-dimensional heat conduction experiment with Teledeltos paper and metal electrodes, (iv) transient convection cooling of spheres – made of copper, aluminum, stainless steel, Teflon – in a wind tunnel and associated thermocouples and digital meters, (v) Hampton 6-Pass Heat Exchanger Demonstrator with 1-hot and 2-cold water lines to show various parallel-flow and counter-flow modes, and (vi) shell-and-tube and plate heat exchanger unit equipped with thermocouples and a data-acquisition unit. ME 341 Lab – Experimental Methods in ME This laboratory includes two rooms of approximately 984 square feet (Room 4249 SEL) and 2644 square feet (3280 SEL). The number of stations per experiment ranges from 1 - 4, with 2 - 3 stations per experiment being typical. The equipment is a mixture of old and new. In room 4249 SEL, the experiments are (i) dead weight testers with associated bourdon tube, pressure transducers, and voltmeter (3-stations), (ii) wind tunnel with blower, impact probe, hot-wire anemometer, voltmeter, oscilloscope (4-stations), (iii) beam deflection measurement with bridge amplifier meter, strain gauges, and micrometers (3-stations), (iv) vibrating cantilever beam with electromagnetic shakers, accelerometers, signal conditioners, function generators, power amplifiers, digital oscilloscope with DSP capability, frequency counters, and stroboscope (2-stations), (v) steady state dynamic response with accessories similar to those in (iii, iv) (2-stations), (vi) measurement of thermal transients with thermometers, data acquisition systems, thermocouples, electronic circuit elements, spectrum analyzer, digital oscilloscopes with DSP capability, and function generators (2


stations), and (vii) digital signal processing with digital oscilloscope with DSP capability and electronic circuit elements (2-stations). In room 3280 SEL, the experiments are (i) an air conditioning system with major components separated for educational purposes (3-stations), (ii) another air conditioning system with humidifiers, heaters, dehumidifier, wet dry bulb thermometers, pressure gauges, rotameter, and orifice-meter (1-station), and (iii) a hydraulic bench with centrifugal pump, pressure gage, control valves, measuring tank, pump accessory unit, speed control unit, voltmeter, ammeter (3-stations). ME 447 Lab – Introduction to CAD This laboratory space is approximately 2,155 square feet (Room 1083 ERF). The lab contains 43 computers running windows XP. They are connected to a server for data storage. The software are ProEngineer Wildfire 3, ProMechanica Wildfire 3, Matlab 2006, Microsoft Office 2003, Chemkin 4, and GT Power 6.2 Build 8. There are two LaserJet printers.

Resources and Support UIC is a large comprehensive public university with more than 25,000 students (over 16,000

undergraduates, over 6,000 graduate students, and the remainder being professional students), 12,000 employees (among 20 largest employers in the Chicago area), and a 216-acre campus with 105 buildings near downtown Chicago. Students can tap into many excellent central campus facilities. These include central libraries, central computing, two student unions buildings, sports and recreational facilities, and hospital and clinics.

The College of Engineering enjoys excellent support within the university. Within the College of

Engineering, the MIE Department has traditionally been the second largest Department after the pre-split Electrical Engineering and Computer Science (EECS) Department. It is hoped that this second position will be maintained even after the recent split of the EECS Department into ECE and CS Departments.

A complex process of interaction among the Department, the College, the UIC Provost's Office, the IBHE, the State of Illinois Legislature, and the Governor of Illinois determines the state budget for the Department. At the present time, the State budget fully funds the regular faculty and staff, teaching assistants (20-22 half-time TAs per semester; 75% - 25% split between ME - IE), a substantial portion of equipment purchase and maintenance needs, and other operational expenses. Through its significant research enterprise, the Department also has a permanent discretionary pool of ICR funds. Although the ICR funds are primarily to support Department's research enterprise and new faculty start-up funds, these funds can be used for any legitimate departmental need. As mentioned earlier, if a sudden need develops in instructional labs, or for instructional staff, an immediate action on a temporary basis can be taken without waiting for time consuming and snail pace bureaucratic approvals for more permanent fixes – these have to be sought eventually. Details on budgets or expenditures can be found in Appendix D, Table D-3. To a limited extent, the budgeted dollar amounts are fungible, although it is very difficult to shift money among staff and equipment categories. The state funded travel budget appears to be very low, but there is much more travel going on--funded by gifts, grants or other discretionary funds such as ICR. It has not been advisable to boost the travel category in the State budget because the State Legislature is more open to boosting allocations in some other categories. It is hard to find separate figures for budgets and current expenditures. However, the State funded budget at UIC operates on a use-it-or-loose-it principle and carryover to the next year is not allowed. Thus, it is a fair assumption that the actual


expenditures are at least as much as the budgeted amounts, and in many cases exceed the budgeted amounts. Under UIC and State of Illinois budgeting system, it is simply not possible to show a budget item, and then somehow not use the funds – as may be possible in the corporate world. The Department has its own internal structure that ensures wide faculty participation. An elected Advisory Committee advises the Head on many critical matters. The Department also has Associate Heads who have responsibilities for course scheduling, graduate program operations, general program promotion and development, external interactions, etc. The Department has many appointed committees that deal with curricular matters (Graduate Committee, Undergraduate Committee), physical facilities, searches, seminars, awards, and outreach programs. All resources of the Department are used for three undergraduate degree programs (accredited BS-ME and BS-IE, and non-accredited BS-EM) and four graduate degree programs (MS-ME, MS-IE, PhD-ME, PhD-IE&OR). All regular faculty members are involved both with the undergraduate and graduate programs, i.e., the Department do not segregate undergraduate and graduate faculties. Thus, in analyzing the total budgetary, faculty, and staff resources, an overall perspective must be kept. As mentioned earlier in Criterion 6 - Faculty, "The MIE Department promotes professional development of the junior faculty members by assigning reduced teaching load during their early years, providing them with start up funds to get their research work started in high gear, giving them priority in summer teaching so that they can stay on campus during summers in order to further develop their research programs, providing them with travel support to attend conferences and visit funding agencies, giving them internal recognition for demonstrated excellence in teaching and/or research, and reduced committee service obligations."

Major Instructional and Laboratory Equipment The equipment in instructional labs was described in detail above.


CRITERION 8. SUPPORT Program Budget Process and Sources of Financial Support

The University of Illinois receives a budget from the State of Illinois which is distributed among three campuses. Each campus redistributes these funds to colleges and then to programs. The program has received steady support over its lifetime. The average annual fiscal year budget for the past four years has been approximately $3.2M.

Sources of Financial Support The major source of support is the State of Illinois but this support has primarily remained at the same

level over the last few years. Other sources include indirect cost revenue, gifts, Council for Excellence in Teaching and Learning (CETL) awards, Illinois Board of Higher Education (IBHE) awards, and laboratory fees.

Adequacy of Budget

Since the state budget has remained at the same level, faculty salary increases and the rise in other operational cost have led to limitations in hiring new faculty. In addition, providing start-up funds for new faculty has become increasingly difficult. Consequently, the last faculty hired was two years ago. Budgetary limitations have reached the point where further cuts (or further increases in expenses without increases in revenue) will endanger the quality of our program of instruction. For example, the Department is already seriously considering offering many required courses once rather than twice per year.

Support of Faculty Professional Development

The Department regularly supports (especially junior) faculty travel to sponsoring agencies and technical meetings. In the case of new faculty, start-up funds are used for their professional development.

Support of Facilities and Equipment

The Department has established fees for instructional labs which are utilized for updating hardware and software. In addition, the state budget includes a line item for equipment that is used for the purchase of these items.

Adequacy of Support Personnel and Institutional Services The Department enjoys the support of a competent group of staff with one 100% FTE dedicated to the

undergraduate program. However, due to budget cuts the Department has lost two support staff within the past three years. Institutional services include student recruitment and admission which are done at the college level.


CRITERION 9. PROGRAM CRITERIA

The applicable ABET Mechanical Engineering criteria and the ways that they are satisfied by the curriculum are discussed under Criterion 5 above.


APPENDIX A – COURSE SYLLABI The following pages contain the syllabi for all required courses for the ME program that are provided by the Department of Mechanical & Industrial Engineering.


IE 201 –FINANCIAL ENGINEERING

Designation as a ‘Required’ or ‘Elective’ course TYPE OF COURSE: Required for BSCME, BSME and BSIE Majors Course (catalog) description COURSE DESCRIPTION: IE 201 Financial Engineering, 3 Hours. Principles and techniques of economic analysis in engineering and management science. Basic probability theory and decision problems under risk and uncertainty. Prerequisite(s) PREREQUISITE(S): Math 181 Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCE MATERIALS: Engineering Economy by L. Blank and A. Tarquin, 6th edition, McGraw-Hill Science Publishers, 2005. Course objectives COURSE OBJECTIVES: This course introduces students to various aspects of financial analysis that are necessary for all engineering programs. It introduces such topics as interest rates, cash flows, project financial analysis, and rate of return and alternatives comparison. Topics covered MAJOR TOPICS: Hrs 1 Economic decision making processes, concepts of cash flows, interest rate,

equivalence, minimum attractive rate of return 5

2 The time value of money 6 3 Shifted uniform and gradient series 4 4 Nominal and effective interest rates 6 5 Present worth analysis 6 6 Annual worth analysis 4 7 Rate of return analysis (single alternative) 5 8 Rate of return analysis (multiple alternatives) 5 12 Examinations 2 13 Final exam 2 Total 45 Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 3 hours TYPE OF INSTRUCTION:

Type of Instruction Contact Hours/Week Lecture/Discussion 2 Recitation 1

Contribution of course to meeting the professional component This course prepares students for financial transactions necessary for everyday life. It also prepares them to be able to sell a project to management in industry. It makes them aware that the financial end of a corporation, sometimes looked down on by engineers, is really very important and helping the company to make a profit is an important goal.


Relationship of course to program outcomes As shown in the BSIE Course Outcomes Matrix:

A Ability to apply knowledge of mathematics, science and engineering E Ability to formulate and carry out mathematical solutions

Comments on outcomes Following are possibly approaches to incorporating specific student learning outcomes into this course:

A Use of mathematical calculators and computers to carry out calculations E Students are required to formulate engineering problems based on scientific and engineering

principles

These outcomes are what students are expected to gain from this course. Person(s) who prepared this description and date of preparation Elodie Adida, Assistant Professor of Industrial Engineering, December 2007.


ME 205 – INTRODUCTION TO THERMODYNAMICS

Designation as a ‘Required’ or ‘Elective’ course TYPE OF COURSE: Required for BSME Major Course (catalog) description COURSE DESCRIPTION: ME 205 Introduction to Thermodynamics. 3 Hours. Principle of energy transport and work; properties of substances and equation of state; first and second laws of thermodynamics; applications to mechanical cycles and systems. Prerequisite: Phys 142. Prerequisite(s) PREREQUISITE(S): Phys 142 General Physics II (Electricity and Magnetism), 4 Hours Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCES MATERIALS: M. J. Moran and H. N. Shapiro, Fundamentals of Engineering Thermodynamics, 6th Edition, John Wiley & Sons, Inc., 2007. Course objectives COURSE OBJECTIVES: This course introduces introductory level materials in engineering thermodynamics to all majors of engineering students. It offers following topics – thermodynamic concepts (10%); properties of substances state and phases (30%); conservation principles and the first law of thermodynamics (30%); entropy and the second law of thermodynamics (20%); system analysis using the second law of thermodynamics (10%). Students learn fundamental concepts and how to use them for solving real-world engineering problems. A combination of visual demonstration, problem solutions and conceptual design approaches for engineering thermodynamic systems is used for enhancing fundamental understanding and engineering applications. Issues of communication skills and contemporary problems are also discussed. Topics covered MAJOR TOPICS: Hrs 1 Thermodynamic concepts: systems and surroundings; equilibrium and quasi-equilibrium processes; work, heat transfer and power 4 2 Properties of substances state and phases: internal energy, enthalpy,

specific heat, and equation of state 12 3 Conservation principles and the first law of thermodynamics: conservation of

mass and energy; control volume formulation; steady state and steady flow analyses; unsteady state analysis 13

4 Entropy and the second law of thermodynamics: isolated systems; reversible and irreversible processes; entropy relations; control volume analysis; isentropic processes; component efficiencies; cyclic processes and the Carnot cycle 10

5 System analysis using the second law of thermodynamics: reversible work; availability; irreversibility. Efficiency in energy utilization 4

6 Examinations 2 Total 45 Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 3 hours TYPE OF INSTRUCTION: Type of Instruction Contact Hours/Week Lecture/Discussion 3 Laboratory 0


Contribution of course to meeting the professional component This course shows how to use undergraduate calculus as well as basic concepts of work, energy, and efficiency in energy utilization, to formulate and solve energy and industrial processing systems for design problems. Principles of zeroth, first and second laws of thermodynamics are learned to use them to calculate energy balances and to maximize energy utilization for both steady and unsteady states with and without flow. Issues of communication skills and contemporary problems are also discussed. Relationship of course to program outcomes As shown in the BSME Course Outcomes Matrix:

A. Ability to apply knowledge of mathematics, science and engineering C. Ability to design a system, component, or process to meet desired needs E. Ability to identify, formulate, and solve engineering problems

Person(s) who prepared this description and date of preparation Saeed Manafzadeh, Department of Mechanical and Industrial Engineering, January 16, 2008 Comments on outcomes A. Use of surface and volume integration, ordinary and partial differentiation, conservation of mass and

energy, concept of efficiency in energy utilization. C. Many homework’s require the design of thermodynamic systems and components such as turbines, pumps, heat exchangers, nozzles and diffusers in addition to the other devices involving heat and fluid flow in industrial processing. E. Through homework’s and classroom examples, students learn how to conceive engineering problems, how to relate them to thermodynamic fundamentals, and finally how to express them in mathematical terms. These outcomes are what students are expected to gain from this course.


ME 210 – ENGINEERING DYNAMICS

Designation as a ‘Required’ or ‘Elective’ course TYPE OF COURSE: Required for BSME Major Course (catalog) description COURSE DESCRIPTION: ME 210 Engineering dynamics. 3 Hours. Dynamics of particles and rigid bodies. Kinematics in different coordinate systems, coordinate transformations. Kinematics, Newton’s second law, work energy relations, impulse-momentum relations, impact problems. Prerequisite: CEMM 201 Prerequisite(s) PREREQUISITE(S): CEMM 201 Statics, 3 hours. Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCES MATERIALS: R. C. Hibbeler, Engineering mechanics, Dynamics, Eleventh Edition, Prentice Hall, 2007. Course objectives COURSE OBJECTIVES: This course gives students a second exposure to the dynamics of particles and introduces them to the planar dynamic of rigid bodies. Work-energy and impulse-momentum principles are employed. The focus here is on deriving equations of motion from physical first principles, and developing problem-solving skills. Topics covered MAJOR TOPICS: Hrs 1 F=ma, free body diagrams, simple kinematics, friction models 7 2 Relative and dependent motion 4 3 Cylindrical, normal and tangential coordinates 5 4 Work-energy principles, conservative forces 5 5 Impulse, momentum, impact, angular momentum 6 6 Rigid body kinematics 3 7 Rigid body kinetics, moments of inertia 5 8 Work-energy extensions to 2-D rigid bodies 4 9 Impulse, momentum extensions to 2-D rigid bodies 4 10 Examination 2 Total 45 Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 4 hours TYPE OF INSTRUCTION: Type of Instruction Contact Hours/Week Lecture/Discussion 3 Laboratory 0 Contribution of course to meeting the professional component While students have been introduced previously to Newton’s laws of motion and the related conservation principles of energy and momentum, this course offers a broader and more thorough treatment aimed at developing students’ physical and mathematical problem solving skills. After principles are introduced, students learn to decompose complex problems into their essential elements, express physical principles mathematically, and solve the equations. Problems must be formulated so that they can be solved


relatively efficiently. We formulate problems in various different coordinate systems and in stationary and moving frames of reference. Students hone their physical intuition. Current events, and issues of ethics, and life-long learning will also be discussed. Relationship of course to program outcomes As shown in the BSME Course Outcomes Matrix:

a Application of knowledge of mathematics, science, and engineering b Identify, formulate, and solve engineering problems f Understanding of professional and ethical responsibility

h Broad education necessary to understand the impact of engineering solutions in a global societal context i Recognition of the need for, and an ability to engage in life-long learning j Knowledge of contemporary issues

Person(s) who prepared this description and date of preparation Saeed Manafzadeh, Department of Mechanical and Industrial Engineering, January 18, 2008 Comments on outcomes

a Course builds on students’ knowledge of differential and integral calculus, trigonometry, and mechanical principles to derive equations of motion and solve engineering problems.

b Each week students are assigned a series of problems for which students are required to apply engineering analysis and solution techniques.

f In a homework assignment, students are required to write about the ethical dimensions of the recent problems with Firestone Tires and responsibility of the company.

h In the Firestone Tire assignment mentioned above, students explore the impact of engineering decisions on the society at large.

i In part of the Firestone Tire project, students must estimate the forces that tires on an automobile experience. To do so, they must look up information outside course materials (e.g. typical masses and sizes of representative vehicles), and show evidence of self-directed inquiry.

j The Firestone Tire project fits this category too. These outcomes are what students are expected to gain from this course.


ME 211 – FLUID MECHANICS I Designation as a 'Required' or 'Elective' course TYPE OF COURSE: Required for BSME Major Course (catalog) description COURSE DESCRIPTION: Fluid properties, dimensional analysis, statics and kinematics, conservation equations, inviscid and incompressible flows, Bernoulli's equation, integral momentum theorems, viscous flows, boundary layer theories and compressible flow. Prerequisite(s) PREREQUISITES: MATH 220, Introduction to Differential Equations; PHYS 141, General Physics I (Mechanics). Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCE MATERIALS: Frank M. White, Fluid Mechanics, 6th edition, McGraw-Hill (2006). Also, C. M. Megaridis, “Laboratory Manual, Fluid Mechanics I,” 2005 (posted on course web site). Course objectives COURSE OBJECTIVES: This is an introductory course in the mechanics of fluid motion. It is designed to establish fundamental knowledge of basic fluid mechanics and address specific topics relevant to simple applications involving fluids. Also, to familiarize students with the relevance of fluid dynamics to many engineering systems. The course includes a laboratory component featuring important applications, such as flow in pipes, flow over airfoils and introductory compressible flow. Students successfully completing this course are expected to: be able to perform basic calculations for analysis of simple systems involving fluid motion; be familiar with standard experimentation tools in the field; be aware and appreciative of the importance of fluid processes in the well being of the society; gain experience working in groups; be able to compose clear and effective engineering reports. Topics covered MAJOR TOPICS: 1. Fundamental concepts 3 hours 2. Fluid statics (Laboratory in fluid properties and statics) 4 hours 3. Solid body motion (Laboratory in liquid rotation) 1 hour 4. Control volume approach 2 hours 5. Integral form of governing equations (Laboratories on

momentum equations and Bernoulli’s equation) 6 hours 6. Dimensional analysis and similitude (Laboratory on drag

and dimensional analysis) 4 hours 7. Introduction to the continuity and Navier-Stokes equations

and inviscid flows 5 hours 8. Viscous pipe and boundary layer flows (Laboratory on friction loss

in viscous pipe flow) 7 hours 9. Introduction to flow over immersed bodies 3 hours 10. Compressible flow 8 hours 11. Laboratory 30 hours 12. Examinations 2 hours

Total 75 hours


Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 4 Hours TYPE OF INSTRUCTION: Contact Hours/Week Lecture 3 Laboratory/Discussion 2 Contribution of course to meeting the professional component This course shows how to use vector algebra and basic concepts of ordinary and partial differential equations to formulate and solve physical problems involving the motion of fluids. Principles of statics and dynamics are used to show how to calculate forces exerted by fluids on solids, and to learn flow fields inside tubes, in between plates and outside bodies of various shapes (airfoils, spheres, cylinders). Students study principles of power generation via fluid/solid interaction and scaling between prototype and models. The fundamentals of compressible flow are introduced, which cover speed of sound, normal shock, converging/diverging nozzle flow, and oblique shock. Issues of fluid systems design and their safety are also discussed. Relationship of course to program outcomes As shown in the BSME Course Outcomes Matrix: a. Ability to apply knowledge of mathematics, science and engineering b. Design and conduct experiments, as well as analyze and interpret data e. Ability to identify, formulate and solve engineering problems Person(s) who prepared this description and date of preparation Soyoung S. Cha, Professor of Mechanical Engineering, April 15, 2008 Comments on outcomes a. Use of vectors, linear algebra, differential and integral calculus; principles of statics and dynamics;

graphical representations of results, analytical formulations and computer software. b. In all laboratory sessions, students are asked to utilize the experimental setup to demonstrate the

fundamental laws of fluid motion and also to physically interpret the measurements in their reports. e. Many of the homework problems require detailed understanding of the fluid system before a

solution is identified and pursued.

These outcomes are what students are expected to gain from this course.


ME 250 ENGINEERING GRAPHICS AND DESIGN Designation as a 'Required' or 'Elective' course TYPE OF COURSE: Required for BSME Major Course (catalog) description COURSE DESCRIPTION: Principles of Orthographic projection. Related industrial standards, applications to all engineering disciplines. Computer-aided design. Computer programming, graphics. PREREQUISITE(S): Eligibility to register for ENG 160 English Composition I and credit or concurrent registration in CS 102 Introduction to Programming or CS 109 C/C++ Programming for Engineers with Mat lab. SAMPLE SOURCES AND RESOURCE MATERIALS: Technical Graphics Communications, 3rd Ed., Gary R.Bertoline and Eric N. Wiebe, Mc Graw-Hill, 2004. COURSE OBJECTIVES: Students learn the principles of engineering graphics including descriptive geometry, orthographic projections, primary auxiliary views, sections, dimensioning, tolerancing, and working drawings. These concepts are illustrated using a variety of techniques including freehand sketching, instrument drawing, and with the use of state-of-the-art computer aided design software. Students are introduced to the design process with particular emphasis on its relationship to engineering graphics and ethics. Students learn how to create graphics with C. Students are given an introduction to material processing and related industrial standards. Effective communication through engineering graphics is taught throughout the course. MAJOR TOPICS: Hrs 1. INTRODUCTION AND BASIC TECHNICAL DRAWING SKILLS 2 2. THE DESIGN PROCESS AND ETHICS IN DESIGN 2 3. DESCRIPTIVE GEOMETRY 2 4. ORTHOGRAPHIC PROJECTIONS 4 5. AUXILIARY VIEWS 3 6. SECTIONING 3 7. DIMENSIONING AND TOLERANCING 3 8. WORKING DRAWINGS 2 9. COMPUTER PROGRAMMING GRAPHICS. (C) 2 10. MATERIAL PROCESSING AND INDUSTRIAL STANDARDS 3 11. ENGINEERING APPLICATIONS OF GRAPHICS 2 12. EXAMINATIONS 2 TOTAL: 30 + 30 hours of lab sessions where a 2-Dimensional CAD package is used.

During the lab sessions, students learn to use a commercial CAD package to apply the concepts covered in lecture. The CAD package used is an open source program called IntelliCAD.

CREDIT HOURS: 3 hours

Type of Instruction Contact Hours/Week Lecture 2 Instructor Led Laboratory 2


Contribution of course to meeting the professional component This course presents an introduction to the engineering design process. Students learn the role that ethics and economics play in the design process. Students are presented with the ASME Policy on Ethics. As shown in Outcomes Matrix:

a. Ability to apply mathematics, science and engineering c. Ability to design a system, component or process to meet desired needs f. Ability to understand professional and ethical responsibility g. Ability to communicate effectively i. Recognition of the need for, and an ability to engage in life-long learning k. Ability to use techniques, skills, and modern engineering tools necessary for engineering Person(s) who prepared this description and date of preparation Sabri Cetinkunt, December 10, 2007. Comments on outcomes a. Ability to apply mathematics, science and engineering. Students apply knowledge of basic

mathematics in creating technically correct two dimensional representations of three dimensional objects complete with dimensions and tolerances.

c. Ability to design a system, component or process to meet desired needs. Students are introduced to the steps involved in the design process including: problem identification, preliminary ideas, refinement, analysis, decision, and implementation. The role of engineering graphics in that process is discussed.

f. Ability to understand professional and ethical responsibility. In discussing the design process, students are introduced to the notion of ethics in design. The ASME Policy on Ethics is reviewed and case studies are discussed.

g. Ability to communicate effectively. The main emphasis of this course is to communicate effectively through engineering graphics. This idea is taught in every aspect of the class.

i. Recognition of the need for, and an ability to engage in life-long learning. In that CAD technology has been advancing so rapidly, students are impressed with the need to constantly keep on top of the field. Also, in performing their CAD drawing projects, students are given the opportunity to download a freeware version of the CAD package used in class. This is an open source CAD package with a vibrant community of contributors. Students are encouraged to seek information beyond that included in their class materials including the forum used by these contributors and users.

k. Ability to use techniques, skills, and modern engineering tools necessary for engineering. Students use state-of-the-art software packages in order to perform engineering drafting. The software in the CAD lab is frequently updated, ensuring that students are always using up to date computer technology.



ME 308 – INTRODUCTION TO VIBRATIONS Designation as a 'Required' or 'Elective' course TYPE OF COURSE: Required for BSME Major Course (catalog) description COURSE DESCRIPTION: ME 308 Introduction to Vibrations. 3 Hours. Free and forced vibrations of damped linear single and multiple degree of freedom systems. Approximate methods, instrumentation, and applications. Prerequisite(s) PREREQUISITE(S): ME 210 Engineering Dynamics, 3 Hours. Math 220 Differential Equations, 3 Hours. Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCE MATERIALS: (1) A. A. Shabana, Theory of Vibration: An Introduction (2nd Edition), 1996, Springer-Verlag, New York. Course objectives COURSE OBJECTIVES: This course introduces students to basic concepts in mechanical vibrations and associated mathematics, and theoretical and computational analysis tools. Most of the course is devoted to the single-degree-of-freedom vibration problem (70%). Multi-degree-of-freedom discrete systems (30%) are introduced. Both analysis and design problems are presented in all of these topics. Topics covered MAJOR TOPICS: Hrs 1. Overview of applications & Course Introduction 4 2. Solution of the vibration equations 9 3. Free vibration of single degree of freedom systems 9 4. Forced vibration of single degree of freedom systems 9 5. Discrete systems with more than one degree of freedom 9 Examinations & Review for examinations 5 Total 45 Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 3 Hours TYPE OF INSTRUCTION: Type of Instruction Contact Hours/Week Lecture-Discussion 3 Contribution of course to meeting the professional component This course introduces students to basic concepts in mechanical vibrations and associated mathematics, and theoretical and computational analysis tools. Both analysis and open-ended design problems are presented in all of these topics. The following fundamental concepts and techniques are also a part of this required course: linear algebra, matrix algebra, numerical and analytical calculations for the equation of motion, solutions to ordinary differential equations.


Relationship of course to program outcomes As shown in the BSME Course Outcomes Matrix: a. Ability to apply knowledge of mathematics, science and engineering c. Ability to design a system, component, or process to meet desired needs e. Ability to identify, formulate, and solve engineering problems k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Person(s) who prepared this description and date of preparation Thomas J. Royston, Associate Professor of Mechanical Engineering, February 12, 2002 Updated by: Thomas J. Royston, Professor of Mechanical Engineering, September 12, 2006 Updated by: Thomas J. Royston, Professor of Mechanical Engineering, August 9, 2007 Updated by: Carmen M. Lilley, Assistant Professor of Mechanical Engineering, April 28, 2008 Comments on outcomes a. Use of complex numbers, linear algebra; principles of dynamic systems, differential equations,

graphical constructions, analytical formulations, and computer software. c. Several homework’s and computer projects require the design of simple vibration isolation systems.

Evaluation criteria for designs are also discussed. e. Through homework and computer problems, students learn to formulate and solve vibration analysis

and design problems k. Course includes several homework problems that require use of a modern engineering computer

language, such as Mat lab®. Course also includes exposure to practical applications of vibration theory to experiments and mechanical design.


ME 312 – DYNAMIC SYSTEMS AND CONTROL Designation as a 'Required' or 'Elective' course TYPE OF COURSE: Required for BSME Major Course (catalog) description COURSE DESCRIPTION: ME 312 Dynamic Systems and Control. 3 Hours. Dynamics of linear systems. Modeling of mechanical, electrical, fluid, and thermal systems. Analysis and design of feedback control systems. Analytical, computer and experimental solution methods. Time and frequency domain techniques. Prerequisite(s) PREREQUISITE(S): Physics 142 General Physics II, 5 Hours. Math 220 Differential Equations, 3 Hours. Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCE MATERIALS: (1) System Dynamics, by K. Ogata, Prentice Hall, Fourth Edition, 2004. ISBN: 0-13-142462-9. Course objectives COURSE OBJECTIVES: This course introduces students to basic concepts in dynamic systems and control and associated mathematics, and theoretical and computational analysis tools. Half of the course is devoted to analysis of dynamic systems (50%). The second half is devoted to analysis and design of feedback control systems (50%). Topics covered MAJOR TOPICS: Hrs 1. Course Introduction 1 2. The Laplace Transform 4 3. Mechanical Systems 4 4. Transfer Function Approach to Modeling Dynamic Systems 2 5. Electrical systems and electromechanical systems 6 6. Fluid systems and thermal systems 4 7. Time Domain Analysis and Design of Control Systems 10 8. Frequency Domain Analysis and Design of Control Systems 9 Examinations & Review for examinations 5 Total 45 Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 3 Hours TYPE OF INSTRUCTION: Type of Instruction Contact Hours/Week Lecture-Discussion 3 Contribution of course to meeting the professional component This course introduces students to basic concepts in dynamic systems and feedback control and associated mathematics, and theoretical and computational analysis tools. Both analysis and open-ended design problems are presented. The following fundamental concepts and techniques are also a part of this required course: linear algebra, matrix algebra, numerical and analytical calculations for


the governing constitutive equations in mechanical, electrical, electromechanical, fluid power and thermal systems, solutions to ordinary differential equations. Relationship of course to program outcomes As shown in the BSME Course Outcomes Matrix: a. Ability to apply knowledge of mathematics, science and engineering c. Ability to design a system, component, or process to meet desired needs e. Ability to identify, formulate, and solve engineering problems k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Person(s) who prepared this description and date of preparation Thomas J. Royston, Professor of Mechanical Engineering, January 2, 2008 Comments on outcomes b. Use of complex numbers, linear algebra; principles of dynamic systems, differential equations,

graphical constructions, analytical formulations, and computer software. c. Several homework’s and computer projects require the design of feedback control systems.

Evaluation criteria for designs are also discussed. e. Through homework and computer problems, students learn to formulate and solve control system

analysis and design problems k. Course includes several homework problems that require use of a modern engineering computer

language, such as Mat lab®. Course also includes exposure to practical applications of control system analysis and design.


ME 320 - MECHANISMS AND DYNAMICS OF MACHINERY Designation as a 'Required' or 'Elective' course TYPE OF COURSE: Required for BSME Major Course (catalog) description ME 320 Mechanisms and Dynamics of Machinery. 4 Hours. Kinematic analysis and synthesis of mechanisms; linkages, cams, spur gears, gear trains. Dynamic forces in machines and balancing. Prerequisite(s) PREREQUISITE(S): ME 210 Engineering Dynamics, 3 Hours Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCE MATERIALS: Design of Machinery, 4th Ed., by Robert Norton Course objectives COURSE OBJECTIVES: This course introduces students to various machine elements and systems: linkages, cams, gears, and gear trains. Topics in analysis (60%) as well as those in synthesis (design) with multiple solutions (40%) are covered. Students learn how to visualize and analyze motions in machines, and how to design simple mechanisms to achieve desired motion specifications. A combination of graphical, analytical and computer-based techniques is used. At least two computer projects dealing with linkages and cams are also assigned. Issues of design evaluation, ethics, and professionalism are also discussed. Topics covered MAJOR TOPICS: Hrs 1 Fundamentals: types of links joints, degrees of freedom, mobility, inversion

isomers, rotatability of four bar linkages 4 2 Graphical methods: position, velocity (vector polygons, instant centers),

and acceleration analysis 8 3 Analytical methods: position, velocity, and acceleration analysis 8 4 Planar linkage design (synthesis) for 2 & 3 positions 8

(loop closure, closed-form, iterative and multiple solutions) 5 MATLAB application and CAD for kinematic analysis and design 2 6 Code of ethics for engineers 2 7 Cam design (follower motion synthesis, cam profile design) 8 8 Gears (types, gear terminology and standards, law of gearing, interference) 4 9 Gear train analysis and design (simple, compound, and planetary) 6 10 Dynamic force analysis (notations, dyn. equilibrium of system of rigid bodies) 4 11 Shaking forces and balancing (Static and Dynamic balancing masses;

Balancing reciprocating masses) 4 12 Examinations 2 Total: 60 Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 4 Hours Type of instruction Contact Hours/Week Lecture-Discussion 4 Laboratory 0 Contribution of course to meeting the professional component


This course shows how to use vectors, and basic concepts of linear algebra to formulate and solve problems in mechanism analysis and design. Students work on several problems related to the dimensional synthesis of linkages, cams and gears. Principles of statics and planar dynamics are used to show calculation of forces in mechanisms and analysis of inertia balance in rotating and reciprocating machines. Issues of design evaluation of multiple solutions, safety, ethics, and professionalism are also discussed. OUTCOMES (as in the BSME Course Outcomes Matrix)

Relationship of course to program outcomes

Comments on outcomes

a

Ability to apply knowledge of mathematics, science and engineering

Use of vectors, complex numbers, linear algebra; principles of statics and dynamics (planner); graphical constructions, analytical formulations, and PC-based software.

c

Ability to design a system, component, or process to meet desired needs

Several homework’s and at least two computer projects require the design of simple machine systems such as linkages and cams. Evaluation criteria for designs are also discussed.

e

Ability to identify, formulate, and solve engineering problems

Through homework’s and computer projects, students learn to formulate and solve mechanism analysis and synthesis problems.

f

Understanding of professional and ethical responsibility

Codes of ethics for engineers (NSPE and ASME codes), professional issues, real case studies reviewed by boards of ethics.

h

Broad education necessary to understand the impact of engineering solutions in a global and societal context

Trade-offs involving complexity of designs and multiple solutions; performance vs. cost and safety issues, numerous examples of industrial and everyday practical mechanisms, impact of machinery vibrations on environmental noise, wear and tear, and efficiency; its reduction through proper selection of machine elements and through balancing.

k

Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Use of interactive PC-based computer programs using MATLAB (programs included in CD-ROM that comes with the textbook) to visualize machine motions, and to analyze and design linkages and cams. At least two computer projects are assigned, one on linkages and another on cams that require extensive usage of these computer programs.

Person(s) who prepared this description and date of preparation Laxman Saggere, Associate Professor of Mechanical Engineering: January 13, 2008


ME 321 – HEAT TRANSFER Designation as a ‘Required’ or ‘Elective’ course TYPE OF COURSE: Required for BSME Major Course (catalog) description COURSE DESCRIPTION: Modes of heat transfer, material properties, one-and-two-dimensional conduction. Extended surfaces. Forced and free convection. Heat exchangers. Radiation. Shape factors. Laboratories in conduction, convection. Prerequisite(s) PREREQUISITE(S): ME 205 Thermodynamics and ME 211 Fluid Mechanics I. Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCE MATERIALS: Frank P. Incropera and David P. Dewitt, Introduction to Heat Transfer, 5th Edition, John Wiley and Sons, 2007. Course objectives COURSE OBJECTIVES: Students learn to formulate engineering problems in the three modes of heat transfer and to obtain mathematical solutions using a variety of techniques in calculus and differential equations. In teams, students learn to conduct laboratory experiments and analyze data in heat transfer applications. Written communications are taught through laboratory reports. Heat transfer equation solver software is used in conjunction with course assignments. It facilitates “what-if: analysis. Topics covered MAJOR TOPICS: Hrs 6 Introduction to heat transfer 1 2 General Heat conduction equation 2 3 Heat conduction applications 4 LAB(Axial Heat Conduction in Rods) 4 Fin theory and design of fins 4 LAB (Composite Cylindrical Fins) 5 Two-dimensional conduction; graphical, analytical and numerical 4 LAB (Two Dimensional Conduction in Irregular Geometries) 6 Unsteady heat conduction; analytical and numerical 5 LAB (Transient Convection Heat Transfer) 7 Boundary layer equations and integral analysis 6 8 Convection applications; internal and external 7 9 Heat Exchangers 2 LAB (Heat exchangers) 10 Radiative properties and shape factors 6 11 Electrical analogue to radiation 2 12 Examinations 2 Total: 45 + 30 hours of lab incorporating above topics


Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 3 hours TYPE OF INSTRUCTION: Type of Instruction Contact Hours/Week Lecture/Discussion 3 Laboratory 2 Contribution of course to meeting the professional component The course presents a mathematical treatment of the physical phenomenon of heat transfer in applied engineering situation. Real engineering situations are used in examples, out of class problems, and examinations. Heat transfer differential equation solving software is used in conjunction with course assignments. A laboratory component is included in which students take and analyze measurements on real systems. Relationship of course to program outcomes As shown in the BSME Course Outcomes Matrix:

B. Ability to apply math, science & engineering D. Ability to design & conduct experiments and to analyze and interpret data E. Ability to identify, formulate, and solve engineering problems G. Ability to communicate effectively J. Knowledge of contemporary issues K. Ability to use techniques, skills and modern engineering tools

Person(s) who prepared this description and date of preparation Saeed Manafzadeh, Department of Mechanical and Industrial Engineering, January 16, 2008 Comments on outcomes Following are possibly approaches to incorporating specific student learning outcomes into this course: G Ability to communicate effectively. Laboratory reports give students feedback, beyond the

technical content, concerning communication skills (format, clarity, etc.). K Ability to use modern engineering tools. The text by Incropera and Dewitt includes equation

solving software with specific application to heat transfer. Learning and using it in this course gives students an excellent tool for future engineering applications.



ME 325 – INTERMEDIATE THERMODYNAMICS Designation as a ‘Required’ or ‘Elective’ course TYPE OF COURSE: Required for BSME Major Course (catalog) description COURSE DESCRIPTION: Intermediate Thermodynamics, 3 hours. In-depth study of thermodynamic principles, thermodynamics of state, vapor and gas power cycles, refrigeration cycles, thermodynamics of non-reacting and reacting mixtures, internal combustion engines and thermodynamics of equilibrium. Prerequisite(s) PREREQUISITE(S): ME 205 Introduction to Thermodynamics, 3 Hours; ME 211 Fluid Mechanics I, 3 Hours. Prerequisites by topics: mechanics and molecular physics, thermodynamics concepts and properties, first law of thermodynamics, control volume analysis, second law of thermodynamics, entropy and exergy (availability) analysis, introductory concepts of fluid mechanics. Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCES MATERIALS: M. J. Moran and H. N. Shapiro, Fundamentals of Engineering Thermodynamics, 6th Edition, John Wiley & Sons, Inc., 2007. Course objectives COURSE OBJECTIVES: This is a second course of thermodynamics in curriculum and it is based and strongly connected to ME 205 – the introductory course into thermodynamics. The course has thee main objectives: (1) in-depth study of thermodynamic principles and relations to prepare students to use them in professional practice, (2) comprehensive thermodynamic treatment of vapor and gas power cycles, internal combustion engines and refrigeration cycles, (3) detailed thermodynamic study of non-reacting and reacting mixtures, chemical and phase equilibrium. Topics covered MAJOR TOPICS: Hrs 7 Vapor System – Rankine Cycle 3 8 Superheat and reheat 3 9 Regenerative Vapor Power Cycle and other Vapor Cycles 3 10 Gas Power Cycles IC engines 4 11 Gas Turbine Power Plants 4 12 Vapor Refrigeration Systems 3 7 Multistage Vapor Compression and Heat Pumps 4 8 Equations of State and Mathematical Relations 4 9 Generalized Charts for Enthalpy and Entropy and Gas Mixtures 4 10 Ideal Gas Mixtures 3 11 Psychrometric Applications 3 12 Chemical and Phase Equilibrium 4 13 Examinations 3 Total 45


Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 3 hours TYPE OF INSTRUCTION: Type of Instruction Contact Hours/Week Lecture/Discussion 3 Laboratory 0 Contribution of course to meeting the professional component This course shows how to use the basic thermodynamic knowledge, which students learned in the introductory course ME 205, in more sophisticated aspects of modern thermal science and in professional practice. Thermodynamic calculation software is accompanying the textbook; computer usage is discussed as well as modern mathematical methods applied in thermodynamic research. Design and open-ended problems are included in out of class problems (homework), and discussed in class. Issues on safety, ethics and professionalism are also discussed. Relationship of course to program outcomes As shown in the BSME Course Outcomes Matrix:

A. Ability to apply knowledge of mathematics, science and engineering E. Ability to identify, formulate, and solve engineering problems

Comments on outcomes a. Out of class problems and tests should require from students demonstration of their abilities to apply math (mostly calculus and numerical methods of calculation), knowledge of physics (mostly mechanics and molecular physics) and fluid mechanics. e. Out of class problems and tests should require from students demonstration of their abilities to identify, formulate and solve engineering problems. Students are supposed to work with quite complicated multi-dimensional tables, using different approaches to analyze and interpret data. Person(s) who prepared this description and date of preparation Kenneth Brezinsky, Department of Mechanical and Industrial Engineering, January 16, 2008. These outcomes are what students are expected to gain from this course.


ME 341 – EXPERIMENTAL METHODS IN MECHANICAL ENGINEERING Designation as a 'Required' or 'Elective' course TYPE OF COURSE: Required for BSME Major Course (catalog) description COURSE DESCRIPTION: ME 341 Experimental Methods in Mechanical Engineering, 3 Hours. Introduction to the theory and practice of experimental methods, measurement techniques, instrumentation, data acquisition and data analysis in mechanical and thermal-fluid systems. Experiments and reports. Prerequisite(s) PREREQUISITE(S): CEMM 203 Strength of Materials (3 Hours) and ME 211 Fluid Mechanics (3 Hours) Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCE MATERIALS: Introduction to Engineering Experimentation, A.J. Wheeler, A.R. Ganji, Prentice Hall, 1996 Laboratory Manual for ME 341, Edited by Prof. David France with contributions from various faculty members. Course objectives COURSE OBJECTIVES: This course introduces the students to the measurement concepts including the design of a complete measurement system as well as individual measurement system components such as different types of sensor, data acquisition and signal conditioning, data presentation and analysis. Students learn to design a measurement system, plan experiment, conduct experiments, and analyze the results using different sensors and applications. Students conduct twelve experiments during the semester and write a pre-lab report before each lab, and a lab report after each lab. Topics covered MAJOR TOPICS: Hrs Week 1 Introduction to Measurement Systems, Lab Overview. 5 Week 2 Characteristics of Measurement Systems + Experiment 1 5 Week 3 Experimental Uncertainty Analysis + Experiment 2 5 Week 4 Experimental Uncertainty Analysis + Experiment 3 5 Week 5 Statistical Analysis of Experimental Data + Experiment 4 5 Week 6 Statistical Analysis of Experimental Data + Experiment 5 5 Week 7 Dynamic Behavior of Measurement Systems + Experiment 6+Midterm 1 5 Week 8 Measurement Systems with Electrical Signals + Experiment 7 5 Week 9 Computerized Data Acquisition Systems + Experiment 8 5 Week 10 Discrete Sampling and Analysis of Time Varying Signals + Experiment 9 + Midterm 2 5 Week 11 Measurement of Solid-mechanical Quantities: Strain, Displacement, Velocity, Acceleration, + Experiment 10 5 Week 12 Measurement of Solid-mechanical Quantities: Force and Torque + Experiment 11 5 Week 13 Measurement of Pressure, Temperature and Humidity + Experiment12 5 Week 14 Measurement of Fluid Flow, Fluid Velocity, Fluid Level 5 Week 15 Special Topics: Non Destructive Testing, NIST Standards, Review of Course Material 5 ____________________________________________________________________________ Total 75


Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 3 Hours TYPE OF INSTRUCTION: Type of Instruction Contact Hours/Week Lecture-Discussion 2 Laboratory 3 Contribution of course to meeting the professional component This course teaches and provides hands-on laboratory experience for designing and using measurement systems. The students learn to use various sensor types in mechanical vibration, motion and thermal-fluid systems. They learn about the sensor calibration and measurement accuracy and its implication in industry in terms of production, monitoring and quality control. They also learn about the importance of sensor and measurement system reliability and its implication to manufacturing environment safety. Relationship of course to program outcomes As shown in the BSME Course Outcomes Matrix: a. Ability to apply knowledge of mathematics, science and engineering b. Design and conduct experiments, as well as analyze and interpret data. d. Function on multi-disciplinary teams g. Communicate effectively h. Broad education necessary to understand the impact of engineering solutions in a global and societal context k. Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Person(s) who prepared this description and date of preparation Carmen M. Lilley, Assistant Professor of Mechanical Engineering, January 18, 2008 Comments on outcomes

a. In the lecture portion of the class, students learn the theory behind various sensors and measurement systems such as the use of Wheatstone bridge circuit in many different sensors as a way to convert variation in resistance or capacitance into a proportional voltage output from the sensor, sampling theorem and its implications to the computer data acquisition sampling rate, measurement impedance matching, sensor transient and steady state characteristics.

b. The strongest contribution of this course is in this area- design and conduct experiments. Students conduct twelve experiments. They do not change the design of the experiments, but they plan the specific data and conditions to conduct the experiments. About half of the labs are related to the vibration, signal processing, and frequency spectrum analysis of signals. The other half are related to the thermo-fluid systems involving pressure, temperature, and flow measurements.

d. Each lab is performed by a group of five to six students. ME and IE students are mixed into different groups in order to encourage multi-disciplinary team experience. Each week, a different student acts as the team leader.

g. Since the students have to work as part of a team and write a formal lab report every week, explaining the purpose, setup and scope of the experiments, expectations, the procedure of conducting experiment, collected data and interpretation and presentation of the data, students gain significant experience in improving their verbal and written communication skills. Weekly lab reports vary in length from 10 to 20 pages. someone buys a product, he/she expects it to meet the specified dimensions or performance. k. Writing laboratory reports necessitates the use of a word processor, a graphics program for

illustrations, and data plotting program for data analysis and presentation. Students use spread-sheet programs for plotting and data analysis. They also learn computer data acquisition software similar to the Lab View package.



ME 380 / IE 380 – MANUFACTURING PROCESS PRINCIPLES Designation as a ‘Required’ or ‘Elective’ course TYPE OF COURSE: Required for BSME AND BSIE Majors Course (catalog) description COURSE DESCRIPTION: Manufacturing Process Principles. 3 Hours. Introduction to basic manufacturing processes such as casting, bulk deformation, sheet metal forming, and metal cutting. Interaction between materials, design, and manufacturing method. Economics of manufacturing. Prerequisite: CEMM 203. Prerequisite(s) PREREQUISITE(S): CEMM 203 Strength and Materials, 3 Hours. Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCES MATERIALS: Mikell P. Groover, Fundamentals of Modern Manufacturing. 3rd Edition. John Wiley & Sons, Inc., 2006. Course objectives COURSE OBJECTIVES: This course is designed to introduce students to engineering materials, manufacturing methods, and the importance of design and economic considerations in the selection of engineering materials and manufacturing processes to produce a desired part or a component. The course description is concerned mainly with the metals and manufacturing processes of metals, as outlined above, a course description which is a left-over-from-the 1960’s, when metals, then, were indeed the backbone of the manufacturing industry. However, since then, immense advances have been made in other materials, such as ceramics, polymers, and composite materials. Therefore, in order to be current in manufacturing industry and competitive in the domestic and global marketplace, metals, as well as engineering materials other than metals, namely, ceramics, polymers, and composite materials – metal matrix composites, ceramic matrix composites, and polymer matrix composites are presented to students. In addition to new engineering materials, manufacturing processes for these new engineering materials, such as plastic injection molding, filament winding, pultrusion are also presented to students. Accordingly, this course is aimed to maintain a fine balance between not overwhelming the students with details and yet not overlooking essentials that the students should be familiar with as they enter the business world. Topics covered MAJOR TOPICS: Hrs Introduction to engineering materials and manufacturing processes 1-1/2 Metals and manufacturing processes for metals 3 Ceramics and manufacturing processes for ceramics 3 Polymers and manufacturing processes for polymers 3 Composite materials and manufacturing processes for composite materials 3 Metal casting 3 Powder metallurgy 1-1/2 Bulk deformation processes – rolling, forging, extrusion, and drawing 6 Sheet metalworking – cutting, bending, and deep drawing 3 Material removal processes by cutting tools – turning, drilling, and milling 6 Material removal processes by abrasives and non-traditional processes 3 Joining-welding, brazing, soldering, adhesive bonding and mechanical assembly 6 Examinations 3 Final examinations 2 Total 47


Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 3 hours TYPE OF INSTRUCTION: Type of Instruction Contact Hours/Week Lecture/Discussion 3 Laboratory 0 Contribution of course to meeting the professional component Selection of engineering materials and manufacturing processes for an intended product do not only involve teams of engineers from various branches of engineering but in a broader sense they also involves purchasing, production, human resources, finance, sales, and marketing, complexity of the product, annual production rate, safety, quality, and environmental concerns. The shortcomings of traditional design-manufacturing engineering teams are compared with the benefits of concurrent engineering in addressing to Design for Manufacturability problems. Recycling of materials, conservation of energy, product liability suits, affordability, and social responsibility as engineers, safety, quality, and reliability, and affordability are stressed throughout the course. Relationship of course to program outcomes As shown in the BSME/BSIE Course Outcomes Matrix:

C. Ability to apply knowledge of mathematics, science and engineering E. Ability to identify, formulate, and solve engineering problems I. A recognition of the need for, and an ability to engage in life-long learning J. Knowledge of contemporary issues.

Person(s) who prepared this description and date of preparation Elisa Budyn, Department of Mechanical and Industrial Engineering, January 15, 2008 Comments on outcomes B. Students are able to use mathematical calculations in solving engineering problems. Students learn

theory and applications of engineering problems concerning manufacturing processes through out-of-class assignments and examinations.

E. Ability to understand what is needed, ability to formulate problems mathematically, and ability to build on fundamental knowledge and apply it to new situations through out-of-class assignments. J. Knowledge of major technological issues facing society and the world and appreciation of the society’s concerns with security in technology. The textbook is supplemented by the latest information from the latest publications, conferences, and trade shows. The planned tour of a steel plant had to be scrapped because of the adverse economic affect of dumping steel imports on the domestic steel producers.


IE/ME 396 – SENIOR DESIGN

Designation as a 'Required' or 'Elective' course TYPE OF COURSE: Required for BSME and BSIE Majors

Course (catalog) description COURSE DESCRIPTION: IE/ME 396 Senior Design I. 4 Hours. Systematic approach to the design process. Creative problem solving. Design methodology and engineering principles applied to open-ended design problems with inherent breadth and innovation.

PREREQUISITE(S): Senior standing with the Department. Completion of core courses and consent of the instructor.

Textbook(s) and/or other required material None.

Course objectives COURSE OBJECTIVES: This course integrates the knowledge acquired in the various courses of the undergraduate curriculum to an open-ended design effort and applies the knowledge gained to the solution of a contemporary engineering problem. Students improve oral and written communication skills, gain familiarity with available technical literature, and experience the life cycle of a design project within a group environment. Many projects include practice in the use of computers and relevant support software while solving a design problem. Students work together as a team to accomplish common goals. Issues of professional ethics are also discussed.

Topics covered

MAJOR TOPICS: Hrs 1 Systematic approach to the design process; project management 4 2 Recognition/elicitation of customer needs 1 3 Translation of customer needs to functional specifications 1 4 Systematic aids to creativity 1 5 Student design projects: formation of teams, development of design needs and specifications, solution concept generation, analysis, concept selection, concept development including analysis and optimization, detail design, possible prototyping, design reviews, written formal reports 48 6 Engineering workplace issues: intellectual property, liability, ethics 2 7 Style and substance of reports and oral presentations 1 8 Presentations (in lieu of examinations) 2

Total 60


Class/laboratory schedule, number of sessions each week and duration of each session CREDIT HOURS: 4 Hours TYPE OF INSTRUCTION:

Activity Contact Hours/Week Lecture-Discussion 4 Laboratory 0

Contribution of course to meeting the professional component This course is a capstone design course, and is intended to expose students to many of the aspects of working in a professional environment. Students work in teams on projects for industry or other clients. It includes open-ended design, teamwork, communication, and customer interaction. Analysis of the designed system is required, with application of whatever technical content from the entire curriculum is relevant to the team’s problem. Process documentation with approval mechanisms at significant gates is also required.

Relationship of course to program outcomes As shown in the BSME Course Outcomes Matrix, this course contributes to:

a. Ability to apply knowledge of mathematics, science and engineering c. Ability to design a system, component, or process to meet desired needs d. Ability to function on multi-disciplinary teams e. Ability to identify, formulate, and solve engineering problems f. Understanding of professional and ethical responsibility g. Ability to communicate effectively h. Broad education necessary to understand the impact of engineering solutions in a global and

societal context i. Recognition of the need for, and ability to engage in life-long learning

Person who prepared this description and date of preparation Michael J. Scott, Assistant Professor of Mechanical Engineering, January 28, 2002; Revised by Constantine M. Megaridis, Professor of Mechanical Engineering, August 27, 2007.

Comments on outcomes a. Projects require application of engineering analysis, both by hand and using computer software. c. Project course with open-ended problems requiring creativity and new ideas. d. Semester projects are performed in teams of three undergraduates. e. Design projects require teams to determine which problems to analyze and solve. f. Ethical considerations inherent in design decisions. g. Teams give oral and written presentations at midterm and semester end. h. Projects often deal with the environment, clean energy, and the like; life-cycle considerations in

design. i. Many projects have clients or technical advisors from industry; interacting with professional

engineers further along in their careers, students learn first-hand the need to keep current. The above outcomes are what students are expected to gain from completing this course.


ME 428 – NUMERICAL METHODS IN MECHANICAL ENGINEERING Designation as a ‘Required’ or ‘Elective’ course TYPE OF COURSE: Required for BSME Major Course (catalog) description COURSE DESCRIPTION: ME 428 Numerical Methods in Mechanical Engineering. 3 hours. Introduction to numerical solution methods for problems in mechanical engineering. Example problems include heat transfer, fluid mechanics, thermodynamics, mechanical vibrations, dynamics, stress analysis, and other related problems. Prerequisites: CS 108 and senior standing. Prerequisite(s) PREREQUISITE(S): CS 108 FORTRAN Programming for Engineers, 3 hours, and senior standing. Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCE MATERIALS: Y. Jaluria, Computer Methods for Engineering, 2nd Edition, Taylor & Francis, 1996. Course objectives COURSE OBJECTIVES: The primary objective of this course is to introduce the student to numerical modeling and its role in engineering problem solving. Numerical modeling is a technique by which mathematical problems are formulated so that they can be solved with arithmetic operations using computers. The recent evolution of inexpensive personal computers has given the student access to powerful computational capabilities. The numerical methods that are studied in the course include: solving systems of algebraic equations, solution of ordinary differential equations, curve fitting, numerical differentiation and integration, finding roots of equations, and introduction to the solution of partial differential equations. A computer project is assigned to test the student’s knowledge of numerical methods that were covered in the course. Topics covered MAJOR TOPICS: Hrs 13 Introduction, errors and accuracy, and computer considerations 6 2 Taylor series and differentiation 4 3 System of algebraic equations 6 4 Ordinary differential equations 7 5 Curve fitting and interpolation 4 6 Integration 4 7 Roots of equations 4 8 Introduction to partial differential equations 2 9 Project 6 10 Examinations 2 Total: 45 Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 3 hours TYPE OF INSTRUCTION: Type of Instruction Contact Hours/Week Lecture/Discussion 3 Laboratory 2


Contribution of course to meeting the professional component Numerical methods are extremely powerful problem-solving tools. This course shows how to use these tools to handle large systems of algebraic equations, systems of ordinary differential equations, complicated geometries that are impossible to solve analytically, how to curve-fit and interpolate, and how to numerically find roots of equations, or determine derivatives and integrals of continuous functions and discrete data sets. Thus, numerical methods greatly enhance the student’s problem-solving skills. Examples in the application of numerical methods include various mechanical engineering problems of current interest. Contemporary issues and the understanding of the impact of engineering solutions in a global and societal context are also discussed. Relationship of course to program outcomes As shown in the BSME Course Outcomes Matrix:

D. Ability to apply knowledge of mathematics, science & engineering E. Ability to identify, formulate, and solve engineering problems H. Broad education necessary to understand the impact of engineering solutions in a global and

societal context I. Ability to recognize the need for, and engage in life-long learning J. Ability to demonstrate knowledge of contemporary issues K. Ability to use techniques, skills and modern engineering tools necessary for engineering

practice Person(s) who prepared this description and date of preparation W. J. Minkowycz, Professor of Mechanical Engineering, January 15, 2008 Comments on outcomes Following are possibly approaches to incorporating specific student learning outcomes into this course: D Students use calculus and differential equations, together with the concepts from basic

engineering courses, to set up applied mechanical engineering problems for the solution by numerical methods.

E Through assigned homework and a computer project, students learned to formulate and solve numerically problems of interest from various areas of mechanical engineering.

H With the development of fast, efficient digital computers, the role of numerical methods in mechanical engineering problem solving has increased dramatically in recent years. The importance of such solutions in weather forecasting, automobile design, cooling of computer chips, and other applications was discussed, and the impact of such solutions on society and environment was pointed out.

I Students recognized that numerical methods and the use of computers will be an important part of their life-long professional learning process. The assigned project demonstrated the student’s ability to design and to use information outside of the class notes.

J Throughout the course, examples were given that demonstrated the importance of numerical methods in considering various technological issues that are of importance to the society.

K Numerical methods and computers were used as modern engineering tools to design and solve problems of interest to a mechanical engineer.



ME 447 INTRODUCTION TO COMPUTER AIDED DESIGN Designation as a ‘Required’ or ‘Elective’ course TYPE OF COURSE: Required for BSME Major Course (catalog) description COURSE DESCRIPTION: Conventional and computer-assisted methods in design. Geometry manipulation. Computer aided modeling with curves, surfaces, and solids. Design with finite element analysis. Pro/Engineer and Pro/Mechanica. PREREQUISITE(S): MATH 220 Introduction to Differential Equations and ME 250 Engineering Graphics and Design SAMPLE SOURCES AND RESOURCE MATERIALS: Pro/Engineer Wildfire (Release 4.0), Roger Toogood, 2006. Principles of Computer-Aided Design and Manufacturing, 2nd Ed., Farid Amirouche, Prentice Hall, 20003. COURSE OBJECTIVES: Students learn some of the theory behind computer aided design (CAD) and computer aided engineering (CAE). Students apply knowledge of mathematics, particularly linear algebra, and engineering to solve problems analytically. These problems include geometric transformations, finite element analysis and curve generation. Simultaneously, in the laboratory portion of the class, they learn to formulate and solve design problems using state of the art commercial CAD/CAE packages. Graphical communication is taught through the laboratory assignments. The laboratory portion culminates in an open ended project. MAJOR TOPICS: Hrs INTRODUCTION TO CAD/CAE 1 METHODOLOGY IN DESIGN 2 TWO DIMENSIONAL GEOMETRIC TRANSFORMATIONS 5 THREE DIMENSIONAL GEOMETRIC TRANSFORMATIONS 5 SPLINES AND BEZIER CURVES 6 FINITE ELEMENT ANALYSIS IN ONE DIMENSION, TRUSSES 9 EXAMINATIONS 2 TOTAL: 30 + 30 hours of lab sessions where commercial CAD and CAE packages are used.

During the lab sessions, students learn to use commercial CAD/CAE packages to apply the concepts covered in lecture. Packages include Pro/Engineer (parametric solid modeling), Pro/Mechanica Structure (structural finite element analysis) and Pro/Mechanica Motion (3D dynamics simulation).

CREDIT HOURS: 3 hours

Type of Instruction Contact Hours/Week Lecture 2 Instructor Led Laboratory 2


Contribution of course to meeting the professional component This course presents a mathematical treatment of computer aided design and computer aided engineering concepts. Real engineering situations are used as examples in both the lecture and laboratory portions of the class. The laboratory portion also includes an open ended project using commercially CAD/CAE software. As shown in Outcomes Matrix:

a. Ability to apply mathematics, science and engineering c. Ability to design a system, component or process to meet desired needs e. Ability to identify, formulate, and solve engineering problems g. Ability to communicate effectively i. Recognition of the need for, and an ability to engage in life-long learning k. Ability to use techniques, skills, and modern engineering tools necessary for engineering

Person(s) who prepared this description and date of preparation Elisa Budyn, January 16, 2008 Comments on outcomes a. Ability to apply mathematics, science and engineering. In the lecture portion of this class, students

learn some of the theory behind the CAD software they use in the laboratory. Included in this theory is geometry manipulation, curve and surface representations and finite element analysis. Students solve engineering problems on all these topics.

c. Ability to design a system, component or process to meet desired needs. Course includes a design project and extended design homework problems.

e. Ability to identify, formulate, and solve engineering problems. Many of the laboratory projects and the design project require the student to use the CAD principles they have learned to design or refine parts and assemblies. In some instances the problem statement is general enough to require the student to formalize the question and solve the problem themselves.

g. Ability to communicate effectively. The work in the laboratory portion of the class helps students learn to communicate through engineering drawings.

i. Recognition of the need for, and an ability to engage in life-long learning. In that CAD technology has been advancing so rapidly, students are impressed with the need to constantly keep on top of the field. Also, in performing their laboratories and design projects, students are encouraged to seek information beyond that included in their class materials. One of the outside sources encouraged is the Pro/Engineer newsgroup – an expansive forum of professional Pro/E users worldwide.

k. Ability to use techniques, skills, and modern engineering tools necessary for engineering. Students use state-of-the-art software packages in order to perform engineering analysis. The software in the CAD lab is updated at least once a year, ensuring that students are always using the most modern CAD analysis tools available.



The following pages contain the syllabi for all required courses for the ME program that are provided by Department other than the Department of Mechanical & Industrial Engineering. The format for these syllabi will therefore not conform to the format of the syllabi included above.


CHEM 112 General College Chemistry I Required or Elective course: Required Course (catalog) description: (These come from the online catalog description) Stoichiometry, periodicity, reaction types, the gaseous state, solution stoichiometry, chemical equilibria, acid-base equilibria, dissolution-precipitation equilibria. Includes a weekly three-hour laboratory. Prerequisites: Grade of C or better in Chem 101 (Preparatory Chemistry) or adequate performance on the UIC chemistry placement examination. Students with a course equivalent to Chem 101 from another institution must take the UIC chemistry placement examination. Textbook(s) and/or other required material: "Chemistry: The Central Science (9th edition)" by Brown, LeMay & Bursten, Prentice Hall. Course learning outcomes / expected performance criteria: To provide students with a comprehensive introduction to modern general chemistry. Topics covered: Review 2 Atomic Nature of Matter 3 Chemical Formulas, Equations, Stoichiometry 3 Chemical Periodicity 5 Types of Chemical Reactions 4 The Gaseous State 5 Solutions and Stoichiometry in Solution 6 Chemical Equilibrium 6 Acids and Bases 5 Dissolution and Precipitation Equilibria 3 Dissolution & Precipitation Equilibria 4 Thermochemistry 4 Spontaneous Change & Equilibrium 6 Exams and holiday 4 Lab 45 Total 105 Class and laboratory schedule (sessions per week and duration): Type of Instruction Contact Hours/Week Lecture 3 Laboratory-Discussion 4 Contribution of course to meeting the requirements of Criterion 5: Math and Basic Science (with Laboratory) Relationship of course to Program Outcomes: (These come from our Rubric) Person(s) who prepared this description and date of preparation: Michael McNallan June 13, 2008


Department, number, and title of course: Math 180, Calculus I Required or Elective course: Required Course (catalog) description: Differentiation, curve sketching, maximum-minimum problems, related rates, mean-value theorem, ant derivative, Riemann integral, logarithm, and exponential functions. Prerequisites: Grade of C or better in Math 121 (Precalculus Mathematics) or appropriate performance on the Department placement test or a Math ACT sub score of 28 Textbook(s) and/or other required material: Hughes-Hallet and Gleason, Calculus, Single Variable, 2nd Ed. John Wiley Course learning outcomes / expected performance criteria: An introduction to the basic concepts of Calculus. Students will develop advanced mathematical skills and will be able to apply calculus to other areas Topics covered: Functions, Limits and Continuity 10 Derivative, Techniques of differential Calculus 15 Applications: Mean Value Theorem, graphing. Max-Min Problems, Related rates 20 The Integral: Antiderivative, fundamental Theorem of Calculus, Riemann Sum 20 Logarithm and exponential functions, Applications 10 Total 75 Class and laboratory schedule (sessions per week and duration): Type of Instruction Contact Hours/Week Lecture 3 Discussion 2, 50 minutes each Contribution of course to meeting the requirements of Criterion 5: Math and Basic Science Relationship of course to Program Outcomes: (These come from our Rubric) Person(s) who prepared this description and date of preparation: Michael McNallan, 6/13/08


Math 181, Calculus II Required or Elective course: Required Course (catalog) description: Techniques of integration, arc length, solids of revolution, applications, polar coordinates, parametric equations, infinite sequences and series, power series. Prerequisites: Grade of C or better in Math 180 (Calculus I). Textbook(s) and/or other required material: L.Loomis, Calculus 3rd Ed. Addison-Wesley Course learning outcomes / expected performance criteria: This course provides students with a knowledge of calculus. Topics covered: Techniques of Integration 10 Applications of the Integral 20 Polar Coordinates, parametric equations 15 Infinite Series 15 Power Series 15 Total 75 Class and laboratory schedule (sessions per week and duration): Type of Instruction Contact Hours/Week Lecture 3 Discussion 2 Contribution of course to meeting the requirements of Criterion 5: Math and Basic Science Relationship of course to Program Outcomes: (These come from our Rubric) Person(s) who prepared this description and date of preparation: Michael McNallan, June 13, 2008


Math 210, Calculus III Required or Elective course: Required Course (catalog) description: Vectors in the plane and space, vector valued functions, functions of several variables, partial differentiation, maximum-minimum problems, double and triple integrals, applications, Green's theorem. Prerequisites: Grade of C or better in Math 181 (Calculus II) Textbook(s) and/or other required material: L.Loomis, "Calculus" 3rd Ed. Addison-Wesley Course learning outcomes / expected performance criteria: This course provides students with a knowledge of multivariate calculus Topics covered: Vectors in the plane and space 5 Vector valued functions 10 Functions of several variables; partial derivatives, max-min problems 15 Double and Triple integrals 10 Green's Theorem 5 One hour of exercises in the computer laboratory each week. Exercises are based on the same topics that are covered each week in the lecture-discussion 15 Total: 60 Class and laboratory schedule (sessions per week and duration): Type of Instruction Contact Hours/Week Lecture 3 Laboratory-Discussion 1 Contribution of course to meeting the requirements of Criterion 5: Math and Basic Science Relationship of course to Program Outcomes: (These come from our Rubric) Person(s) who prepared this description and date of preparation: Michael McNallan, June 13, 2008


Math 220, Introduction to Differential Equations Required or Elective course: Required Course (catalog) description: Techniques and applications of differential equations. First order equations: separable and linear. Linear second order equations, Laplace transforms, and series solutions. Graphical and numerical methods. Fourier series and partial differential equations. Prerequisites: Grade of C or better in Math 210, Calculus III. Textbook(s) and/or other required material: Fundamentals of Differential Equations, 4th ed. Nagle and Saff, Addison-Wesley. Course learning outcomes / expected performance criteria: Student will be able to solve differential equations Topics covered: Introduction, definitions, direction fields 3 Using Maple and computer labs 3 First order equations: separable, linear, applications, numerical methods 5 Second Order linear equations: general solutions, applications 9 Systems of equations and numerical methods 3 Laplace transforms and applications 9 Series approximations and special functions 4 Partial differential equations and Fourier series 9 Total 45 Class and laboratory schedule (sessions per week and duration): Type of Instruction Contact Hours/Week Lecture 3 Discussion 1 Contribution of course to meeting the requirements of Criterion 5: Math and Basic Science Relationship of course to Program Outcomes: (These come from our Rubric) Person(s) who prepared this description and date of preparation: Michael McNallan, June, 13, 2008


Physics 141, General Physics I (Mechanics) Required or Elective course: Required Course (catalog) description: Kinematics; Newton's laws of motion; linear momentum and impulse; work and kinetic energy; potential energy; rotational dynamics; simple harmonic motion; gravitation. Prerequisites: Grade of C or better in MATH 180 or consent of the instructor. Textbook(s) and/or other required material: Freedman and Young "Physics for Scientist and Engineers Vol. I" Special UIC edition. Course learning outcomes / expected performance criteria: The course objective for Physics 141 is to teach students the major ideas and methods in the physics of mechanics. Topics covered: Introduction: physical quantities, physical laws, units 2 Kinematics of motion in one dimension 3 Newton's laws, one dimensional applications 4 Vectors, kinematics of motion in two and three dimensions, projectile motion, circular motion 4 Application of Newton's laws to two and three dimensional problems 4 Linear momentum: definition, impulse, conservation, rocket motion 3 Work, energy (kinetic and potential), work-energy theorem, conservation of mechanical energy, power 6 System of particles: center of mass, elastic and inelastic collisions 4 Equilibrium of extended bodies and the physics of rotation, angular momentum and its conservation 7 Oscillations: simple harmonic motion, object on spring, simple pendulum 3 Gravity: Kepler's laws and Newton's law of universal gravitation, gravitational field and gravitational potential, applications 5 Laboratory 45 Total Hours 90 Class and laboratory schedule (sessions per week and duration): Type of Instruction Contact Hours/Week Lecture-Discussion 3 Laboratory 3 Contribution of course to meeting the requirements of Criterion 5: Math and Basic Science (with Laboratory) Relationship of course to Program Outcomes: (These come from our Rubric) Person(s) who prepared this description and date of preparation: Michael McNallan, June 13, 2008


PHYS 142 General Physics II (Electricity and Magnetism) Required or Elective course: Required Course (catalog) description: Electrostatics; electric currents; d-c circuits; magnetic fields; magnetic media; elctromagnetic induction; a-c circuits; Maxwell's equations; electromagnetic waves; reflection and refraction; interference. Prerequisites: MATH 181 ; and grade of C or better in either Physics 141 or both Physics 105/106; or consent of the instructor. Textbook(s) and/or other required material: Young and Freedman, Physics for Scientist and Engineers Vol. 2 UIC special edition Course learning outcomes / expected performance criteria: The course objective for Physics 142 is to teach students the major ideas and methods in the physics of electricity and magnetism Topics covered: Electrostatics: electric charge, Coulomb's law, electric field 4 Gauss's law and applications 2 Electric potential and potential energy, capacitance 4 Electric currents: definitions, Ohm's law, classical model of conduction, d.c. circuits, transients 5 Magnetic fields: definition, action on magnets, current loops and point charges 3 Calculation of magnetic fields: Biot-Savart law and applications, Ampere's law and applications, magnetic field of a bar magnet 5 Electromagnetic induction: Faraday' and Lenz's laws, inductance, LR, LC, and LCR circuits 4 Magnetism in matter: ferromagnetic, paramagnetic and deamagnetic materials 2 Alternating-current circuits; the transformer 4 Mechanical waves: an introduction 2 Displacement current and Maxwell's equations; electromagnetic waves 4 Light: nature, reflection, refraction, polarization 3 Physical optics 3 Laboratory 45 Total Hours 90 Class and laboratory schedule (sessions per week and duration): Type of Instruction Contact Hours/Week Lecture-Discussion 3 Laboratory 3 Contribution of course to meeting the requirements of Criterion 5: Math and Basic Science (with Laboratory) Relationship of course to Program Outcomes:


(These come from our Rubric) Person(s) who prepared this description and date of preparation: Michael McNallan June 13, 2008


Physics 244 General Physics III (Modern Physics) Required or Elective course: Required Course (catalog) description: Special theory of relativity. Particle-wave duality. Uncertainty principle; Bohr model; introduction to quantum mechanics; Schroedinger equation; hydrogen atom; many-electron atoms. Introduction to nuclear and particle physics. Prerequisites: Grade of C or better in PHYS 107 and Grade of C or better in PHYS 108; or Grade of C or better in PHYS 142 Textbook(s) and/or other required material: "Modern Physics for Scientist and Engineers" by Thorton & Rex 2nd edition Course learning outcomes / expected performance criteria: The course objective for Physics 244 is to teach students the major ideas and methods in modern physics Topics covered: Einstein's special theory of relativity: the Michaelson-Morley experiment; Einstein's postulates; time dilation; length contraction; the Lorentz transformation; velocity addition; relativistic momentum and energy 6 Introduction to nuclear physics: natural radioactivity; binding energy and nuclear energetics; fission and fusion 4 The particle nature of electromagnetic waves: the photoelectric effect; the Compton effect; pair production and annihilation 3 The wave nature of particles: deBroglie's hypothesis; electron diffraction; the Heisenberg uncertainty principle; probability amplitudes 3 Introduction to atomic physics: the nuclear atom; the spectrum of hydrogen; the Bohr model; energy levels and transitions 3 Introduction to quantum mechanics: the Schrodinger wave equation; particle in a box, discrete states; probability density 4 The hydrogen atom: separation of variables; quantum numbers; angular momentum; probability density 5 Many-electron atoms: spin; the Pauli exclusion principle; alkali metals; the periodic table 2 Laboratory 45 Total Hours 75 Class and laboratory schedule (sessions per week and duration): Type of Instruction Contact Hours/Week Lecture 2 Laboratory 3 Contribution of course to meeting the requirements of Criterion 5: Math and Basic Science (with Laboratory) Relationship of course to Program Outcomes: (These come from our Rubric)


Person(s) who prepared this description and date of preparation: Michael McNallan, June 13, 2008


ENGL 160, ACADEMIC WRITING I: WRITING IN ACADEMIC AND PUBLIC CONTEXTS Required or Elective course: Required Course (catalog) description: Students write in a variety of genres with an emphasis on argument and sentence-level grammar. Topics vary by section. Information on section topics can be found at http://www.uic.edu/depts/engl/programs/1styearwriting/ Prerequisites: Eligibility as determined by performance on the Department placement test Textbook(s) and/or other required material: Sample Sources and Resources from a recently taught section titled, "Writing on Location: Living, Working, and Workplaces" in which students wrote about neighborhood issues, the working life, and people in their workplaces. Feldman, Ann M., Nancy Downs, & Ellen McManus. In Context: Participating in Cultural Conversations. New York: Longman, 2003. Anson, Chris and Robert Schweiger. The Longman Handbook for Writers and Readers. 3rd Edition. New York: Longman, 2003. Course learning outcomes / expected performance criteria: Student learning in English 160 fulfills each of the following objectives: 1. Joining an Academic Conversation: The ability to conceptualize, articulate, and craft a response or an argument in an appropriate genre. 2. Key Rhetorical Concepts: Students explore some version of these four terms: a. situation--histories, cultures, communities, and individual experiences. b. genre--the forms of reading and writing. c. language--syntax, lexicon, organization, and design-shape texts; and d. consequences of writing 3. Attention to Written English: Special focus on academic written English, including discourse and stylistic conventions. 4. Readings: Analyze texts related to an issue or set of issues from a wide variety of genres and contexts, considering how these texts contribute to academic work. 5. Writing Process: Effective approaches to planning, drafting, revising and editing. 6. Correctness: Focus on syntactic and rhetorical choices, standard English usage, and using the assigned handbook as a reference. Topics covered: Students in Academic Writing I will produce at least 20 pages of finished writing and complete five writing projects in a variety of genres, including an argumentative essay. Although each section covers

http://www.uic.edu/depts/engl/programs/1styearwriting/


different topics, typical projects could include: argumentative essay, opinion piece/commentary, speech, interview, formal letter, or proposal. Class work is organized in the following way: The projects listed below were assigned in a section titled, "Writing on Location: Living, Working, and Workplaces." Introduction to Writing in Academic and Public Contexts 5 Opinion Piece/Commentary: 2 pages and a 1 page cover letter 8 Interview Paper: 3 pages 8 Dialogue/Symposium: 5 pages 8 Argumentative Essay: 4 pages and a 1 page cover letter 8 Feature Story: 4 pages and a 1 page cover letter 8 _____________________________________________________ Total Hours 45 Class and laboratory schedule (sessions per week and duration): Type of Instruction Contact Hours/Week Lecture-Discussion 3 Contribution of course to meeting the requirements of Criterion 5: (These come from our Rubric) Relationship of course to Program Outcomes: (These come from our Rubric) Person(s) who prepared this description and date of preparation: Michael McNallan, June 23, 2008


ENGL 161, ACADEMIC WRITING II: WRITING FOR INQUIRY AND RESEARCH Required or Elective course: Required Course (catalog) description: Students learn about academic inquiry and complete several writing projects including a documented research paper. Topics vary by section. Information on section topics can be found at http://www.uic.edu/depts/engl/programs/1styearwriting/. Prerequisites: ENGL 160 or the equivalent. All students take the Writing Placement Test. If students place into ESL 050, ESL 060, ENGL 150, ENGL152 or ENGL 160, the student must take that course (or courses) prior to enrolling in ENGL 161. Students with an ACT English subscore of 27 or higher receive a waiver of ENGL 160 and permission to enroll in ENGL 161. Textbook(s) and/or other required material: Sample Sources and Resources: from a section titled, “Makin’ It: Identity, Resilience, and School Culture,” in which students explored the dynamic relationships that contribute to the construction of self and success in school. Students read ethnographic reports, cultural theory, fiction, documents related to school reform, and stories of students' lives. Major Texts: McGinty, Sue. 1999. Resilience, Gender, and Success at School. New York: Peter Lang. Smith, Zadie. 2000. White Teeth. London: Hamish Hamilton. Anson, Chris and Robert Schwegler. 2005. The Longman Handbook for Writers and Readers. 3rd Edition. New York: Longman. Pitchford, Veronda and Tobi Jacobi. The Road to Research (Road), Stipes Publishing. Feldman, Ann Merle. 1996. Writing and Learning in the Disciplines. New York: Addison-Wesley Longman. Selections from Course Packet: Appiah, K. Anthony. 1994. Identity, Authenticity, Survival: Multicultural Societies and Social Reproduction. In Multiculturalism: Examining the Politics of Recognition, edited by Amy Gutmann. Princeton, NJ: Princeton UP. 149-63. Brumberg, Joan Jacobs. When Girls Talk: What It Reveals about Them and Us. The Chronicle of Higher Education. 24 Nov. 2000. B7-10. Deal, Terrence and Kent Peterson. 1999. Introduction: The Case for School Culture. In Shaping School Culture: The Heart of Leadership. San Francisco: Jossey-Bass. 1-11. Delpit, Lisa. 1995. The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children. In Other People’s Children: Culture and Conflict in the Classroom. New York: The New Press. 21-47. Fiske, Edward. 1995. Systemic School Reform: Implications for Architecture. In Designing Places for Learning, edited by Anne Meek. Alexandria, VA: ASCD. 1-10. Marcus, Hazel and Paula Nurius. Possible Selves. American Psychologist. 41 (9): 954-69.


Weiler, Jeanne Drysdale. 2000. The Social Construction of Gender within the School. In Codes and Contradictions: Race, Gender, Identity, and Schooling. New York: SUNY Press. 169-96. Yon, Daniel A. 2000. Mapping the Field. In Elusive Culture: Schooling, Race, and Identity in Global Times. New York: Suny Press. 1-28. Course learning outcomes / expected performance criteria: Objectives for English 161 fall into two categories that roughly coincide with the first and second parts of the semester. Part 1: Meaning-Making in Intellectual Communities Students examine a topic for depth and breadth in the following ways: exploring discipline-specific topics and contexts for research; examining discipline specific and public contexts; writing summaries; writing syntheses and analyses; writing arguments and developing research skills. Instruction includes quoting, paraphrasing as well as a focus on grammar and style. Part 2: The Classroom as a Research Community Students plan and write a research paper through the following process: proposing an inquiry for independent research; identifying the consequential nature of the topic; identifying source materials; working in small groups to solve ongoing research problems; applying and refining skills for summarizing, paraphrasing, quoting, and documenting sources. Topics covered: Students complete 20 pages of writing through 5 projects that ask students to summarize, synthesize, develop an argument, propose a research project, and write a research paper. Each section covers different topics but adheres to the following framework: Introduction to Academic Inquiry 5 Summarizing 8 Analyzing and Synthesizing Texts 8 Argument 8 Research Proposal 8 Research Paper/Portfolio 8 Total Hours 45 Class and laboratory schedule (sessions per week and duration): Type of Instruction Contact Hours/Week Lecture-Discussion 3 Contribution of course to meeting the requirements of Criterion 5: (These come from our Rubric) Relationship of course to Program Outcomes: (These come from our Rubric) Person(s) who prepared this description and date of preparation: Michael McNallan, 6/23/2008


Department rubric/number/title:

CME 201 Statics

Required/ Elective/ Selective:

Required

Catalog description Analysis of forces, equilibrium of two- and three-dimensional structures, frames and machines. Friction, centroids, virtual work and energy.

Prerequisites: MATH 181 and PHYS 141 Textbook(s) and/or other required material:

R.C. Hibbeler, Engineering Mechanics: Statics (7th ed), Prentice-Hall

Course learning outcomes and expected performance criteria:

This very basic course covers the mathematical description of forces acting on bodies and the equilibrium of (i.e., the balance of forces on) such bodies. Mastering the contents of this course is the first step toward learning topics in structures, foundations, machinery, etc. Assessment Criteria: Homework = 35%, Midterm exams = 45%, Final exam = 20%

Topics covered: Vectors, vector components, vector addition (5 hours). Equilibrium of a particle (2 hours). Moments and equivalent force systems (7 hours). Equilibrium of rigid bodies (4 hours). Trusses, frames and machines (3 hours). Internal forces (2 hours). Friction (3 hours). Centers of gravity and moments of inertia (5 hours). Principle of Virtual Work (2 hours). Midterm exams (5 hours)

Number and duration of each session per week:

3 1 hour lectures per week

Contribution of course to Criterion 5:

Engineering Topics: Engineering Science

Relationship of course to Program Outcomes:

See accompanying table

Author(s) and date of preparation:

Donald Lemke, Associate Professor of Civil Engineering, Spring 2008


Important Notes to Instructors: CME 201 The undergraduate curriculum process in the Civil and Materials Engineering Department is dependent on each required course covering Departmental Educational Outcomes 1-13 at the levels indicated. CME faculty members have agreed to these levels for all instructors. Student learning in these areas will be assessed by using a variety of instruments including student and faculty surveys and direct assessment tools as described in section 3 of the CME Departmental Self Study.

Program Educational Outcomes: Coverage Comments to Instructors 1. Apply knowledge of mathematics and

science in engineering problems EH

2. Design and conduct experiments L 3. Analyze and interpret data L 4. Design civil engineering systems M 5. Function effectively in multidisciplinary

design teams L

6. Identify and formulate engineering problems EH

7. Understand their ethical and professional responsibilities L

8. Recognize the importance and need to engage in life-long learning M

9. Understand the societal and global impact of engineering solutions M

10. Comprehend the significance of contemporary issues M

11. Communicate their engineering designs and solutions in a professional and effective manner

H

12. Use techniques, skills, and modern engineering tools for efficient practice of civil engineering

H

13. A majority of the graduates should pass the Fundamentals of Engineering Exam H



CME 203 Strength of materials


Required

Course catalog description: Relationships between the stresses and strains within a deformable body. Axially loaded members, torsion and the bending of bars. Stress transformation equations. Column theory.

Prerequisites: CME 201 and MATH 210 Textbook(s) and/or other required material:

James M. Gere and Stephen P. Timoshenko, Mechanics of Materials (4th ed), PWS Publishing


This basic course covers how force travels through materials and components, and how they deform as a consequence. Also covered is how much internal force intensity (i.e., stress) a material or component may withstand before it fails. Such knowledge is required, e.g., in the design of structures and/or machinery. Assessment Criteria: Homework = 20%, Quizzes = 35%, Midterm exams - 35%, Final exam - 20%

Topics covered: Introduction to stress, strain and material behavior (3 hours). Axially loaded bars (4 hours). Torsion of shafts (4 hours). Shear forces and bending moments in beams, and their deflection (5 hours). Stresses in beams (6 hours). Analysis of stress and strain in general, failure theories (7 hours). Buckling of columns (2 hours). Half-hour quizzes (5 hours). Midterm exams (4 hours)




Engineering Topics: Materials




Chien Wu, Professor of Civil Engineering, Spring 2008



Program Educational Outcomes: Coverage Comments to Instructors 1. Apply knowledge of mathematics and

science in engineering problems EH

2. Design and conduct experiments L 3. Analyze and interpret data L 4. Design civil engineering systems H 5. Function effectively in multidisciplinary

design teams L

6. Identify and formulate engineering problems M

7. Understand their ethical and professional responsibilities L

8. Recognize the importance and need to engage in life-long learning L

9. Understand the societal and global impact of engineering solutions L

10. Comprehend the significance of contemporary issues L


L


L




CME 260 Properties of Materials


Required

Course catalog description: Introduction to the relationships between composition and microstructure; correlation with physical and mechanical behavior of metals, ceramics, and polymers. Manufacturing methods. Service performance. Materials selection.

Prerequisites: CHEM 112 and MATH 181 and PHYS 141. Textbook(s) and/or other required material:

Materials Science and Engineering: An Introduction, Seventh Edition, by William D. Callister, Jr., 2007.


Acquaint student with the different types of materials, understand the effect of processing on the ultimate microstructure and material properties. Correlate the processing methods with characteristics and performance. Learn about the atomic and crystal structures, and microstructures and how these influence their physical and mechanical performance. Understand criteria for materials selection. Quizzes = 25%, 2 Midterms = 50%, Final Exam = 25%

Topics covered: 1 Introduction and Atomic Structure 2 Crystalline & Non-crystalline Solids 3 Imperfection in Solids; Dislocations 4 Diffusion 5 Mechanical Properties of Metals 6 Failure 7 Phase Diagrams 8 Phase Transformations; Thermal Processing 9 Structures & Properties of Ceramics 10 Polymers: structures and applications 11 Composites; Electrical Properties 12 Thermal Properties 13 Magnetic & Optical Properties 14 Corrosion & Materials Degradation Laboratory: 1 Tensile testing 2 Hardness measurements 3 Charpy Impact Testing.




Engineering Topics: Materials




Ernesto Indacochea, Professor of Civil Engineering, Spring 2008



Program Educational Outcomes: Coverage Comments to Instructors

1. Apply knowledge of mathematics and science in engineering problems EH

Homework problems and weekly quizzes include design problem and computations.

2. Design and conduct experiments L Three laboratory experiments.

3. Analyze and interpret data H

4. Design civil engineering systems L Materials selection and processing methods covered at length

5. Function effectively in multidisciplinary design teams M

6. Identify and formulate engineering problems EH Questions in Midterm Exams

7. Understand their ethical and professional responsibilities M Ethics are brought in through

anecdotal lectures.

8. Recognize the importance and need to engage in life-long learning M

Reference in lectures of new materials development and processing methods.

9. Understand the societal and global impact of engineering solutions M

Discussion of alternative materials and processing techniques to improve efficiency of product and service life.

10. Comprehend the significance of contemporary issues M


M


M Phenomenological behavior of empirical equations discussed.



ECE 210: Introduction to Circuit Analysis Required for non EE and CE majors Catalog Description: Credit 3 Hours. Linear circuit analysis: networks, network theorems, dependent sources, operational amplifiers, energy storage elements, transient analysis, sinusoidal analysis, frequency response, and filters. Prerequisites: Physics 142 (General Physics II) and credit or concurrent registration in Math 220 (Introduction to Differential Equations). Textbook(s) and/or other required Materials: Fundamentals of Electric Circuits, 3rd Edition, by Charles E. Alexander and Mathew N. O. Sadiku McGraw Hill., 2007 Course Objectives: This is intended for engineering students not in the EE and CE curricula. Students will learn about the properties of electric circuit components and fundamental principles for circuit analysis. In the laboratory they will learn to use instrumentation to measure circuit behavior. Lecture Topics: No. of contact hours 1. Definitions and units 1 2. Basic laws (Kirchhoff, Ohm) 2 3. Operational amplifiers 2 4. Mesh and nodal analysis 4 5. Linearity and superposition 2 6. Source Transformation, Thevenin's & Norton Theorems 3 7. Inductance and capacitance 2 8. Transient response for RL, RLC circuits 4 9. Sinusoidal steady - state analysis 5 10. Power, maximum power transfer 1 11. Frequency response and filters 2 12. Exams 2 Laboratory Topics:

1. Introduction to the Hitachi V-212 Scope, and Simpson 420 Function Generator a. Make graphs of waveforms, measure periods and frequencies, use add and chop and alt

2. Measuring DC voltages, Introduce HP 6505C Dual Supply a. Calculate voltage divider, measure with scope, compare. Find out about grounding the

power supply to Earth Ground and the problems this causes. 3. Intro to Fluke 8012 DMM . Investigate voltage and current measurement 4. The measurement of power and the measurement of voltage and current division circuits. 5. Using the scope to graph the voltage-current relationship of electronic components 6. Analog meters and loading effects 7. Kirkoff’s laws 8. Thevenin’s theorem 9. Theorems of Linear networks: Maximum power loading, superposition, linearity


10. Op amps 11. AC impedance measurement using an oscilloscope 12. RC Step response and RC circuits as integrators

Class/Laboratory Schedule: Lecture: 2 hours/week; Laboratory: 3 hours/week Professional Component: 3 credits Associated Program Outcomes: Prepared by/Date of Preparation: Sharad Laxpati April 1, 2008


CS 107 – Introduction to Computing and Programming

Designation as a ‘Required’ or ‘Elective’ course TYPE OF COURSE: Required for BSCE, BSEE Majors Course (catalog) description COURSE DESCRIPTION: CS 107 – Introduction to Computing and Programming, 4 Hours. Access and use of computing resources. Programming and program design. Problem solving. Data types, control structures, modularity, information hiding. Prerequisite(s) PREREQUISITE(S): Credit or concurrent registration in Math 180 Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCE MATERIALS: Absolute Java by Walter Savitch, 2th edition, Addison-Wesley Publishers, 2005. Course objectives COURSE OBJECTIVES: Students can design, code, and debug a 100+ line-of-code program in a modern object-oriented language. Students understand important concepts of the object-oriented paradigm including information hiding, separation of interface from implementation, and inheritance. Topics covered MAJOR TOPICS: Hrs 1 Computer access, security and responsibility 1 2 Navigation and Communication 3 3 Editing Programming and natural languages 2 4 Compilers versus interpreters 2 5 Introduction to object technology 6 6 Basic types and programs 8 7 Describing and declaring classes 7 8 Control structures 3 9 Implementing classes 6 10 Value versus reference parameters 1 11 Array 2 12 Pointers and dynamic memory 2 13 Recursion and associated scoping issues 2 14 Programming exercises and Discussion 13 15 Exams 2 Total 60 Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 4 hours TYPE OF INSTRUCTION:

Type of Instruction Contact Hours/Week Lecture/Discussion 3 Laboratory 1


Contribution of course to meeting the professional component None Relationship of course to program outcomes As shown in the BSCS Course Outcomes Matrix:

A Ability to apply knowledge of mathematics and computer science C Ability to design a system, component, or process to meet desired needs E Ability to identify, formulate, and solve technical problems K Ability to use the techniques, skills, and tools necessary for computer science practice


Laboratory assignments require computer programming which do not have unique solutions. Thus all laboratory assignments require the students to engage in design work. The students must design their own test cases to completely test and debug these assignments. This requires the students to engage in problem analysis to determine if their assignment is functioning correctly.

Person(s) who prepared this description and date of preparation Patrick Troy, Department of Computer Science, June 2008.


CS 108 – Fortran Programming for Engineers with MatLab

Designation as a ‘Required’ or ‘Elective’ course TYPE OF COURSE: Selective for Civil Engineering, Industrial Engineering, Mechanical Engineering, Chemical Engineering, Bio Engineering, Engineering Management and Engineering Physics Majors Course (catalog) description COURSE DESCRIPTION: CS 108 – Fortran Programming for Engineers with MatLab, 3 Hours. Program design using Fortran: data types and operators; control structures; subprograms, file I/O; common storage. Engineering applications: matrices; equation solutions; MatLab environment. Programming assignments. Prerequisite(s) PREREQUISITE(S): Credit or concurrent registration in Math 180 Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCE MATERIALS: Fortran 95/2003 for Scientists and Engineers by Stephen J. Chapman, McGraw Hill Publishers, 2007. MatLAB Programming by David Kuncicky, Pearson Publishers, 2003. Course objectives COURSE OBJECTIVES: Develop and understanding of program design using data types, operators, control structures, functions, file I/O, arrays and structures. Demonstrate this understanding through computer projects with engineering applications. Topics covered MAJOR TOPICS: Hrs 1a. Syntax 2 1b. Variables and data types 2 1c. Assignment and simple I/O statements 2 2 Control structures 5 3 File I/O 2 4 Arrays and structures 3 5 Functions 3 6 Programming in the MATLAB environment 6 7 Engineering applications 3 8 Programming exercises and Discussion 30 9 Exams 2 Total 60 Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 3 hours TYPE OF INSTRUCTION:

Type of Instruction Contact Hours/Week Lecture/Discussion 2 Laboratory/Discussion 2


CS 109 – C/C++ Programming for Engineers with MatLab

Designation as a ‘Required’ or ‘Elective’ course TYPE OF COURSE: Selective for Civil Engineering, Industrial Engineering, Mechanical Engineering, Chemical Engineering, Bio Engineering, Engineering Management and Engineering Physics Majors Course (catalog) description COURSE DESCRIPTION: CS 109 – C/C++ Programming for Engineers with MatLab, 3 Hours. Program design using C/C++: data types and operators; control structures; subprograms, file I/O; common storage. Engineering applications: matrices; equation solutions; MatLab environment. Programming assignments. Prerequisite(s) PREREQUISITE(S): Credit or concurrent registration in Math 180 Textbook(s) and/or other required material SAMPLE SOURCES AND RESOURCE MATERIALS: Problem Solving with C++ - The Object of Programming by Walter Savitch, 6th Edition, Addison-Wesley Publishers, 2007. MatLAB Programming by David Kuncicky, Pearson Publishers, 2003. Course objectives COURSE OBJECTIVES: Develop and understanding of program design using data types, operators, control structures, functions, file I/O, arrays and structures. Demonstrate this understanding through computer projects with engineering applications. Topics covered MAJOR TOPICS: Hrs 1a. Syntax 2 1b. Variables and data types 2 1c. Assignment and simple I/O statements 2 2 Control structures 5 3 File I/O 2 4 Arrays and structures 3 5 Functions 3 6 Programming in the MATLAB environment 6 7 Engineering applications 3 8 Programming exercises and Discussion 30 9 Exams 2 Total 60 Class/laboratory schedule, i.e., number of sessions each week and duration of each session CREDIT HOURS: 3 hours TYPE OF INSTRUCTION:

Type of Instruction Contact Hours/Week Lecture/Discussion 2 Laboratory/Discussion 2


APPENDIX B – FACULTY RESUMES


Suresh K. Aggarwal Professor of Mechanical and Industrial Engineering Degrees B.S., Philosophy, Aeronautical Engineering, Punjab Engineering College, Chandigarh, India, 1971 M.S., Aerospace Engineering, Indian Institute of Science, Bangalore, India, 1973 Ph.D., Aerospace Engineering, Georgia Institute of Technology, Atlanta, 1979 UIC Experience Assistant Professor, Mechanical Engineering, 1984 – 1989 Associate Professor, Mechanical Engineering, 1989 – 1995 Professor, Mechanical and Industrial Engineering, 1995 – present Other Professional Positions, Consulting Experience, and Professional Licenses Member of Research Staff, Aerospace & Mechanical Engineering, Princeton University, 1978 – 1979. Research Engineer, Mechanical Engineering, Carnegie-Mellon University, 1979 – 1983. Senior Research Engineer, Mechanical Engineering, Carnegie-Mellon University, 1983 – 1984. Consultant, NASA, Cleveland, 1988 – 1993. Consultant, GE Aircraft Engines, Cincinnati, 1995 – 1999. Selected Patents and Invention Disclosures None. Selected Publications: 2003 – 2008 Xue, H. and Aggarwal, S.K., “NOx Emissions in n-Heptane/Air Partially Premixed Flames", Combustion and Flame, 132:723-741, 2003. Naha, S. and Aggarwal, S. K., “Fuel Effects on NOx Emissions in Partially Premixed Flames", Combustion and Flame, 39(1-2):90-105, 2004. Briones, A.M. and S. K. Aggarwal, “A Numerical Study of H2-Air Partially Premixed Flames”, Int. J. of Hydrogen Energy, 30:327– 339, 2005. Briones, A.M., Aggarwal, S.K., and Katta, V. R., “A Numerical Investigation of Flame Liftoff Stabilization, and Blowout”, Physics of Fluids, 18:570-588, 2006. Briones, A.M., Som, S. and Aggarwal, S.K., “The Effect of Multi-Stage Combustion on NOx Emissions in Methane-Air Flames”, Combustion and Flame, 149:448-462, 2007. Som, S., Ramírez, A.I., Hagerdorn, J., Saveliev, A. and Aggarwal, S.K., “A Numerical and Experimental Study of Counterflow Syngas Flames at Different Pressures”, Fuel, 87:319–334, 2008. Selected Presentations and Keynote Addresses: 2003 – 2008 Invited Speaker, Swiss Federal Institute of Technology (ETH), Zurich, Switzerland, 2004. Invited speaker and panelist, NSF Workshop, Washington, DC, March 2006. Keynote Speaker, Indian Institute of Technology-Kanpur, India, January 2008.


Professional Service and Development Activities: 2003 – 2008 (partial list) Member of the NSF Career Panel on Combustion and Plasma Systems Program, 2003 – 2004. Associate Editor, AIAA Journal, 2003 – 2007. AIAA Technical Committee on Terrestrial Energy Systems, 2006 – 2009. Founding Editor, International Journal of Reacting Systems, 2007 – Present Colloquium Organizer-Thirty Second International Symposium on Combustion, 2008. Editorial Advisory Board, Journal of Green Energy, 2007 – Present Institutional Service and Development Activities: 2003 – 2008 (partial list) Chair, Electrical and Computer Engineering Department Head Review Committee, 2006. Member, UIC CRB Review Board, 2006 – 2008. Member, UIC Teaching Recognition Program Awards Committee, 2006. Member, University Promotion and Tenure Committee, 2002 – 2005. Chair, MIE Department Search Committee for a senior tenured faculty, 2005. Member, UIC Graduate College Executive Committee, 2003 – 2005. Director of Graduate Students, Department of Mechanical & Industrial Engineering, 2002 – 2004. Member, College of Engineering Faculty Research Award Committee, 2002. Member, University Faculty Senate, 2000 – 2002 . Selected Honors and Awards AIAA Associate Fellow, 1991. University of Illinois University Scholar Award, 1994. UIC Teaching Recognition Program Award, 2001. UIC College of Engineering Research Award, 2001. ASME Fellow, 2005.


Farid Amirouche Professor of Mechanical and Industrial Engineering Professor of Bioengineering Adjunct Professor Department of Orthopedics College of Medicine, UIC Degrees B.S., Engineering Science, University of Cincinnati, Cincinnati, Ohio June 1979 M.S., Aerospace Engineering and Applied Mechanics, University of Cincinnati, Cincinnati, Ohio March 1981

Ph.D., Mechanical Engineering with emphasis on Biomechanics, University of Cincinnati, Cincinnati, Ohio June 1984

UIC Experience Assistant Professor, Mechanical Engineering, 1984 – 1989 Associate Professor, Mechanical Engineering, 1990 – 1997 Professor, Mechanical Engineering, 1997 – Present Other Professional Positions, Consulting Experience, and Professional Licenses National Academies Keck Futures Initiatives Conference invitation attendee, November 2006 IASTED, Member Technical Committee, Biomechanics, 2006 NIH, Reviewer for Fellowships: Physiology and Pathology of Organ Systems, 2005- present NIH, Reviewer for National Institute of Biomedical imaging and Bioengineering, 2006-2007 Human Body vibration Conference Chair 2008, Chicago, IL IEEE Engineering Medicine and Biology, Technical committee member 2006-2007 IEEE Engineering Medicine and Biology, Chair Bio-robotics; Surgical Planning and Orthopedic Biomechanics 2007 Chairman 2nd American Human Vibration Conference, Hyatt Regency Chicago, June 4-8 2008 Selected Patents and Invention Disclosures

Active Seat Suspension for Ride Comfort and Vibration Control using Human Body Responses. Patent US patent No 94,989. An Intelligent Proactive Sensing System for Real -Time Vehicle Suspension Performance and Dynamic Load Predictions. Filed with UIC Patent Office, September 1994.CN31 An orthopedic device for prosthetic fittings in human joints Filed in the united states patent office on March 19, 2002 and assigned serial num PPA 60/365678 Glove Assisted Device for Partially handicapped Using Nitinol as an Actuator CV56, Filed for patent March 2002 Method for Design of Improved Stabilized Total Knee Prosthesis and Improved Prosthesis. Docket No.15576 US01, 2004

Selected Publications: 2003 – 2008 F. Romero, F. Amirouche, L. Aram, M. Gonzalez, T. Render, P. Lewis., “Experimental and Analytical Validation of a Modular Acetabular Prosthesis in Total Hip Arthroplasty”, Journal of Orthopaedics,2007 C. Lopez-Espina, Amirouche F, Franklin Wagner, “Development and validation of a three-dimensional parametric model of the cervical spine”, Clinical Biomechanics (Resubmitted 2007)


N. Chandran, F. Amirouche, M. Gonzalez, R.Barmada, W. Goldstein, “Validation of Contact Pressure for DePuy Posterior Stabilizer using Finite Element Model of the Total Knee Arthroplasty”, International Journal of Orthopedics (to appear 2008). F. Romero, F. Amirouche, L. Aram, M. Gonzalez, T. Render, P. Lewis., “Study of Micromotion in Modular Acetabular Components during gait and subluxation. A Finite Element Investigation”, ASME Journal of Biomechanical Engineering(to appear June2008) F. Romero, F. Amirouche, L. Aram, M. Gonzalez, T. Render, P. Lewis., “Experimental and Analytical Validation of a Modular Acetabular Prosthesis in Total Hip Arthroplasty”, Journal of Orthopaedics,2007 Selected Presentations and Keynote Addresses: 2003 – 2008 C Lopez-Espina, F Amirouche. Investigation of bone mineral density on the risk factors of vertebral fractures and spondylosis. 5th Combined Meeting of the Orthopaedic Research Societies (Banff, Canada, 2004). Zivkovic I, Amirouche F, Gonzalez M, Experimental Investigation of Under-Reaming Stability and Micromotion in Total Hip Arthroplasty, 51st Annual Meeting of the Orthopaedic Research Society. (Washington, DC, 2004) Amirouche F, Zivkovic I, Gonzalez M , Experimental And Finite Element Investigation Of Cementless Cup/Bone Interface After Total Hip Arthroplasty, ASME International Mechanical Engineering Congress, 2004 El Hassan B, Macneal D, Wynn S, Gonzalez, MH, Amirouche F, Experimental Investigation of Finger Joint Flexion and FDP Excursion Before and After MCP Joint Arthroplasty . American Association of Hand Surgery. Fajardo Puerto Rico 1-13-2005. Professional Service and Development Activities: 2003 – 2008 (partial list)

American Society of Mechanical Engineers (ASME) Fellow Orthopedic Research Society (ORS) Member International Society of Biomechanics Member Society of Automotive Engineers (SAE) Member Illinois Academy of Science

Institutional Service and Development Activities: 2003 – 2008 (partial list) Member of the Mechanical Engineering Department Advisory Committee (1991-1992, 1998, 2004-present) Honors College Faculty Fellow (1998-present) Director of the MIE Industrial Advisory Committee, 2000-present Member of the Faculty Committee for Orthopedic Research, 2001-present Selected Honors and Awards Inducted into the “Palmes Academiques” France, June 2006 University of Illinois Scholar Professor, University of Illinois, December 2005 Faculty Research Award, 2003, University of Illinois at Chicago, College of Engineering. RALPH R. TEETOR EDUCATIONAL AWARD. Received October 1, 1994. Recipient of the G-7 Summit Fellowship for 1993-94 academic years


Kenneth Brezinsky Professor of Mechanical and Industrial Engineering Degrees B.S., Chemistry, City College of New York, 1969

Ph.D., Chemistry, City University of New York, 1978 UIC Experience

Professor, Chemical Engineering, 1996-Present Professor, Mechanical and Industrial Engineering, 2003-Present

Other Professional Positions, Consulting Experience, and Professional Licenses Senior Research Scientist, Department of Mechanical and Aerospace Engineering, Princeton

University, 1993-August, 1996. Lecturer, Department of Mechanical and Aerospace Engineering, Princeton University, 1986-August,

1996. Research Scientist, Department of Mechanical and Aerospace Engineering, Princeton University,

1986-1993. Professional Research Staff, Department of Mechanical and Aerospace Engineering, Princeton University, 1979-86.

Selected Patents and Invention Disclosures None Selected Publications: 2003 – 2008

“A Shock Tube Study of the High Pressure Thermal Decomposition of Benzene”, Comb. Sci. Tech., 178 (1-3), 285-305, 2006 (with R. Sivaramakrishnan, H. Vasudevan, and R. S. Tranter).

“Chemical kinetic simulations behind reflected shock waves”, Int. J. Chem. Kin., 38(2), 75-97, 2006 (with W. Tang). “An Optimized Semi-Detailed Sub-mechanism of Benzene Formation from Propargyl Recombination”, J. Phys. Chem. A; 2006; 110(6) pp 2165 ‐ 2175; (with W. Tang and R.S. Tranter).

“Shock Tube Pyrolysis of 1,2,4,5-Hexatetraene”, J. Phys. Chem. A, 110(10), 3605-3613, 2006. (with W. Tang, C.Miller and R.S. Tranter) “The high pressure pyrolysis of toluene: Part I Experiments and modeling of toluene decomposition”, J. Phys. Chem. A, 110(30), 9388-9399, 2006. (with Sivaramakrishnan R., Tranter R. S.,) “The high pressure pyrolysis of toluene: Part II Modeling benzyl decomposition and formation of soot precursors”, J. Phys. Chem. A, 110(30), 9400-9404, 2006. (with Sivaramakrishnan R., Tranter R. S.,) “Combustion of CO/H2 mixtures at elevated pressures”, Proc. Comb. Inst. 31, 429-437, 2007. (with Sivaramakrishnan, R., Comandini, A., Tranter, R. S., Davis, S. G., Wang, H., )


“High pressure effects on the mutual sensitization of the oxidation of NO and CH4-C2H6 blends”, Phys. Chem. Chem. Phys., 9(31), 4230-4244, 2007. (Sivaramakrishnan, R.; Dayma G.; Dagaut P.; Brezinsky, K.) Selected Presentations and Keynote Addresses: 2003 – 2008 “ Combustion of CO/H2 Mixtures at Elevated Pressures”, Invited Presentation, Laboratoire de Combustion et Systemes Reactifs, Orleans, France, January 25, 2006. “ Combustion of CO/H2 Mixtures at Elevated Pressures”, Invited Presentation, Universitat Karlsruhe, Germany, March 17, 2006. “The High Pressure Pyrolysis of Toluene”, Invited Presentation, German Aerospace Center, DLR, Stuttgart, Germany, March 20, 2006. “The High Pressure Pyrolysis of Toluene”, Invited Presentation, Universitat Karlsruhe, Germany, March 28, 2006. “The High Pressure Pyrolysis of Toluene”, Invited Presentation, Departement De Chimie Physique Des Reactions, ENSIC-INPL, Nancy, France, March 31, 2006. “Role of diacetylene in soot formation”, Invited poster presentation at the International Soot Workshop, Capri, Italy, May 14, 2007. “Role of diacetylene in soot formation”, Presentation, CNRS, Orleans, France, May 25, 2007. “Biodiesel fuels and Nitric Oxide Pollutant Formation”, invited Presentation, University of Iowa, February, 28, 2008. Professional Service and Development Activities: 2003 – 2008 (partial list)

Member National Science Foundation Review Panel for CTS, CAREER Grants, May 2006. Member National Science Foundation Review Panel for SBIR Grants, April, 2004. Co-Chairman, Host Committee for the 30th International Symposium on Combustion held at UIC July, 2004

Co-Chairman, Host Committee for the 3rd Joint Meeting of the U.S. Sections of the Combustion Institute held at UIC March, 2003.

Institutional Service and Development Activities: 2003 – 2008 (partial list) Advisory Committee, Department of Mechanical and Industrial Engineering, Present Research Resource Center Advisory Committee, Present Steering Committee, Institute for Environmental Science and Policy, Present Institute for Environmental Science and Policy Steering Committee, Present Selected Honors and Awards UIC College of Engineering Faculty Research Award, 2002 Invited Speaker, UIC Engineering School Convocation, December 9, 2000.


Elisa Budyn Assistant Professor of Mechanical and Industrial Engineering Adjunct Assistant Professor of Bio Engineering Degrees Engineering Diploma, Ecole Speciale des Travaux Publics, Paris France, 1998 M.S., Civil Engineering, Northwestern University, Evanston IL, 1999 Ph.D., Mechanical Engineering, Northwestern University, Evanston IL, 2004 UIC Experience Assistant Professor, Mechanical and Industrial Engineering, 2005 – present Other Professional Positions, Consulting Experience, and Professional Licenses Postdoctoral Scholar in Material Science, Ecole Centrale Paris, France, 2004-2005 Selected Patents and Invention Disclosures None Selected Publications: 2003 – 2008 L. Henry, T. Hoc and E. Budyn, " Microextensometry and mechanical behavior of Haversian cortical bone", Revue Européenne de Mécanique Numérique (European Journal of Computational Mechanics), 2008, accepted. E. Budyn and T. Hoc, " Fracture strength assessment and aging signs detection in human cortical bone using an X-FEM multiple scale approach", Computational Mechanics, Special issue, 2008, to appear. E. Budyn and T. Hoc, " Multiple scale modeling of cortical bone fracture in tension using X-FEM", Revue Européenne de Mécanique Numérique (European Journal of Computational Mechanics), vol. 16, pp. 213- 236, 2007. E. Budyn, G. Zi, N. Moës and T. Belytschko, "A Method for Multiple Crack Growth in Brittle Materials without Remeshing", International Journal for Numerical Methods in Engineering, vol. 61(10), pp. 1741- 1770, 2004. G. Zi, J.H. Song, E. Budyn, S.H. Lee and T. Belytschko, "A method for growing multiple cracks without remeshing and its application to fatigue crack growth", Modeling and Simulation in Materials Science and Engineering, vol. 12 [5], pp. 901-915, 2004. Selected for inclusion in IOP (Institute of Physics).

G. Ventura, E. Budyn and T. Belytschko, "Vector Level Set for Description of Propagating Cracks in Finite Elements", International Journal for Numerical Methods in Engineering, vol. 58, pp. 1571- 1592, 2003. Selected Presentations and Keynote Addresses: 2003 – 2008 E. Budyn, T. Hoc and J. Jonvaux, “An X-FEM statistical approach to assess fracture strength in human cortical bone microstructures”, 8th WCCM, Venice, Italy, June 30th-July 4th 2008. T. Hoc, E. Budyn and S. Uzel, “Local toughness in human cortical bone microstructures by an X- FEM imaging technique”, 8th WCCM, Venice, Italy, June 30th-July 4th 2008.


E. Budyn and T. Hoc, " Fracture strength assessment and aging signs detection in human cortical bone using an X-FEM multiple scale approach", USNCCM IX, Berkeley, California, July 22-26 2007 E. Budyn, J. Jonvaux and T. Hoc, "A multi-scale modeling for aging and failure mechanism in human and bovine cortical bone", CFRAC-ECCOMAS Thematic Conference 2007, Nantes, France, June 11- 13th 2007. E. Budyn, L. Henry and T. Hoc, "X-FEM modeling of crack growth in cortical bone under tension", 7th WCCM, Los Angeles, California, July 16-22 2006. E. Budyn, L. Henry, A. Meunier and T. Hoc, "A Multi-Scale Approach to Model the Damage Process in Cortical Bone ", 7th WCCM, Los Angeles, California, July 16-22 2006. E. Budyn, A. Meunier and T. Hoc, "A Multi-Scale Approach to Predict Fracture using Cortical Bone Modeling", USNCCM VIII, Austin, Texas, July 24-28 2005. E. Budyn, "Multiple Crack Growth by the extended Finite Element Method using various Growth", accepted to USNCCM VIII, Austin, Texas, July 24-28 2005. E. Budyn, G. Zi and T. Belytschko, "Multiple Crack Growth using the Extended Finite Element Analysis", USNCCM VII, Albuquerque, New Mexico, July 29-31 2003. Professional Service and Development Activities: 2003 – 2008 (partial list)

Co-organizer of the WCCM7 symposium “Extended/Generalized Finite Element Method”, T. Belytschko, E. Budyn, J. Dolbow, N. Moes, G. Ventura. NSF review panel May 4th 2007. Reviewer for the Journal of Engineering Mechanics (2006). Reviewer for the 29th IEEE EMBS Annual International Conference (2007). Reviewer for Computational Mechanics (2007 and 2008). Member of the Technical Committee of American Society of Civil Engineers (2006-present). ASME member (2006-present). MRS member (2006-present).

Institutional Service and Development Activities: 2003-2008 (partial list) UIC, Member of the Women in Science, (2005-present) Selected Honors and Awards USACM travel fellowship for the WCCM 8 conference, 2008 NSF Taiwan delegation Fellowship Award, 2008. NSF Summer Institute Fellowship Award, 2007. USNCCM VIII Partial Fellowship Award, 2005. NSF Summer Institute Half Fellowship Award, 2005. CNRS Fellowship Award for NSF Summer Institute courses, 2005. USNCCM VII Student Fellowship Award, 2003.


Sabri Cetinkunt Professor of Mechanical Engineering Director, Manufacturing Research Center Degrees B.S., Aerospace Engineering, Technical University of Istanbul, 1982 M.S., Mechanical Engineering, Georgia Institute of Technology, 1984 Ph.D., Mechanical Engineering, Georgia Institute of Technology, 1987 UIC Experience

Assistant Professor, Mechanical Engineering 1987 – 1993 Associate Professor, Mechanical Engineering, 1993 – 1999 Professor, Mechanical Engineering, 1999 – present

Other Professional Positions, Consulting Experience, and Professional Licenses President & Founder, Servo Tech Inc, Jan 2004 – present Director, Manufacturing Research Center, 1997 – present ASA/NSF/NIST Senior Research Fellow, National Institute of Standards and Technology, Summer 1991, 1992. Research Engineer, Hayes Microcomputer Products Inc., Atlanta, Georgia, 1986 – 1987. Research Assistant, School of Mechanical Engineering, Georgia Institute of Technology, 1985 – 1986. Selected Patents and Invention Disclosures Cetinkunt, S., Egelja, A., Sorokine, M., Linear Motor Having a Magnetically Biased Neutral Position, granted April 10, 2007, United States Patent 7,201,096 B2. Huang, K., Krone, J., Velamakanni, S., Cetinkunt, S., Methods for Controlling a Rotary Brake, granted on July 12, 2005, United States Patent 6917867. Selected Publications: 2003 – 2008 Gomm, R., Cetinkunt, S., "Memory Efficient Real-Time Motion Planning by Dual-Resolution Heuristic Search", Journal of Robotics and Mechatronics, pp. 114 – 123, Vol. 19, No.1, 2007. Gomm R., Bhaskar V., Cetinkunt S., "Automated Real-Time Motion Planning and Control of Construction Equipment Mechanism", International Journal of Robotics and Automation, submitted Aug. 01, 2006, accepted Jan. 22, 2007. Haggag, S., Neto, A.R., Huang, K., Cetinkunt, S., ``Fault Tolerant Real Time Control Strategy for a Steer- by-ire Control System of an Articulated Vehicle”, International Journal of Mechatronics, pp.129 – 142, Vol 17, Issue 2 – 3, 2007. Haggag, S., Alstrom, D., Cetinkunt, S., Egelja, A., ``Modeling, Control and Validatiopn of an Electro- hydraulic Steer-by-Wire System for Articulated Vehicle Applications”, ASME/IEEE Transactions in Mechatronics, Vol. 10, No. 6, Dec. 2005, pp. 688 – 692. Cetinkunt, S., Pinsopon, U., Chen, C., Egelja, A., Anwar, S., ``Positive Flow Control of Closed Center Electrohydraulic Systems for Mobile Equipment Applications”, Int. J. of Mechatronics, Vol. 14, 2004, pp.403 – 420. Books: Cetinkunt, S., Mechatronics, John Wiley and Sons Inc., 2007.


Selected Presentations and Keynote Addresses: 2003 – 2008 Nasrallah R., Bhaskar V. and Cetinkunt S., "Operator Assistance System for Articulated Vehicles using an Interactive GUI", International CAD Conference and Exhibition, Honolulu, Hawaii, June 25 – 29, 2007. Gomm, R., Cetinkunt, S., "Real-Time Motion Planning for Mobile Construction Equipment Vehicle Linkage Mechanism", International Forum on Systems and Mechatronics, Taipei, Taiwan, Dec 12 – 15, 2006. Abd-Elaziz, M., Haggag, S., Cetinkunt, S., ``Real Time Fault Tolerant Electro-Hydraulic Steer-By- Wire Control System”, 10th International Conference on Mechatronics Technology, November 20 – 24, 2006, Mexico City, Mexico. Gomm R., Bhaskar V., Cetinkunt S., "Real-Time Automated Planning and Control of Construction Equipment Mechanism with Five Degrees of Freedom", 10th International Conference on Mechatronics Technology, November 20 – 24, 2006, Mexico City, Mexico. Motamarri, S.S., Cetinkunt, S., ``Adaptive Exercise Machine Control Systems for Persons with Disabilities: Initial Results”, RERC State of the Science Conference on Exercise and Recreational Technologies for People with Disabilities, May 30 – 31, 2006, Denver, Colorado. Cetinkunt, S., Pinsopon, U., Chen, C., Egelja, A., Anwar, S., ``Implement-By-Wire Control of Electrohydraulic Closed Center Systems for Mobile Equipment Applications”, IASTED Conference on Robotics and Automation, Saltzburg, Austria, June 25 – 27, 2003. Professional Service and Development Activities: 2003 – 2008 (partial list) Fellow of American Society of Mechanical Engineers (ASME) Member of Institute of Electrical and Electronics Engineers (IEEE) Technical reviewer for various academic journals (ASME, IEEE, ASPE) Institutional Service and Development Activities: 2003 – 2008 (partial list) UIC Engineers Without Borders (EWB) Founding Faculty Advisor, 2005 – present. UIC-ASME Student Design Team, Faculty Advisor, 2000 – present Faculty Advisory Committee, UIC, MIE Dept, 1999 – present. Director, Manufacturing Research Center, 1997 – present. Student Appeals Committee, Mechanical Engineering Department representative. ASME-IMECE Conference, Session organizer. Selected Honors and Awards Elected Fellow, American Society of Mechanical Engineers (ASME), 2005. UIC, College of Engineering, Faculty Research Award, Academic Year 2000 – 2001 NSF/NIST Senior Research Fellow, 1990 – 1992. Silver Circle Award Finalist for Excellence in Teaching, University of Illinois at Chicago, 1991 GE Fellowship in Graduate Studies, 1986 – 1987. Scored within the top 50 highest scores in math and science among half million students at the national university entrance examination in 1978. National Merit Scholarship, given to about 200 students nationwide per year in Turkey, 1977 – 1982. Second highest score in national entrance exam among junior high graduates for military academies in Turkey, in 1976.


Soyoung Stephen. Cha Professor of Mechanical Engineering Degrees B.S., Mechanical Engineering, Seoul National University M.S., Mechanical Engineering, Michigan State University Ph.D., Mechanical Engineering, University of Michigan UIC Experience Assistant Professor, Mechanical and Industrial Engineering, 1984 – 1989 Associate Professor, Mechanical and Industrial Engineering, 1989 – 2000 Professor, Mechanical and Industrial Engineering, 2000 – Present Other Professional Positions, Consulting Experience, and Professional Licenses Consultants: Lee Company, Los Angeles, CA; Enercon Technologies Corp, Chicago, IL; Edwards Systems Technology, Inc., CT; Rice Systems, Inc. CA.; Physical Optics Corporation, CA; Metro Laser, CA; Perfect Optics, Inc., MI; Motorola Inc., IL. Research Engineer, Northrop Corporation, 1980-1984. Design Engineer, Kolon Engineering Company, 1970-73. Selected Patents and Invention Disclosures S. S. Cha, Holographic Diffraction Image Velocimetry for Three-Dimensional Three-Component Particle Fields or Solid Objects, U.S. Patent No. 5532814, July 2, 1996. Selected Publications: 2003 – 2008 Z. Feng and S. S. Cha, “Development of the Experimental System for Measuring Three-Dimensional Large- Scale Parachute Flow,” Technical Paper 2007-2570, American Institute of Aeronautics and Astronautics, 2007. D. Ludovisi, S. S. Cha, N. Ramachandran, and W. M. Worek, “,Effect of Magnetic Fields on Thermocapillary and Buoyancy Driven Flow of Two Immiscible Liquids,” Technical Paper 2007- 0742, American Institute of Aeronautics and Astronautics, 2007. D. Ludovisi, S. S. Cha, N. Ramachandran, and W. M Worek, “Effect of Magnetic Field on Two- Layered Natural/Thermocapillary Convection,” International Communications in Heat and Mass Transfer, Vol. 34, No. 5, pp. 523-533 (2007). D. Ludovisi, S. S. Cha, N. Ramachandran, and W. M. Worek, “Heat Transfer of Thermocapillary Convection in a Two-Layered Fluid System under the Influence of Magnetic Field,” in Proceedings of the 57th International Astronautical Congress, Paper No. IAC-06-A2.2.06, Valencia, Spain, October 2- 6, 2006. D. J. Lee and S. S. Cha, “Hybrid Calibration of Imaging Sensors by Neural Networks and Comparison with Physical Models,” Optical Engineering, Vol. 45, No. 10, pp. 107202-1 ~ 107202- 8 (2006). D. Ludovisi, S. S. Cha, and W. M. Worek, “Heat transfer Analysis of Thermocapillary Convection in a Two- Layered Fluid System,” in Proceedings of ASME ATI Conference on Energy Production, Distribution, and Convection, American Society of Mechanical Engineers and Associazione Termotecnica Italiana, Milan, Italy, May 14-17, 2006.


D. J. Lee, S. S. Cha, and N. Ramachandran, “Application of Stereoscopic Tracking Velocimetry for Experimental and Numerical Investigation of Directional Solidification,” Experimental Thermal and Fluid Science, Vol. 30, No.3, pp. 203-212 (2006). Selected Presentations and Keynote Addresses: 2003 – 2008 System Development for Large-Scale Three-Dimensional Flow Measurement based on Stereoscopic Imaging for Real-Time Visualization, Army Natick Soldier Center, Natick, MA 2006. Neural-Net-Based Stereoscopic 3-D Particles or Markers Tracking for Flow and Deformation Measurements, Army Aeroflight Dynamics Laboratory, Moffett Field, CA, 2005. 3-D STV: Tracking Numerous Particles Based on Artificial Neural-Networks for Real-Time Visualization of 3-D Flow/Motion, Army Natick Soldier Center, Natick, MA 2005. Portable Multi-Functional NDE System with Wide Dynamic Range for Gross-Field Motion and Deformation Measurements, NASA Marshall Space Flight Center, Huntsville, AL, 2005. Professional Service and Development Activities: 2003 – 2008 (partial list) Editorial Board, The Open Mechanics Journal, ISSN: 1874-1584, Bentham Science Publishers Ltd., 2007- present. Technical Committee Member of Sensor Systems, American Institute of Aeronautics and Astronautics, 2001- present. Program Committee, International Conference on Optical Diagnostics as part of the International Symposium on Optics and Photonics, SPIE-The International Society for Optical Engineering, San Diego, CA, July 31- August 4, 2005 Program Committee, International Conference on Advanced Optical Diagnostics on Fluids, Solids, and Combustion, Visualization Society of Japan, Tokyo, Japan, December 4-6, 2004. Institutional Service and Development Activities: 2003 – 2008 (partial list) University Senate, Member, The University of Illinois at Chicago, 2005-2008. Undergraduate Committee, The University of Illinois at Chicago: Member 2002-2003, Member 2003-2004, Member 2004-2005, Member 2005-2006. Student Judiciary Affairs Committee: The University of Illinois at Chicago: Member 2004-2005. Student Appeals Board, The University of Illinois at Chicago: Member 2003-2004. Student Judiciary Affairs Committee, The University of Illinois at Chicago, Member, 2004-2005. Selected Honors and Awards SPIE Program (Division) Chair on Advanced Metrology, 46th International Symposium on Optical Science and Technology, 2001; SPIE Program (Division) Chair on Optical Metrology and Manufacturing, 44th International Symposium on Optical Science, Engineering, and Instrumentation, 1999. Fellow of The International Society for Optical Engineering (SPIE); Laureate of American Biographical Institute, American Biographical Institute, Inc.; Who’s Who in the World, NJ: 16th- 25th Editions; Who’s Who in America, 53rd-63rd Editions; Who’s Who in Science and Engineering, 4th-10th Editions; Distinguished Leadership Award, American Biographical Institute, Inc.; Phi Kappa Phi National Scholastic Honor Society; Distinguished Achievement Awards, Graduate, The University of Michigan; Rackham Graduate Fellowship, The University of Michigan;


Subrata K. Chakrabart Joint Professor, Dept. of Civil and Mechanical Engineering Degrees B.S., Mechanical Engineering, Jadavpur University, Calcutta, India, 1963 M.S., Mechanical Engineering, University of Colorado, Boulder, Colorado, 1965 Ph.D., Engineering Mechanics, University of Colorado, Boulder, Colorado, 1968 UIC Experience Professor, Dept. of Civil and Mech. Engg., Univ. of Illinois at Chicago, August 2005 – present Other Professional Positions, Consulting Experience, and Professional Licenses 10/96-present President, Offshore Structure Analysis Inc., Plainfield, Illinois 12/96 -- 02/97 Visiting Faculty Member, Indian Institute of Technology, Madras, India 07/07 -- 08/07 Visiting Scholar, Indian Institute of Technology, Madras, India Summer 1995 Visiting Faculty Member, Technical University of Denmark, Lyngby, Denmark Summer 1988 Visiting NAVFAC Professor, U.S. Naval Academy, Annapolis, Maryland Summer 1986 Visiting NAVFAC Professor, U.S. Naval Academy, Annapolis, Maryland 08/68-09/96 Chicago Bridge & Iron Technical Services Company, Plainfield, Illinois. Registered Professional Engineer, State of Illinois (#062-030023) Selected Patents and Invention Disclosures One U.S. Patent - #4,559,817, 1985 Selected Publications: 2003 – 2008 Chakrabarti, S. K., and McBride, M., "Model Tests on Current Forces on a Large Bridge Pier Near an Existing Pier", Journal of Offshore Mechanics and Arctic Engineering, ASME, Vol. 127, No. 3, August 2005, pp-212-219. Chakrabarti, S. K., and McBride, M., "Station-Keeping Tests of a Moored Caisson near an Existing Pier in Strong Current", Journal of Offshore Mechanics and Arctic Engineering, ASME, Vol. 127, No. 3, November 2005. Chakrabarti, S. K., Chakrabarti, P., and Krishna, M. S., "Design, Construction and Installation of a Floating Bridge Pier", Journal of Waterway, Port, Coastal, & Ocean Engineering, ASCE, 2006. Chakrabarti, S.K., J. Barnett, H. Kanchi, A. Mehta, and J. Yim “Design Analysis of a Truss Pontoon Semi- Submersible Concept in Deep Water”, Ocean Engineering Journal Volume 34, Issues 3-4, March 2007, Pages 621-629. Chakrabarti, S., Tee, B., Dudek, P. S., and Farsalas P. “Critical Forensic Analysis on Failure of Offshore and Coastal Structures”, Marine Systems & Ocean Technology Journal, SOBENA, Vol. 3, No. 1, June 2007. Tao, L., Song, H. and Chakrabarti, S., “Nonlinear progressive waves in water of finite depth – an analytic approximation”, Coastal Engineering, 54(11), 2007, pp. 825-834. Tao, L., Song, H. and Chakrabarti, S.K., “Scaled boundary FEM solution of short-crested wave diffraction by a vertical cylinder”, Computer Method in Applied Mechanics and Engineering, 197(1- 4), 2007, pp. 232- 242.


Chakrabarti, S., “State of Offshore Structure Development and Design Challenges”, Handbook of Coastal and Ocean Engineering, Chapter 52, World Scientific, Singapore, (in press). Chakrabarti, S., Levin, M., Gupta, A., Yaghoubi, P., and Abdul, S., “Design Analysis of Floating Structures with Dry Tree Application in Deep Water”, Journal of Offshore Mechanics and Arctic Engineering, ASME (in press). Chakrabarti, S. “Instability Analysis of Offshore Towers in Waves’, Journal of Engineering Structures, Elsevier, 2008, (in press). Selected Presentations and Keynote Addresses: 2003 – 2008 Srinivasan, N., Chakrabarti, S., and Radha, R., "Damping-Controlled Response of a Truss-Pontoon Semi- Submersible with Heave-Plates", Proceedings of 24th International Conference on Offshore Mechanics and Arctic Engineering, OMAE2005-67522, Halkidiki, Greece, June 2005. Chakrabarti, S., "Current Flow Past Large Concrete Piers - CFD Analysis vs. Physical Model Tests", Proceedings of 3rd Fluid Structure Interaction Conference, La Coruna, Spain, September 2005. Chakrabarti, S. “Design Challenges for A Total System Analysis on Deepwater Floating Structures”, Proceedings on 3rd International Workshop on Applied Offshore Hydrodynamics, FSI 2007, Rio de Janeiro, Brazil, Oct., 2007. Chakrabarti, P., Chakrabarti, S. K., and Olsen, T., “Dynamic Simulation of Immersion of Tunnel Elements for Busan – Geoje Fixed Link Project”, 27th International Conference on Offshore Mechanics and Arctic Engineering OMAE2008-57881, Estoril, Portugal, June, 2008. Srinivasan, N., Chakrabarti, S., Sundaravadivelu, R., Kanotra, R., “Hydrodynamics of a SPAR-type FPSO Concept for Application as a Production Platform”27th International Conference on Offshore Mechanics and Arctic Engineering OMAE2008-57881, Estoril, Portugal, June, 2008. Professional Service and Development Activities: 2003 – 2008 (partial list) Technical Editor, America, Applied Ocean Research, Elsevier, England, 1998-present;

Co-Editor, Proceedings, Fluid Structure Interaction, WIT, 2003-present Co-Editor, Proceedings, OMAE, ASME, 2003-present; Member, International Editorial Board, Advances in Fluid Mechanics Series, 1993- present; Co-chair, Bi-Annual Fluid Structure Interaction Conference, Wessex Institute, 2003-present; Member, International Professional Advisory Panel, Univ. of Hawaii at Manoa, HI, 2005. Member, Professional Advisory Panel, US Naval Academy, Annapolis, MD, 2008.

Institutional Service and Development Activities: 2003 – 2008 (partial list) None Selected Honors and Awards Wessex Institute of Technology Medal, 2005;

ASME Lifetime Achievement Award, OOAE, 2005; Distinguished Services Award, OMAE, ASME, 1998. OMAE Ten Paper Award, ASME, 1991; OMAE Award, ASME, 1990; OMAE Achievement Award, ASME, 1988; Ralph James Award, ASME, 1984; Outstanding New Citizen, Chicago, 1981; Freeman Scholar, ASCE, 1979; James Croes Medal, ASCE, 1974.


Carmen M. Lilley Assistant Professor of Mechanical and Industrial Engineering Degrees B.S., General Engineering, University of Illinois, Urbana IL, 1998 M.S., None Ph.D., Theoretical and Applied Mechanics, Northwestern University, Evanston IL, 2003 UIC Experience Assistant Professor, Mechanical and Industrial Engineering, 2003 – present Other Professional Positions, Consulting Experience, and Professional Licenses Graduate Research Assistant, Northwestern University, 1998 – 2003 Selected Patents and Invention Disclosures None Selected Publications: 2003 – 2008 Jin He and Carmen M. Lilley, “Effects of intrinsic surface stress and surface elasticity on the behavior of static bending in nanowires", Nano Letters, In Review. Qiaojian Huang, Carmen M. Lilley, Ralu S. Divan and Matthias Bode, “Electrical Failure of Gold Nanowires,” Applied Physics Letter, In Review. Carmen M. Lilley and Jin He, “Characterization of Young’s Modulus of Nanowires with Resonance Testing Using Microcantilever Beams”, Journal of Applied Mechanics, Accepted Pending Revisions Invited Paper: Carmen M. Lilley and Randall Meyer, “Surface Effects of Adsorbed Organic Species on Electrical Properties of Au Nanowires”, Bulletin of the Polish Academy of Science, 55, 2, p. 187, 2007. Carmen M. Lilley and Qiaojian Huang, “Surface Contamination Effects on Resistance of Gold Nanowires”, Applied Physics Letters, 89, 20, p. 3114, 2006. Feifei Zhang, Sridhar Krishnaswamy, Carmen M. Lilley, “Bulk-wave and Guided-wave Photoacoustic Evaluation of the Mechanical Properties of Aluminum / Silicon Nitride Double-layer Thin Films”, Ultrasonics, 45 p. 66, 2006. Selected Presentations and Keynote Addresses: 2003 – 2008 IEEE Nano 2007 “Surface Effects of Adsorbed Organic Species on Electrical Properties of Metal Nanowires”, Hong Kong, August 2007. Marquette University, Department of Electrical and Computer Engineering, Spring 2004, “Mechanical Characterization of Thin Film MEMS Structures.” University of Illinois at Chicago, The 3rd International Workshop on Micro and Nanotechnologies in Biomedicine (BIOMINT), September 2003, “Photo-acoustic Measurement of the Material Properties of Thin Film MEMS Structures.”


Professional Service and Development Activities: 2003 – 2008 (partial list) Technical Committee Chair, IEEE Nanomaterials Session Co-Chair, IEEE Nanomaterials, Arlington TX, 2008. Institutional Service and Development Activities: 2003 – 2008 (partial list) UIC Pi Tau Sigma Faculty Advisor, 2006 – present UIC MIE Executive Advisory Committee 2007 – present UIC MIE Graduate Student Advisory Committee 2004 – 2006. UIC Women in Science and Engineering, and Technology UIC faculty member, 2003 – present Selected Honors and Awards NSF/MEXT US-Japan Young Researchers Exchange in Nanotechnology, 2007. NSF Summer Institute Fellowship, 2006. Pentair Graduate Fellowship, 2003. University Fellowship, 2001. National Science Foundation Fellowship, 1998 – 2001. Lincoln Arc Welding Competition-Silver Award, 1998.


Farzad Mashayek Professor of Mechanical and Industrial Engineering

Adjunct Professor of Bioengineering Degrees B.S., Mechanical Engineering, Sharif University of Technology, February 1986 M.S., Mechanical Engineering, Sharif University of Technology, Tehran, Iran, February 1988 Ph.D., Mechanical Engineering, State University of New York at Buffalo, Buffalo, NY, June 1994 UIC Experience Associate Head, Department of Mechanical and Industrial Engineering, July 2005 – Present.

Director of Graduate Studies, Department of Mechanical and Industrial Engineering, August 2004 – Present.

Adjunct Professor, Department of Bioengineering, January 2008 – Present. Professor, Department of Mechanical and Industrial Engineering, August 2004 – Present. Associate Professor (with tenure), Department of Mechanical and Industrial Engineering, August 2002 – August 2004. Associate Professor (without tenure), Department of Mechanical and Industrial Engineering, August 2000 – August 2002. Other Professional Positions, Consulting Experience, and Professional Licenses Assistant Professor, Department of Mechanical Engineering, University of Hawaii at Manoa, Honolulu, HI, August 1997 – July 2000. Research Assistant Professor, Department of Mechanical and Aerospace Engineering, SUNY at Buffalo, Buffalo, NY, September 1996 – July 1997. Postdoctoral Research Associate, Department of Mechanical and Aerospace Engineering, SUNY at Buffalo, Buffalo, NY, June 1994 – August 1996. Teaching and/or Research Assistant, Department of Mechanical and Aerospace Engineering, SUNY at Buffalo, September 1991 – June 1994. President, Enabling Energy Systems, 2008 Selected Patents and Invention Disclosures None Selected Publications: 2003 – 2008 Davoudabadi, M. and Mashayek, F., “Numerical Modeling of Dust Particles Configurations in a Cylindrical Radio-frequency Plasma Reactor,” Physical Review E, 76(5), 2007. Rovagnati, B., Davoudabadi, M., Lapenta, G. and Mashayek, F., “Effect of Collisions on Dust Particle Charging via PIC-MCC,” Journal of Applied Physics, 102(7), 073302, 2007. Sengupta, K., Russell, K. and Mashayek, F. “Step Geometry and Counter-current Effects in Dump Combustors. Part I: Cold Flow,” AIAA Journal, 45(8), 2033-2041, 2007. Shotorban B. and Mashayek, F., “A Stochastic Model for Particle Motion in Large-Eddy Simulation,” Journal of Turbulence, 7(18), 1-13, 2006. Zhang, K.K.Q., Minkowycz, W.J., and Mashayek, F., “Exact Factorization Technique for Numerical Simulations of Incompressible Navier-Stokes Flows,” International Journal of Heat and Mass Transfer, 49(3), 535-54, 2006.


Selected Presentations and Keynote Addresses: 2003 – 2008 “Particle-laden Flows,” Department of Mechanical and Aerospace Engineering, State University of New York at Buffalo, Buffalo, NY, January 23, 2008. “DNS and LES of Turbulent Flows Using Spectral Methods,” AIAA Aerospace Sciences Meeting, Reno, NV, January 8, 2008. “Simulation of Nanoparticle Dynamics and Coating in Low-pressure Plasma Reactor,” Department of Chemical Engineering, Pennsylvania State University, State College, PA, September 27, 2007. “Nanoparticle Coating in Low-pressure Plasma Reactor for Energy-related Applications,” Nanotechnology Workshop, The Center for Nanoscale Science and Technology, University of Illinois at Urbana-Champaign, IL, May 3, 2007.

Professional Service and Development Activities: 2003 – 2008 (partial list) Member of Editorial Board of Atomization and Sprays, 2006 Member of the Terrestrial Energy Systems Committee of the American Institute of Aeronautics and Astronautics, AIAA (2001-Present) Associate Fellow AIAA, 2002 Member of the American Physical Society, APS (1996-Present) Fellow of the American Society of Mechanical Engineers, ASME (1990-92, 1999-Present) Member of the Institute of Liquid Atomization and Spray Systems, ILASS (1992-Present) Member of the Combustion Institute (2003-Present) Member of the International Plasma Chemistry Society, IPCS (2005 – Present) Institutional Service and Development Activities: 2003 – 2008 (partial list) Member of the Large Scale Integrative Research Group (March 2005 – August 2005) Member of the UIC Senate Executive Committee (August 2005 – May 2006) UIC Senator (August 2003 – May 2006) Member of the UIC Graduate College (August 2000 – Present). College Space Committee, Member (April 2006 – November 2006) College Executive Committee, Elected Member (August 2006 – Present) Associate Head (July 2005 – Present) Director of Graduate Studies (August 2004 – Present) Selected Honors and Awards Summer Faculty Fellow, National Center for Supercomputing Applications (NCSA), 2007 Fellow, American Society of Mechanical Engineers, 2006 Member of Editorial Board of Atomization and Sprays, 2006 UIC College of Engineering Faculty Research Award, 2004 Associate Fellow, American Institute of Aeronautics and Astronautics (AIAA), 2002 Young Investigator Award, the Office of Naval Research, 1999 CAREER Award, the National Science Foundation, 1999


Constantine M. Megaridis Professor of Mechanical and Industrial Engineering Degrees B.S., Mechanical Engineering, National Technical University of Athens, Greece, 1982 M.S., Applied Mathematics, Brown University, Providence, RI, 1986 Ph.D., Mechanical Engineering, Brown University, Providence, RI, 1987 UIC Experience Assistant Professor, Mechanical Engineering, 1990 – 1996 Associate Professor, Mechanical Engineering, 1996 – 2001 Associate Department Head, Mechanical and Industrial Engineering, 2000 – 2002 Professor, Mechanical and Industrial Engineering, 2001 – Present Other Professional Positions, Consulting Experience, and Professional Licenses Postdoctoral Research Associate, Division of Engineering, Brown University, 1987 – 1988

Assistant Specialist, Mechanical Engineering, University of California, Irvine, 1988 – 1990 Consultant, International Flame Research Foundation, The Netherlands, 1997 – 1998 Consultant, S. C. Johnson, Racine, WI, 2001 – 2002

Visiting Professor (on sabbatical), National Technical University of Athens, Greece, 2002 Visiting Professor (on sabbatical), Swiss Federal Institute of Technology (ETH-Zurich), 2003

Consultant, Molex Inc., Lisle, IL, 2002 – 2003 Consultant, Cabot Co., Albuquerque, NM, 2007 – Present Selected Patents and Invention Disclosures M. K. Tiwari, A. L. Yarin, C. M. Megaridis and G. G. Chase, “Electrospun Fibrous Nanocomposites as Permeable, Flexible Strain Sensors,” US Patent Application 61/029,453 (filed 2-18-2008). Selected Publications: 2003 – 2008

N. Naguib, H. Ye, Y. Gogotsi, A. G. Yazicioglu, C. M. Megaridis and M. Yoshimura, “Observation of water confined in nanometer channels of closed carbon nanotubes,” Nano Letters 4, 2237-2243, 2004. A.L. Yarin, A.G. Yazicioglu, C.M. Megaridis, M. P. Rossi, Y. Gogotsi, “Theoretical and Experimental Investigation of Aqueous Liquids Contained in Carbon Nanotubes,” J. Applied Physics 97, 124309, 2005. I.S. Bayer and C.M. Megaridis, “Contact Angle Dynamics in Droplets Impacting on Flat Surfaces with Different Wetting Characteristics,” J. Fluid Mechanics 558, 415-449, 2006. A.V. Bazilevsky, A. L. Yarin and C.M. Megaridis, “Pressure-Driven Fluidic Delivery through Carbon Tube Bundles,” Lab on a Chip 8, 152-160 (2008). M. K. Tiwari, A. L. Yarin, C. M. Megaridis, “Electrospun Fibrous Nanocomposites as Permeable, Flexible Strain Sensors,” J. Applied Physics 103, 044305 (2008).

Selected Presentations and Keynote Addresses: 2003 – 2008 C. M. Megaridis, A. G. Yazicioglu and Y. Gogotsi, “Fluid Experiments in Single Multiwall Carbon

Nanotubes: A Novel Platform to Study Fluid Transport and Phase Change at the Nanoscale,” Keynote Paper, Symposium on Micro and Nanofluidics, Seventh U.S. National Congress on Computational Mechanics, Albuquerque, NM, July 27-31, 2003.


I. S. Bayer and C. M. Megaridis, “Contact Angle Dynamics of Droplets Impacting on Flat Substrates,” Fourth Intl Symposium on Contact Angle, Wettability and Adhesion, Philadelphia, PA, June 14-16, 2004. C. M. Megaridis, Y. Gogotsi and A. Yarin, “Multiphase Fluids Confined in Carbon Nanotubes,” 58th Annual Meeting of the Division of Fluid Dynamics of the American Physical Society, Chicago, IL, November 20–22, 2005.

K. Sun, A. Bazilevsky and C. M. Megaridis, “Heat Transfer Characteristics of Liquid Suspensions Containing Fluid-Filled Carbon Nanotubes,” ASME International Mechanical Engineering Congress and Exposition, Chicago, IL, Nov. 5-10, 2006.

C. M. Megaridis, “Fluids Confined in Carbon Nanotubes,” Invited Panelist Talk, National Science Foundation Workshop on Frontiers in Transport Phenomena Research and Education: Energy Systems, Biological Systems, Security, Information Technology and Nanotechnology, Storrs, CT, May 17-18, 2007.

Professional Service and Development Activities: 2003 – 2008 (partial list) Journal and Proposal Reviewer (NSF, NASA) Minisymposium Co-Organizer: “Fluid Transport in Nanotubes and Nanochannels,” 58th Annual

Meeting of the Division of Fluid Dynamics of the American Physical Society, Chicago, Illinois, November 20-22, 2005.

Institutional Service and Development Activities: 2003 – 2008 (partial list) 2003-Present: Department Facilitator in the university-wide Women in Science and Engineering System Transformation (WISEST) effort to evaluate the climate and address the needs of women faculty in 11 STEM Departments spreading across the Colleges of Engineering and Liberal Arts and Sciences.

2004-Present: Co-Leader of the Micro/Nano Research focal area (cluster) in the Department of Mechanical and Industrial Engineering. 2007-Present: Co-Director of the Micro/Nanoscale Fluid Transport Laboratory, UIC.

Selected Honors and Awards

Bronze Faculty Research Award, College of Engineering, University of Illinois at Chicago, 2006. Fellow, American Society of Mechanical Engineers (ASME), July 2003. Fellow, Japan Society for the Promotion of Science, 2003. Faculty Research Award, College of Engineering, University of Illinois at Chicago, 2003. Teaching Recognition Award, Council for Excellence in Teaching and Learning, University of

Illinois at Chicago, 2000. Associate Fellow, American Institute of Aeronautics and Astronautics (AIAA), Oct. 1999. Kenneth T. Whitby Award of the American Association of Aerosol Research (AAAR), 1997. Invited guest of the Swiss Leonard Euler Center of the European Research Community of Fluid

Turbulence and Combustion (ERCOFTAC), November 1997. NASA-ASEE Summer Faculty Fellow, 1994 and 1995. NSF Research Initiation Award, 1991. Brown University Graduate Fellow, 1983. Salutatorian, Class of 1982, Mechanical Engineering, National Technical University of Athens.


W.J. Minkowycz James P. Hartnett Professor of Mechanical and Industrial Engineering Degrees B.S., Mechanical Engineering, University of Minnesota, 1958 M.S., Mechanical Engineering, University of Minnesota, 1961 Ph.D., Mechanical Engineering, University of Minnesota, 1965 UIC Experience Assistant Professor, Mechanical Engineering, 1966 – 1971 Associate Professor, Mechanical Engineering, 1971 – 1978 Professor, Mechanical and Industrial Engineering, 1978 – 2006 James P. Hartnett Professor of Mechanical Engineering, 2006 – present. Other Professional Positions, Consulting Experience, and Professional Licenses Instructor, Department of Mechanical Engineering, University of Minnesota, 1962 – 1965 Visiting Assistant Professor, Department of Mechanical Engineering, University of Minnesota, 1965 – 1966 Visiting Scientist, Argonne National Laboratory, Argonne, Illinois, Summer, 1971 – 1977 Professor and Acting Department Head, 1978 – 1979 Consultant, Argonne National Laboratory, Argonne, Illinois, 1973 – 1983 Consultant, Mechanical Engineering Department, University of Hawaii, 1974 – 1989 Selected Patents and Invention Disclosures None. Selected Publications: 2003 – 2008 “Transient Thermal Analysis of Vega Launcher Structures,” Applied Thermal Engineering, 2008 (online). “Heat Transfer Analysis Under Local Thermal Non-Equilibrium Conditions,” in Emerging Topics in Heat and Mass Transfer in Porous Media (P. Vadasz, Editor), Spring Science, 2008 "An Introduction to the Lattice Grid," Numerical Heat Transfer, Part B, 51, 1-17 (2007). “A Compact Fininte Difference Method on Staggered Grid for Navier-Stokes Flows,” Int. J. Numerical Methods in Fluids, 52:867-881 (2006). “Heat Transfer in Parallel Plates and Circular Porous Passages with Axial Conduction,” Int. J. Heat Mass Transfer, 49, 1592-1602 (2006). “Exact Factorization Technique for Numerical Simulations of Incompressible Navier-Stokes Flows,” Int. J. Heat Mass Transfer, 49, 535-545 (2006). “Overview of Numerical Methods and Recommendations,” in Handbook of Numerical Heat Transfer, Second Edition, Chap. 28, 921-945, John Wiley and Sons, New York, 2006. “Survey of Numerical Methods,” in Handbook of Numerical Heat Transfer, Second Edition, Chap. 1, 3-51, John Wiley and Sons, New York, 2006


“Numerical Simulations Data for Assessment of Particle-Laden Turbulent Flow Models,” Int. J. Heat Mass transfer, 48, 3055-3046 (2005). Selected Presentations and Keynote Addresses: 2003 – 2008

Dinner Speaker, 13th International Heat Transfer Conference, Sydney, Australia, August 14, 2006. Chairman, Board of Editors Meeting Presentation, International Journal of Heat and Mass Transfer

(Elsevier), 13th

International Heat Transfer Conference Presentation, Sydney, Australia, August 14, 2006.

International Organizing Committee Presentation, Second International Conference on Porous Media and Its

Applications in Science, Engineering and Industry, June 17 – 21, 2007, Hawaii Professional Service and Development Activities: 2003 – 2008 (partial list) Editor-in-Chief, International Journal of Heat and Mass Transfer, Elsevier, Editor-in-Chief, International Communications in Heat and Mass Transfer, Elsevier, Founding Editor-in-Chief, Numerical Heat Transfer, Part A: Applications, Taylor & Francis Founding Editor-in-Chief, Numerical Heat Transfer, Part B: Fundamentals, Taylor & Francis Editor, Computational and Physical Processes in Mechanics and Thermal Sciences, Taylor & Francis Senior Editor, Handbook of Numerical Heat Transfer, Second Edition, John Wiley & Sons Senior Editor, Advances in Numerical Heat Transfer, Taylor & Francis ASME Committee on Computational Heat Transfer (K-20) ASME Committee of Editors of Heat Transfer Journals ASME Honors and Awards Committee (K-3) Executive Committee, International Center for Heat and Mass Transfer

Scientific Advisory Committee, Third International Conference on Computational Heat and Mass Transfer, Banff, Canada, May 5 – 9 (2003).

Institutional Service and Development Activities: 2003 – 2008 (partial list) University Promotion and Tenure Committee College Honors and Awards Committee College Executive Committee Department Advisory Committee Department Awards Committee Selected Honors and Awards Listed in Who's Who in America, American Men and Women of Science, Who's Who in the Midwest, Community Leaders and Noteworthy Americans, Men of Achievement, Personalities of the West and Midwest, and Notable Americans. The Silver Circle Award for Excellence in Teaching, 1975, 1976, 1981, 1987, 1990, 1994. The Harold A. Simon College of Engineering Award for Excellence in Teaching, 1986. Ralph Coats Roe Award, ASEE National Award, for “Outstanding Teacher Who Has Made Notable Contributions to the Engineering Profession”, 1988. The University Distinguished Teacher Award, 1989. Heat Transfer Memorial Award, ASME National Award, “For his innovative, responsive, and meticulous service to the heat transfer community”, 1993. 2006 ASME Classic Paper Award in Heat Transfer. This award honors exceptional papers/authors that have been published at least 15 years ago, 2006.


Thomas J. Royston Professor of Mechanical & Industrial Engineering Adjunct Professor of Bioengineering Degrees B.S., Mechanical Engineering, Ohio State University, 1990 M.S., Mechanical Engineering, Ohio State University, 1992 Ph.D., Mechanical Engineering, Ohio State University, 1995 UIC Experience Assistant Professor, Mechanical Engineering, 1995 – 2000 Associate Professor, Mechanical Engineering, 2000 – 2004 Professor, Mechanical Engineering, 2004 – present Other Professional Positions, Consulting Experience, and Professional Licenses Naval Research Laboratory, Washington, D.C. Summer Faculty Appointment with Physical Acoustics Branch, 1997 & 1998. Argonne National Laboratory, Argonne, Illinois. Summer Faculty Position with the Advanced Photon Source Experimental Facilities Division, 1996, 2001 Selected Patents and Invention Disclosures Method and System for Generating an Image from High and Low Frequency Sound Waves. Provisional patent filed April 2005 through UIC. Inventors: T. J. Royston, F. Loth, T. W. Spohnholtz. (pat application) Selected Publications: 2003 – 2008 M. B. Ozer, S. Acikgoz, T. J. Royston, H. A. Mansy and R. H. Sandler, “Boundary element model for simulating sound propagation and source localization within the lungs” J. of the Acoustical Society of America 122 (1), 657 – 671 (2007). Also published online in the Virtual Journal of Biological Physics Research 14 (2), (2007). S. F. Othman, X. J. Zhou, H. Xu, T. J. Royston, R. L. Magin, “Error propagation model for Microscopic Magnetic Resonance Elastography shear wave images,” Magnetic Resonance Imaging 25, 94 - 100 (2007). S. M. McCormick, V. Saini, Y. Yazicioglu, Z. N. Demou, T. J. Royston, “Interdependence of pulsed ultrasound and shear stress effects on cell morphology and gene expression,” Annals of Biomedical Engineering 34 (3), 436 – 445 (2006). B. A. Martin, W. Kalata, F. Loth, T. J. Royston, J. N. Oshinski, “Syringomyelia hydrodynamics: An in vitro study based on in vivo measurements,” ASME Journal of Biomechanical Engineering 127, 1110 – 1120 (2005). D. F. Gomez, E. F. Sant'Anna, R. M. Leven, S. A. Ostric, A. A. Figueroa, T. J. Royston, D. R. Sumner and J. W. Polley, “Microstructural and Strength Evaluation of Regenerate Tissue during the Consolidation Period after Vertical Mandibular Ramus Distraction,” Journal of Craniofacial Surgery 16, 805 – 811 (2005). Z. K. Kusculuoglu and T. J. Royston, “Finite element formulation of composite plates with piezoceramic layers for optimal vibration control applications,” Smart Materials & Structures 14, 1139 – 1153 (2005).


S. F. Othman, H. Xu, T. J. Royston, R. L. Magin, “Microscopic Magnetic Resonance Elastography (µMRE),” Magnetic Resonance in Medicine 54, 605 – 615 (2005). S.W. Lee, F. Loth, T.J. Royston, P.F. Fischer, H.S. Bassiouny, J.K. Grogan, “Flow induced vein wall vibration in an arteriovenous graft”, Journal of Fluids and Structures 20, 837 – 852 (2005). Y. Yazicioglu, T. J. Royston, T. Spohnholtz, B. Martin, F. Loth and H. Bassiouny, “Acoustic radiation from a fluid-filled, subsurface vascular tube with internal turbulent flow due to a constriction,” Journal of the Acoustical Society of America 118 (2), 1193 – 1209 (2005). M. B. Ozer and T. J. Royston, “Extending Den Hartog’s vibration absorber technique to multi degree of freedom systems,” ASME Journal of Vibration and Acoustics 127 (4), 341 – 350 (2005). M. B. Ozer and T. J. Royston, “Application of Sherman-Morrison matrix inversion formula to damped vibration absorbers attached to multi degree of freedom systems,” Journal of Sound and Vibration 283 (3-5), 1235 – 1249 (2005). Selected Presentations and Keynote Addresses: 2003 – 2008 Invited multimedia publication in New York Times – online. “6 Killers: Stroke: an animation. A description of what happens when a stroke occurs,” NYT writer: Gina Kolata, published May 28, 2007. Authors: F. Loth, H. S. Bassiouny, P. F. Fischer, T.J. Royston. Invited Presentation. Purdue University, First International Symposium on Audible Acoustics in Medicine and Physiology, September 8-9, 2008. The Audible Human Project: A Subject-Specific Computer Model of Lung and Chest Acoustics for Research and Education. T. J. Royston. Professional Service and Development Activities: 2003 – 2008 (partial list) Appointed Member, Acoustical Society of America (ASA) Technical Committee on Structural Acoustics & Vibration (1/05 – 1/08). Elected Member, American Society of Mechanical Engineers (ASME) Technical Committee on Vibration and Sound (7/00 – 6/06). Appointed Member, Acoustical Society of America (ASA) Technical Committee on Biomedical Ultrasound/ Bioresponse to Vibration (7/01 – 6/07). Conferences Technical Program Chair: ASME 2003 International Design Engineering Technical Conferences & Computers and Information in Engineering Conference. Chicago, IL, September 2 – 6, 2003. About 840 technical papers presentations. Institutional Service and Development Activities: 2003 – 2008 (partial list) Graduate College Awards Committee: AY 03 – 06. Graduate College Executive Committee: AY 05 – 07. College of Engineering Executive Committee: AY 05 – 07. Advisory Committee: AY 04 – 06, 07 – 08. Graduate Committee: AY 04 – 08. Undergraduate Committee: AY 04 – 06. Selected Honors and Awards Fellow of the American Society of Mechanical Engineers - ASME (2007).


Laxman Saggere Associate Professor of Mechanical and Industrial Engineering Adjunct Associate Professor of Bioengineering Degrees BE, Mechanical Engineering, Osmania University, Hyderabad, India, 1987 MS, Mechanical Engineering, University of Rhode Island, Kingston, RI, 1993 MS, Aerospace Engineering, University of Michigan, Ann Arbor, MI, 1997 PhD, Mechanical Engineering, University of Michigan, Ann Arbor, MI, 1998 UIC Experience Assistant Professor, Mechanical and Industrial Engineering, 2001-2007 Associate Professor, Mechanical and Industrial Engineering, 2007-present Other Professional Positions, Consulting Experience, and Professional Licenses Research Scientist, Aeronautics & Astronautics, Massachusetts Institute of Technology, 1999-2001 Scientist/Engineer, Indian Space Research Organization, Sriharikota, India, 1988-1991 Selected Patents and Invention Disclosures “Light Powered Microactuator, Microfluidic Dispenser and Retinal Prosthesis,” PCT application (No. PCT/US2005/033902) filed on September 22, 2005, with D.M. Schneeweis and M. Deshpande Selected Publications: 2003 – 2008 Saggere, L., “Membrane Actuation for Micropumps,” Encyclopedia of Microfluidics and Nanofluidics, Ed: Li, Dongqing, Springer, In Press, Due: June 2008. Krishnan, S., and Saggere, L., (2007) “A Multi-Fingered Micromechanism for Coordinated Micro/Nano Manipulation,” Journal of Micromechanics and Microengineering, 17(3), pp. 576– 585. Das, R., Gandhi,D., Krishnan, S., Saggere, L., and Rousche, P.J., (2007) “A Benchtop System to Assess Cortical Neural Interface Micromechanics,” IEEE Transactions on Biomedical Engineering. 54(6), pp. 1089-1096. Deshpande, M., and Saggere, L., (2007) “An analytical model and working equations for static deflections of a circular multi-layered diaphragm-type piezoelectric actuator,” Sensors and Actuators A: Physical, 136(2), pp. 673-689. Deshpande, M., and Saggere, L., (2007) “PZT Thin Films for Low Voltage Actuation: Fabrication and Characterization of the Transverse Piezoelectric Coefficient,” Sensors and Actuators: A – Physical, 135(2), pp. 690-699. Deshpande, M., and Saggere, L., (2005) “Modeling and Design of an Optically Powered Microactuator for a Microfluidic Dispenser,” Journal of Mechanical Design, Vol. 127, No. 4, pp. 825-836. Selected Presentations and Keynote Addresses: 2003 – 2008 Seminar, Department of Biopharmaceutical Sciences, UIC, Chicago, IL, September 7, 2005. Seminar, Lions Club, Lockport, IL, October 2005.


Invited Speaker, NSF I/UCRC Workshop on Biodevices, UIC, Chicago, IL, May 12–13, 2005. Invited Poster presentation, Second Annual Vision Research Symposium, Chicago, IL, Nov. 12, 2004. Professional Service and Development Activities: 2003 – 2008 (partial list) Founding Chair, ASME Micro/Nano Systems Committee, Design Eng. Division (2005–Present). Elected Member, ASME MEMS Division Executive Committee (2008– Present). Elected Member, Mechanisms & Robotics Committee, ASME Design Eng. Division (2004–2010). Conference Chair, the ASME 1st International Conference on Micro/Nano Systems at the 2007 ASME International Design Engineering Technical Conferences, Las Vegas, NV, September 2007. Track Co-Chair, Micro and Nano Systems Track, 2007 ASME International Mechanical Engineering Congress (IMECE), Seattle, WA, November 2007. Co-Chair, MEMS Division Technical Program, 2006 ASME International Mechanical Engineering Congress and Exposition (IMECE), Chicago, November 2006. Co-Organizer and Co-Chair, Symposium on Micro/Nano Systems and Devices, 2005 ASME International Mechanical Engineering Congress and Exposition (IMECE), Orlando, FL, Nov. 2005. Co-Organizer and Chair, Symposium on Micro/Nanosystems, and Technical Program Committee Member, 2005 ASME Design Engineering Technical Conferences, Long Beach, CA, September 2005. Chair, Keynote Session on MEMS and NEMS, 28th Mechanisms and Robotics Conference at the 2004 ASME International Design Engineering Technical Conferences, Salt Lake City, UT. Institutional Service and Development Activities: 2003 – 2008 (partial list) Member (elected), MIE Department Advisory Committee, 2006–07. Chair, MIE Department Outreach and Publicity Committee, 2005–Present. MIE Departmental Representative to the College of Eng. Web/Marketing Committee, 2005–06. Member, MIE Department Graduate Committee, Sept. 2002–04, 2006–Present. Member, MIE Department International Outreach Committee, 2002 –04. UIC Campus Research Board (CRB) Review Committee Member, 2003-04, 2006-present. Member, Graduate College Awards Committee, 2006-2009. Faculty Advisor to the UIC Chapter of Pi Tau Sigma, 2003–2006. Selected Honors and Awards UIC College of Engineering Research Award (Bronze), 2006. NSF CAREER Award, 2005 Freudenstein/General Motors Young Investigator Award (Finalist), 2004. (Best Paper award given at the ASME Mechanisms and Robotics Conference) Several Certificates of Appreciation from the ASME MEMS Division and the ASME Design Engineering Divisions fo r professional services to the Divisions, 2002-2007. Marquis Who’s Who in Science and Engineering, and Who’s Who in America, 1999–2009.


Michael J. Scott Associate Professor of Mechanical and Industrial Engineering Adjunct Associate Professor of Bioengineering Degrees AB, Philosophy, Harvard University, Cambridge MA, 1986 M.S., Mechanical Engineering, California Institute of Technology, Pasadena CA, 1994 Ph.D., Mechanical Engineering, California Institute of Technology, Pasadena CA, 1999 UIC Experience Assistant Professor, Mechanical and Industrial Engineering, 2000-2006 Associate Professor, Mechanical and Industrial Engineering, 2006-present Other Professional Positions, Consulting Experience, and Professional Licenses Consultant, Palomar Observatory, 1996 Postdoctoral Scholar in Mechanical Engineering, California Institute of Technology, 1998 – 1999 Consultant, Solution People, Chicago IL 2004 Selected Patents and Invention Disclosures “Method and Organization System for Recording Information Regarding Nucleic Acid Constructs”, US Patent application filed Aug. 1, 2005, with B. Glick, E. Losev, and W. Stokes. Selected Publications: 2003 – 2008 Scott, M.J., and Antonsson, E.K., “Compensation and Weights for Trade-offs in Engineering Design”, ASME Journal of Mechanical Design, 127(6):1045-1055. ASME, 2005. Dai, Z. and Scott, M.J., “Product Platform Design with Consideration of Uncertainty”, SAE 2005 Transactions Journal of Passenger Cars: Mechanical Systems, pp. 301-306. SAE, 2005. Dai, Z. and Scott, M.J., “Effective Product Family Design Using Preference Aggregation”, ASME Journal of Mechanical Design, 128(4):659-667. ASME, 2006. Scott, M.J., “Quantifying Uncertainty in Multicriteria Concept Selection Methods”, Research in Engineering Design, 17(14):175-187. Springer, 2007. Dai, Z. and Scott, M.J., “Product Platform Design Through Sensitivity Analysis and Cluster Analysis”, Journal of Intelligent Manufacturing Special Issue on Product Family Design and Development, 18(1):97- 114. Springer, 2007. Selected Presentations and Keynote Addresses: 2003 – 2008 Universidad Politecnico de Madrid, Madrid, Spain, March 2003. University of Iowa, Iowa City IA, May 2003. RERC Rectech State of the Science Conference on Exercise and Recreational Technologies for People with Disabilities, Denver CO, May 2006. Professional Service and Development Activities: 2003 – 2008 (partial list) Chair, Local Committee, ASME International Design Engineering Technical Conferences & Computers in Engineering Conference, Chicago IL, 2003. Technical Committee Vice-Chair, ASME Design Theory and Methodology Committee, 2005 – 2007.


Technical Committee Chair, ASME Design Theory and Methodology Committee, 2007 – present. Session Chair, ASME International Design Engineering Technical Conferences, 2003 – 2007. Review Coordinatior, ASME Design Theory and Methodology Conference, 2002, 2004 – 2008. Institutional Service and Development Activities: 2003 – 2008 (partial list) UIC Engineers Without Borders (EWB) Faculty Co-advisor, 2005 – present. UIC MIE Director of Undergraduate Studies, 2006 – present. UIC MIE Undergraduate Committee, 2003 – present. UIC MIE Advisory Committee, member and secretary, 2002-2004, 2005 – present. UIC MIE Graduate Committee, 2001 – 2003. Selected Honors and Awards UIC College of Engineering Faculty Teaching Award, 2007 UIC College of Engineering Faculty Research Award, 2008 UIC College of Engineering Bronze Faculty Research Award, 2006 CETL Teaching Recognition Program, UIC, 2006 ARCS Foundation Fellow, Caltech, 1997


Ahmed A. Shabana Professor of Mechanical and Industrial Engineering Adjunct Associate Professor of Bioengineering Degrees B.S., Mechanical Engineering, Cairo University, 1974 M.S., Mechanical Engineering, Ain Shams University, 1978 Ph.D., Mechanical Engineering, The University of Iowa, 1982 UIC Experience Assistant Professor, University of Illinois at Chicago, September 1983 – August 1988. Associate Professor, University of Illinois at Chicago, September 1988 – August 1993. Professor, University of Illinois at Chicago, September 1993 – present. Richard and Loan Hill Professor of Engineering, University of Illinois at Chicago, August 2005 – present. Other Professional Positions, Consulting Experience, and Professional Licenses Postdoctoral Fellow, University of Iowa, June 1982 – August 1983. Research Assistant, University of Iowa, January 1979 – June 1982. Teaching Assistant, Ain Shams University, Cairo, Egypt, January 1976 – December 1978 Selected Patents and Invention Disclosures None Selected Publications: 2003 – 2008 Shabana, A., Dynamics of Multibody Systems, First Edition, John Wiley & Sons, Inc., New York, 1989; Second Edition, Cambridge University Press, 1998; Third Edition, 2005. Shabana, A.A., Zaazaa, K.E., and Sugiyama, H., Railroad Vehicle Dynamics: A Computational Approach, Taylor & Francis/CRC, 2007. Shabana, A.A., Computational Continuum Mechanics, Cambridge University Press, 2008. Shabana, A.A., Chamorro, R., and Rathod, Cheta, C., “A Multibody System Approach for Finite Element Modeling of Rail Flexibility in Railroad Vehicle Applications”, IMechE Journal of Multibody Dynamics, Vol. 222, 2008, pp. 1 - 15. Maqueda, L.G., Bauchau, O.A., and Shabana, A.A., “Effect of the Centrifugal Forces on the Finite Element Eigenvalue Solution of a Rotating Blade: A Comparative Study”, Journal of Multibody System Dynamics, Vol. 19 (3), 2008, pp. 281 - 302. Selected Presentations and Keynote Addresses: 2003 – 2008 2005 International Conference on Advanced Manufacture, Taipei, Taiwan, November 28, 2005 (Keynote Speaker). Seventh World Congress on Computational Mechanics, Los Angeles, California, July 16-22, 2006 (Keynote Presentation). University of Wisconsin-Madison, November 16, 2006.


Professional Service and Development Activities: 2003 – 2008 (partial list) General Chair, ASME International Design Engineering Technical Conferences & Computers in Engineering Conference, Chicago IL, September, 2003. General Chai, 2003 ASME Conference on Vibration and Acoustics, September 2003. Founding Chair of the ASME Technical Committee on Multibody Systems and Nonlinear Dynamics, 2003 – 2005. Associate Editor, ASME Journal of Computational and Nonlinear Dynamics, 2002 – present. Associate Editor, IMechE Journal on Multibody Dynamics, 2002 – present. Institutional Service and Development Activities: 2003 – 2008 (partial list) Member, UIC College of Engineering Executive Committee, 1995 – 1996, 2001 – 2003. Member, UIC MIE Advisory Committee, 2002 – 2003, 2003 – 2004, 2006 – 2007 Chairman, Administrative Review Committee of the Department of Bio-Engineering, 2002 – 2003. UIC MIE Graduate Committee, 2003 – 2004, 2004 – 2005, 2005 – 2006. Selected Honors and Awards UIC College of Engineering Gold Faculty Research Award, 2006 Richard and Loan Hill Endowed Professorship, 2005 Honorary Doctorate Degree (Lappeenranta University of Technology, Finland, 2004) Best Student Paper Award (Hiroyuki Sugiyama), Second Asian Conference on Multibody Dynamics, Seoul, Korea, August 1 – 4, 2004, Paper title “On the Use of Implicit Integration Methods with the Absolute Nodal Coordinate Formulation in the Analysis of Elasto-Plastic Deformation Problems”. UIC Award for Excellence in Teaching, 2002 UIC Teaching Recognition Program Award, 1999 UIC College of Engineering Harold A. Simon Award for Excellence in Teaching, 1999 Caterpillar Distinguished Lecturer (University of Iowa), 1999 UIC College of Engineering Faculty Research Award, 1998 Fulbright Research Scholar Award, 1997 Fellow of the American Society of Mechanical Engineers, 1996 Humboldt Prize (Alexander von Humboldt Foundation, Germany), 1995


William Martin Worek Professor, Director Energy Resources Center Degrees B.S., Mechanical Engineering (high honors), Illinois Institute of Technology, 1976 M.S., Mechanical and Aerospace Engineering, Illinois Institute of Technology, 1977 Ph.D., Mechanical and Aerospace Engineering, Illinois Institute of Technology, 1980 UIC Experience Head, Department of Mechanical Engineering, 1999 – Present Director, Energy Resources Center, 1998 – Present Associate Department Head, Department of Mechanical Engineering, 1995 – 1999 Professor, Department of Mechanical Engineering, 1995 – Present Associate Professor (tenured), Department of Mechanical Engineering, 1989 – 1995 Associate Professor, Department of Mechanical Engineering, 1986 – 1989 Other Professional Positions, Consulting Experience, and Professional Licenses Assistant Professor, Department of Mechanical and Aerospace Engineering, IIT, 1983 – 1986 Visiting Assistant Professor, Department of Mechanical Engineering, IIT, 1980 – 1983 Part–Time Instructor, Department of Mechanical and Aerospace Engineering, IIT, 1978 – 1980 Instructor, Department of Mechanical and Aerospace Engineering, IIT, 1977 – 1978 Selected Patents and Invention Disclosures W.A. Ryan, W.M. Worek and W. Zheng, "Simplified Adsorption Heat Pump Using Passive Heat Recuperation,” U.S. Patent 5,443,931, August 22, 1995. W.M. Worek and W. Zheng, "Open Cycle Desiccant Cooling System," U.S. Patent 5,526,651, June 18, 1996. W.M. Worek and W. Zheng, “Open Cycle Desiccant Cooling Process,” U.S. Patent 5,542,259, August 6, 1996. Selected Publications: 2003 – 2008 L.A. Sphaier and W.M. Worek, “Analysis of Heat and Mass Transfer in Porous Sorbents Used in Rotary Regenerators,” International Journal of Heat and Mass Transfer. 47 (14-16), pp. 3415-3430, 2004. D.A. Wightman, R.S. Sweetser, B. Wendrow and W.M.Worek, “Altered Bi-phase Flow Regime in Supermarket Evaporative Coils: Laboratory and Field Experiences,” ASHRAE Transactions, 111 Part 1, pp. 1061-1070, 2005. D. Ludovisi, W.M. Worek and M. Meckler, “Simulation of a Double–Effect Absorber Cooling System Operating at Elevated Vapor Recompression Levels,” HVAC&R Research, 12 (3), pp 533- 547, 2006. L. Sphaier and W.M. Worek, “Comparisons Between 2-D and 1-D Formulations of Heat and Mass Transfer in Rotary Regenerators,” Numerical Heat Transfer, Part B: Fundamentals 49 (3), pp. 223- 237, 2006. M. Golubovic, H.D.M. Hettiarachchi and W.M. Worek, “Evaluation of rotary dehumidifier performance with and without heated purge", International Communications in Heat and Mass Transfer, 34, pp. 785-795, 2007.


F. S. K. Warnakulasuriya and W. M. Worek, “Heat Transfer and Pressure Drop Properties of High Viscous Solutions in Plate Heat Exchangers,” Accepted for publication, International Journal of Heat and Mass Transfer, 51 (1-2), pp. 52-67 , 2008.

Selected Presentations and Keynote Addresses: 2003 – 2008 “Energy Conservation in Automotive Industry Facilities,” Panelist - SAE World Congress, April 3-6, 2006, Detroit, MI. “Clean Energy in Illinois: A Solid Foundation - Time to Build,” Invited Presentation – International Symposium – Fueling Change with Renewable Energy, April 26-27, 2007. “Nano-Fluids and Critical Heat Flux, An Experimental and Analytical Study,” NSF Workshop on Frontiers in Transport Phenomena, May 17-18, 2007, University of Connecticut, Storrs, CN. “Methods to Evaluate Energy Efficiency and Productivity Improvements in Industrial Facilities,” Invited Speaker – NEMA Meeting, June 11-13, 2007, Bloomingdale, IL. “Critical Heat Flux in Nano-Fluids,” Keynote Speaker – United Kingdom Heat Transfer Conference, September 10-11, 2007, Edinburgh, Scotland. Professional Service and Development Activities: 2003 – 2008 (partial list) American Society of Mechanical Engineers - Energy Resources Board, Vice–President 2002 – 2005; Publications Committee, Member 1996 – present (this Committee forms all policy for ASME Publications and approve all ASME Editors) Institutional Service and Development Activities: 2003 – 2008 (partial list) See UIC Experience Selected Honors and Awards American (North and South America) Coordinating Editor for Applied Thermal Engineering, (Elsevier). Associate Technical Editor, Energy – The International Journal, (Elsevier). Editorial Advisory Board of the International Journal of Heat and Mass Transfer (Elsevier). Editorial Advisory Board of the International Communications in Heat and Mass Transfer (Elsevier). Fellow, American Society of Mechanical Engineers, 2001. University of Illinois, Committee on Institutional Cooperation (CIC) Academic Leadership Program (ALP) Fellow. Vice–President, American Society of Mechanical Engineers (ASME), Energy Resources Group, 2002-2005. Director of UIC’s Industrial Assessment Center, one of twenty-six in the United States which is funded by the U.S. Department of Energy (DOE), Office of Energy Efficiency and Renewable Energy (EERE). Co-Director of the first Combined Heat and Power Applications Center at UIC which is funded by DOE’s Office of Distributed Energy Resources, Office of Energy Efficiency and Renewable Energy (EERE). Fellow of the UIC Honors College Harold A. Simon Award for Excellence in Teaching


Alexander L. Yarin Professor of Mechanical and Industrial Engineering Degrees M.S., Engineering Physics, Sankt-Petersburg State Polytechnic University, USSR, 1977 Ph.D., Physics and Mathematics, Institute for Problems in Mechanics, USSR Academy of Sciences, Moscow, 1980 DSc (Habilitation), Physics and Mathematics, Institute for Problems in Mechanics, USSR Academy of Sciences, Moscow, 1989 UIC Experience Visiting Distinguished Professor, Mechanical and Industrial Engineering, 2003 – 2004 Professor, Mechanical and Industrial Engineering, 2006 – present Other Professional Positions, Consulting Experience, and Professional Licenses Institute for Problems in Mechanics, USSR Academy of Sciences, Moscow, junior-senior research associate, 1980 – 1990 Technion-Israel Institute of Technology, Professor of Mechanical Engineering, 1990 – 2005 University of Wisconsin-Madison, visiting Professor of Chemical Engineering, 1996 – 1997 Selected Patents and Invention Disclosures N 7,147,694 United States patent "Fibrous media utilizing temperature gradient and methods of use thereof.", issued in 2007, with D. Reneker and W. Liu. Two invention disclosures submitted in 2007. Selected Publications: 2003 – 2008 A.L. Yarin, “Drop Impact Dynamics: Splashing, Spreading, Receding, Bouncing…” Annual Review of Fluid Mechanics v.38, 159-192 (2006). D.H. Reneker, A.L. Yarin, E. Zussman and H. Xu, "Electrospinning of Nanofibers from Polymer Solutions" Advances in Applied Mechanics v.41, pp. 43-195 (2007). A.L. Yarin, E. Zussman, J.H. Wendorff, A. Greiner. Material encapsulation in core-shell micro/nanofibers, polymer and carbon nanotubes and micro/nanochannels. J. Mater. Chem. V. 17, 2585-2599 (2007). A.V. Bazilevsky, K. Sun, A.L. Yarin, C.M. Megaridis. Selective intercalation of polymers in carbon nanotubes. Langmuir v. 23, 7451-7455 (2007). A.V. Bazilevsky, A.L. Yarin, C.M. Megaridis. Pressure-driven delivery through carbon tube bundles. Lab. Chip v.7, 152-160 (2008). Selected Presentations and Keynote Addresses: 2003 – 2008 25th German-Israeli Conference, Dresden, Germany, 2005. "Donaldson", Company, Minneapolis, 2006. The University of Chicago, 2006. Northwestern University, 2007.


ETH, Zurich, Switzerland, 2007. Professional Service and Development Activities: 2003 – 2008 (partial list) Co-Chair for the Pre-nominated Session on the topic "Complex and smart fluids". The 21st

International Congress of Theoretical and Applied Mechanics (ICTAM) in Warsaw, Poland from 15-21 August 2004. Co-Chair for the Pre-nominated Session on the topic "Complex and smart fluids". The 22st

International Congress of Theoretical and Applied Mechanics (ICTAM) in Adelaide, Australia, August 2008. Institutional Service and Development Activities: 2003 – 2008 (partial list) UIC MIE: Graduate Committee, member 2006-present UIC Senate: Elected in 2008 Selected Honors and Awards Rashi Foundation, The Israel Academy of Sciences and Humanities, 1992 First Prize Award for an Excellent Poster Presentation at the 26th Israel Conference on Mechanical Engineering, 1996 First Prize Award for the best poster presentation at the 11th Intern. Heat Transfer Conf., Kyongju, Korea, 1998 Gutwirth Award, Technion, 1999 Prize for Technological Development for Defense against Terror, American Technion Society, 2003 Hershel Rich Prize – Technion Innovation Award, 2005 3rd Prize of Society of Mechanics, Taiwan, 2005


APPENDIX C – LABORATORY EQUIPMENT

The instructional laboratories and the equipment contained therein are described completely in Criterion 7. There is no supplemental material describing this equipment.


APPENDIX D – INSTITUTIONAL SUMMARY

The Institution University of Illinois at Chicago 2800 University Hall (m/c 102) 601 S. Morgan Street Chicago, IL 60607-7128

Richard Gislason, Interim Chancellor University of Illinois at Chicago 2800 University Hall (m/c 102) 601 S. Morgan Street Chicago, IL 60607-7128

Type of Control

The State of Illinois through a Board of Trustees has managerial control for the University of Illinois System. The University of Illinois at Chicago (UIC) is one of three campuses. The other two campuses are the University of Illinois at Urbana-Champaign and the University of Illinois at Springfield. Each campus has a Chancellor, and there is one President and one Board of Trustees for the three campus system.

History of Institution

In 1946, an undergraduate division of the University of Illinois was established at Navy Pier. This

facility, renamed the University of Illinois at Chicago Circle, moved to its present location in 1965, when it opened its doors as a four-year university. By 1982, it had grown to include eight academic colleges offering degree programs at both the undergraduate and graduate levels.

The University of Illinois at Chicago was formed by the consolidation, in the fall of 1982, of the two Chicago campuses (formerly known as the University of Illinois at the Medical Center and the University of Illinois at Chicago Circle) into a single institution of higher learning. At that time, the University set as a goal to become a quality alternative to the Big Ten campuses. The University's facilities for medical instruction date back to 1894, when the Chicago College of Pharmacy became the School of Pharmacy of the University of Illinois. In 1897, the independent College of Physicians and Surgeons of Chicago became the "Department of Medicine" of the University; in 1901, the Columbian Dental College became the University School of Dentistry; and in 1925 the University Hospital opened. Programs in nursing education under University auspices began in the 1940s, becoming the School of Nursing in 1951 and, in 1959, the College of Nursing. Other health sciences units of the University of Illinois at Chicago include the College of Applied Health Sciences,[1] the School of Public Health, and over 50 clinics and research facilities. A new $60 million University of Illinois Hospital was completed in 1981. Today the University of Illinois at Chicago has a total enrollment of approximately 25,000 students, including over 8,000 graduate and professional students. Academic support services include eight libraries, extensive computer facilities with a 10,000-user network, and an instructional resources development office. The campus has a number of centers and institutes whose research activities complement classroom teaching. Other support services include tutoring programs; guidance in the


improvement of reading, mathematics, and study skills; a writing center; academic and personal counseling; special instruction in English for international students; and financial aid. The College of Engineering was one of four colleges at Navy Pier along with the Colleges of Commerce and Business Administration, The College of Liberal Arts and Science, and the College of Physical Education. The College of Engineering at Navy Pier was quite small, with about 400 students attending in an average year. In 1965, when the University of Illinois at Chicago Circle was established, the College of Engineering reorganized into “functional” Departments of Materials Engineering, Energy Engineering, Information Engineering, and Systems Engineering. Degree programs in the College were identified by functions that engineers perform, such as Mechanical Analysis and Design, Systems Analysis, or Communications Engineering. The College grew rapidly at Chicago Circle, reaching nearly 2,000 undergraduate students by 1968. In 1973, a number of the College’s programs received their first accreditation from the Engineers Council for Professional Development (now ABET). Although the non-traditional engineering degree programs administered by the College in the 1970’s were accredited, they were not well understood by the public, and it was clear that our industrial constituents preferred to recruit students from traditional degree programs, so that the backgrounds and qualifications of their employees could be more easily predicted. In 1982, the University made the decision to reorganize the College into traditional Departments and traditional degree programs, essentially as they are offered now.

Student Body

The nearly 25,000 students who study at the University of Illinois at Chicago come from the city of Chicago and its suburbs, and from all 50 states, three United States territories, and 100 foreign countries. The student body is rich in its diversity, its youth and maturity, and its cultural heritage. Of the 15,000 undergraduate students, 55 percent are female and 45 percent are male. Minority students comprise 50 percent of the undergraduate enrollment. Many full-time students also hold part-time jobs, both on and off campus. In addition, a large number find time to participate in one or more of approximately 233 campus student organizations. With a growing residential population, UIC houses students on the east, west, and south sides of campus. Approximately 3,800 students live on campus, including more than half of first-year undergraduate students. University of Illinois enrollment figures for the past 10 years are shown below. The overall campus student population has been stable in the range of 24,000 to 25,000 students over the past 10 years. Total Enrollment Fall 1997-2007

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 Undergraduate 16,283 16,374 16,160 16,131 15,887 16,543 16,012 15,448 15,148 14,999 15,672 Graduate 6,013 5,979 6,064 6,199 6,333 6,803 6,825 6,581 6,766 6,704 6,916 Professional 2,282 2,299 2,205 2,211 2,310 2,344 2,391 2,378 2,439 2,497 2,537 Total 24,578 24,652 24,429 24,541 24,530 25,690 25,228 24,407 24,353 24,200 25,125


Ethnic diversity among the undergraduate student population is shown below. UIC continues to have one of the most ethnically diverse student bodies of any American University. Apart for some small fluctuations from year to year, the overall numbers have been fairly stable over the past 10 years.

Race/Ethnicity 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

Native American 50 0.3%

41 0.2%

40 0.2%

42 0.3%

43 0.3%

37 0.2%

33 0.2%

34 0.2%

37 0.2%

45 0.3%

35 0.2%

African American 1,686 10.4%

1,694 10.3%

1,587 9.8%

1,552 9.6%

1,514 9.5%

1,578 9.5%

1,455 9.1%

1,377 8.9%

1,359 9.0%

1,307 8.7%

1,367 8.7%

Asian 3,421 21.0%

3,637 22.2%

3,634 22.5%

3,707 23.0%

3,731 23.5%

3,979 24.1%

3,934 24.6%

3,849 24.9%

3,679 24.3%

3,590 23.9%

3,633 23.2%

Hispanic 2,765 17.0%

2,776 17.0%

2,782 17.2%

2,765 17.1%

2,695 17.0%

2,677 16.2%

2,576 16.1%

2,513 16.3%

2,499 16.5%

2,450 16.3%

2,576 16.4%

Caucasian 7,753 46.3%

7,398 45.2%

7,257 44.9%

7,179 44.5%

7,036 44.3%

7,380 44.6%

7,044 44.0%

6,647 43.0%

6,561 43.3%

6,602 44.0%

7,006 44.7%

Foreign 268 1.6%

254 1.6%

260 1.6%

289 1.8%

295 1.8%

250 1.5%

211 1.3%

174 1.1%

210 1.4%

230 1.5%

253 1.6%

Unknown 556 3.4%

574 3.5%

600 3.7%

597 3.7%

573 3.6%

642 3.9%

759 4.7%

854 5.5%

803 5.3%

775 5.2%

802 5.1%

Total 16,283 16,374 16,160 16,131 15,887 16,543 16,012 15,448 15,148 14,999 15,672 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

UIC’s undergraduate student body is largely drawn from local sources as shown in the following table showing the geographical origin of entering freshmen. Chicago and Cook County account for a majority of UIC’s entering students, but have declined substantially as a percentage of entering students over the past 10 years, as UIC has become increasingly important as a statewide educational resource. The number of international students and non-resident U.S. students in the UIC undergraduate student body remains small. Geographical origin of entering Freshmen: Geographic Location

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

Chicago 1,396 48.3%

1,318 44.7%

1,125 43.0%

1,176 41.4%

1,094 40.6%

1,064 35.3%

974 32.2%

894 32.9%

971 35.0%

832 29.2%

1,015 30.8%

Cook County

2,246 77.7%

2,166 73.5%

1,897 72.5%

2,009 70.7%

1,923 71.4%

2,079 69.0%

2,032 69.1%

1,831 67.4%

1,879 67.7%

1,804 63.3%

2,059 62.6%

Illinois 2,808 97.2%

2,856 96.9%

2,538 97.0%

2,747 96.6%

2,587 96.1%

2,932 97.2%

2,856 97.1%

2,640 97.2%

2,673 96.3%

2,739 96.0%

3,175 96.5%

Out of State 63 2.2%

66 2.2%

52 2.0%

73 2.6%

74 2.7%

67 2.2%

72 2.4%

58 2.1%

59 2.1%

72 2.5%

80 2.4%

Foreign 19 0.7%

25 0.8%

26 1.0%

23 0.8%

31 1.2%

16 0.5%

14 0.5%

18 0.7%

44 1.6%

41 1.4%

36 1.1%


Admission to the University of Illinois at Chicago is competitive, with the average enrolled freshman student being in the top 25% of his or her high school class, as shown in the following table for freshmen enrolled over the past 10 years. While the high school rank has been steady over this period, the average ACT score of entering freshmen has gradually increased by about one point over this period, rising from 22.5 to 23.6.

Mean ACT and High School Percentile Rank for New Freshmen 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 ACT 22.5 22.8 23.1 23.0 23.0 22.9 23.4 23.1 23.3 23.7 23.6 HSPR 75.6 76.0 76.6 76.0 76.0 75.2 74.5 74.9 75.5 74.9 76.2

As shown below, College of Engineering enrollments have fluctuated more substantially over the ten year period than the overall university enrollment. From 2000 to 2005, the College of Engineering experienced a gradual decrease in undergraduate enrollment, as the College focused on student quality and graduate programs. Since 2005, the College has been implementing a recruiting drive aimed at increasing the undergraduate enrollments while maintaining the high student quality that had been obtained in the smaller classes. Figure 1 shows the College of Engineering enrollment since 2005 leading to a projected undergraduate enrollment of approximately 1800 for Fall 2008.

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 ENGR Ugrad 2,018 1,983 1,892 1,934 1,962 1,846 1,783 1,641 1,550 1,624 1,714

Figure 1. College of Engineering Undergraduate Enrollment in Fall semester from 2005 to 2008 (projected).

College of Engineering Undergraduate total Enrollment 2005 - 2008*

1400145015001550160016501700175018001850

COE Total

2005200620072008 (projected)


Figure 2 shows the distribution of the enrollments among the College’s programs during that period. The Chemical Engineering, Civil Engineering, Computer Science, and Mechanical Engineering programs have grown significantly during this time, while other programs have had stable or decreasing enrollment.

Figure 2. College of Engineering Undergraduate Enrollment shown by program from 2005 to 2007.

As shown below for entering freshmen students in the 2005 to 2007 period, the ethnic diversity of the undergraduate engineering student body is generally consistent with the overall University statistics. There has been a small increase in the percentage of Caucasian students in the College as the recruiting drive has led to the enrollment of a larger number of majority students from suburban high schools. The percentage of women in the undergraduate student body has been in the range of 15% since the 1990’s, but has also fallen slightly during the recruiting drive. Changes in the recruiting program to make the College more attractive to women and minority students are being implemented to reverse these trends. Ethnicity of Freshmen Engineering Students 2005 2006 2007 Native American 0 5 0 African American 21 25 21 9.1% 7.5% 6.7% Asian 51 91 67 22.2% 27.4% 21.3% Hispanic 36 37 50 15.6% 11.1% 15.9% Caucasian 107 161 160 46.5% 48.5% 50.8% Foreign 4 3 3 1.7% 0.9% 1.0% Unknown 11 10 14 4.8% 3.0% 4.4% COE Total 230 332 315

College of Engineering Undergraduate Enrollment 2005 - 2007

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Gender 2005 2006 2007 2008 (projected) Female 35 47 37 40 15.2% 14.1% 11.7% 12.3% Male 195 285 278 285 84.8% 85.9% 88.3% 87.7% COE Total 230 332 315 325

Student quality, as measured by ACT and high school class rank, has been maintained during the recruiting drive as shown by the figures below.

ACT / HSPR data for entering freshmen 2005 2006 2007 2008 (projected)

ACT 25.4 25.6 25.6 25.6 HSPR 73.8 69.3 73.8 74

Regional or Institutional Accreditation

The University of Illinois at Chicago is accredited by the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools (NCA), 30 N. LaSalle St., Suite 2400, Chicago, Illinois 60602-2504, (312) 263-0456. The NCA is recognized by the Commission on Recognition of Postsecondary Accreditation. The initial accreditation of UIC was in 1970. In 2007, the North Central Association of Colleges and Schools granted continued accreditation of the University of Illinois at Chicago for the maximum period of 10 years. The next comprehensive evaluation of UIC is scheduled for 2016-17. Verification of accreditation status is available in the Office of the Chancellor (M/C 102), University of Illinois at Chicago, 601 South Morgan Street, Chicago, Illinois 60607-7128; (312) 413-3350.

The undergraduate academic degree programs at UIC have been approved by the Illinois Board of Higher Education, 431 East Adams, Second Floor, Springfield, Illinois 62701-1418, (217) 782-2551.

Personnel and Policies

• The promotion and tenure system The promotion and tenure system at UIC is a multi-step process intended to insure that the accomplishment records of assistant professors considered for promotion and tenure are fully and fairly reviewed. The decision to promote and offer tenure to an assistant professor is based on the faculty member’s record of teaching, research, and service. Detailed descriptions and instructions for the promotion and tenure process are available on the UIC Vice-Chancellor for Academic Affairs web site (see http://www.uic.edu/depts/oaa/index.html). A short summary of these procedures is follows. The first stage of the promotion and tenure process begins within the assistant professor’s Department. Campus policy requires that a formal internal review of faculty on probationary contract take place no later than the mid-point of a faculty member’s probationary period on the tenure track at UIC, unless a decision not to retain is reached at the level of the recommending unit before the time a formal review would be scheduled. For most probationary faculty, this review will occur in their third year at UIC. Each academic unit establishes written procedures suitable to its concerns, and


disseminates the policy among its faculty. A thorough written review of the candidate’s progress and the outcome of that review will be given to the faculty member under review. That individual is then given an opportunity to comment orally or in writing and any written comments will be made part of the departmental personnel file. The faculty member must endorse that he/she has received and read a copy of the evaluation. The use of outside evaluators at this stage is at the Department’s discretion. A copy of the written evaluation signed by the Dean of the college and the faculty member’s signature and written response, if any, must be forwarded to the Office of the Vice Chancellor for Academic Affairs by May of the following year. A copy of the full review and the faculty member’s response, if any, shall be kept on file in the college office. An unfavorable review prior to the sixth year may result in the issuance of a terminal contract for the following year. If the unit determines that a faculty member in year six of the probationary period should not be recommended for promotion and indefinite tenure, the University of Illinois statutes require that a notice of non-reappointment be given and accompanied by an offer of a terminal contract for the following academic year. An interruption of the probationary period (rollback in the tenure year code) may be granted for one year upon request when an event or compelling circumstances cause substantial impairment of a candidate’s ability to pursue his or her teaching, scholarly activities, and/or service. No more than two such rollbacks will be granted. Beginning in August of 2008, rollbacks are automatically granted for the birth or adoption of a child. The formal promotion and tenure award decision begins with a departmental promotion and tenure review. The Department reviews the faculty candidate’s record giving special consideration to (1) teaching ability and performance, (2) research ability, creative activity and achievement, and (3) ability and performance in continuing education, public service, committee work, and special assignments designed to promote the quality and effectiveness of academic programs and services. The evaluation of the candidate is endorsed by vote of the faculty, subject to the conditions that only faculty at rank(s) above the current rank of the candidate may vote at any level in the promotion and tenure process, and eligible voters on particular promotion and tenure cases may only vote at one level of the review process. This vote must be cast at the earliest level of review in which the voter can participate. For appointments split between two units, the appropriate faculty committees in both units should vote independently to recommend promotion and/or tenure in their respective units, and the Department executive officers of both units should submit a letter of justification in the standard P&T packet. In evaluating a candidate’s scholarship, the Department should obtain a written evaluation from not fewer than five, but no more than eight members of the relevant profession(s) who have not had a close association with the candidate. Department executive officers, chairs, and deans are eligible to participate in discussion; however, because they provide independent judgment, they do not vote within their units. The role of Department executive officers and deans is to take the votes of the relevant committees under advisement when presenting their independent recommendations, with accompanying rationales. Chairs shall normally present the rationale for the departmental recommendation. Candidates for promotion and tenure must be informed in writing of the outcome of the vote on their case at each level of review and of its endorsement or non-endorsement by their unit’s executive officer. The candidate, at his or her request, is entitled to a brief orally-rendered explanation from his or her executive officer of the rationale for endorsement or non-endorsement.


Review at the College level includes a vote of the college executive committee and the endorsement or non-endorsement of the Dean. The written recommendation of the dean, as well as the vote of the college executive committee becomes a part of the candidate’s promotion and tenure papers. After the Department and college reviews, all cases are submitted simultaneously to the Campus P&T Committee, the Graduate College, and the Office of Academic Affairs. The campus-level faculty review is provided by the Campus P&T Committee that is advisory to the Graduate College Dean and the Vice Chancellor for Academic Affairs. The vote of the Campus P&T Committee is recorded and made part of the official file along with any explanatory comments the Committee may want to provide as advice to the Vice Chancellor for Academic Affairs. The Dean of the Graduate College also provides a recommendation. Finally, all cases are reviewed by the Vice Chancellor for Academic Affairs in light of the entire record of assessment at other levels. The recommendations of the Vice Chancellor are then submitted to the Chancellor for final review and decision at the campus level. The Chancellor’s final recommendations submitted to the University of Illinois Board of Trustees. Because of the length of the review process, it is possible that the candidate’s record may improve significantly or that other information pertinent to a case may come to light during the course of the review. If, in the judgment of the executive officer or other preparer of the promotion and tenure papers, new information could affect the outcome of the case, it should be submitted at any stage of the process by the preparer. The office currently reviewing the case should incorporate this information into the candidate’s papers for submission to any further level of review. Reconsideration is applicable in cases in which the candidate is alleging a procedural irregularity. Such procedural appeals may be raised at any stage of the process by writing to the line officer responsible for the level of review at which the alleged irregularity occurred. Appeals of the final action may only be made to the Chancellor at the end of the campus review process.

• The process used to determine faculty salaries Faculty salary increases are recommended by the Department Heads after review of the annual faculty performance evaluation form prepared in the late spring of each year by all faculty. The evaluation form includes teaching, research, and service activities performed by the faculty member during the preceding academic year. The salary increase is based 40% on teaching, 40% on research, and 20% on service to the University, the technical community, and to the community as a whole. Teaching contributions are recognized through student course evaluations, new course development, significant course material enhancements, significant lab renovations, and Ph.D. and M.S. student thesis instruction and graduation. The research contribution is based on the quality and quantity of scholarly publications in leading journals and conferences in the field, citation indices of papers, and research funding. The service contribution is based on external service on program committees of conferences, editorships of journals, reviewers of NSF and other panels, and internal service based on membership on departmental, college, and university committees and major administrative duties. The recommendations of the Department Heads are reviewed by the Dean before implementation. • Faculty benefits Faculty Benefits Summary Table Benefits-eligible faculty participate in a comprehensive set of State of Illinois and University of Illinois group benefits programs. In addition to the State and University benefits, eligible employees are required to participate in one of three retirement plans offered through the State Universities Retirement System (SURS). The State’s Department of Central Management Services (CMS) has the


authority and responsibility to design, administer, negotiate and/or contract benefits. Any change in these benefits is decided upon by CMS and becomes effective for all State of Illinois employees. The University offers some optional benefits that supplement the State of Illinois benefits. These benefits are approved by the Board of Trustees and managed by the University. For more detailed benefits information and benefit forms listed in the narrative below, access Your Guide to University of Illinois Benefits or the interactive website NESSIE. RETIREMENT

New faculty must become participants in the State Universities Retirement System (SURS) immediately upon employment if they are employed at least 1% time and continuously for at least four months, except for employees with F-1 or J-1 visas and SURS annuitants. Contributions of 8% to SURS are deducted from the employee’s earnings. Employees who terminate their employment may elect to receive a refund. Those faculty who are not eligible to participate in SURS will be enrolled in Social Security (except employees with F-1 and J-1 visas or annuitants), but will have the option of electing to contribute at least 7.5% to a tax-sheltered annuity instead, thus eliminating the payment of Social Security taxes. Faculty with J-1 visas who are classified as “Resident Aliens” must participate in SURS or Social Security, as appropriate. Faculty may choose between three retirement plans: Traditional or Portable (defined benefits) Plans or the Self-Managed (defined contributions) Plan.

TAX-DEFERRED RETIREMENT PLANS In addition to the mandatory SURS retirement account, faculty may elect to participate in either or both of the University’s 403(b) Tax Deferred Retirement Plan or the State of Illinois 457 Deferred Compensation Program. INSURANCE AND HEALTH CARE The University provides free and low cost health, dental, and life insurance to all faculty members who are on appointments of 100% time and for at least nine continuous months. Those with appointments of 50% through 99% time and for at least nine continuous months may participate by sharing proportionally in the premium cost. Several health insurance plans and dental plans are available; coverage may be extended to dependents at the faculty member’s expense. SAME-SEX DOMESTIC PARTNER INSURANCE COVERAGE Eligible same-sex domestic partners of benefit-eligible University faculty may be covered under the State of Illinois Health, Dental, and Vision plans. The faculty member and his/her domestic partner must be unrelated, same-sex individuals who reside in the same household and have a financial and emotional interdependence, consistent with that of a married couple for a period of not less than one year and continue to maintain such arrangements. Full program details are available by accessing the CMS website. ACCIDENTAL DEATH AND DISMEMBERMENT State Plan: Optional Accidental Death and Dismemberment can be purchased up to five times the amount of a faculty member’s basic life insurance amount.


LIFE INSURANCE/OPTIONAL TERM LIFE INSURANCE All benefits-eligible faculty receive basic term life insurance in an amount equal to their annual salary, at no cost to the employee. Faculty under age 60 has the option to purchase additional life insurance through Minnesota Life Insurance Company equal to eight times their annual salary with a maximum of $3,000,000 when combined with basic life coverage. DISABILITY PLANS SURS Disability: Disability benefits for University faculty are provided through SURS. SURS participation is required for all faculty who meet the appointment criteria for SURS participation. The disability benefits are the same regardless of which of the three SURS retirement plans you select. WORKERS' COMPENSATION A faculty member who suffers an injury as a result of his or her employment at the University may be entitled to benefits under the Illinois Workers’ Compensation Act. This act requires the faculty member to notify their academic administrator of the occurrence of the accidental injury and of the fact that the faculty member believes the injury occurred as a result of his or her employment. Failure to give this notice may result in a loss of workers’ compensation benefits. EMPLOYEE TUITION WAIVERS AND FEE EXEMPTIONS All faculty members who register for University courses are eligible for a tuition waiver if they hold an appointment of 25% or more, provided that services are required for not less than 3⁄4 of a term.. CHILD OF EMPLOYEE TUITION WAIVER A waiver for 50% of tuition is available for up to four years for children of current faculty. Children must be enrolled in and making satisfactory progress toward an undergraduate degree at an Illinois state institution of higher education, be younger than 25 years of age at the beginning of the academic year, and fall under one of the following relationship categories: natural child, adopted child, child of current spouse, or child under court-appointed guardianship. VACATION Faculty appointed for an academic year service basis (9 months) or 10 months paid over 12 months have no vacation benefits except for specifically approved holidays. A maximum accumulation of 48 vacation days may be carried over from one appointment year to the next. HOLIDAYS/FLOATING HOLIDAYS Holidays recognized by the University include New Year’s Day, Martin Luther King Jr. Day, Memorial Day, the Fourth of July, Labor Day, Thanksgiving, Christmas, and two other days as may be determined by the President of the University. The total of all holidays is 11. For more detailed information on floating holidays see the Vice Chancellor for Administrative Services website


SICK LEAVE For each appointment year, 12 workdays (cumulative, if unused) can be used for sick leave. If these 12 days are used, up to 13 additional (non-cumulative) workdays are available. When the current year’s 25 days are exhausted, any balance of noncompensable accrued leave earned prior to the current appointment year may be used. After that amount is depleted, any balance of accrued compensable sick leave may be used (earned and accrued between Jan. 1, 1984 and Dec. 31, 1997). Upon termination of employment, an employee may be paid for ½ (one-half) the cumulative unused sick leave earned between 1/1/84 and 12/31/97. LEAVE WITHOUT PAY With appropriate approvals, a member of the faculty may be granted a leave of absence without pay for a period of one year or less. FAMILY AND MEDICAL LEAVE Each academic appointment year, eligible faculty will be entitled to up to 12 weeks of unpaid family and medical leave at the percentage of their appointments. Faculty may substitute paid vacation and/or sick leave, in accordance with existing University policy, for any portion of this leave. Such leaves will be granted to eligible faculty for the birth or adoption of a child; for the care of a child, spouse, or parent who has a serious health condition; or when an employee is unable to perform the function of his or her position due to a serious health condition. Family and medical leave may run concurrently with workers’ compensation. PARENTAL LEAVE Paid leave of up to two weeks per academic year immediately following the birth or adoption of the eligible faculty member’s child. To be eligible, the faculty member must have completed six continuous months of employment. SABBATICAL LEAVE A member of the faculty who has the rank of professor, associate professor, or assistant professor and who has served the University for eligible periods of time on full-time appointments as an assistant professor or above since his or her original appointment or since the termination of his or her last leave on salary may be granted a sabbatical leave at full or partial pay for all or part of an appointment year, depending upon length of service and type of appointment (i.e., 9- or 12-month). Visiting and part-time faculty are not eligible for sabbatical leaves. AMINISTRATIVE LEAVE Certain administrators are eligible for administrative leave at full pay for a two- to four-month period if they have provided five (5) years of continuous, full-time service in an eligible position. JURY DUTY LEAVE Leave with pay for the duration of jury duty.


MILITARY LEAVE Compensation while on military leave for annual training, special or advanced training, and basic training shall be in accordance with the Illinois Military Leave of Absence Act. FAMILY MILITARY LEAVE A faculty member who is a spouse or parent of a person called to military service lasting longer than thirty days may be granted up to thirty days unpaid leave during the time federal or state deployment orders are in effect for the faculty member's spouse or child. FUNERAL/BEREAVEMENT LEAVE Paid leave of up to three workdays due to the death of a member of the faculty member’s immediate family or household including: father, mother, sister, brother, spouse, or child of the employee. Also included as immediate family is mother, father, brother, sister, son, and daughter-in-law, as well as grandchildren and/or grandparents. UNEMPLOYMENT INSURANCE The Illinois Unemployment Insurance Act provides for the payment of benefits to eligible unemployed workers and for the collection of employer contributions from liable employers. SHARED BENEFITS Faculty donating to a sick leave pool are provided an opportunity to receive additional sick leave days when experiencing a catastrophic illness or injury, or when a disability claim is pending before SURS and the faculty member has exhausted all accumulated sick leave. BLOOD/BLOOD PLATELET DONOR Faculty are invited to become part of the University of Illinois Blood Donor Program. Faculty are entitled to release time in order to donate blood. VICTIMS ECONOMIC SECURITY AND SAFETY ACT The Victims Economic Security and Safety Act (VESSA), gives faculty the right to a 12-week paid or unpaid leave for each consecutive 12-month period for which eligibility criteria have been met. Faculty is entitled, on return from leave, to be restored to the position held when the leave commenced or to an equivalent position with equal pay, benefits, and other conditions of employment


Educational Unit

The organizational structure of the College of Engineering at the University of Illinois at Chicago is shown schematically in the following diagram. The Directors of Undergraduate Study responsible for the B.S. programs presented in this document, report to the Department Heads of their respective Departments, who report, in turn, to the Dean of the College. The Dean is supported in his activity by Associate Deans with responsibilities for Research and Graduate Studies, Corporate Relations (also supervises the Engineering Career Center and Co-op Program), On-line Master of Engineering Program and International Programs (all graduate level programs), Administration (primarily budget and financial issues), and Advancement.

Peter NelsonDean of

Engineering

Sohail Murad Dept Head Chemical

Engineering

Farhad Ansari Dept Head

Civil and Materials Engineering

Robert Sloan Interim Head

Computer Science

John Hetling DUGS

Ludwig Nitsche DUGS

Karl Rockne DUGS

Patrick Troy DUGS

Roland Priemer DUGS

Michael Scott DUGS, ME

Houshang Darabi DUGS, IE

Sol Shatz Assoc. Dean for Research

and Grad

Ralph Pini Assoc. Dean for Corporate

Relations

James Muench Director of

Admissions and Records

Denise Hayman Asst. Dean for

Recruiting Director of MERRP

Kate Kaplan Director Career

Center

Richard Alpern Assoc. Dean for Administration

Arnaud Buttin Director of

Advancement

Richard Magin Dept Head

Bioengineering

Mitra Dutta Dept Head

Electrical and Computer Engineering

William Worek Dept Head

Mechanical and Industrial Engineering

Michael McNallan Assoc. Dean for

Undergrad Affairs

Piergiorgio Uslenghi

Assoc. Dean for MEng and Intl Prog.


The authority lines for the Associate Dean for Undergraduate Affairs are shown in more detail below, because these personnel address the programs reviewed in this report. The Associate Dean for Undergraduate Affairs supervises the Assistant Dean for Undergraduate Recruiting, who is also the Director of the Minority Recruiting and Retention Program (MERRP). The Assistant Dean is supported by Assistant Directors for both the recruiting program and the MERRP program. The recruiting activities are carried out throughout the Chicago region to continuously enhance the number and quality of students entering the College’s programs. The MERRP program (described in more detail elsewhere in this report) is in place to recruit and support minority enrollments in the College of Engineering. The Director of Engineering Admission and Records also reports to the Associate Dean for Undergraduate Affairs. The Director of Admission and Records reviews the records of student applicants to the College of Engineering and makes admission decisions. His office also maintains the records of continuing students and reviews them for compliance with College policies and graduation standards. In this, he is supported by three academic counselors who meet with individual students to advise them on policies and requirements, and also conduct orientation and advising sessions with new freshmen and transfer students. He is also supported by an Office Manager, who is usually the first responder for students with problems. Together with the Associate Dean for Undergraduate Affairs, he sets policies for special petitions and enforces probation and academic drop rules.

Elsa Soto Counselor

Nubia Raygoza Assistant Director

of Recruitment

Dalius Duncia

Counselor

Kamilah McCoy Assistant Director

MERRP

Chris Kuypers

Counselor

Mary Larsen

Office Manager

Student Workers

James Muench

Director of Engineering Admissions and Records

Michael McNallan Associate Dean for Undergraduate

Affairs Dean

Denise Hayman

Assistant Dean for Recruitment and MERRP

Peter Nelson Dean of Engineering

Carolyn Garcia Customer Services

Rep MERRP

Associate Dean

for Research

Associate Dean for

Administration

Associate Dean of Corporate Relations

and Career Placement

Associate Dean for MEng and

Intn’l Programs


Credit Unit A semester hour is the University’s unit of academic credit. During the fall and spring semesters, a University semester hour represents one classroom period of fifty minutes weekly for one semester in lecture or discussion or a longer period of time in laboratory, studio, or other work. For example, a three-semester-hour lecture/discussion course could meet 3 times a week for 50 minutes each period or 2 times a week for 75 minutes each period. In either case, a student attends the lecture/discussion course for an equivalent amount of time each week during a 15-week semester. A minimum of two 50-minute periods each week per credit hour is required for lab, practicum, or clinical activity. During the eight-week summer session, the classroom period is 100 minutes for lecture/discussion. It is expected that students will spend at least the equivalent of two classroom periods of outside preparation for one classroom period per week of lecture or discussion. Those courses in which semester hours exceed contact hours may require additional readings, assigned papers, or other course work.

Instructional Modes

All of the programs in the College of Engineering are offered as traditional on-campus instruction. Students in the Co-op program may spend one or more semesters off campus in engineering internships, but their course work is all taken on campus in traditional classes.

Grade-Point Average

In order to calculate the grade point average: Take the grades for each course taken and determine the grade points per hour: A=4, B=3, C=2, D=1, F=0. Multiply the grade points per hour for each course to get the grade points for each course. Add the points for each course to get the total number of grade points for the semester. Add the semester hours taken for each course to get the total number of semester hours. Divide the total number of grade points for the semester by the total number of semester hours taken to get the grade point average. In order to receive a degree from the College of Engineering at the University of Illinois at Chicago, a student must present a minimum grade point average of 2.00/4.00 in all work taken in the major. In addition, the student must satisfy the University requirement of a 2.00/4.00 grade point average in two categories: (1) all work taken at UIC; (2) all work taken at UIC and all other two- and four-year institutions combined.

Academic Supporting Units

Required courses for College of Engineering programs are taught by faculty from several Departments in the College of Liberal Arts and Sciences. These include:

The Department of Mathematics, Statistics, and Computer Science, which teaches required mathematics courses. The MSCS Department is headquartered at: Department of Mathematics, Statistics, and Computer Science University of Illinois at Chicago 322 Science and Engineering Offices (M/C 249) 851 S. Morgan Street Chicago, IL 60607-7045


Department Head: Dave Marker, 312 SEO; (312) 996-3044; [email protected] The MSCS Department houses 85 faculty and 89 teaching assistants, who are responsible for offering mathematics courses taken by students in the College of Engineering and in other programs which rely on mathematics as a component of their knowledge base. Additional information is available at: http://www.math.uic.edu/ The Department of Chemistry, which teaches required chemistry courses. The Chemistry Department is headquartered at: Department of Chemistry MC 111 4500 SES (Science and Engineering South) University of Illinois at Chicago 845 West Taylor Street Chicago, IL 60607 Department Head: Robert Gordon 312-996-3161 [email protected] The Department of Chemistry houses 25 faculty and a number of graduate teaching assistants who are responsible for offering chemistry courses taken by students in the College of Engineering and in other programs which rely on chemistry as a component of their knowledge base. Additional information is available at: http://www.chem.uic.edu/index.html The Department of Physics, which teaches the required, physics courses. The Department of Physics is headquartered at: Department of Physics 2244 SES (Science and Engineering South) University of Illinois at Chicago 845 W. Taylor St. M/C 273 Chicago IL 60607-7059 Department Head: Henrik Aratyn 2246 SES (312)-413-2797 [email protected] The Department of Physics houses 21 faculty and 52 graduate teaching assistants who are responsible for offering physics courses taken by students in the College of Engineering and in other programs which rely on physics as a component of their knowledge base. Additional information is available at: http://physicsweb.phy.uic.edu/index.asp The Department of English, which teaches the required, English composition courses. The Department of English is headquartered at: Department of English College of Liberal Arts and Sciences 2027 University Hall 601 South Morgan Street Chicago, Illinois 60607 Department Head: Mark Canuel 2033 University Hall 312.413.2203 [email protected]


The Department of English houses 49 faculty and 52 lecturers, who are responsible for offering the English composition courses taken by students in the College of Engineering and by other undergraduate students at the University of Illinois at Chicago. Additional Information is available at: http://www.uic.edu/depts/engl/index.html In addition, several other academic departments, including the Department of Biological Sciences, http://www.uic.edu/depts/bios/ and the Department of Earth and Environmental Sciences, http://www.uic.edu/depts/geos/ offer courses which are used in specific College of Engineering programs. Courses that satisfy the Humanities and Social Sciences requirements for College of Engineering programs are selected from a list of courses that satisfy the General Education requirements of the University of Illinois at Chicago, http://www.uic.edu/ucat/catalog/GE.shtml and are offered by a variety of departments within the University.

Non-Academic Supporting Units Provide information about units that support only the engineering academic programs. Library -

The University of Illinois at Chicago is supported by an extensive library system with sites at several locations around the campus. The Library is administered by: University Librarian: Mary Case E-mail: [email protected] Richard J. Daley Library 801 S. Morgan, M/C 234 Chicago, IL 60607 Reference materials relevant to College of engineering courses are most commonly found at either: The RICHARD J. DALEY LIBRARY, 801 S. Morgan Street, Chicago The SCIENCE LIBRARY, 3500 SES; 845 W. Taylor Street Or The LIBRARY OF THE HEALTH SCIENCES, 1750 W. Polk Street In addition, the library maintains extensive collections of electronic resources and access to web based journals and abstracting services that are frequently used by College of Engineering students and faculty. More information is available at: http://www.uic.edu/depts/lib/

Computing facilities:

Computing facilities at the University of Illinois at Chicago are provided by: the Academic Computing and Communications Center (ACCC). The ACCC is directed by:

Ahmed S. Kassem, Vice Provost for Information Technology and Director, Academic Computer and Communications Center

116 BGRC MC 135

1940 West Taylor St

Chicago IL 60612-7352

[email protected]


The ACCC provides accounts for all students, faculty and staff at UIC. They also maintain an extensive set of public computer laboratories for student use, maintain software licenses for the University, and provide consulting services on computing issues. The ACCC coordinates frequent training courses and seminars on various aspects of computer usage and software. ACCC supports the Instructional Technology Laboratory (ITL), which provides computing services to support classroom use and teaching through electronic means. In addition to the ACCC, the College of Engineering departments all maintain individual computing facilities for their students, containing equipment and software appropriate to their specific programs. More information about the ACCC and computing resources at UIC is available at: http://www.uic.edu/homeindex/computing.shtml

Tutoring and academic resources:

Tutoring and other academic support is available to College of Engineering students through a number of organizations on campus. These include: Academic Center for Excellence The Academic Center for Excellence (ACE) is a multifaceted academic support program administered by the Office of the Vice Chancellor for Student Affairs designed to help UIC students accomplish their academic goals. ACE is open to all UIC students, from freshman through graduate level and provides assistance with learning styles, time management, and tutoring support. More information about ACE is available at: http://www.uic.edu/depts/ace/index.shtml The Honors College: After they have been admitted to UIC, all incoming freshmen with an ACT composite score of at least 28 or an SAT total score of 1240, and who rank in the top 15 percent of their high school class, are invited to join the Honors College (membership is not automatic; students must submit an application). Members are required to carry out honors activity every semester. One of the honors activity services is to provide tutoring to underclass students in a variety of subjects, including the math and science activities relevant to engineering. More information about Honors College tutoring is available at: http://www.uic.edu/honors/learning/tutoring.shtml

The Mathematical Sciences Learning Center (MSLC):

The Center hosts several activities focused on improving mathematics instruction and student performance. A major initiative of the Department will be the opening of the Mathematical Sciences Learning Center (MSLC) dedicated to supporting the study of the mathematical sciences for all UIC students. MSLC will offer a program of peer-led workshops and tutoring, as well as more traditional assistance from graduate students. One successful support activity, the Emerging Scholars Program (ESP), is a long-standing UIC effort derived from the work of Uri Treisman (Treisman 1985). Treisman showed the importance of creating opportunities for students, particularly those from underrepresented groups, to work in teams while mastering mathematics. ESP offers students the opportunity to work in groups on more challenging math problems for an additional 2.5 hours each week, supervised by TAs. An internal study has demonstrated the effectiveness of the program: >1/2 of ESP students receive an A or B in pre-Calculus compared to just over 1/3 of non-ESP students; 65% of ESP students in multivariable calculus receiving an A or B while only about half of non-ESP students do this well. More information about the Mathematical Sciences Learning Center and the Emerging Scholars Program is available at: http://www.math.uic.edu/undergrad/mslc/


The Science Learning Center (SLC): The Science Learning Center is a wonderfully designed common space at UIC shared by the sciences (biology, chemistry, earth and environmental science, and physics) and dedicated to enhancing the educational experience of undergraduates enrolled in UIC’s introductory science courses. Although the main task of the learning center is to provide tutoring in the sciences, secondary goals are to demonstrate the interdisciplinary nature of science, to provide students with a nurturing learning environment, and to encourage team problem-solving. Two types of structured tutoring occur in the SLC: tutoring by TAs from the natural sciences and peer-led study groups for 100-level science courses, led by students who have recently completed the course. Peer leaders are trained in group dynamics and serve to promote a group’s ability to work together toward the solution of a problem. More information about the Science Learning Center is available at: http://www.chem.uic.edu/slc/ The Writing Center:

Students who are having difficulties with written communication can obtain tutoring and support services through UIC’s Writing Center. The Writing Center at the University of Illinois at Chicago is committed to the improvement of writing across the campus through peer-centered education and tutor development. The Writing Center complements classroom instruction by providing tutorials, resources, workshops, and publication opportunities for writers, educators, and writing groups from all disciplines and experience levels. More information about the Writing Center is available at: http://www.uic.edu/depts/engl/writing/

In addition to these programs, the College of Engineering and the campus also provide specific support programs aimed at underrepresented and disadvantaged students. Minority Engineering Recruitment and Retention Program (MERRP) The Minority Engineering Recruitment and Retention Program (MERRP), housed in the College of Engineering, has, as its major effort, to increase in the number of African American, Latino, and Native American students earning engineering degrees. The Program staff is composed of professionals with backgrounds in higher education, engineering, and engineering education as follows. Dr. Denise R. Hayman, Director 1232 SEO [email protected] Kamilah N. McCoy, Assistant Director MERRP is the foundation of the minority engineering student experience at UIC. Most minority engineering students are introduced to MERRP through the minority section of the new engineering student orientation course, ENGR 189. MERRP has supported the student chapters of the Society of Hispanic Professional Engineers (SHPE) and the National Society of Black Engineers (NSBE) and has been a source of experience and advice for both groups. The hallmark of MERRP is Supplemental Instruction (SI) and the “academic family” atmosphere.


As part of its minority student recruitment efforts, MERRP maintains summer programs for high school students including. Preparation for Majoring in Engineering (PREP-ME) This program is for UIC freshmen and community college students in engineering. Prep-ME Plus is a six week program designed to introduce new UIC engineering students to college-level math and engineering as a discipline and profession. The primary focus is math instruction. Students also attend seminars on goal setting, study skills, and time management. Students gain an understanding of college requirements and expectations. Qualified students enroll in a freshman English course and a math workshop. UIC Engineering High School Institute A four-week summer program designed to expose students to principles of engineering concepts. Students learn digital electronics; a subject taught at UIC and will visit companies to explore the applications of engineering in industry Assuring STEM Credential Expansion through Nurturing Diversity (ASCEND) Dr. Hayman is also a co-director of ASCEND. ASCEND s a multi-year program designed to enhance the experience of UIC students in science, technology, engineering, and mathematics. Funded by the National Science Foundation, the primary component of this program is to support students selected as ASCEND Scholars. Scholar opportunities are offered to support 50 students during their first yearat UIC. Admission is offered through several UIC academic support programs, including the College of Engineering. More information about MERRP and its constituent programs is available at: http://www.uic.edu/depts/enga/merrp/ Women in Science & Engineering Program (WISE) 845 West Taylor Street (MC 180) Office 205D Science Learning Center, SES Chicago, IL 60607 The goal of the UIC Women in Science and Engineering Program, WISE, is to increase the number of women students pursuing and graduating in science, technology, engineering and math, STEM, disciplines, and to promote the recruitment, retention and advancement of women who have chosen academic careers. Nationally, retention rates for women STEM students fall far behind those of their male counterparts, and women consistently make up less than 20% of tenured STEM faculty. WISE supports women undergrad/graduate students and faculty in STEM by sponsoring activities that foster a positive educational and professional environment, and enable excellence in scholarship, teaching and service. More information about the WISE program is available at: http://www.uicwise.org/


Several campus-wide support programs for minority students include: African American Academic Network Student Services 1200 West Harrison Suite 2800 Chicago, IL 60607 AAAN’smission is to increase the recruitment, retention, and graduation rates of African American students. In keeping with that focus, AAAN is also committed to establishing an inclusive and supportive campus environment. AAAN sponsors social and cultural activities to encourage student involvement, and advocates for the interests of its participants. During the 2006-2007 academic year, the African American Academic Network advised 65% of African American first time freshmen. More information about AAAN is available at: http://www.uic.edu/depts/aaan/index.shtml Latin American Recruitment and Educational Services Program (LARES) Suite 2640, Student Services Building 1200 West Harrison Street Chicago, Illinois 60607 Lares is a recruitment and academic assistance program at the University of Illinois at Chicago. It was established to recruit, advise and provide educational assistance to Latino students at both the high school and college levels. LARES was primarily designed to assist Latino students who are interested in pursuing higher education and who are in need of guidance and support. More information about LARES is available at: http://www.lares.uic.edu/index.php Native American Support Program (NASP) The Native American Support Program (NASP) strives to increase the enrollment, retention and graduation rates of Native American students. NASP fosters a climate supportive of positive academic experiences for Native American students at the University of Illinois at Chicago. More information about NASP is available at: http://www.vcsa.uic.edu/MainSite/departments/native_american_support_program/home/ Other support programs for students include: Disability Resource Center As reflected in the University of Illinois' Nondiscrimination Statement and the UIC Chancellor's Statement of Commitment to Persons with Disabilities, UIC strives to maintain a barrier-free environment so that students with disabilities can fully access classes, programs, services and other campus activities. The Disability Resource Center facilitates access for students through consultation with faculty and campus departments, and the provision of reasonable accommodations. The Disability Resource Center recognizes various environments in which people function: physical, programmatic, informational and attitudinal. Some modifications to these environments are readily-achieveable through direct consultation with faculty or staff. To be eligible for accommodations, students should apply for services through the Disability Resource Center. More information about the Disability Resource Center is available at: http://www.uic.edu/depts/oaa/disability_resources/index.html


Counseling Center Counseling Services offices are located in Suite 2010, Student Services Building, on the corner of Racine and Harrison (1200 West Harrison Street). As one of the two units of the Counseling Center, the Services are staffed by licensed and board certified psychologists and a psychiatrist, clinical therapists, advanced doctoral psychology trainees, psychiatric residents, and undergraduate paraprofessional volunteers, all of whom are trained to help students with a wide range of personal problems, emotional and psychological difficulties, career questions, and relationship issues. The Center is accredited by the International Association of Counseling Services, and its internship is accredited by the American Psychological Association. The Counseling Services staff adheres to all relevant ethical codes of conduct and state and federal laws and regulations. The staff is committed to the highest standards of competency in meeting the needs of individuals from diverse backgrounds, including differences of culture, race, ethnicity, national origin, classs, gender, ability, age, and sexual orientation. More information about the Counseling Center is available at: http://www.vcsa.uic.edu/MainSite/departments/counseling_center/home/ Student career placement and co-op activities are supported by office at both the College of Engineering and campus level. The Cooperative Education and Internship Program College of Engineering (M/C 160) University of Illinois at Chicago 818 Science & Engineering Offices 851 South Morgan Street Chicago, Illinois 60607-7050 Kate Kaplan, Director, Engineering Career Center, 312.996.2238 or email [email protected] Engineering Cooperative and Internship Program gives UIC engineering students the opportunity to gain practical work experience while they are still students. The Engineering Co-op/Internship Office helps students find full time or part time engineering employment before graduation. There are a substantial number of opportunities for qualified engineering students interested in obtaining relevant work experience. The Co-op Office matches employer requirements with student skills, abilities, interests, and background. More information about the Engineering Career Center and the Cooperative Education and Internship Program is available at: http://www.uic.edu/depts/enga/co-op/index.htm UIC Office of Career Services 1200 W. Harrison Room 3050 SSB (MC 099) Chicago, IL 60607 The mission of the UIC Office of Career Services is to provide personalized services that assist UIC students and recent graduates in a process of self-assessment, career planning and preparation in order to facilitate lifetime career development and success. Information is also provided about part-time employment opportunities to help make the connection between the academic world and real world work experiences while at UIC; full-time employment opportunities to ensure a successful transition from UIC to the world of work; and graduate/professional school catalogues are available to assist students interested in continuing their education.


In addition, the office maintains and continues to develop mutually beneficial relationships with regional employers of all sizes to promote the employment of UIC students and graduates. More information about the UIC Office of Career Services is available at: http://www.vcsa.uic.edu/MainSite/departments/career_services/home/

Faculty Workload

The teaching load in most departments in the College of Engineering is four classroom courses per year or faculty who have some research activity (some graduate students and some research publications). Faculty who are active in research have reduced loads of three courses per year. Faculty with no M.S. or PhD. students should teach one additional course per semester in exchange for their lack of individual graduate instruction. Hence, faculty who have no research activities, (no graduate students, no publications, no funding) will be expected to teach six classroom courses per year. Various departments have different buy-out policies for reducing the teaching loads. A common model is for faculty to pay 2/9 of their academic year salary for every course reduction. In addition, faculty members receive course buy-outs for significant administrative loads, such as Department Heads, Director of Graduate Studies, Director of Undergraduate Studies, Associate Deans, etc.


Tables

Table D-1. Programs Offered by the Educational Unit (Department of Mechanical and Industrial Engineering)

Modes Offered Submitted for

Evaluation

Offered, Not Submitted for

Evaluation

Program Title Day

Coo

pera

tive

Educ

atio

n

Off

C

ampu

s

Alte

rnat

e M

ode

Nom

inal

Y

ears

to

Com

plet

e

Administrative Head

Administrative Unit or Units (e.g. Dept.) Exercising Budgetary

Control Now

A

ccre

dite

d.

Not

Now

A

ccre

dite

d

Now

A

ccre

dite

d

Not

Now

A

ccre

dite

d

Bachelor of Science in Mechanical Engineering X 4 Dr. William M.

Worek

Department of Mechanical and

Industrial Engineering

X

Table D-2. Degrees Awarded and Transcript Designations by Educational Unit

Modes Offered

Program Title Day Co-op Off Campus Alternative

Mode Name of Degree Awarded Designation on Transcript

Mechanical Engineering X Bachelor of Science in Mechanical Engineering

Bachelor of Science in Mechanical Engineering


Table D-3. Support Expenditures Mechanical Engineering

Fiscal year previous year current year year of visit

Expenditure Category Operations (not including staff) 67,767 73,897 73,897 Travel 5,108 5,105 5,105 Equipment (a) Institutional Funds 34,711 34,711 34,711 (b) Grants and Gifts Graduate Teaching Assistants 238,003 238,438 238,438 Part-time Assistance (other than teaching)

Faculty Salaries 1,908,604 2,023,884 2,023,884

Updated tables will be provided at the time of the visit.


Table D-4. Personnel and Students

Mechanical Engineering Academic Year 2007-2008

HEAD COUNT FT PT FTE RATIO TO

FACULTY Administrative 4 Faculty (tenure-track) 17 2 17.5 Other Faculty (excluding student Assistants) 1 0.25 Student Teaching Assistants 19 3 20.5 1.17 Student Research Assistants 23 6 23.58 1.35 Technicians/Specialists 2 1 2.75 0.16 Office/Clerical Employees 4 4 0.23 Others Undergraduate Student enrollment Graduate Student enrollment


Table D-5. ME Program Enrollment and Degree Data

Enrollment Year

Academic Year 1st 2nd 3rd 4th 5th To

tal

Und

ergr

ad

Bachelor1 OtherCURRENT FT 103 49 56 126 - 334 68 2007-2008 PT 3 3 2 21 - 29

1 2006-2007 FT 75 56 61 117 - 309 62 PT 4 1 3 19 - 27

2 2005-2006 FT 75 53 62 94 - 284 63 PT 3 0 4 22 - 29

3 2004-2005 FT 71 45 60 87 - 263 51 PT 1 1 6 24 - 32

4 2003-2004 FT 68 39 45 87 - 239 58 PT 5 3 7 16 - 31

5 2002-2003 FT 59 43 46 98 - 246 64 PT 3 2 2 17 - 24

FT--full time PT--part time


Table D-6. Faculty Salary Data Mechanical Engineering

Academic Year 2007-2008

Professor Associate Professor Assistant Professor Instructor Number 14 3 2 3

High 153,378 92,084 76,890 15,000 Mean 112,947 86,756 76,793 10,667 Low 98,396 81,408 76,669 7,000


APPENDIX E – FEEDBACK/ACTION FORMS

This appendix contains feedback/action forms corresponding to program changes described in the report. Some of the forms describe closed feedback/action loops, while some describe feedback that is currently under advisement or pending actions. Forms are separated by horizontal lines. ____________________________________________________________________________ Feedback Reference number (generated by DUGS): 2005-04-15-A Description (can be itemized)

Six Sigma is an important methodology for industry; this approach to documentation should be incorporated more into Senior Design projects. This is a curriculum change.

Source(s): Industrial Advisory Board, comments from meeting held in the Department on April 15, 2005 at which Senior Design projects were displayed.

Evaluator(s): Michael J. Scott, DUGS Date: April 15, 2005 Action(s) Taken Description (can be itemized):

• After this IAB meeting, IAB member Michael Brown (UIC PhD) retired from Abbott Labs as Engineering Group Manager, Diagnostics Division, and agreed to join the Department as a lecturer.

• Dr. Brown updated ME/IE 396 to include lectures on the six-sigma design methodology with specific reference to Failure Mode Effect analysis, Process Capability studies, and Design of Experiments.

Proposer (s): Michael Brown, lecturer. Date: Fall 2005 Follow-up Action(s) Impact measurement mechanism

• Instructor review of relevant sections of final student reports (potential failure modes [FMEA] and the necessary redesign to eliminate these modes, and Verification and Validation Plans).

Evaluator: Michael Brown Date: end of semester, Fall 2005 and Fall 2006. Result (succeeded or failed; if failed then there must be a new feedback form generated; show the reference number of that form; if succeeded explain how made that conclusion) Succeeded. Dr. Brown’s assessment of student work is that topics are successfully incorporated. Dr. Brown’s lecture materials are made available to other instructors. ____________________________________________________________________________ Feedback Reference number (generated by DUGS): 2006-09-25-A Description (can be itemized)

• ME 308 vibrations lab lacks adequate resources to make a good lab class. This is a curriculum change requiring EPC approval.


Source(s): Thomas J. Royston, professor Evaluator(s): Thomas J. Royston Date: September 25, 2006 Action(s) Taken Description (can be itemized)

• Lab component of ME 308 to be dropped, with a change to course CRS form. • Resources will be diverted to ME 341 Experimental Methods

Proposer (s): Thomas J. Royston Date: September 25, 2006 Follow-up Action(s) Impact measurement mechanism:

Administrative approval sought (approved by COE, 2008-06-08) ME 308 lab component ended AY07-08 year. ME 341 Vibration Lab upgrade was completed.

Evaluator: Thomas J. Royston, Michael J. Scott, DUGS Date: June 16, 2008 Result: Succeeded. ____________________________________________________________________________ Feedback Reference number (generated by DUGS): 2007-03-19-A Description (can be itemized)

• Administrative change required to ME341, as prerequisite CEMM 203 changed name to CME 203

Source(s): Michael J. Scott, DUGS Evaluator(s): Michael J. Scott, DUGS Date: March 19. 2007 Action(s) Taken Description (can be itemized)

• Form submitted through CRS Proposer (s) Date Follow-up Action(s) Impact measurement mechanism

• Formal approval Evaluator: MJS Date: COE approval 2008-05-01; awaiting university approval ____________________________________________________________________________ Feedback Reference number (generated by DUGS): 2007-03-19-B Description (can be itemized)

• Administrative change required to ME/IE 380, as prerequisite CEMM 203 changed name to CME 203; also add CME 261

Source(s): Michael J. Scott, DUGS Evaluator(s): Michael J. Scott, DUGS Date: March 19. 2007


Action(s) Taken Description (can be itemized)

• Form submitted through CRS Proposer (s) Date Follow-up Action(s) Impact measurement mechanism

• Formal approval Evaluator: MJS Date: COE approval 2008-05-01; awaiting university approval ____________________________________________________________________________ Feedback Reference number (generated by DUGS): 2007-04-09-A Description (can be itemized)

Student comments on end-of-term forms in ME320 gave existing textbook (Waldron) consistently low ratings.

ME 320 instructor Saggere sees opportunity to better satisfy outcome K (use of modern tools) with software from alternate textbook. In particular:

The theoretical approach and the assignment problems in the textbook are based on this software. The software is readily (and freely) accessible to students on a CD that comes with the textbook for personal use.

The learning curve of the software is short and yet the software exposes the students to most of the features (synthesis tasks) found in advanced mechanism design software that typically have steep learning curve.

The CD that contains this software also includes a (free) student version of WORKING MODEL, mainstream software for mechanism analysis, which the students are encouraged to learn along with the synthesis software.

Source(s): Laxman Saggere, Associate Prof.; student course evaluation forms Evaluator(s): Laxman Saggere Date: 2007/04/09. Action(s) Taken Description (can be itemized)

Change textbook to Design of Machinery, 4th Ed., by Robert Norton, McGraw-Hill. Introduce custom software (developed by the author of the textbook) that comes with the newly

adopted textbook for learning CAD of mechanisms Proposer (s): Laxman Saggere Date: August 2007 Note: David Smith was the instructor in Fall 2007 when the new textbook was first introduced. Follow-up Action(s) Impact measurement mechanism:

• Examination of student evaluation forms after the new book is used (Spring 2008). • Instructor assessment of student performance on software-related assignments.

Evaluator: Laxman Saggere Date: Spring semester 2008


Result (succeeded or failed; if failed then there must be a new feedback form generated; show the reference number of that form; if succeeded explain how made that conclusion) The impact of the action taken is yet to be fully evaluated. However, based on the informal (verbal) student feedback gathered by the instructor Saggere during Spring 2008, the students liked the new textbook and enjoyed solving the computer-based assignment problems using the included software, and therefore, the action taken appears to be successful. FA form will be closed when Spring 2008 evaluations are available. ____________________________________________________________________________ Feedback Reference number (generated by DUGS): 2007-05-03-A Description (can be itemized)

• Graduating students need more familiarity with business protocols and procedures • Students must have improved communication skills, especially when it comes to public

presentation of engineering concepts and ideas Source(s): Members of MIE Industrial Advisory Board Evaluator(s): Department Date: May 3, 2007 Action(s) Taken Description (can be itemized)

• Weekly group meetings with instructor (attendance taken) • Professional recording of midterm and final presentations. DVD supplied to all teams for self

evaluation Proposer(s): Constantine Megaridis, professor Date: August 27, 2007 Follow-up Action(s) Impact measurement mechanism

• Quantitative input from students in terms of presentation grades (students graded one another on presentation quality and effectiveness)

Evaluator: Constantine Megaridis, professor Date: December 10, 2007 Result: Succeeded. Grades improved from midterm to final based on student evaluation. ____________________________________________________________________________ Feedback Reference number (generated by DUGS): 2007-05-09-A Description (can be itemized):

• Students perceive Physics 244 (Physics 3) as a dead end that does not lead elsewhere in the curriculum.

Source(s): Undergraduate Advisory Board, Spring 2007 meeting Evaluator(s): Michael J. Scott, DUGS Date: May 9, 2007 Action(s) Taken Description (can be itemized):


• ABET ME program criteria include “in-depth” knowledge of physics, so dropping Physics 244 (as the IE program did) is not feasible. No immediate action required. Hold under advisement to include clearer use of Physics 244 in advanced classes. (MJS)

Proposer (s) Date Follow-up Action(s) Impact measurement mechanism Evaluator Date Result (succeeded or failed; if failed then there must be a new feedback form generated; show the reference number of that form; if succeeded explain how made that conclusion) ____________________________________________________________________________

Feedback

Reference number (generated by DUGS): 2007-05-09-B Description (can be itemized):

• ME 250 covers 3-D AutoCAD, which students say is not useful • Students find inadequate preparation in Matlab and Excel

Source(s): Undergraduate Advisory Board, Spring 2007 meeting Evaluator(s): Michael J. Scott, DUGS Date: May 9, 2007 Action(s) Taken Description (can be itemized):

• Spring 2008 ME250 instructor (Motamarri with Cetinkunt) agreed to pilot increased exposure to Matlab within bounds of current syllabus to determine if topics should be altered and submitted for approval.

Proposer (s): William M. Worek, Sabri Cetinkunt Date: January 2008 Follow-up Action(s) Impact measurement mechanism:

report back from instructor to DUGS, student results on Matlab homework Evaluator: Motamarri Date: May 26, 2008 Result (succeeded or failed; if failed then there must be a new feedback form generated; show the reference number of that form; if succeeded explain how made that conclusion)

Some success. Instructor reports that students' performance on two Matlab homeworks and student response to topic were both positive. Inclusion of more Matlab is warranted. But need to cover linear algebra prior to beginning Matlab instruction and constraints of current approved syllabus indicate two needs:

1. adjust syllabus to take hours from other content for Matlab 2. superior coverage of linear algebra here or elsewhere in curriculum

This case is closed. A new feedback/action form (2007-05-26) is being generated as follow-up. ____________________________________________________________________________ Feedback Reference number (generated by DUGS): 2008-01-04-A


Description (can be itemized) • Continuation of incorporation of Six Sigma topics into ME396

Source(s): Carmen Lilley, Asst. Prof., also prior form 2005-04-15-A Evaluator(s): Carmen Lilley Date: Jan. 4, 2008 Action(s) Taken Description (can be itemized)

• Establish preliminary and final design approval forms for groups to get client feedback and sign off on final designs.

• Institute a maximum budget for integration into design optimization. • Require machine shop quotes for manufactured projects to be integrated into design process and

budget considerations: • Approval forms had to be co-signed by Sponsor, Technical Advisor, and Course

Instructor. • Total costs had to be approved by the sponsor, technical advisor, and course instructor. • Machine shop costs were calculated by shop supervisor and included in the budget

calculations. • When forms had all three signatures, purchases and machining could then be made.

Proposer(s): Carmen Lilley Date: Jan. 4, 2008 Follow-up Action(s) Impact measurement mechanism:

• Timely completion of prototypes for Engineering EXPO. Instructor to verify that teams receive feedback at critical milestones, and to account number of senior design prototypes completed in time for EXPO.

• Success of projects in EXPO judging. Evaluator: Carmen Lilley Date: May 9, 2008 Result (succeeded or failed: if failed then there must be a new feedback form generated, show the reference number of that form; if succeeded explain how that conclusion was reached): Succeeded. By instituting an approval policy, students improved their communication with sponsors, the machine shop, and the instructor. This enable all the sponsor to approve costs that the design team needed to incur outside a $50 unrestricted budget. In addition, each team received feedback on their designs at critical project milestones. As a result, the formal approval of the designs were successful in ensuring that the sponsor was satisfied, that sufficient engineering analysis was completed to support proposed designs, and that the students had feedback on how to machine their designs if necessary. This conclusion was reached as all groups were able to having completed prototypes by Engineering Expo (~12 weeks into the semester) which was a first for Easter Seals projects and 7/16 teams placed 1st or 2nd in the Senior Design competition during Engineering Expo. ____________________________________________________________________________

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