ABET Self-Study Report

for the

MATERIALS SCIENCE & ENGINEERING

Program

at

THE OHIO STATE UNIVERSITY

COLLEGE OF ENGINEERING

COLUMBUS • OH

July 1, 2011

BACKGROUND INFORMATION 1

A. Contact Information 1 B. Program History 1

C. Options 3

D. Organizational Structure 3 E. Program Delivery Modes 5

F. Program Locations 5

G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s)

and the Actions Taken to Address Them 5 H. Joint Accreditation 5

CRITERION 1. STUDENTS 6

A. Student Admissions 6

B. Evaluating Student Performance 8

C. Transfer Students and Transfer Courses 9

D. Advising and Career Guidance 10 E. Work in Lieu of Courses 11

F. Graduation Requirements 11

CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES 13

A. Mission Statement 13

B. Program Educational Objectives 14

C. Consistency of the Program Educational Objectives with the Mission of the Institution 14 D. Program Constituencies 15

E. Process for Revision of the Program Educational Objectives 15

CRITERION 3. STUDENT OUTCOMES 16

A. Student Outcomes 16

B. Relationship of Student Outcomes to Program Educational Objectives 17

C. Documentation 18

CRITERION 4. CONTINUOUS IMPROVEMENT 19

A. Overview 19

B. MSE Student Outcomes (SOs) 20 C. MSE Program Educational Objectives 35

D. Other Sources of Information for Program Evaluation 43

E. Continuous Improvement 45

F. Additional Information 52

CRITERION 5. CURRICULUM 53

A. Program Curriculum 53

B. Course Syllabi 66

CRITERION 6. FACULTY 71

A. Faculty Qualifications 71

B. Faculty Workload 72

C. Faculty Size and Student Support 73 D. Professional Development 74 E. Authority and Responsibility of the Faculty 74

CRITERION 7. FACILITIES 79

A. Offices, Classrooms and Laboratories 79

B. Computing Resources 80 C. Guidance 82

D. Maintenance and Upgrading of Facilities 83

E. Library Services 84 F. Overall Comments on Facilities 85

CRITERION 8. INSTITUTIONAL SUPPORT 86

A. Leadership 86 B. Program Budget and Financial Support 87

C. Staffing 91

D. Faculty Hiring and Retention 92

PROGRAM CRITERIA 96

A. Curriculum 96

B. Faculty 97

APPENDIX A - SYLLABI 101

A. MSE Core Courses 101

B. MSE Elective Courses 144 C. College Core and Other Courses 192

APPENDIX B – CURRICULUM VITAE 225!!

APPENDIX C – EQUIPMENT 283!!

APPENDIX D – INSTUTITIONAL SUMMARY 296

A. The Institution 296

B. Type of Control 296

C. Educational Unit 296

D. Academic Support Units 296

E. Overview of Programs 298 F. Non-academic Support Units 305

G. Credit Unit 307

H. Quarters to Semesters Process 308

I. Tables 310

APPENDIX E – UPCOMING CHANGES 344

A. Upcoming Changes Prior to Next Review 344

B. Attachments 351 C. Semester Syllabi 369

SIGNATURE PAGE 500

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BACKGROUND INFORMATION

A. Contact Information

Points of contact regarding ABET accreditation for MSE at Ohio State University are:

Rudolph G. Buchheit

Professor and Chair

Dept. of Materials Science and Engg.

The Ohio State University 177 Watts Hall

2041 College Rd.

Columbus, Ohio 43210 Tel. (614) 292-6085

Fax. (614) 292-4668

buchheit.8@osu.edu

Yogesh Sahai

Professor and MSE ABET Coordinator

Dept. of Materials Science and Engg.

The Ohio State University 477 Watts Hall

2041 College Rd.

Columbus, Ohio 43210 (614) 292-1968

(614) 292-1537

sahai.1@osu.edu

B. Program History

The Materials Science and Engineering (MSE) department at The Ohio State University was formed to replace the Ceramic Engineering and Metallurgical Engineering programs, following

the 1988 merger of the respective departments. MSE is home to a program that awards BS, MS

(thesis and non-thesis), and PhD degrees. The department has its roots in the Department of Geology, Mining, and Metallurgy, which was founded in 1873, and the Department of

Clayworking and Ceramics, founded in 1894 as the first ceramic engineering degree program in

the US. Independent graduate programs in Ceramics and Metallurgy were established as early as 1912. The MSE and Welding Engineering (WE) programs realigned into an expanded MSE

department in 2010. The realigned department retains the MSE title, but hosts MSE and WE

degree programs.

Today, the MSE graduate and undergraduate programs are ranked 15th nationally in both undergraduate and graduate USN&WR 2010 rankings. The department is home to 31 tenure-track

faculty members, 2 regular clinical-track, and 1 on-site adjunct faculty who accounted for total

research expenditures of $13.7M in FY 2010!. Recent trends in annual research expenditures are

shown in Figure 0.1.

The core research strengths are in metals, ceramics, computational materials science, and

materials characterization. Recent hires place the subjects of biomaterials and electronic materials

on trajectories towards the current core strengths. In the MSE program, the faculty advise about 110 graduate students (80 PhD, 30 MS), and award PhD degrees at an annual rate of about 17-20

graduates per year. Graduates find jobs in industry, federal laboratories and academic institutions.

The vast majority of graduates remain in the U.S. for their first job.

"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""1 Includes total sponsored research, and cost share.

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Figure 0.1. Trends in research expenditures from 2002 to 2010. Sponsor direct charges are for

personnel and research operations; Sponsor F&A is overhead charged to sponsors, Cost Share is

cash and in-kind cost-share from intramural university sources; Total Research is the sum of the three components noted above.

There are approximately 140 undergraduate students enrolled in the MSE undergraduate program, including pre-majors. Annual graduation rates for the BS degree have ranged from 25 to

30 per year. There were 31 graduating Seniors in the Spring 2011 commencement. In 2010, 30%

of the graduates were women and 15% were underrepresented minorities. The undergraduate

program follows a college-core, MSE-core, MSE-specialization sequence with topical specializations offered in metallurgy, ceramics, biomaterials, electronic materials, manufacturing,

and polymers.

Central administration provides annual budget to the department by way of the College of Engineering. In FY2010 this on-going annual budget was approximately $5.8M, which is used

mainly to support salaries for faculty and certain staff, and about two-thirds of the tuition and fee

authorization for graduate students.

Over the past seven years, the MSE undergraduate curriculum has been shaped by two significant revisions. The first revision was implemented in 2004 and was informed by

discussions with our significant constituencies: students, alumni, employers of our students, and

by benchmarking against peer institutions. The revision addressed changes in the discipline, and changes in faculty expertise that had occurred. It also enabled specialization tracks to be created

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by pooling free and technical electives. This has afforded students the opportunity to deepen their

training in one of several subdisciplines in the field. Specializations offered are those noted above. Students may create their own specialization as well. This curriculum was reviewed in our

last ABET accreditation visit in November, 2005. No shortcomings were noted in that review.

The program continues to operate according to the format established in the 2004 revision,

but will change again when the university moves to its semester calendar in Summer 2012. We opted to revise the curriculum substantially based on accumulated input from our constituencies

gathered through our continuous improvement processes. This revision strengthens coverage of

functional materials, biomaterials, and computational approaches in MSE. Students can still organize their electives to specialize their training, but specialization is not as strongly

emphasized. Our curriculum revision plan has been reviewed and approved at the department,

college, and university levels. It has also been reviewed by our External Advisory Committee. Details of the semester-based curriculum are provided in Criterion 4 and in Appendix E.

C. Options

The MSE department hosts the MSE undergraduate and graduate MSE degree programs. It also hosts the WE undergraduate and graduate degree programs. This self-study describes only the

MSE undergraduate degree program. The WE undergraduate program is described in a separate

document prepared for the ABET reaccreditation process. Within the MSE program, specializations or tracks are offered which comprise collections of free and technical electives, as

described above. Specializations consist of six MSE lecture courses and one MSE laboratory

course. These courses are typically taken in a student’s senior year. Also, it is possible for students to develop their own specialization with approval from the Undergraduate Studies

committee. A student’s specialization is noted on their transcript and they are provided with a

letter from the department indicating completion of the specialization requirements upon their

graduation.

D. Organizational Structure

The MSE faculty is supported by a capable and experienced staff, which is organized into academic, technical, and administrative areas. Figure 0.2 is the organization chart of the

department. The department is housed in Watts Hall, MacQuigg Laboratory, and Fontana

Laboratory. Within these buildings, MSE has approximately 78,000 square feet (sf) of assignable

space for research, teaching, and administration. The department also has administrative responsibility for an additional 38,000 sf of space on West Campus, which houses the Welding

Engineering program. An additional 20,000 sf of space in the Science and Technology Campus

will come on-line in 2011-2012 and will house the department’s electron microscopy facility.

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Figure 0.2. Organizational Chart for the Department of Materials Science and Engineering.

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E. Program Delivery Modes

The MSE undergraduate curriculum is a 4-year on-campus day program comprised of an engineering core, MSE core and MSE specialization. Ohio State University operates on a quarter

system. Three 10-week quarters in the standard academic year are equivalent to two semesters in

the more common semester system.

Students enroll as pre-majors and formally enter the program as third quarter freshmen or first quarter sophomores with the completion of MSE 205, Introduction to Materials Science and

Engineering, and the completion of a substantial portion of their core chemistry, physics, and

math sequence. The core of the MSE curriculum is made up of lecture courses, labs, and seminars; all designed to give MSE students the critical foundation of knowledge needed to work

in the field. Prior to the senior year, students select one of the six specializations designed to

bring a focus to their upper level study. A co-op or internship experience is not mandatory, but approximately two-thirds of our students do engage in pre-professional experience via one of

these two mechanisms.

There are significant opportunities for student enrichment outside of the formal academic

program. The MSE department is small and opportunities for interaction with faculty and staff are frequent. Many students are involved in departmental research. Ohio State is a large and diverse

university with many groups and organizations in which students may participate.

Approximately 40% of the MSE undergraduates enroll in post-graduate or professional degree programs. The remainder find positions in industry; mainly in manufacturing oriented

positions in mid-western locales. The average starting salary for BS graduates was $54,000 in

2010.

F. Program Locations

The MSE undergraduate program is offered on the Columbus Main Campus only. Certain

courses are also taught in distance format.

G. Deficiencies, Weaknesses or Concerns from Previous Evaluation(s) and the Actions

Taken to Address Them

None.

H. Joint Accreditation

The MSE undergraduate degree program is not jointly accredited and does not seek joint accreditation at this time.

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CRITERION 1. STUDENTS

A. Student Admissions

The process by which students are admitted, monitored, and advised in the Materials Science and Engineering program is described in Figure 1.1.

Students directly enter the Department of Materials Science and Engineering as a pre-major

based upon criteria established by the College of Engineering. Admission to The Ohio State

University is selective. Applicants undergo a holistic review considering standardized test scores, high school (or previous institution) performance, and written essays. This review and the

admission decision are handled centrally in the Office of Undergraduate Admissions and First

Year Experience. Admitted students who indicate engineering as their area of interest and have a minimum ACT Math score of 24 or SAT Math score of 560 are directly enrolled as pre-

engineering students in the College of Engineering. Admitted students who do not meet these

math scores may enroll in the University Exploration program and apply for admission to a pre-

engineering program after completing Math 151 and either Chemistry 121 or Physics 131 with a cumulative GPA of 2.0 or higher. Students who start at a regional campus of Ohio State (Newark,

Lima, Marion, Mansfield, & Wooster) are eligible to change to Columbus campus after

completing Math 151 and either Chemistry 121 or Physics 131 with a cumulative GPA of 2.0 or higher regardless of whether or not they start as a pre-engineering student. All engineering

students then must meet the specific academic requirements for admission to their desired major.

For new freshmen entering the OSU College of Engineering, a mathematics score of 24 or better on the ACT or 560 SAT in mathematics assures direct entry into the department as a pre-

major. Students with an interest in the Materials Science and Engineering major who do not meet

these criteria may enter the university via the University Exploration program. Upon

achievement of a 2.0 GPA and completion of Math 151 and either Physics 131 or Chemistry 121, a student is eligible to transfer to the College of Engineering as a pre-major in Materials Science

and Engineering.

The department also admits students who transfer from other institutions to pre-major status. Students with fewer than 45 transferable hours are admitted to the department as pre-majors by

the same criteria as new freshmen. Students with more than 45 transferable hours and a GPA of

2.8 or higher are directly enrolled as pre-majors. Applications from students with more than 45 transferable hours and less than a 2.8 GPA are sent to the department for review.

The Undergraduate Studies Committee (USC) formally admits students into the major based

upon the student’s academic progress. Students are eligible to formally apply to the Materials

Science and Engineering major upon completion of Math 151, Chemistry 121, Physics 131, and MSE 205 (or their equivalents). Students with a cumulative GPA of 3.0 or better, as well as a

GPA of 3.0 or better for Math 151, Chemistry 121, Physics 131, and MSE 205 alone, are

guaranteed admission to the major. Students who have obtained a 2.0 GPA or better in all of these courses are considered for admission. To be admitted as a major, students are required to have

earned a 2.0 (grade of C), or better in MSE 205, Introduction to Materials Science and

Engineering. Applications to the major are accepted for each quarter of the academic year.

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B. Evaluating Student Performance

The primary mechanism for monitoring a student’s progress throughout the remainder of their undergraduate curriculum is meetings between the student and the department’s academic

and faculty advisors.

Upon attainment of pre-major status and through graduation, the student becomes an advisee

of the department undergraduate Academic Advisor. The advisor serves as a focal point for pre-major students to find answers to questions and problems they might encounter as they progress.

These include such issues as choosing an appropriate major, tracking academic progress,

scheduling courses, addressing personal issues dealing with adjustment to college, and planning for internship and co-op opportunities.

The Academic Advisor teaches ENG 100.11 in the autumn to new incoming freshmen as an

introduction to the University system and to the MSE program requirements. Students receive information about University services in place to assist with their academic success, including

counseling, health, disability, recreation, library, research, career, tutoring, study abroad. Policies

and procedures of the College, University and Department, as well as students’ rights and

responsibilities are discussed. One lecture is devoted to academic conduct and integrity.

Individual meetings with each new student are conducted during the autumn quarter with the

goal of developing a curriculum plan for the student’s first two years. The Academic Advisor also

assists pre-major students in the process of applying to the Materials Science and Engineering major.

Students have access to a variety of methods to receive academic advising: (a) walk-in and

individual appointment times to see the Academic Advisor, (b) email and instant messaging via Skype and Facebook, (c) access to forms, policies, and announcements on CARMEN, a course

management website and (d) group advising for global issues, such as the change to the semester

system.

Upon entry to the major, the student is assigned a faculty advisor in the department. Students usually retain the same faculty advisor for their entire course of undergraduate study, thereby

enabling them to develop a closer, more interactive relationship with that faculty member.

The primary activities of the faculty advisor are to help the student (a) select appropriate courses, (b) assess academic progress, (c) consider workload issues, (d) plan specializations and

technical electives, and (e) make decisions about careers and graduate school. Students are

required to meet with their faculty advisors at three distinct times: first, at acceptance to the

major; second, before choosing an MSE specialization; and third after the specialization choice has been made, to have documents checked and signed. Also, it is recommended that students

meet quarterly with their faculty advisors.

Both the faculty and Academic Advisors assist students with information on available scholarships, research opportunities within the department, Research Experiences for

Undergraduates (REUs), and general information regarding careers.

Faculty advisors have electronic access to their advisees’ schedule and academic records, while the Academic Advisor has electronic access to all majors’ and pre-majors’ academic

records. Thereby the Academic Adviser can monitor the academic progress of each student and

meet with students who are facing academic difficulty.

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Pre-major and major students who are academically “at risk” are closely monitored by the

Undergraduate Studies Committee which plans the appropriate remedial action to assist the student in achieving academic goals. In December 2006, at the encouragement of the College of

Engineering, the department initiated a policy for Special Action Probation (SAP). Pre-major

students are placed on SAP, after a review by the Undergraduate Committee, if they have a

quarterly GPA less than a 2.0, a cumulative GPA less than 2.0, or a GPA of less than 2.0 in a set of pre-major classes in engineering, math, and science (STEM classes) . Similarly, major students

who have a cumulative GPA or GPA in the MSE major below a 2.0 are placed on SAP. The

department Academic Advisor then meets with the student to discuss his/her progress and opportunities for assistance during the following quarter.

The SAP program puts students on probation. For continued enrollment in the program, an

SAP student must (a) demonstrate a consistent trend in reducing the number of deficiency points

in each quarter,! (b) raise the major GPA to at least a 2.0 no later than three quarters after the SAP

process is initiated, (c) accrue no “withdrawals” or “incompletes” in classes without the consent

and approval of the department; and (d) achieve quarterly GPAs greater than 2.0 for each quarter

on SAP. Once on SAP, failure of the student to achieve any of these academic goals will cause

review by the Undergraduate Studies Committee, and a possible recommendation of dismissal from the program.

Pre-major students are removed from SAP status once their quarterly, cumulative, and

STEM course GPAs are equal to or higher than 2.0, while major students are removed from SAP status once their cumulative and cumulative major GPAs are equal to or higher than 2.0. The

goals of this program are to present clear, short-term goals for the student to achieve in order to

maintain good standing in the department, to identify students whose performance may indicate that they are not suited to major in Materials Science and Engineering, or who may need extra

assistance in order to be successful. In addition to the formal requirements of students on SAP,

the department also may require additional action by the students. Examples of additional

requirements have included required meetings with the department Academic Advisor and/or faculty advisor throughout each quarter to monitor progress, assist in identifying tutoring help for

the student, and require meetings with learning skills specialists in the Younkin Success Center

on campus.

C. Transfer Students and Transfer Courses

C.1. Domestic External Transfers

Students wishing to transfer from another university must apply to the University via the

Admissions Office and are accepted or rejected based on the standard OSU policy. They are

reviewed for admission to the College of Engineering and automatically allowed to enter if they have a 2.8 CGPA and 45 transferable hours. Students with an incoming CGPA between 2.0 and

2.7 are referred to the department of their proposed major for review and a decision.

"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""2 Deficiency points are quality points that fall below the “standard” points required for the

minimum 2.0 GPA. To calculate deficiency points, we take the number of credit hours the

student has been taking that quarter and multiply by 2.0. The resulting figure is the minimum acceptable target number. If the student earns fewer points than this target number, the difference

between the two is the number of deficiency points accrued. As an example, if the student is

taking 15 hours, the target number is 15x2 = 30 points.

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When this paperwork reaches the MSE Department’s advising office, it is then given to the

Chair of the Undergraduate Studies Committee. The Chair reviews the grades in pertinent past coursework and, if satisfied that this student has had sufficient background to begin engineering

work, the student is accepted. If the student appears to have little chance for success in an

engineering program because of marginal grades in science and math and a minimum GPA of 2.0

in other courses, acceptance to the department will be denied and the student will have to seek acceptance to an alternate program.

C.2. International Transfer Students

International transfer students to the College of Engineering and to the Department are held to the same standards as domestic transfer students. In addition they must show of proof of

English language proficiency as determined by the University Admissions Office.

C.3. Internal Transfers from outside the College of Engineering

Students seeking admission to the Department of Materials Science and Engineering from

colleges at Ohio State other than the College of Engineering must have a 2.0 CGPA minimum

and have completed Math 151 and either Chemistry 121 or Physics 131. The student then meets

with the department’s Academic Advisor, who assists the student in transferring to the MSE department.

C.4. From other Ohio State Engineering Departments

Students seeking admission to the MSE program from other OSU Engineering programs meet with the department Academic Advisor to request a change of major. Students in good standing,

and who meet the Standards of Academic Performance of the department are accepted into the

major or pre-major. In some circumstances where the student’s previous course work does not meet the department’s standards, a student may be admitted to the major or pre-major under the

rules of Special Action Probation.

C.5. Transfer Credit Evaluation of MSE Courses

When a student enters the University with transfer credit in what appears to be a Materials Science and Engineering course, the Admissions Office grants them general credit, which the

Department must evaluate. A student requesting credit for an MSE course must supply the MSE

Academic Advisor with a copy of the syllabus, including textbook and curriculum information, along with a transfer credit evaluation from the Admissions Office. The Academic Advisor

presents this material to the Department’s Undergraduate Studies Chair or to the designated

Transfer Credit Evaluator. It is rare that credit is requested for any MSE course beyond MSE

205. When credit for a higher level course is requested, a thorough evaluation of the student’s syllabus, texts, and labs is made. The student may also be asked to submit samples of their work

or answer questions about the subject in an interview with the faculty.

D. Advising and Career Guidance

The College of Engineering at The Ohio State University maintains a centralized Engineering

Career Services (ECS) office which provides services to all engineering students:

1. Who seek opportunities for engineering cooperative education or internship experience

prior to graduation;

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2. who seek full-time postgraduate career opportunities up to one year after completing BS,

MS, or PhD degrees; and

3. To employers who wish to hire these candidates.

https://career.eng.ohio-state.edu/about-us.php

MSE students are encouraged to register with ECS as soon as they are eligible, which is

generally during the last quarter of the freshman year. At the ECS office students have access to

a database of employers seeking interns, co-ops, and career positions. In addition, students receive interviewing and resume advising services. Employers access a searchable database of all

registered students seeking employment. Interviewing of candidates is arranged on an individual

basis, and may be conducted in one of several interviewing rooms at ECS.

Credit for work experience is available to students as MSE 489 and 589, but students rarely

use these options. Instead, students doing an internship or co-op register for Engineering 689,

used by the College’s Engineering Career Services, to designate themselves as “on internship”

while maintaining fulltime status for the purpose of student loans and health insurance.

Two engineering recruitment fairs are held at Ohio State: one in October and one in February.

All Engineering students, regardless of rank and GPA are encouraged to attend the fairs.

Freshman MSE students taking the ENG 100.11 class receive extra credit points to attend and observe the October fair in order to prepare them for the February or following year’s fair.

E. Work in Lieu of Courses

The University Registrar maintains all transfer policies in the Transfer Credit Policy:

http://registrar.osu.edu/transfer_credit/transferCreditPolicy.pdf

The University Registrar evaluates all Advanced Placement, CLEP, and work and military experience credit for all students. Policies regarding these types of credit may be found at The

Office of the Registrar’s Testing Center: http://registrar.osu.edu/testing/index.asp.

In general, the MSE Department does not grant MSE course credit for life/work experience.

F. Graduation Requirements

F.1. Bachelor of Science in Materials Science and Engineering

Two and one-half quarters prior to the expected graduation date, the student must file an

application with the College for graduation. Before the form is submitted, the department

Academic Advisor meets individually with each student to verify that all academic requirements

will be satisfied based on the projected, remaining coursework. The advisor reviews the student’s electronic Degree Audit, which is maintained by the Office of the Registrar. The audit tracks all

courses taken and to be taken, necessary for the completion of the Bachelor of Science in

Materials Science and Engineering. A representative in the College Office and the department Academic Advisor monitor progress towards graduation each quarter once the student’s

application has been filed at the College. Graduating students’ grades are posted no later than

three days before the graduation date. Two days before graduation, the College Office contacts

the Department’s Academic Advisor to verify that all scheduled graduates are certified to

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graduate. If a student has not completed a required course by that time, the student will not be

certified to graduate.

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CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

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A. Mission Statement

A.1. University Purpose

To advance the well-being of the people of Ohio and the global community through the

creation and dissemination of knowledge.

A.2. University Core Values

• Pursue knowledge for its own sake. • Ignite in our students a lifelong love of learning.

• Produce discoveries that make the world a better place. • Celebrate and learn from our diversity.

• Open the world to our students.

A.3. College Mission

The College of Engineering will:

• Foster a learning culture that prepares our students to be key contributors to society • Provide new knowledge that can be assimilated by our customers and partners • Create and disseminate new ideas and concepts that expand our understanding of science

and engineering

• Be an innovative leader in engineering education • Be a prime resource for Ohio economic development

• Provide life-long learning for engineers and architects

• Promote and support the purposes of the entire university

A.4. College Vision

The College of Engineering and the Knowlton School of Architecture will be cause for Ohio to be internationally recognized as a primary source of creative education, research, technology,

design and planning, and as a vital technical asset for sustaining and growing the Ohio economy.

A.5. Department Mission

Our mission is to create and transfer knowledge through research and teaching excellence in

materials science and engineering, and be a core asset to the Ohio economy for national and

global competitiveness.

A.6. Department Vision

Our vision is creation of an environment that brings together a diversity of people and ideas

through the process of discovery and learning for the advancement of science and technology in

the area of materials. We seek to create impact that is tangible and significant with excellence that is obvious.

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These institutional mission statements can be found in the following URLs:

The Ohio State University: http://www.osu.edu/academicplan/vision.php College of Engineering: http://engineering.osu.edu/overview/mission.php

Department of MSE: http://mse.osu.edu/department/about/mission.htmlx

B. Program Educational Objectives

We expect that two or three years after graduation our MSE graduates will

1. competently apply the essential elements of MSE, which are defined by the interrelationships among composition, structure, properties, processing and performance

of engineering materials.

2. devise, design and conduct experimental, analytical and computational exercises

necessary to further explore the essential elements of materials science and engineering.

3. communicate effectively.

4. help solve complex engineering problems by applying the related principles of the

engineering disciplines and by functioning effectively within multidisciplinary teams.

5. demonstrate the global, societal and ethical awareness expected of practicing engineering

professionals.

These Educational Objectives can be found on the Department website at:

http://mse.osu.edu/department/about/mission.htmlx

C. Consistency of the Program Educational Objectives with the Mission of the Institution

We believe that these objectives are consistent with the Mission (Purpose and Core Value

statements) of the University. All of the Objectives taken together are meant to foster the development of engineers who have the ability to serve the local and global community by their

problem solving abilities, their sound technical judgment and their discoveries of new technology.

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D. Program Constituencies

Constituents How the Program’s Educational Objectives meet the needs of this

constituent group

Potential and

Current Students

Our program objectives address the needs of students by

informing them of our goals for them; by informing them of what we believe they can achieve by mastering our courses and by

working together with our faculty, staff, and other students.

Alumni Our program educational objectives meet the needs of our

alumni by informing them of current program goals. Alumni can use these same goals as a guide for life long-learning and

achievement and as a way of communicating to others the value of

an education in our Department.

Faculty and Staff Our program educational objectives meet the needs of our

faculty and staff by reminding them of our goals as they develop

our curriculum and individual courses, as they work with and

mentor students, and as they act as role models through their own behavior and achievements.

Employers

Our program’s educational objectives meet the needs of

employers by informing them of what to expect from our graduates.

Graduate and

Professional

Programs

Our program’s educational objectives inform Graduate and

Professional programs so they might understand the training and

education of student applicants from MSE at Ohio State.

E. Process for Revision of the Program Educational Objectives

The Program Educational Objectives are subject to review and revision annually at either a

faculty meeting or at our annual faculty retreat. They were subject to especially close scrutiny over the past two years as we designed a new curriculum for the change from a Quarter to

Semester calendar. There is a collective belief among the MSE faculty and the MSE External

Advisory Committee that the PEOs continue to describe our intentions for MSE graduates. As a result our PEOs have not been significantly revised since 2005.

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CRITERION 3. STUDENT OUTCOMES

A. Student Outcomes

The MSE student outcomes (SOs), as outlined below, were derived from the 2005-2006

ABET Criterion 3 Program Outcomes (POs). Accordingly we have adopted the ABET a-k Criterion 3 outcomes as our MSE SOs as given below.

The SOs are subject to formal review on an annual basis by the Undergraduate Student

Committee (USC) (a committee that has student representation), the MSE faculty, and the MSE

External Advisory Committee (EAC). No substantial changes have been made to the ABET a-k criteria, since the consensus is that these relate to skills, knowledge, and behaviors that we expect

our students to acquire by the time of graduation.

MSE Student Outcomes (SOs)

We expect the following from MSE students upon their graduation:

(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 data.

(c) an ability to design a system, component, or process to meet desired needs within realistic

constraints such as economic, environmental, social, political, ethical, health and safety,

manufacturability, and sustainability.

(d) an ability to function on multi-disciplinary teams.

(e) an ability to identify, formulate, and solve engineering problems.

(f) an understanding of professional and ethical responsibility.

(g) an ability to communicate effectively.

(h) the broad education necessary to understand the impact of engineering solutions in a

global, economic, environmental, 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.

Since their inception, the SOs (formerly known as POs) have been available to all our

constituencies on the College of Engineering and MSE departmental websites. Also, they are published in our departmental promotional literature and in our 2005 self-study report for ABET,

which is available on the web at: http://www.matsceng.ohio-state.edu/ug/abet/index.htmlx

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17

B. Relationship of Student Outcomes to Program Educational Objectives

Table 3.1 shows how a specific SO supports one or more of the PEOs. In the next section on Criterion 4, it is shown how specific courses in the MSE curriculum supports the SOs and the

PEOs.

Table 3.1. Relationship of the MSE PEOs to the MSE SOs. An “X” indicates that the intersecting Objective is supported by the Outcome.

Program Educational Objectives

1. Essential

elements

of MSE

2. Experiments,

Analysis &

computation

3. Communicate

Effectively

4. Multidisciplinary

& Teams

5. G,S,E*

Awareness

(a) apply math and science

x x

(b) design and

conduct

experiments

x

(c) design a

system,

x x x

(d) multi-disciplinary

teams

x

(e) formulate, and

solve engineering problems

x x

(f) an

understanding of

professional and ethical

responsibility

x

(g) an ability to communicate

effectively

x x

(h) broad

education

x x x

(i) life-long

learning

x

(j) contemporary

issues

x

Stu

den

t O

utc

om

es

(k) an ability to

use modern

engineering tools

x x x

* Global, Societal, Ethical Awareness

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C. Documentation

Course portfolios for all undergraduate courses will be made available during the ABET team visit. Portfolios of each course will include a course syllabus and examples of student work

representing High, Medium and Low performance on quizzes, exams, reports and any other type

of assignment in the course.

Also, course portfolios will include a one-page statement from the course instructor that describes the delivery style of the course and any special media used in the course. For example

the delivery style and media for a lecture course might be powerpoint slides embedded with

clicker questions to encourage discussion, or white board presentations supplemented with extensive lecture notes and computer simulations. In addition the course instructor will explain

the relationship between course exercises and exams and the Program Outcomes Profile.

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CRITERION 4. CONTINUOUS IMPROVEMENT

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A. Overview

As articulated in its mission statement, MSE is committed to “to create and transfer knowledge through research and teaching excellence in materials science and engineering, and be

a core asset to the Ohio economy for national and global competitiveness ”.

This central organizing principle flows through our departmental strategic plan (the MSE Performance Plan). It also flows from top to bottom with increasing specificity through our

Program Educational Objectives (PEOs), our Student Outcomes (SOs) and into course objectives

and organization. In aggregate, the MSE Performance Plan, the PEOs, SOs, and course objectives break the MSE mission into compact statements and performance metrics that guide delivery of

the program. They also form a framework for evaluating program efficacy. The measures of

effectiveness within that framework are based on the learning experience we create, what our

students gain as participants in that experience, and what they are able to do as emerging engineers when they enter the workplace or further their training in post-graduate study.

We have a range of processes for assessing the efficacy of our undergraduate academic

program that allow us to judge, more indirectly than directly, the extent of student attainment relative to the PEOs and SOs and make programmatic adjustments as might be needed. Many of

these processes are carried out on a regular basis and result in structured forms of feedback that

can be compared over time to ensure continuity in program delivery and outcomes. Other

processes occur at irregular intervals such as those needed to verify and address unanticipated difficulties in curricular delivery, or those associated with open lines of communication to our

various constituencies. Others still are one-time exercises needed to support specific initiatives

such as our quarters to semesters calendar change. Taken together, these layers of assessment result in an interrogation process that is essentially continuous.

Continuous interrogation creates a range of options for altering the nature of our program for

improved efficacy. Any programmatic change, even if it is carried out in the name of improvement, is a disruption to a degree. Unchecked, continual change can result in unintended

curricular and programmatic drift. We place high value on programmatic stability, particularly

over time frames relevant for undergraduate tenure. Because of this, we strive to be orderly in

how and when change is implemented.

We also recognize that success in any specific programmatic change is not usually obvious

ahead of time. It is almost always the case that the experiment must be done. Here, continuous

interrogation and open lines of communication with constituencies are essential to recognize unsuccessful changes and act to correct them.

In this section, we describe the various assessment processes used in order to gather

information to judge the extent to which our students attain the goals articulated in our PEOs and SOs. Examples are given as to how this information has been used to devise and implement

changes in our undergraduate program. We note where those changes have lead to successes, and

where the changes have led to less-than-desirable outcomes and alternate approaches.

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It should be noted that the results of the various assessments described in this section are

retained within the department office and the academic advising office. It is also important to note that in this section, we have deviated from the ABET-recommended structure and present our

subsection on Student Outcomes before the subsection on Program Educational Objectives.

!

B. MSE Student Outcomes (SOs)

B.1. Collection and Evaluation of SOs from MSE Students

1. Overview

MSE uses the ABET a-k program outcomes as its student outcomes statements. These statements are as follows:

(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 data.!

(c)! an ability to design a system, component, or process to meet desired

needs within realistic constraints such as economic, environmental,

social, political, ethical, health and safety, manufacturability, and sustainability.!

(d)! an ability to function on multi-disciplinary teams.!

(e)! an ability to identify, formulate, and solve engineering problems.!

(f)! an understanding of professional and ethical responsibility.!

(g)! an ability to communicate effectively.!

(h)! the broad education necessary to understand the impact of

engineering solutions in a global, economic, environmental, 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.!

These statements (or interrogative variants) are used in periodic surveys of students, faculty

instructors and alumni. Comparisons of student to faculty and alumni to faculty survey responses enable us to triangulate outcomes and assess overall program efficacy.

2. Background

MSE has used web-based surveys for almost all of its courses since 1999. From 1999 through 2006, surveying was accomplished using a commercial package called “CourseSorcererTM”,

which was being used by the University to facilitate the use of on-line services for instruction.

CourseSourcererTM was abandoned in 2006 as it was no longer being supported by our Office of

Information Technology (OIT) and was becoming unreliable. At the time there was debate among the faculty about paper versus web surveys. Some felt that paper surveys got nearer to 100%

response and that only the complainers responded to web-based surveys. The opposing side

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21

viewed that in-class surveys were too rushed and therefore too superficial resulting in a loss in

potentially meaningful and substantive input. From Autumn 2006 through Spring 2007, paper-based surveys were used. This mode of surveying was clearly at odds with the larger trend on

campus and was contrary to expectations of students. The result was a notable degradation in the

quality of the feedback from students.

Following this experiment, a commitment to a web-based surveys was made. Starting in the Autumn of 2007, MSE adopted an MSE-administered web-based survey. From Autumn 2007

through Spring 2010, the department purchased a subscription to Zoomerang, an online survey

software program (http://www.zoomerang.com/) that allows for the creation of custom surveys and polls. Also, we used the subscription for senior exit surveys.

Then starting in the Autumn of 2010, MSE moved to the University administered Student

Evaluation of Instruction (SEI) system. Two primary reasons prompted this change: (1) there was a sharp increase in staff workload associated with administering the web-based survey due to the

addition of Welding Engineering program to our department, and (2) a new university policy

required assistant professors to submit SEI reports as part of their tenure and promotion package.

3. Student Outcomes Assessment Process

Periodically, and at least every three years, MSE students and faculty are asked to evaluate

each course they take by indicating the extent to which they believe that each of the eleven (SOs)

was achieved on a five-level, strongly agree-to-strongly disagree Likert scale. Students were surveyed most recently in the 2007-2008 academic year, while faculty members were surveyed

most recently in the 2010-2011 academic year.

The survey process is carried out online and is managed at the University level through the Student Information System (SIS). Surveys are opened to students beginning the 7th week of the

quarter and remain open through exam week until course grades are posted. Once course grades

are posted, the survey automatically closes. The survey information is compiled into an electronic

report that is provided to the instructor and the department. The survey process is such that anonymity of the respondents is assured. Response rates are variable ranging from nearly 100%

to as low as about 10 to 15% with an average response rate in the 30 to 40%-range.

Also MSE polls its alumni on the SOs as part of the College of Engineering Alumni survey process. This survey is given to 2-year alumni and was administered in 2006, 2008 and 2009 to

2004, 2006 and 2007 graduates. Response rates for these surveys were 15, 39 and 31%

respectively. In these surveys alumni were asked to indicate the importance of each outcome to

their present position and to assess how well prepared they were relative to each SO. Alumni responded using a five-level scale of not important-to-extremely important, or not prepared-to-

very well prepared.

4. Expected Levels of Attainment for Student Outcomes

Not every course is intended to achieve each SO to the same extent, but it was possible to

establish an expectation for the level of attainment by comparing faculty and student opinions of

each course. When opinions of the two groups are out of line, changes to the curriculum may be warranted.

Table 4.1 shows aggregated data on the SOs collected from MSE faculty instructors from

their 2010-2011 survey. These data were collected by asking faculty instructors to rate the extent

to which each course they taught contributed to each SO. Ratings were collected on a five-level

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Likert scale with “5” indicating strong contribution and “1” indicating no contribution. These data

are profiles for each course expressed in terms of the student outcome statements. Figure 4.1 shows the averaged instructor responses for each SO across the curriculum. This is taken to

represent the collective expectation of the MSE faculty about its undergraduate offering and the

expected level of attainment for MSE students.

!

Table 4.1. Instructor responses on the extent to which they felt a course contributed to each of the

SOs.

!

!!

!

!

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!

Table 4.1 (continued). A listing of the course numbers and course titles.!

ENG 198A Engineering, Manufacturing and Creation of Capital

MSE 205 Introduction to Materials Science and Engineering

MSE 281 Materials Processing Laboratory MSE 282 Materials Characterization Laboratory.

MSE 341 Atomic Scale Structure of Materials

MSE 342 Microstructure and Characterization of Materials MSE 361 Introduction to Mechanical Behavior of Materials

MSE 371 Electronic Materials

MSE 401 Materials Thermodynamics MSE 525 Phase Diagrams

MSE 526 Transport and Kinetics

MSE 533 Modeling of Materials Processing Methods

MSE 543 Structural Transformations MSE 564 Mechanical Behavior and Material Microstructure

MSE 581.01 Materials Science Laboratory I

MSE 581.02 Materials Science Laboratory II MSE 581.03 Materials Science Laboratory III

MSE 595.02 Junior Seminar II

MSE 595.03 Junior Seminar III

MSE 600 Materials Selection and Performance I MSE 601 Materials Selection and Performance II

MSE 602 Analysis of Die Casting Processes

MSE 605 Principles of Materials Science MSE 612 Structure and Defects of Crystalline Ceramics

MSE 614 Electrical, Optical, and Magnetic Properties of Ceramic Materials

MSE 615 Chemical Processing of Ceramics MSE 616 Ceramic Forming Processes

MSE 617 Thermal Processing of Ceramics

MSE 618 Structure, Properties, and Processing of Glass

MSE 619 Ceramic Processing Laboratory MSE 642 Polymer Science and Engineering

MSE 644 Structure and Properties of Composite Materials

MSE 645 Materials in Medicine I MSE 646 Materials in Medicine II

MSE 649 Biomaterials Processing Lab

MSE 661 Ferrous Metallurgy MSE 662 Corrosion

MSE 663 Non-Ferrous Metallurgy

MSE 666 Deformation Processing

MSE 667 Casting and Powder Metallurgy MSE 668 Process Metallurgy

MSE 669 Metallic Materials Lab

MSE 673 Electroceramics: Chemical Sensors, Thin-films and Nano-structures MSE 676 Processing of Electronic Materials

MSE 679 Electronic Materials Lab

MSE 695.01 Senior Design Project I MSE 695.02 Senior Design Project II

MSE 695.03 Senior Design Project III!

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24

!

!Figure 4.1. Averaged instructor responses on the extent to which courses in the MSE

undergraduate curriculum contribute to the SOs. This figure represents the SO profile of the MSE curriculum and forms the metric goals against which the level of outcomes achievement

determined by student surveys can be measured. !

!

Table 4.1 and Figure 4.1 show that the MSE faculty has the highest expectations for the “a-k-e”, “hard science and engineering skills” of its students. The SOs a, k and e are:

(a) an ability to apply knowledge of mathematics, science, and engineering.

(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

(e) an ability to identify, formulate, and solve engineering problems.

These SOs earned average responses of 4.33, 4.17 and 3.75 respectively. The lowest average

a-k-e response is 0.5 points greater than the next nearest response to the SOs. Interestingly, these

three outcomes earned the exact same relative rankings in our instructor survey conducted in 2005.

The lowest averaged responses are for SOs, d, f, h, i, and j whose scores ranged from the 2.35

to 3.02. These SOs are:

(d) an ability to function on multi-disciplinary teams.

(f) an understanding of professional and ethical responsibility.

(h) the broad education necessary to understand the impact of engineering solutions in a

global, economic, environmental, and societal context.

(i) a recognition of the need form and an ability to engage in life-long learning.

(j) a knowledge of contemporary issues.

In our 2005 survey, SOs d, f, h, and i were ranked similarly demonstrating lowest averaged

scores from the faculty. These outcomes came to be classified, thought of and referred to in

discussions as the collection of “soft skills”. Student outcome j, which falls in this group in 2010-

2011, can be safely classified as a soft skill as well.

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25

The middle ground of instructor responses are SOs b, c, and g. These SOs each earned an

averaged response of 3.21 by the faculty instructors. These SOs, which are focused on experimental and system design and communication are:

(b) an ability to design and conduct experiments, as well as to analyze and interpret data.

(c) an ability to design a system, component or process to meet desired needs within realistic

constraints such as economic, environmental, social political, ethical, health and safety,

manufacturability and sustainability.

(g) an ability to communicate effectively.

B.2. Expected Levels of Attainment: Implications of the Instructor Survey Results

Overall, our self-assessment through the instructor survey portrays a simple three-tiered framework in Figure 4.2 based on averaged scores to describe the expected level of attainment for

our students when they complete our program. The data shows that we expect them to be

proficient in both soft and hard skills, but most of all we expect their hard skill set to be well refined and their most powerful asset as they enter the workforce.

!

2.0

2.5

3.0

3.5

4.0

4.5

a k e b c g h j i f d

Ave

rag

ed

Sco

re

Faculty Ranked Student Outcome

soft skills

hard skills

experimentdesigncommunicate

!Figure 4.2. Averaged faculty responses on the extent to which courses they taught addressed the MSE SO statements. The plot shows a descending rank order of the SOs by numerical value of

the averaged response. The results are divided into three tiers to establish a general framework to

describe expected level of attainment by students. !

In faculty discussions of the survey results, it is clear that we expect our students to

demonstrate proficiency in all eleven SOs by the time they complete their degree program, but this bottom up assessment of our curricular offering shows that hard skills are valued and

!

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26

addressed to the greatest extent. Discussions reveal the shared belief that the hard skills are the

most powerful and portable asset we can convey to our students. They also reveal the belief that proficiency in the hard skills is not present in incoming students to the extent necessary for

professional practice. The difference between incoming preparation level and needed outgoing

proficiency level defines a gap that our program must bridge, and learning outcomes that students

must meet.

There is no debate that the middle ground outcomes related to experimentation, design and

communication (b, c, and g) are critical to engineering practice and are essential learning

outcomes. Indeed, our alumni survey data discussed later reveal just how important they are for early career engineers. However, students are not fully prepared to engage experimentation and

design in a meaningful way until a sufficient foundation is in place. As a result, these outcomes

are not addressed to a significant extent in as many courses as the hard skills. This yields a lower average response in the faculty instructor survey, which aggregates responses from across the

entire curriculum.

The issue of communications in the engineering curriculum is special. Communication of all

types is essential to materials scientists and engineers and our program gives this issue significant attention. However, it is our belief that communication skills are also inherent in students to a

significant degree by the time they appear in our program. Communication skills and style are

acquired earlier and often outside the academic setting. In view of these factors, we believe the program’s role in addressing these outcomes is scaled appropriately.

Savvy and successful engineers are exceedingly proficient in the soft skill set. The MSE

faculty recognizes the importance of these skills, makes them a part of our programmatic educational objectives, and directly addresses them in the curriculum. Proficiency in these

outcomes is intimately connected with a range of factors including a student’s prior life

experience, emotional and intellectual maturity, motivation, attitude, outlook and aspirations. The

averaged scores suggest that we seek to convey the idea that proficiency in these areas is expected of excellent engineers, we provide examples and approaches for mastering the soft skills, and we

believe they are appropriately represented in our curricular profile relative to the other SOs.

In summary, this self-assessment portrays a simple three-tiered framework based on averaged scores to describe the expected level of attainment for our students when they complete our

program (Figure 4.2). We expect them to be the complete package and be proficient in both the

soft and hard skills. We expect them to be good communicators and emergent learners of

experimentation and design. Most of all, we expect their hard skill set to be well refined and their most powerful asset as they enter the workforce.

B.3. Student course survey results

Table 4.2 shows aggregated data on the SOs collected from MSE students from their 2007-2008 survey. These data were collected by asking students to rate the extent to which each course

they participated in addressed each SO. Ratings were collected on a five-level Likert scale with

“5” indicating that the SO was strongly addressed and “1” indicating that the SO was not addressed. These data are profiles for each course expressed in terms of the SO statements. Figure

4.3 shows the averaged student responses for each SO across the curriculum. This is taken to

represent the collective perception of MSE students about the nature and extent of the curricular

content they are learning.

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Table 4.2. Student responses on the extent to which they felt a course addressed each of the SOs.!

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!!

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!

!!

Figure 4.3. Summary of the student responses on MSE SOs. This figure represents the SO profile

of the MSE curriculum and forms the metric goals against which the level of outcomes

achievement determined by student surveys can be measured. !

!

The averaged student response is similar to the averaged faculty response, but is affected by

an apparent bias and compression in the numerical scoring. For a direct comparison of averaged

scores, Figure 4.4 shows the averaged student response for each SO presented in the same order along the x-axis as in Figure 4.2, which is the rank ordering of averaged faculty response on the

SOs. The perception is that students rank SOs in about the same order as the faculty. The best

agreement is at the extremes. The averaged student response correlates with the faculty response on the hard skills (a, k, e) suggesting that they understand and appreciate the emphasis that is

being placed on this set of outcomes. The lowest averaged student responses are for SOs related

to multi-disciplinary teams, and professional and ethical responsibility (d and f), also in

agreement with the faculty. A simple statistical transformation has been used to minimize the influence of bias and compression in the averaged scores and allow a more insightful comparison

of student and instructor responses. This is described below.

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!

!

2.0

2.5

3.0

3.5

4.0

4.5

a k e b c g h j i f d

Ave

rag

ed

Sco

re

Faculty Ranked Student Outcome

soft skills

hard skills

experimentdesigncommunicate

!!

Figure 4.4. Averaged student responses on the extent to which courses they participated in

addressed the MSE SO statements. The plot shows the SOs in the same order as Figure 4.2 for the averaged faculty response. !

!

!

B.4. Student-instructor survey response comparison

To compare student and instructor survey responses on a more equitable basis we use an approach based on Z-scores (details can be found in the reference, H. Hoffman, Statistics

Explained (2005), http://www.sysurvey.com/tips/statistics/contents.htm). The Z-score for a single

value from a population indicates how far and in what direction, that value deviates from its population's mean. The Z-scores were computed for averaged student and instructor responses

according to the following equation:

ix

Z scoreµ

!

"" =

!!

In which xi is the averaged value of a single SO, µ is the mean of all averaged SOs, and ! is

the standard deviation associated with the population of averaged SOs. This equation shows that the Z-score is simply the ratio of the difference between a value in a population and its population

mean to the standard deviation of the population. A Z-score of one (or minus one) indicates that

!

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30

the difference between a value from a population and its mean is equal to the standard deviation.

The Z-score is especially useful for comparing the relative standings of items from distributions with different means and/or different standard deviations - precisely the situation we face in

comparing averaged student and instructor SO survey responses.

Across all eleven averaged instructor SOs, the mean and standard deviation were found to be

3.23 and 0.63, respectively. Across the averaged student SOs, the mean and standard deviation were 3.90 and 0.29. These characteristics quantify the bias and compression that differentiate the

data sets shown in Figures 4.2 and 4.4. Using these values in the Z-score equation presented

above, Figure 4.5 was constructed. This plot shows the Z-score computed from the student surveys versus the Z-score computed from the instructor surveys. Each point is labeled with the

SO it represents. This correlation allows a direct assessment of perceptions of what is being

taught and what is being learned articulated in terms of the SOs. These perceptions are well sampled in our course and instructor surveys. The figure includes over 6,490 unique responses

from students and 550 from instructors. The response rate for the surveys was about 33% for

students and 100% from instructors.

In Figure 4.5, two guidelines are indicated on the plot. The first guideline forms a box on the plot. The SOs inside the box have Z-score values less than one meaning that they fall within one

standard deviation of the mean for all averaged SOs, while SOs outside the box are responses at

the extremes of the distribution. The second guideline is a diagonal line across the plot. This line represents values of equal student and instructor Z-scores. Above the diagonal line on the plot,

the Z-score for the averaged student response is greater than that of the instructor response. The

converse is true for averaged SOs that fall below this line.

On this plot the SOs fall into three groups. The first groups contains outcomes a, k, e, the

hard skills, which faculty rank high as outcomes intended and students rank high as outcomes

perceived. The second group contains outcomes b, c, g, h, i, j, which are a mixture of the soft

skills with experimentation, design and communication. The third group comprises outcomes d and f, which pertain to multi-disciplinary teams and an understanding of professional and ethical

responsibility.

When bias and compression are removed from the data sets there is a strong correlation between faculty and student averaged responses suggesting that lines of communication between

faculty and students are open and that faculty instructors have a significant influence on their

student’s perceptions of the curriculum. Students are “getting” what the faculty are trying to “get

across”, which is taken as an indication that student outcomes are being attained—at least according to instructor expectations.

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!

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!Figure 4.5. A comparison of student to instructor Z-scores derived from a survey of the two groups on the extent to which MSE SOs are addressed in the MSE curriculum. Data were

collected for the Autumn 2007, Winter 2008 and Spring 2008 quarters.

!

!

It is interesting to note that the distribution of SOs on the Z-score correlation plot is remarkably similar to the distribution obtained from out 2005 survey exercise given in Figure 4.6.

We take this as an indication of programmatic stability.

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!Figure 4.6. A comparison of student to instructor Z-scores derived from a survey of the two

groups on the extent to which MSE SOs are addressed in the MSE curriculum. Data were

collected for the Spring 2004, Autumn 2004 and Winter 2005 quarters.

!

!

B.5. Collection and Evaluation of SOs from Two-Year MSE Alumni.

1. Overview

MSE has used its SO statements to survey alumni 2 years after their graduation. Alumni were

asked to rate the importance of each outcome to their current professional position and the extent

to which they felt that they were prepared by their undergraduate training to address this outcome. These data have been collected, analyzed and compared to SO data collected from enrolled

students and faculty instructor to gain insights on MSE program efficacy and to motivate

curricular change.

2. Background

Under the direction of the college’s Outcomes and Assessment Committee (OAC), the

College of Engineering has been surveying its alumni on program educational objectives and

student outcomes since 1999. Since 2006, the College has surveyed its 2nd year alumni three times (2006, 2008, 2009). The surveys have contained elements common to all alumni, program-

specific elements and a targeted survey on ethical responsibility.

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33

For MSE alumni, the program-specific elements were based on our Student Outcome

statements and provided us data on alumni current perceptions of the outcomes of their MSE education. Also, we used the data to evaluate student outcomes in the context of our program

educational objectives by using the SO-PEO relationships described in Table 3.1.

3. Alumni survey mechanics

The alumni survey process begins with the collection organization and review of the survey content by the OAC. Once complete, a survey request is made in writing by mail with alumni in

the OSU Alumni Associate database. The letter describes how the web-based survey can be

located and completed. A follow-up email message is sent to all non-respondents shortly in advance of the survey completion deadline. In certain years, incentives such as a chance to win

OSU football tickets are used. There is some indication that incentives of this type increase the

response rate. Once closed, the survey data are collected, organized and made available to the various program in the College.

In the program-specific portion of the survey for MSE, alumni are asked to rate each SO by

importance and preparation in view of their current professional situation. Rating are collected on

a 5-level Likert scale with a “1” indicating low importance or less prepared and “5” indicating higher importance or more prepared.

4. Survey findings

Many alumni who are two years past graduation have made the professional transition from student-learner to practitioner and survey results suggest their experience and perspective change

dramatically once out of the academic arena. When students are enrolled in the program they

seem to be strongly influenced by their interactions with their faculty instructors as suggested by the strong correlations between instructor intentions and student perceptions shown in Figures 4.5

and 4.6.

However, the situation is dramatically different once students have made the transition to

practitioners as shown in Table 4.3 and Figure 4.7. Table 4.3 gives averaged values on outcome-by-outcome assessments of the SOs from 2006, 2008, and 2009 alumni survey data. The final two

columns in the table gives data averaged over all three years. Figure 4.7 gives a Z-score

comparison from Alumni Survey data averaged over all three years. The last two rows of Table 4.3 give the averages and standard deviations used to calculate each Z score.

Figure 4.7 gives a Z-score plot that compares the outcomes based on “importance to career”

versus “preparation by outcome”. As engineering practitioners, our former students, who once

valued highly the hard skills that were valued by their instructors, now find that they are dependent on the softer skills related to communications, teamwork, problem solving, facility

with engineering approaches and tools, and adaptability though on-going learning.

Figure 4.7 is illuminating in several ways:

First, it shows what our early career alumni find important to professional effectiveness. Our

alumni point to communications skills (g), teamwork and the ability to work in a team (d), an

appreciation for life-long learning (i), the need to stay current with ones skills and understanding (k), and the ability to be problem solver (e). These responses conform to the well-known

attributes of the engineering environment.

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Table 4.3. Averaged assessment values of the SOs for 2006, 2008, and 2009 taken from alumni

survey data (n = number of respondents).

!

!!

!

-2.0

-1.0

0.0

1.0

2.0

-2 -1 0 1 2

Pre

pa

ratio

n a

t G

rad

ua

tio

n Z

-sco

re

(sta

nd

ard

de

via

tio

ns)

Importance Z-score(standard deviations)

a

b

c

d

e

f

g

h

i

j

k

more importantmore prepared

less prepared

less important

less important

more prepared

less prepared

more important

!!

Figure 4.7. Z-scores comparison from averaged Alumni Survey data from 2006, 2008 and 2009

(n = 26). The plot compares Z-score on an outcome-by-outcome basis for “importance to career” versus “preparation by outcome”. !

Second, it illustrates what is not important to professional effectiveness. Our alumni point to several factors, which are not important in their jobs. These are an ability to apply knowledge of

basic elements of the discipline (a), breadth in education (h), a knowledge of contemporary issues

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(j), conducting and analyzing experiments (b), system-level design (c). Although alumni do not

find that knowledge of the basic elements of the discipline are of current importance, it is the foundation on which more complex problem formulation and problem solving is carried out.

Moreover, the act of learning the basic elements is essential to the mental training and knowledge

accumulation that enables technical decision-making and problem solving. It is easy to

understand that alumni feel that they are over prepared for the basics of the field, but it is difficult to imagine that there can be much retreat in the presentation of these subjects in the MSE

curricula.

Third, and perhaps most significantly from a continuous improvement perspective, it shows

where alumni feel under prepared. Alumni feel under prepared for system-level design (c),

breadth in education (h), knowledge of contemporary issues (j). To a lesser extent, they feel

underprepared in the area of ethics (f), and conducting and analyzing experiments (b).

Under preparation in design noted for outcome (c) in the alumni survey has attracted the

attention of the faculty. The subject of design in the field of materials science and engineering

and what constitutes a meaningful design experience at the undergraduate level has been a

controversial subject in recent years (e.g. see G. S. Cargill III and I. M. Robertson, "Design and

Accreditation for Materials Programs," Journal of Materials Education 28 , 119 (2006)). The

senior design vs. senior research issue is one we contend with because 30-40% of our students

want a research-based experience as preparation for graduate school. Among the faculty, it is easy to lose sight of the need to carryout a project within a set of realistic constraints and instead they

suggest senior projects with a discovery-driven line of research. We are addressing this issue in

our move to a semester calendar by increasing the number of credit hours devoted to design from 3 quarter hours to 6 semester hours. This represents a three-fold increase in attention devoted to

this subject in our curriculum. Also we will continue to encourage and impose realistic

constraints when approving senior projects.

Even though rated as less important, breadth (h) and contemporary issues (j) were identified as outcomes where alumni felt under prepared. These responses align with the historic nature of

our program, which has focused on metallic and ceramic materials. However in recent years the

breadth of our program has increased because of new faculty hires and courses added that relate to both bio/polymer and electronic materials.

The subject of ethics (f) and conducting and analyzing experiments (b) were somewhat

skewed towards an underprepared ranking. Ethics is not a subject that is taught as a stand-alone

subject in our discipline and, for some of the alumni who participated in the survey, it was not a course of study required of engineers. An ethics course is now a required course of all engineers

and is present in the College core curriculum.

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C. MSE Program Educational Objectives

C.1. Background

The MSE Program Educational Objectives (PEO) assessment process is generally aligned

with the College of Engineering Outcomes Assessment (OA) model, which describes the overarching philosophy and practices involved in assessing the PEOs and student outcomes

(SOs). Our assessment processes intersect the College OA model directly through our use of

alumni survey data, which the College collects for its use and for ours.

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The College OA model, shown in Figure 4.8, is represented by two intersecting loops. The

“long-term” loop represents regular feedback from annual alumni surveys and irregularly timed feedback from other College constituent groups. The loop is “long-term” in nature because

feedback is collected with no more than annual frequency. The “short-term” loop represents

information gathered within the academic year through interactions with program chairs, program

undergraduate committees and program representatives to College Committee on Academic Affairs (CCAA).

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Figure 4.8. The Outcomes Assessment Model for the College of Engineering. !

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Within the MSE program, there are three primary processes used to gather the data for the evaluation of the MSE PEOs. These are:

1) Senior Exit surveys that are carried out with all graduating MSE seniors.

2) Feedback from the MSE External Advisory Committee that is based each year on private

EAC deliberations with MSE undergraduate and graduate students.

3) Alumni survey data that is collected on our behalf by the college.

Table 4.4 shows the assessments, frequency with which the assessment occurs and the form

of the information obtained.

Our assessment of the PEOs involves input from graduating seniors, alumni and employers of

our graduates. These constituencies have a predominantly backwards-looking perspective on the

MSE curriculum and are better positioned to make an integrated assessment of how we have prepared students for engineering practice. There is some overlap in the constituencies we poll

concerning our PEOs and SOs, but for these there is a focus on people that can judge both the

importance of what our program teaches and the extent of preparation obtained based on their own professional experience.

Table 4.4. Assessment methods for evaluation of the MSE Program Educational Objectives.

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Assessment Method Frequency Output Form

Senior Exit Surveys Annual unstructured written and verbal

External Advisory Committee Annual written report; topical focus

Alumni Surveys Every other year structured and unstructured data

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C.2. Assessment Mechanics.

1. Written Senior Exit Surveys

Exit surveys are conducted with senior students just prior to their graduation. These surveys

are administered on line and generate structured feedback on graduating class demographics including specialization, employment or post-graduate studies plans, and salary. Graduates are

asked if they participated in a co-op or internship or received financial support via internal or

external scholarships. Unstructured, open-ended comments are solicited on the extent to which

graduates feel prepared for their next professional or educational engagement. Comments are also solicited on the overall experience in MSE with regards to the facilities, courses, faculty, and

staff. Responses are not measured against quantitative success metrics. However, the information

does help establish patterns of evidence that allow us to assess continuity, gaps, overlaps in the presentation of our curriculum and in our preparation of students for professional practice.

Information from these surveys has enabled PEO assessment and has motivated significant

curricular change in the past. In fact, our 2004 undergraduate curriculum revision was triggered

by written feedback from senior exit surveys.

2. Verbal Senior Exit Survey

Each spring, prior to graduation, there is a discussion-based debrief between the department

chair and the graduating seniors. No other faculty member is present. This exercise compliments the written exit survey. The discussion is based around issues brought forward by the students and

issues of interest to the Chair, which include matters related to the PEOs. Notes are taken on the

discussion; often by the undergraduate academic advisor, but comments are not attributed to the individual student. The information collected is reviewed by the Department Chair, and the

undergraduate studies committee. Key findings are presented to and discussed by the MSE

faculty each year.

3. External Advisory Committee (EAC) Review

Each year at the autumn EAC meeting, students are invited to meet with and discuss the

status of the undergraduate program with the committee membership. The committee members

are familiar with the MSE Outcomes and Assessment process and the committee leadership directs the discussion in a way that allows assessment of the PEOs. The content of the discussions

are recorded, summarized in a letter report that is shared with the MSE chair and faculty. An

example of the feedback provided from the 2010 EAC meeting is given in Figure 4.9. Historically, we have found feedback from this exercise to be candid, wide-ranging and

insightful. When there is evidence of unproductive programs, we can react by changing our

curriculum.

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!Figure 4.9. An excerpt from the 2010 MSE External Advisory Committee meeting minutes illustrating the debrief of MSE undergraduate students on the PEOs. Copies of complete EAC

reports will be available at the time of the visit. !

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4. Alumni Survey Data

Because we map Student Outcome statements onto the PEOs, (Table 3.1) we are able to use alumni survey data for PEO assessment. This leads to a method for judging the extent to which

the PEOs are met by our graduates. The mapping associates subsets of the SOs with the PEO

statements as follows:

(1) Competently apply the essential elements of MSE, which are defined by the

interrelationships among composition, structure, properties, processing and performance of

engineering materials.

!

a – an ability to apply knowledge of mathematics, science and engineering c – an ability to design a system, component or process within realistic constraints

k – an ability to use the skills and techniques of modern engineering practice.

This PEO captures the hard skills of the MSE program.

!

(2) Devise, design and conduct experimental, analytical and computational exercises

necessary to further explore the essential elements of materials science and engineering.

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b – an ability to design and conduct experiments and interpret and analyze results.

c – an ability to design a system within realistic constraints.

d – an ability to function on multidisciplinary teams.

i – a recognition of the need for life-long learning. k – an ability to use the skills and techniques of modern engineering practice.

This PEO strongly captures experiment, analysis and design elements.

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(3) Communicate effectively.

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g – an ability to communicate effectively

h – the broad education necessary to understand the broader impacts of engineering k - an ability to use the skills and techniques of modern engineering practice.

This PEO singularly captures communication. The fact that the issue of communication is its own PEO indicates the value placed on the subject in our program.

!

(4) Help solve complex engineering problems by applying the related principles of the

engineering disciplines and by functioning effectively within multidisciplinary teams.

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a – an ability to apply knowledge of mathematics, science and engineering

c – an ability to design a system within realistic constraints.

d – an ability to function on multidisciplinary teams.

g – an ability to communicate effectively h – the broad education necessary to understand the broader impacts of engineering.

This PEO focuses on the engineer as an informed and essential member of a team.

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(5) Demonstrate the global, societal and ethical awareness expected of practicing

engineering professionals.

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c – an ability to design a system within realistic constraints.

f – an understanding of professional and ethical responsibility h – the broad education necessary to understand the broader impacts of engineering

j – a knowledge of contemporary issues.

This PEO captures the soft skills of the MSE Program.

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C.3. Expected levels of PEO Attainment

In order to establish expected levels of attainment for the PEO by MSE graduates, we use the

faculty survey results in Table 4.1 for SO attainments and the SO-PEO mapping of Table 3.1. To do this, the averaged instructor response for the SOs are mapped into a related PEO. Then the

SOs for a particular PEO are themselves averaged to create a numerical characteristic for that

PEO. A Z-score calculation is then performed that shows how far above or below an individual PEO is relative to the average numerical PEO score. The collection of faculty Z-scores for the

PEOs in the third column of Table 4.5 is a numerical profile representing the professional

characteristics we expect that MSE graduates will demonstrate early in their careers relative to the

average.

Not surprisingly, these data bear a resemblance to the SO rankings presented in Figure 4.2,

however the groupings of SOs into PEOs strongly accentuate the values of the MSE faculty. For

example, one highly valued PEO is for the so-called hard skills found in PEO 1 in the first column. It is 4 standard deviations above the mean. Also highly valued is communications PEO

3. It is nearly 2 standard deviations above the mean.

PEO 2 on experiment, analysis and design, and PEO 4 on being a capable contributor to a team are within one standard deviation of the mean. The so-called soft skills PEO 5 is 1.5

standard deviations below the mean.

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Table 4.5. Instructor and 2-year alumni Z-score data resulting from mapping SOs from faculty and alumni surveys onto PEOs.!

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C.4. PEO Attainment of Graduates.

To characterize the attainment of the PEOs by our graduates we use 2-year alumni data collected on the SO statements. For each of the three alumni cohorts for which we have data, Z-

scores have been computed for each PEO. In the alumni surveys, graduates were asked to rank

SO statements by “preparation” (how well their curriculum prepared them to cope with that issue) and by “importance” (how important is the issue to professional success). Table 4.5 shows Z-

score data for preparation and importance for each of the PEOs for the 2006, 2008, and 2009

alumni cohorts. The last two columns in Table 4.5 show Z-scores for each PEO averages across

the three alumni cohorts.

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Two comparisons are made to characterize attainment of the PEO by graduates. The first is

illustrated in Figure 4.10 which compares the instructor Z-score to the alumni average Z-score for preparation. This plot is taken as a measure of instructional focus on a PEO given in the

curriculum versus the extent of preparation perceived by graduates in the early phase of their

careers. In other words, has the effort invested in training led to preparedness for professional

practice?

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!Figure 4.10. A plot comparing instructor Z-scores on the extent to which PEOs were addressed to

alumni Z-scores on the extent to which they were prepared for professional practice. !

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Consideration of Figure 4.10 suggests several things. First, alumni Z-scores for PEOs 1, 2, 3

and 4 are at or above the mean and we infer that except for the soft skills PEO, our graduates feel

adequately prepared for the professional roles in which they find themselves. Second, although there is loose correlation between extent of instructional focus and extent of preparation, the

instructor Z-scores are higher than the alumni Z-scores in a way and to an extent that suggests

that instructional focus may not translate into preparation as efficiently as it could. This notion, if accurate, is motivational and could aid in improving our curriculum.

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Figure 4.11 shows the second comparison made. In this plot averaged alumni Z-scores for

preparation are compared with alumni Z-scores for importance. Here the question is whether or not graduates are prepared for matters that are important for their professional effectiveness and

professional success. The Z-scores for PEOs 1 to 4 are within 1.5 standard deviations of the mean

and we conclude that, in general, an appropriate balance has been struck. We note with interest

that graduates feel most over prepared in the hard skills. The soft skills PEO 5 is remarkably low in both preparation and importance relative to the other PEOs. At the present time, there is not

enough information to diagnose this outlying response making this subject one for further

investigation.

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!Figure 4.11. A plot comparing Z-scores computed from alumni survey data comparing

preparation versus importance for each of the MSE PEOs.!

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D. Other Sources of Information for Program Evaluation

MSE collects input from a variety of sources beyond the Student Outcomes and Program Educational Objectives assessment processes that provide motivation for change and influence

directions of that change. Some of these are regularly recurring or part of the normal management

structure for the program. Others are one-time occurrences that have led to changes in the posture

of the curriculum. Table 4.6 shows assessments beyond those used for the SOs and PEOs with comments on the type of information developed and the frequency of the assessment. Comments

on success metrics are provided below.

Table 4.6. Other assessments used to judge the efficacy of the MSE undergraduate program and

motivate program change.!!

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Student outcomes (SOs)!

Undergrad Studies

Committee Oversight!

direct assessment of program

via student course evaluation

and corrective measures !

On-going!

Faculty Oversight in Senior

Design!

Direct assessment of student

outcomes !

Annually!

Degree Audits! direct assessments of student

progress towards degree completion!

Quarterly!

University Materials

Council !

direct assessments of the MSE

program profile!

Annually!

Student-Faculty Advisor Meetings!

unstructured indirect assessments of program through

discussion!

intermittent!

Career Services! indirect assessments of the program!

intermittent

!

Special Review:

581 lab sequence!

indirect assessments of program! On-going!

Engineering Co-Op or

Intern Supervisor and Student Assessment Survey!

direct assessments of program! See College Report and

Appendix D!

MSE Course portfolio

assessment!

indirect assessments of program! Every 6th year at minimum !

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Each assessment method we use is presented in more detail as follows:

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D.1. Undergraduate Studies Committee (USC) Oversight

The USC regularly reviews evaluations of courses through student and instructor surveys. When instructor survey responses and student survey feedback are in substantial disagreement,

the USC informs the chair, who then works with the faculty member in charge to develop

corrective measures.

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D.2. Faculty Oversight in Senior Design

Independent faculty reviews of senior design projects are conducted at least twice per year. Structured and unstructured feedback to the students is made. Feedback is given to the students,

but success metrics have not been established. Recently, we adopted a poster presentation and

evaluation session for all senior design projects. During this session, each poster is evaluated by

three faculty members and a group of the best posters are selected for entering into the University wide Denman Undergraduate Research Forum. This practice has improved the quality of senior

design projects substantially.

D.3. Degree Audits

The university registrar’s office maintains a website that enables students and departmental

academic advisors to track progress towards degree requirement completion. The MSE

undergraduate academic advisor reviews progress of enrolled students on a quarterly basis. Faculty advisors and students are alerted when attention is needed to address needs in meeting

course requirements.

D.4. University Materials Council

The University Materials Council provides structured ranking and demographic data collected from MSE programs across the nation. This data does not pertain directly to MSE SOs,

but provides important benchmarking data by which the success of our program can be judged

directly against our peers.

D.5. Student-Faculty Advisor Meetings

As discussed in Criterion 1, there are three mandatory student-faculty advisor meeting; one to

meet the advisor after being accepted into the major, a second to discuss choosing an MSE specialization, and a third to have specialization documents checked and signed. Besides these

mandatory meetings, students meet with their faculty advisers as needed for guidance on

specialization courses, reference letters for scholarships, and advice on internships and future

careers including graduate education. These meetings are not intended to be assessment tools; however it is often the case that important information on courses and curriculum is developed

through these meetings.

D.6. Career Services

Job placement data, starting salaries, graduate and professional school admissions data, and

written data from exit and alumni surveys are collected by the College Career Services Office and

are made available to the Department of Materials Science and Engineering. This type of

information is used on a regular basis in preparation of recruiting packages for prospective students, updates to alumni and the external advisory board, and reports to university offices.

D.7. Engineering Co-Op or Intern Supervisor and Student Assessment Survey

Surveys of both the intern Student and their Supervisor are conducted by the College Career Services Office. Their purpose is to collect information on the performance of our enrolled

students in co-ops and internships, as well as on our students’ perspective of their work

experience. However data are limited. Unstructured written feedback both from the Supervisor and the Student is evaluated for patterns of evidence that suggest evaluation or correction in a

portion of the curriculum is needed. Examples of this type of written feedback will be made

available at the time of the site visit.

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D.8. MSE Course portfolio assessment

Syllabi, exams and student work are collected and reviewed every 6th year to ensure coverage of the SOs. This evaluation was undertaken in 1998, 2004-05 and 2011 in preparation

for our 2000, 2006 and 2011 ABET reviews, respectively. Also, an interim assessments waere

also made as part of our curriculum revision in 2002 and 2010. The analysis of these data is

documented in our various ABET Self-Study Reports. In these previous analyses, we noticed some discrepancy between faculty and student perception on how the various SOs are

emphasized throughout the curriculum. As a result, we have asked each faculty member to

identify in their course portfolio the course topics, problems, examples, etc. that address specific SOs. These are included in the course portfolios that will be made available during the visit.

D.9. Other surveys

MSE surveys students in every class each quarter on the quality of instruction they receive. The survey mechanism has varied over the past six years, but questions used were always derived

from our current survey platform, the University’s on-line Student Evaluation of Instruction (SEI)

system. These data are reviewed by individual course instructors and by the department chair.

They are used in annual faculty merit reviews and for support of promotion and tenure cases. They do not form an official part of our outcomes and assessment process, but the feedback

provided to instructors undoubtedly influences their instructional approach and therefore the

quality of the program. Examples of data collected from these surveys will be made available at the time of the site visit.

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E. Continuous Improvement

E.2. General Comments on the Use of Structured Assessments for Continuous

Improvement

The Student Outcomes and Program Educational Objective assessment processes that have

evolved in MSE over the past 10 years are detailed, but sustainable. They are heavily survey-

based, and largely reflect perceptions and opinion, which is not to be discounted. They yield large and rich datasets that when examined carefully lead towards stimulating and provocative

considerations.

Over the past 10 years since the implementation of the EC2000 Criteria, we rarely made curricular changes made based directly on our assessments of the Student Outcomes or Program

Educational Objectives. However, we have been diligent about data collection, and have used that

data as a basis for discussion among the faculty and also with our constituencies—mainly through our External Advisory Committee. The data collected and subsequent analysis and interpretation

have kept curricular issues in front of the MSE faculty. The regular infusion of new information

keeps the dialog fresh and has stimulated thinking, discussion, interaction and follow-up. The

data collected can and has been used to inform and persuade during arguments for change.

Most notably, our deliberations on how to approach the quarters to semesters transition were

strongly influenced by the interpretations and perceptions that flowed from our structured

assessment processes. When the question came as to whether to pursue an unaltered translation of the quarters curriculum to a semesters format or to pursue a radical revision to address standing

structural flaws and changes in the discipline, the answer from the faculty and our constituencies

was loud and clear in favor of the latter. This is attributable to the sustained attention to curricular

issues that is created by an on-going assessment process. Combined with our other assessments,

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the MSE faculty has been able to shed structural problems and create a curriculum that represents

its current expertise and the disposition of the field at the present time.

In this subsection, program changes are divided into those that are to be addressed through

the quarters to semesters conversion, and those that have been addressed separately.

E.3. Curricular Changes Associated with Quarters to Semesters Conversion

The move from quarters to semesters has provided an opportunity to make radical changes to our undergraduate curriculum. In view of feedback collected through our various mechanisms

and benchmarking exercises carried out by our departmental Quarters-to-Semesters (Q2S)

committee, and other information on trends in MSE, we implemented several significant changes to the curriculum. These changes are described briefly as follows:

1. Computational materials science and engineering

The use of computational approaches in MSE is moving strongly and quickly towards the core of the discipline. It has become clear that rising professionals must have a minimum level of

computational skill for professional effectiveness. The 2008 National Materials Advisory Board

report entitled “Integrated Computational Materials Engineering: A Transformational Discipline

for Improved Competitiveness and National Security” recommends on page 8 that:

“The University Materials Council (UMC), with support from materials professional societies

and the National Science Foundation, should develop a model for incorporating ICME modules

into a broad spectrum of materials science and engineering courses. The effectiveness of these additions to the undergraduate curriculum should be assessed using Accreditation Board for

Engineering and Technology, Inc., criteria.”

Our opportunity to adapt our undergraduate program through major curriculum revision has preceded specific directives on how best to incorporate integrated computational materials

engineering into the undergraduate MSE curriculum. Nonetheless, we have adopted an approach,

which mirrors a familiar approach to conveying skill sets to emerging engineers: the practicum.

In our semesters curriculum, MSE students will take a sequence of three computational labs totaling 8 credit hours. This new sequence replaces a 3 credit hour lecture course on modeling

that is now taught in the junior year. In the semester format, one lab will be taken in the

sophomore, junior and senior years. Topics that will be covered are materials property databases, visualization software, programming, continuum modeling approaches and finite elements,

thermodynamic modeling, and atomistic modeling approaches. Computational lab content will be

linked through example problems to lecture content as appropriate.

2. Senior Design

A recurrent theme expressed in feedback from our senior students is that academic credit

allocated to our senior design project is inadequate for the amount of time and effort required to

complete the project. We have attacked this problem for several years with uneven success. Attempts to “right-size” and structure projects that can be completed in about 100 hours during

the senior year have been fruitless. The structural problem is that senior design, MSE 695, is a 1

credit hour class taken each quarter along with a number of 3 and 4 credit hour courses. Students tend to focus on the more heavily weighted courses because of their greater impact on their

cumulative grade point average. Also students tend to work on weighted courses because they

have short-term due dates and defer work on their senior design projects, which often have

extended and adjustable deadlines. These factors, combined with the natural tendency of the

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novice researcher to overestimate what can be accomplished, conspire to undermine the quality of

their senior design work. To address this issue the senior design course in the semesters curriculum will have will triple the current credit hours.

3. Content Overlap

Student feedback and assessment of course portfolios has shown that there is content overlap

in certain areas of metallurgy in our curriculum. One example is the treatment of deformation mechanisms in metals. This subject is deeply rooted in MSE at Ohio State, but assessment data

showed that deformation mechanisms and elements of dislocation theory were taught in at least

three courses in the MSE core curriculum: MSE 205, Introduction to Materials Science and Engineering, MSE 361 “Introduction to Mechanical Behavior of Materials”, and MSE 564

“Mechanical Behavior and Materials Microstructure”. This content has now been condensed and

will appear only in the semester versions of MSE 205 and MSE 361.

4. Elimination of Specialization Requirements

In our 2004 curriculum revision, MSE specialization tracks, referred to as “specializations”

were created. Specializations consist of pre-packaged collections of technical and free elective

credits amounting to 6 lecture courses and one lab course. Specializations were created in response to student feedback indicating a desire for guidance on how to deepen their experience

in various topical areas of the discipline. In this format, students declare a specialization in their

junior year and by doing so opt for a set of elective courses in their senior year. The specialization is noted on their transcript and a letter from the department is issued indicating completion of the

specific set of courses in the topical area. Specialization areas are metallic materials, ceramic

materials, polymeric materials, electronic materials, biomaterials, and manufacturing. Students can opt for a one-of-a-kind specialization upon review and approval from the Undergraduate

Studies Committee. The challenge with specializations has been that enrollment across the

options was extremely uneven. Enrollment in metallic materials and biomaterials has been

consistently strong, electronic materials, polymeric materials and manufacturing has been modest to weak and ceramic materials has been perennially weak. The committment to offer a

specialization requires that each course in the specialization be taught or that a substitute course

be approved. In cases where reasonable substitute courses were not available, the department was obligated to assign a faculty member to teach a course to a very small group of students. In the

past few years there have been course substitutions between the polymers and biomaterials

specializations and the ceramic and electronic materials specializations that have effectively

reduced the number of specializations from 6 to 4. Also, there has also been dissatisfaction on the part of the instructors and students concerning low enrollment in certain elective courses.

In the semesters curriculum, specialization tracks will be eliminated. Instead, students will

work with their faculty advisor and the department academic advisor in their junior year to construct coherent combinations of MSE and non-MSE technical electives for their senior year.

The MSE technical elective requirement for students in the semesters curriculum is 4 lecture

courses and 1 laboratory course. Students may specialize as before, however, there will be no special recognition or designation on transcripts for doing so. Currently, the MSE faculty has

developed a pool of 16 lecture courses and 4 laboratory courses from which students can

construct their senior year technical elective program. These elective courses are concentrated in

the areas of metallic materials, ceramic and electronic materials, and polymers and biomaterials. However students are not obligated to take courses as a package, thereby giving them

considerable flexibility.

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5. Core Curriculum Structure

MSE has become a broad field over the past 20 years with boundaries now extending well into the domains of biology, medicine, computer science, solid-state physics and chemistry. In

designing our new curriculum, the MSE faculty has attempted to strike a balance between the

need to prepare students for a range of possible career trajectories, while instilling in them the

structure-properties-processing-performance focus that distinguishes MSE among the engineering disciplines and physical sciences. To do this we have attempted to capture the existing breadth of

the MSE major in the core curriculum, with some compromise, as students will take only 2/3 as

many different semester courses compared to quarter courses in the current curriculum. In this way, we seek to convey the fundamental principles that will serve students over the course of a

career, while avoiding premature specialization that may limit them in the face of future shifts in

the field. The new MSE core curriculum comprises 16 courses and 43 semester credit hours. It covers foundations of the discipline in thermodynamics, transport, transformations, structure, and

characterization. It contains significant opportunities for practice in 3 laboratory courses

comprising 6 credit hours and 3 computational laboratory courses comprising 8 credit hours. It

contains launching points into a structural materials specialization through the treatment of mechanical behavior and into a functional materials specialization through the treatment of

electronic properties. Technical elective slots exist in the junior year for students to pursue

biology pre-requisites outside of the department to enable specialization in biomaterials. A total of 8 credit hours are allocated to the capstone sequence, which includes Materials Selection, and

Design and Professional Practice—our senior design course. An introduction to the field of MSE

at the beginning of the sequence rounds out the MSE core curriculum.

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E.4. Curricular Changes Outside of the Quarters to Semesters Conversion!

1. MSE 205 “Introduction to Materials Science” Revision

This is a particularly interesting example of how our assessment tools and committee process

for researching problems and implementing curricular changes helped us avoid over reacting to criticisms that were based partly on fact and partly on speculation.

Our introductory course, MSE 205, “Introduction to Materials Science”, is both large and fast

paced. From student evaluations of instruction and student interviews, we are aware that students have a difficult time processing all of the information and understanding the material at the basic

conceptual level. To improve student learning in this course, faculty members in MSE have been

working in collaboration with a Physics Education Researcher, Dr. Andrew Heckler, to improve student comprehension of the topics covered in MSE 205. In individual student interviews,

students often express misconceptions about the core material. To develop curricula and

instructional methods that are aimed at overcoming student difficulties, these difficulties must

first be identified.

The method proposed by Dr. Heckler was to change the way we ran the one-hour recitations

that were given each week to MSE 205 students. Instead of working through homework problems

at recitations, he proposed using a different format. Worksheets were developed that contained a series of fundamental materials science questions that the faculty knew contained concepts that

were often misunderstood by students. These sheets were passed out to students who were

divided into groups of three or four people. The students were asked to answer each question and

then discuss the answer with their group.

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Misconceptions led to discussions that often clarified concepts for people in the group. When

a group couldn’t agree on an answer the instructor or teaching assistants, who were trained to respond with leading questions, would join the group and their discussion. Near the end of the

recitation the instructor would go over the worksheet and answer questions that students still

might have on the material. The idea behind this method is that students benefit more from active

learning than from passive learning in lectures.

After applying this new technique to the MSE 205 offerings in the Autumn and Spring

quarters in 2008 through 2011, quantitative data obtained from exam scores suggests that

attending recitations and working through concept questions improves student comprehension. Students who attended the recitation regularly scored significantly higher on the final exam. As

shown in Figure 4.12, regular attendance at recitations resulted in an average 10% increase in

score on recitation-based questions and a 3.5% increase in score on non-recitation based questions. The difference in these percentages suggest that the increased final exam scores are

not simply a result of “good students naturally attending more recitations” but that there is a real

effect of the concept questions on student performance.

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Figure 4.12. Student final exam scores as a function of recitation attendance. As expected,

students with high recitation attendance score better on the final exam by approximately 3.5%. In

contrast, students who attend recitation regularly score approximately 10% higher on recitation-related questions. This suggests that the reinforcement of course topics and correction of common

MSE misconceptions in recitation is effective at improving overall student learning and

comprehension.!

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The findings of this study were presented to the MSE faculty in February of 2011, and the

results have stimulated discussion on how faculty instructors might present and reinforce content

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in their courses. Anecdotal evidence suggests that instructors are considering reducing time spent

on passive-learning based lecturing to more interactive modes of teaching.

2. Laboratory Experience Improvement

MSE 581.01, 581.02 and 581.03 are 2-credit laboratory courses required of junior students in

MSE. These courses are considered to be part of our MSE core curriculum. Students learn

elements of experimentation in materials science and engineering and are exposed to approaches for characterizing a range of materials properties. The experiments reinforce concepts that are

taught in lecture courses through the junior year, but no specific attempt is made to couple a lab

course to a specific lecture course. Also, we use these labs to teach elements of technical writing to our students. Students are required to submit formal lab reports that are evaluated by teaching

assistants, graders from the Department of English, and by the course instructor. In some cases,

reports are subject to peer review by other students. Student authors receive this feedback and must revise and resubmit their reports.

These labs began to suffer from lack of investment in the lab equipment and creeping

irrelevance of the lab exercises as the field evolved. Student feedback from surveys and through

the MSE External Advisory Committee showed that an essential learning opportunity was being lost through inattention and under-investment.

To address this issue there has been significant investment in equipment for the

undergraduate laboratories. Since 2005 over $600,000 of direct investment has been made to support the undergraduate lab program. Additionally, lab spaces in 076 Watts and in the Foundry

have been significantly upgraded in recent years. These investments have put modern equipment

in our teaching laboratories that has made our labs more effective for teaching experimental aspects of the discipline.

In addition, there has been considerable effort made to upgrade existing lab exercises and

create new ones to provide for more hands-on activities for the students. During the 2009-2010

and 2010-2011 academic years, a number of revised and new lab exercises were developed and deployed in the junior year labs. These exercises were:

• Stokes’ law and fluid flow

• Operation of thermocouples and temperature control in materials experimentation • Synthesis and characterization of a YBCO superconducting material

• Energy conversion and balances using a fuel cell car

• Evaluation of thermal conduction

• Determination of elastic properties by acoustic emission • Anelasticity and mechanical behavior of polymeric materials

• Uniaxial tension testing of metallic materials

• Solid state diffusion and phase stability during heat treatment

Significant attention has been given to increasing exposure of students to basic tools and

techniques needed to carry out experimentation and write reports. Attention to and use of standards for guiding experimentation is also a focus in a number of labs. In this way students

have significant exposure to MS Word, Excel, and LabVIEW as they collect, analyze and report

data.

To assess the impact of these changes, a special survey of students who participated in the junior year labs has been carried out. The results of that survey will be available at the time of the

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E.5. Technology Integration

A wide variety of technological advances have been integrated into our curriculum to enhance learning within and beyond the classroom. A focused effort by MSE to integrate

technology into the classroom began in 2006 with the acquisition of 250 student response systems

or “clickers.” Our most recent effort has been to integrate iPads into courses to provide students

with ready access to present and past course material, real-time annotation of lecture notes during class, real-time polling of student comprehension during class, and online homework. A summary

of major accomplishments in technology integration and the courses in which that are used is

listed below.

1. Student Response Systems/”Clickers”

Currently, the department owns 350 “clickers” for use the undergraduate curriculum. These

systems allow faculty to poll student understanding in real time, increasing student engagement and providing real time assessment of student comprehension. These “clickers” are currently

used in MSE 205, Introduction to Materials Science and Engineering, MSE 361, Mechanical

Behavior of Materials, MSE 525 Phase Diagrams, MSE 564 Mechanical Behavior and Materials

Microstructure as well as other courses.

2. Tablet PC and Video Streaming of lectures

From student evaluation, it was clear that students were interested in having the ability to go

back to lectures to listen to portions that they did not fully understand during the live lecture. In 2007, video carts that capture lectures and demonstrations via a digital video camera and wireless

microphone were purchased. A coupled laptop was used to archive lectures, student presentations

or demonstrations for posting or broadcast it over the internet using the Department video server. In 2009, additional equipment was purchased to capture virtually any classroom content from

document cameras, podium or classroom computers, and chalk or white boards. A set of three

tablet PCs are also available within the department for digital capture of lecture presentations

with real time voice and slide annotation. In 2009, a high tech web cam with an integral web server was purchased to enable live video feeds into the classroom. It has been used to broadcast

demonstrations such as mechanical polishing, etching, optical microscopy, electron microscopy,

and mechanical testing into the MSE 205 classroom.

3. Online Evaluation

Starting in 2008, the OSU Course Management software, Carmen, improved to allow online

homework assignments. Online homework can be individualized for each student by

automatically altering the numerical values in the questions, altering the order of multiple choice responses and most importantly providing students with real-time feedback on whether or not

they obtained the correct answer. This system enables “mastery” approaches to be used that

permit multiple student attempts to obtain the correct answer. The online homework system is particularly useful in MSE 205, which has on the order of 200 students each quarter.

E.6. Curricular changes explored, but not sustained.

MSE has explored several changes to its curriculum that were ultimately abandoned. In one example two MSE students in 2009 carried out their senior design projects through the

Engineering Education Innovation Center program aimed at creating a multidisciplinary capstone

experience for engineering students. It seemed like a good idea, but their experience was not

sufficiently positive relative to the MSE capstone experience to warrant a significant change in

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the curriculum. Concern remains among the faculty about sending students outside the program

for their culminating design experience.

In an attempt to increase feedback from students in a shorter time frame on the effectiveness

of the MSE curriculum , end of quarter debrief sessions were scheduled with MSE undergraduate

students. These sessions were held on a quarterly basis during the 2007-2008 and early 2008-

2009 academic years. In view of the open lines of communication with the students during the quarter and the lack of attendance at the sessions, debriefs were ultimately abandoned in late

2008.

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F. Additional Information

Materials that will be available to review:

1. Raw student survey data of undergraduate courses from 2006 – 2010. 2. Samples of student work

3. Senior Exit Surveys

4. Alumni Surveys

5. University Materials Council departmental evaluation statistics 6. Student and Instructor Survey Raw Data

7. MSE Performance Plan

8. MSE Pattern of Administration

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CRITERION 5. CURRICULUM

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A. Program Curriculum

Table 5.1 (located at the end of this chapter) describes the plan of study for MSE students,

information on course offerings in the form of a recommended schedule by year and term, and

average section enrollments for all courses. Courses in the freshman, sophomore and junior years are separated according to what year they are typically taken (Table 5.1a). Courses taken in the

senior year are separated into individual tables by specialization topic (Tables 5.1b-5.1g).

A.1. How the curriculum aligns with the program educational objectives

As suggested by the name of our program and by the nature of our discipline we train

students for careers in both science and engineering. Our curriculum allows students to prepare

for the career path of their choosing while ensuring that graduates attain abilities articulated in

our Program Educational Objectives (PEOs):

1. to competently apply the essential elements of MSE, which are defined by the

interrelationships among composition, structure, properties, processing and performance

of engineering materials.

2. to devise, design and conduct experimental, analytical and computational exercises

necessary to further explore the essential elements of materials science and engineering.

3. to be able to communicate effectively.

4. to help solve complex engineering problems by applying the related principles of the

engineering disciplines and by functioning effectively within multidisciplinary teams.

5. to demonstrate the global, societal and ethical awareness expected of practicing engineering professionals.

Students progress through the curriculum in well-defined stages. They begin by taking

the Engineering Core (EC) required of all Engineering students at Ohio State. The EC includes the Fundamentals of Engineering sequence (Eng 181 and 183) that teaches basic engineering

skills to prepare students for advanced courses, internships, and careers in engineering. The

Honors sequence (Eng H191, H192 and H193) accomplishes the same objectives but in a more accelerated fashion with a programming course built into the series. All three program options

entail a major design and build project. The curriculum is regularly updated, taught by faculty

who are often professional engineers, designed to expose students to different engineering

disciplines and helps to develop up-to-date, practical skills. Thus, the Fundamentals of Engineering sequence provides students with an early experience relevant to PEOs 4 and 5.

MSE students are required to complete 3-course sequences in Physics and Chemistry and

a 4-course sequence in Mathematics. Additionally, courses are required that introduce students to the engineering discipline and that lay the foundations for meeting PEO 4. Finally, students are

required to take MSE 205, Introduction to Materials Science and Engineering. This is the gateway

course to our curriculum that students typically take in the Spring quarter of their Freshman year,

or Fall quarter of their Sophomore year.

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In their Sophomore year students complete their EC requirements and enter the MSE core

curriculum (MSE core). The MSE core is a set of courses required of all students. By early sophomore year, in addition to MSE 205, students embark on courses that provide a more

comprehensive background in the structure of materials. These are MSE 341, Atomic Structure

and MSE 342, Microstructure, and Characterization of Materials, which together provide a strong

foundation for PEO 1.

The importance of atomic structure and microstructure is then emphasized in the

Sophomore spring quarter with MSE 361, Introduction to Mechanical Behavior, and MSE 371,

Introduction to Electronic Behavior, In addition to these lecture courses, students take MSE 281, Materials Processing Laboratory, and MSE 282, Materials Characterization Laboratory. In these

courses students obtain hands-on experience with materials processing techniques for metals,

ceramics and polymers, and characterization tools, including X-ray diffraction, optical and scanning electron microscopy, and chemical analysis by energy dispersive spectroscopy. Also in

these laboratories, students gain experience writing formal technical reports. Thus, important

elements of PEOs 2 and 3 are provided at this early stage in the curriculum.

The Junior year is devoted almost exclusively to the MSE core. The MSE core comprises lecture sequences that cover the essential elements of the discipline in support of PEO 1. A year-

long lab sequence introduces students to experimentation and characterization methods in MSE.

In this lab sequence we use an in-depth draft-and-revise process to teach students the elements of technical writing. Draft reports, prepared according to the MSE Writing Style Guide, are subject

to rigorous review by graders from the Department of English, the lab teaching assistants and the

course instructors. Lab reports are revised according to this feedback. The lab sequence helps student fulfill the intentions stated in PEOs 2 and 3.

In the senior year, students focus mainly on their Specialization and Capstone sequences,

which address all program objectives, but especially PEOs 4 and 5. The Specialization and

Capstone sequences are discussed in more detail below.

As shown in Table 5.2 (Table 3.1 reproduced here for convenience), there are discrete

connections between the PEOs and the SOs. This connection illustrates the idea the professional

characteristics we seek to instill in our students are formed from collections of specific skills learned in our curriculum. This linkage also allows us to assess PEOs from SO survey data in a

practical and self-consistent way.

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Table 5.2. Relationship of the MSE PEOs to the MSE POs. An “x” indicates that the intersecting

Objective is supported by the Outcome.

Program Educational Objectives

1. Essential

elements

of MSE

2. Experiments,

Analysis &

computation

3. Communicate

Effectively

4. Multidisciplinary

& Teams

5. G,S,E*

Awareness

(a) apply math

and science

x x

(b) design and

conduct experiments

x

(c) design a

system,

x x x

(d) multi-disciplinary

teams

x

(e) formulate, and

solve engineering problems

x x

(f) an

understanding of professional and

ethical

responsibility

x

(g) an ability to communicate

effectively

x x

(h) broad

education

x x x

(i) life-long

learning

x

(j) contemporary

issues

x

Stu

den

t O

utc

om

es

(k) an ability to

use modern

engineering tools

x x x

* Global, Societal, Ethical Awareness

A.2. How the curriculum and prerequisite structure support the attainment of the

student outcomes

The course profile sheets is course portfolios establish the linkage between course content

and student outcomes based on the expectations of the individual instructors. These anticipated

outcomes are also assessed relative to the achieved outcomes based on student surveys. These

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processes, which are described in more detail in the chapter on criterion 4, enables an on-going,

assessment that aids us in evaluating the attainment of student outcomes.

Throughout SO survey process it is possible to assess our attainment expectations for various

specializations on an outcome-by-outcome basis. Figure 5.1 shows the averaged numerical score

for each of the MSEStudent Outcomes (SOs) as collected from the course instructors, summed

over all courses in each of our specializations. For each course that an instructor has taught, he or she was asked to indicate on a numerical one to five scale the extent to which the course content

addressed each MSE SO. Higher scores indicate that the outcome was addressed frequently and

to a high degree in the courses in a given specialization. These responses are compared to student responses to identify if and where changes are needed in a course in the curriculum, in a process

described under criterion 4. However, it is clear that all of the SOs are being treated to a

significant and relatively uniform level by the overall design of the curriculum. It is also noted that additional technical electives, which vary between the specializations, will also serve to

broaden and deepen this coverage.

A flowchart showing the basic prerequisite structure of the curriculum is shown in Figure 5.2.

As can be seen, the basic science and mathematics courses provide a basis for our early MSE courses. For instance, MSE 205 (Introduction to Materials Science) has the first Calculus,

Physics and Chemistry courses in their sequences as prerequisites in order to insure that students

have a common foundation and are also have made the transition to college-level courses such that they are prepared for the pace and breadth of this course.

As another example, included in the MSE core are MSE 361 (Mechanical Behavior of

Materials) and MSE 371 (Electronic Behavior of Materials). The early positioning of these two courses is intentional; they provide important application areas of materials at a relatively early

stage while building on concepts introduced in the EC courses. For instance, MSE 361 utilizes

concepts from Physics 131 (Particles & Motion), ME 410 (Statics) and ME 420 (Introduction to

Strength of Materials), in addition to basic math skills (Calculus and Analytic Geometry). On the other hand, MSE 371 utilizes concepts from Physics 132 (Electricity and Magnetism), Physics

133 (Electrodynamics and Quantum Mechanics), in addition to basic math skills. Thus, students

are equipped for a more in-depth treatment of the MSE topics of Mechanical Behavior and Electronic Behavior of Materials at the Sophomore level.

Junior level courses support the Specialization and Capstone sequences in the Senior year.

The MSE core is a set of both lecture and laboratory courses which provides a fundamental

grounding in the key materials science areas of atomic-scale and micro-structure, thermodynamics, kinetics, phase stability, and structural transformations. The MSE core thus

provides the necessary foundation for the senior level specialization sequences.

Note that the Junior lab sequence, MSE 581.01, 581.02 and 581.03, require Junior standing but are not driven by specific course prerequisites. One reason for this is that the laboratories

have a lecture component to them so that students are fully informed on the background and

outside research expected, and therefore are more self-contained than our typical lecture courses. This prerequisite structure also enables important flexibility from the student’s perspective.

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Figure 5.1 Summary of the instructor responses on MSE SOs for each specialization. This data

indicates that the SOs receive quite strong, overall coverage in each specialization.

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Figure 5.2 also shows prerequisite sequences for the Specializations during the Senior year.

!Figure 5.2. Pre-requiste charts for the MSE core and MSE specializations.

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Figure 5.2 (continued). Pre-requiste charts for the MSE core and MSE specializations.

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Figure 5.2 (continued). Pre-requiste charts for the MSE core and MSE specializations.

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Figure 5.2 (continued). Pre-requiste charts for the MSE core and MSE specializations.

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A.3. How the program meets the specific requirements for this program area in terms

of hours and depth of study.

1. Engineering Core

Students progress through the curriculum that is arranged in well-defined stages. Students

begin by engaging the Engineering Core (EC) required of all Engineering students at Ohio State.

There is some latitude in the composition of the EC to accommodate the diverse needs of the various Programs in our College. We require MSE students to complete a 3-course sequence in

Physics (15 credit hours), a 2-course sequence in Chemistry (9 credit hours) and a 5-course

sequence in Mathematics (24 credit hours). Thus, our students are provided an intensive

grounding in science and mathematics fundamentals that constitutes a significant fraction of the total required for graduation. Additionally, we require courses introducing students to the

engineering discipline via the Engineering Fundamentals courses, which are either a 3-course

sequence that includes Engineering Graphics (10 total credit hours), or 3-course sequence for honors students (12 total credit hours). Finally, we require students to take MSE 205 Introduction

to Materials Science and Engineering, which is an option for other engineering disciplines in the

EC. This is the gateway course to our curriculum that students typically take in the Spring quarter of their Freshman year. In their Sophomore year, students complete their EC requirements, which

involves completing their science requirements, as stated above, as well as ISE 410 (Industrial

Quality Control and Statistics), ME 410 (Statics) and ME 420 (Strength of Materials).

2. MSE Core

In the Sophomore year, students also enter the MSE core curriculum, which extends over

Sophomore and Junior years. The MSE core is a set of both lecture and laboratory courses

constituting 42 total credit hours which is intended to provide a fundamental grounding in the key materials science areas of structure (over a range of length-scale), thermodynamics, kinetics,

phase stability, and structural transformations. The MSE core provides the foundation for the

senior level specializations.

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The junior year is a time at which students can make important career decisions. As juniors,

students have had a chance to become familiar with the discipline, they have measured their skills and have begun to formulate their career aspirations in earnest. To help them understand and

evaluate the options in front of them, we have a two-quarter seminar series. These courses expose

students to practicing professionals who can provide insights into the various sub-disciplines in

the field. The seminars provide an opportunity to inform students about the option of graduate school and how to explore and apply to graduate programs. The seminars also provide the

department an opportunity to explain three key elements in the senior year curriculum:

specializations, senior design and the BS/MS program.

In the senior year, students focus mainly on their specialization and capstone sequences.

Some students will enter into the BS/MS program. Each of these elements of the senior year are

described as follows.

3. MSE Specializations

In the Winter quarter of their junior year, students select a specialization to bring a focus to a

specific area of discipline in which they are particularly interested. Specializations are defined by

a set of six courses focused on a specific topical area in MSE. These courses comprise free and technical electives that meet the MSE program requirements. Specializations are recommended

packages of a student’s technical and free elective courses totaling at least 31 credit hours that

include six MSE lecture courses and a lab course at the 600 level or higher with at least 19 of these credit hours in the MSE department. Six specializations have been established by the

department. The specialization areas, which have been noted previously are metallurgy,

biomaterials, ceramics, electronic materials, polymers, and manufacturing.. Students also have the option of designing their own custom specialization with the approval of their faculty advisor

and the USC. Eight students have utilized the custom specialization option over the past 5

quarters. Prior to the end of Winter Quarter of the junior year, students, in consultation with their

faculty advisor, will select a set of classes to serve as a specialization. Suggested courses for each specialization are summarized in Table 5.3, which is the information sheet that students can use

in constructing their course plans, in coordination with their academic and faculty advisors.

Students earn a BS degree in MSE independent of their specialization and there is no special notation on their degree based on their specialization. There is a notation made on a student’s

transcript and that along with a letter from the department may be presented to a prospective

employer or graduate program as evidence of concentration in a particular area of MSE.

4. MSE Capstone

The MSE capstone comprises the Senior Design sequence (MSE 695.01, 695.02, 695.03) and

MSE 600 and 601 (Materials Selection I and II). In the sequence students must construct and

execute a science or engineering project that develops understanding of the properties or performance of a material, based on a critical set of experiments or characterizations using the

tools and techniques of materials scientists. Students may work with an advisor from the College

of Engineering faculty or from industry on the design project. The Capstone sequence is described in more detail below.

5. BS/MS program

Through the combined BS/MS Program, outstanding undergraduate students have the

opportunity to earn a BS and an MS degree in less time than ordinarily required. In addition, students enrolled in the Combined BS/MS Program may be eligible for a Graduate Research

Assistantship, which normally includes a waiver of tuition and fees, as well as a monthly student

stipend. Applicants for the BS/MS program are required to submit documentation to demonstrate

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fulfillment of the following criteria: Completion of a minimum of 135 undergraduate earned

credit hours, a minimum of 3.5 cumulative point-hour ratio in all previous undergraduate work, current registration in the MSE Department, a rank of Senior in the MSE Department.

Table 5.3: Suggested courses for each specialization, indicating both required and elective

courses.

6. The major design experience

The MSE capstone is considered to include a two-course sequence on materials selection: 600 and 601, and our senior design courses, 695.01, 695.02, and 695.03. In MSE 600, specific

methodologies for materials selection in engineering design are taught, which are reinforced in

601 through group projects. Thus, students are provided with common experience in design

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materials design methodologies through 600 and 601, while they obtain individual (or small

group) experience in carrying out design projects in MSE 695. Each of these courses are now discussed in more detail.

In MSE 600, the major objective of this course is to provide students an opportunity to

integrate their understanding of materials and engineering to solve materials selections problems

associated with engineering design. In-class materials and homework problems require students to translate word problems into analytical frameworks that relate mathematically expressed

performance objectives to functional requirements, geometric requirements and materials

properties. Examples treated include:

• Selection of materials for hockey stick shafts to maximize stiffness and elastic strain energy

characteristics while meeting geometric and cost constraints.

• Selection of low-cost materials to resist compressive loads for structural columns.

• Selection of lightweight materials for pressure vessels that resist failure by fracture or yield.

• Selection of materials to optimize slenderness while resisting elastic buckling.

• Selection of materials based on trade-offs between stiffness and insulating ability.

• Selection of materials for a spacecraft heat shield to resist the thermal transient associated

with reentry while meeting weight and damage tolerance requirements.

• Design of hybrid materials (metal matrix composites) to maximize lightweight stiffness.

• Cost modeling for manufacturing is covered on examinations.

In MSE 601, special attention is given to the “soft skills” in the discipline. We consider these

skills to include an understanding and appreciation for the role of professionalism, ethics, awareness of global, political and contemporary issues as they relate to MSE. This course is

taken by students in the last quarter of their Senior year. We find that at this time students are

thinking about and planning for the next phase of their careers and are interested in and able to

connect more solidly to these issues in a way that is not as evident earlier in their academic training.

It is important to point out that students begin acquiring important laboratory and analytical

skills, that they will need in their senior projects, as early as their sophomore year with MSE 281 (Materials Processing Laboratory) and MSE 282 (Materials Characterization Laboratory), which

continues into the rigorous Junior laboratory sequence. To highlight one of these, in MSE 282

students at Sophomore level obtain hands-on experience performing optical microscopy, running an X-Ray diffractometer and operating a state-of-the-art FEI Quanta SEM. Students learn how to

acquire and analyze data. For instance, the powerful Fovia Pro plug-in for Photoshop is

introduced (and made available to students through the departmental computer facility) for image

analysis and quantification of microstructure information. Understanding and properly interpretation is reinforced through the complementary 3 credit hour lecture course (MSE 342).

This early foundation in characterization is built upon in subsequent lecture and laboratory

courses. For instance, junior-level students obtain additional, direct experience obtaining, analyzing and interpreting data using X-ray powder diffractometry, and SEM, in addition to

TGA/DTA thermal analysis techniques. As a direct result of this enhanced familiarity at earlier

stages, which was first implemented in the curriculum revision of 2003, we have observed a

dramatic increase in the use of this advanced instrumentation in the Senior Design Projects, thereby significantly enhancing their design experience.

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In the first quarter of the Senior Design sequence (695.01), students research, define and

propose a project with guidance from their advisor. A written and oral presentation of the proposal is required. The written document is subject to a draft-review-revise process. Draft

proposals are reviewed by the advisor, course coordinator and 2 student peers. On the basis of this

feedback, the document is rewritten. In the second quarter (695.02), the students execute the

project, analyze the results, and assess their implications and significance. Students give written and oral project presentations.

During these two quarters students are introduced to various aspects of project proposals,

project design, project execution, and time and expectations management in lectures and seminars. Students are given strategies for making effective presentations and are instructed on

the difference between project proposals, project reports and the lab reports with which they are

most familiar.

In the third quarter (695.03), students finalize their research project, write their final reports

and defend their research with oral presentations of their work. Examples of the 2011 Senior

Design Projects include:

• Polyurethane doped with TiO2 nanoparticles scaffolds used for bone tissue engineering

• Robust Manufacturing of Biological Augmentation Constructs (BACs) for Rotator Cuff

Repairs

• Thermal Oxidation of 111 Silicon Wafers Containing GaN Nanowires• Effects of Stiffness

on Scaffold Architecture• Design and Testing of Hybrid Materials

• Virtual Design and Optimization of Metallic Glasses

• Determining the Variance and Distribution of Quantified Microstructure in the !+"

processed #i$6Al$4V

• Dating and Authentication of Ancient Silver-Copper Coins by Discontinuous Precipitate Growth

• Corrosion Mitigation of Re-bar in Concrete

• Accelerated life testing of proton exchange membrane fuel cells

• Analyzing the Toughness, yield-strength crossover of Titanium 5553

During the course of the Senior Design Projects, students gain personal experience with the

"real world" process of trying to design, execute, extract meaning from a technically challenging project while facing constraints imposed by economics such as, limited time, limited finances,

and demands of the advisor.

A.4. The cooperative education experience

MSE students may enroll in MSE 489 and MSE 589 for academic credit and prepare a report

on this experience for credit. However, this option is rarely taken by our students. Instead, most

students choosing internships or cooperative education experience in industry pursue these opportunities through our Engineering Career Services Department, who administer all aspects of

the program, and enroll for ENG 689 credit. Students who avail themselves of this opportunity

usually do so in the summer term, which keeps them on track to graduate in four years. Students taking an internship or co-op during the regular academic year usually must add an additional

year to their academic plan, because of the once-per-year offerings and the sequential nature of

the curriculum.

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A.5. Materials that will be available for review during the visit

Course portfolios will be available for each MSE course that will include course syllabi, textbooks and examples of student work, including homework and exams. In addition, several

senior design posters and senior written reports will be on display. Finally, standard advising

materials will also be made available.

B. Course Syllabi

In Appendix A, include a syllabus for each course used to satisfy the mathematics, science,

and discipline-specific requirements required by Criterion 5 or any applicable program criteria.

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CRITERION 6. FACULTY

A. Faculty Qualifications

At the present time, the faculty headcount in the MSE department is 33. Of these, 26 support

instruction in the MSE undergraduate degree program. Figure 6.1 shows the composition of the MSE faculty by rank and how it has evolved since 2000. Table 6.1, which appears at the end of

this section, illustrates the qualifications of the MSE program faculty. Curricula vitae for all the

MSE program faculty are provided in Appendix B. Every faculty member holds a PhD degree or

equivalent in fields of materials science, materials science and engineering, metallurgy, physics, chemistry or chemical engineering. Many faculty members were employed in industry or

government laboratories prior to joining MSE. Two MSE faculty members are jointly appointed

in other departments. Professor Heather Powell has a 25% appointment in Biomedical Engineering, and Professor Roberto Myers has a 20% appointment in Electrical and Computer

Engineering. Several faculty members hold courtesy appointments in other departments. In

addition, there is one research faculty, one on-site adjunct faculty, several off-site research adjuncts, and courtesy faculty from other OSU departments.

Figure 6.1. Composition of the MSE faculty by academic rank.

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The MSE faculty brings to the undergraduate curricula a depth of knowledge of fundamentals

and a global perspective of current problems from their participation in international research efforts. In addition, their own research programs have a direct positive impact because of the

excitement that they can bring to their subject at the elementary level as well as at the advanced

level in special topics courses.

The MSE faculty has been recognized for its quality of instruction. Teaching awards: R. Buchheit (2003) and G. Frankel (2000) received the H.H. Uhlig Educators Award from NACE

International. From the OSU College of Engineering, R. Buchheit (2004), G. Frankel (2002) and

R. Wagoner (1988) won the Harrison Award for Excellence in Engineering Education, P. Anderson received the Boyer Teaching Award in 1997 and again in 2006, and D. Rigney

(emeritus) received the Scott Teaching Award in 1998. The most valued awards are those voted

and awarded by our students. We have two of these: The MacQuigg Award voted by students in the College of Engineering and the Fontana Teaching Award by the students of MSE. The

MacQuigg Award has gone to R. Buchheit, C. Drummond (emeritus), C. Mobley (emeritus), D.

Rigney, Y. Sahai, S. Dregia. The Fontana Award has gone to a number of our faculty including

H. Fraser, W. Windl and twice to D. Rigney.

B. Faculty Workload

The MSE Pattern of Administration, the department’s primary governance document, describes the nominal expectations for a faculty member’s teaching, research and service activity.

To summarize, faculty members are expected to teach 3 quarter-courses per year (9 credit hours).

MSE faculty members are also expected to be productive researchers and support and advise four Graduate Research Associates each year. They are expected to raise research support sufficient to

sustain their research groups ($275K per year minimum plus 20% released time) with

commensurate publication in peer-reviewed journals. In terms of service, MSE faculty members

are expected to serve on 2 standing or ad hoc committee assignments or 1 committee chair assignment at the department level. Additionally, MSE faculty members are expected to

participate in departmental governance, activities and initiatives. They are also expected to be

proactively involved in college, university or professional society committees. Active participation in undergraduate student advising and mentoring is also expected.

There are allowances for departures from nominal expectations. These include faculty

members without significant research or service responsibilities. These individuals may be

expected to teach up to 6 courses per year. Faculty members with more than 33% released time and 8 supported and advised graduate research associates will teach a reduced load, normally

teach 1 to 2 courses per year subject to instructional needs. Table 6.2 at the end of this section

provides details on workload for individual faculty members.

As an overarching constraint, an individual’s teaching assignments will be adjusted by

considering their overall workload, quality of research and duties requiring major time

commitments such as ad hoc committee assignments, major proposals, conference organization lead, etc.

The size of the MSE department has a bearing on teaching loads. At a faculty staffing level of

33, we are one of the larger MSE departments in the nation (Figure 6.2), but only an averaged

sized faculty in the College of Engineering. The size of our faculty in MSE program is such that we have one of the lowest student-to-faculty ratios in the College of Engineering at 6 to 1.

Additionally, because MSE is a research-oriented department, teaching loads are lighter than in

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other disciplines. Currently, the average annual teaching assignment in MSE is 7 quarter-hours

per academic year. This equates to 2.5 quarter-courses per year, which is equivalent to 1.67 semester-courses per year. Although the load is light, it is departmental policy that all MSE

courses be taught by faculty. Additionally, teaching assistant support is limited and faculty

members assume responsibility for all aspects of the instructional assignment.

Figure 6.2. FTE faculty among the 2010 UMC survey respondents. MSE reported a head count of 33 for 2010. Source: 2010 University Materials Council Report.

C. Faculty Size and Student Support

The MSE faculty is of sufficient size to support the MSE undergraduate degree program and

meet the other obligations of the department and its mission.

The MSE faculty understands that supporting the undergraduate program includes providing

guidance to students outside of the classroom. MSE faculty members interact significantly with

students on a formal basis through their faculty advising relationships, their roles as senior design

project advisors, and as research supervisors when undergraduates are employed as researchers on their sponsored research programs. Also, informal interactions make up an important part of

the MSE professional network. These interactions occur in various ways such as during social

events organized by the student professional organizations or the department, or through casual conversation outside of class.

Many MSE faculty members have formal and informal partnerships and interactions with

industry and government laboratories. These relationships are part of the support network used to promote the interests of MSE students. For example, it is through this network that job, internship

and co-op opportunities are communicated, recommendations are requested and written, and

background interviews to prospective employers are given. The success of the department is

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embodied in the success of its students, which must be promoted by more than classroom

teaching.

D. Professional Development

Opportunities for faculty professional development are described in the section addressing

Criterion 8.

E. Authority and Responsibility of the Faculty

The undergraduate degree program and how it is constituted, delivered and monitored is the responsibility of the entire MSE faculty. Strategic programmatic decisions related to the posture

of the program are subject to faculty governance as described in the MSE Pattern of

Administration. The MSE faculty has primary responsibility for authoring and updating the MSE Program Educational Objectives and the Student Outcome statements. The PEOs and SOs are

reviewed and discussed by the faculty on an annual basis.

The Undergraduate Studies Committee (USC) is the standing departmental committee

charged with ongoing oversight of the program. This committee handles routine business including course requests, course concurrence requests, student petitions, academic probation and

dismissal actions. Extramurally, the USC represents the MSE undergraduate program to the

College Committee on Academic Affairs (CCAA). Also, the USC identifies issues that must be addressed to insure a high level of academic quality in the program. It formulates

recommendations on courses of action to be considered and implemented by the MSE faculty.

In preparation for ABET accreditation visits an ad hoc committee is formed to draft the self-study and prepare materials to support the visit. At other times during the evaluation cycle,

assessments and continuing improvement actions are the responsibility of the USC.

Officials outside the department such as the Dean, Associate Dean for Undergraduate

Studies, the Provost, etc. do not have direct roles in the conduct or execution of the undergraduate program. While the policies of their offices do influence the MSE program, they do so through

the department chair or the USC with approval by the faculty.

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Table 6.1. Faculty Qualifications.

Years of

Experience

Level of Activity

(H, M, or L)

Faculty Name

Highest Degree

Earned - Field and

Year Ran

k1

Ty

pe

of

Aca

dem

ic

Ap

po

intm

ent2

(T, T

T,

NT

T)

FT

or

PT

4

Go

vt.

/In

d.

Pra

cti

ce

Tea

chin

g

Th

is I

nst

itu

tio

n

Pro

fess

ion

al R

egis

trat

ion

/

Cer

tifi

cati

on

Pro

fess

ion

al

Org

aniz

ati

on

Pro

fess

ion

al

Dev

elo

pm

ent

Co

nsu

ltin

g /

sum

mer

wo

rk

in i

nd

ust

ry

Buchheit, Rudy Ph.D., Material Science, 1991 P T FT 7 13 13 L L M

Akbar, Sheikh Ph.D., Materials Engineering, 1985 P T FT 0 23 23 M L M

Anderson, Peter Ph.D., Engineering Sciences, 1986 P T FT 0 22 22 L L M

Clark, William D.Phil., Metallurgy & the Science of Materials, 1976 P T FT 0 34 31 L L L

Daehn, Glenn Ph.D., Material Science & Engineering, 1988 P T FT 0 23 23 L L H

Dregia, Suliman Ph.D., Metallurgical Engineering & Materials Science, 1989 ASC T FT 0 22 22 L L M

Drummond, Charles Ph.D., Applied Physics, 1974 ASC T * 0 36 36 M L L

Flores, Katharine Ph.D., Materials Science & Engineering, 2000 ASC T FT 0 9 9 M L M

Frankel, Gerald Ph.D., Materials Science & Engineering, 1985 P T FT 9 15 15 L L M

Fraser, Hamish Ph.D., Physical Metallurgy, 1972 P T FT 1 38 21 L L M

Guan, Jianjun Ph.D., Chemistry, 2000 AST TT FT 0 7 4 L L L

Gupta, Prabhat Ph.D., Materials Science & Engineering, 1972 P T FT 8 30 24 L L M

Ho, Winston Ph.D., Chemical Engineering, 1971 P T FT 28 12 9 L L M

Lannutti, John Ph.D., Materials Science & Engineering, 1990 P T FT 3 20 20 L L M

Mills, Michael Ph.D., Materials Science & Engineering, 1985 P T FT 7 16 16 L L M

Morral, John Ph.D., Metallurgy, 1969 P T FT 0 46 8 L L M

Morris, Patricia Ph.D., Materials Science & Engineering, 1986 ASC T FT 19 6 6 L L M

Myers, Roberto Ph.D., Materials Science & Engineering, 2006 AST TT FT 0 2.5 2.5 L L M

Padture, Nitin Ph.D., Materials Science & Engineering, 1991 P T FT 0 20 7 L L M

Powell, Heather Ph.D., Materials Science & Engineering, 2004 AST TT FT 0 4 3 L L M

Rajan, Siddharth Ph.D., Electrical & Computer Engineering, 2006 AST TT FT L L M

Sahal, Yogeshwar Ph.D., Process Metallurgy, 1979 P T FT 0 27 27 L L M

Stefanescu, Doru Dr.Eng., Physical Metallurgy, 1973 P T * 0 38 6 L L H

Verweij, Henk Ph.D., Chemical Engineering, 1980 P T FT 16 21 10 L L M

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Wagoner, Robert Ph.D., Metallurgical Engineering, 1976 P T FT 6 27 27 L L M

Wang, Yunzhl Ph.D., Materials Science & Engineering, 1995 P T FT 5 14 14 L L M

Williams, James Ph.D., Metallurgical Engineering, 1968 P T * 27 24 11 L L M

Windl, Wolfgang D.Sc., Physics, 1995 P T FT 4 10 10 L L M

Zhao, Ji-Cheng Ph.D., Material Science and Engineering, 1995 P T FT 12 3 3 L L M

1. Code: P = Professor ASC = Associate Professor AST = Assistant Professor I = Instructor A = Adjunct O = Other

2. Code: TT = Tenure Track T = Tenured NTT = Non Tenure Track

3. The level of activity, high, medium, or low, should reflect an average over the year prior to the visit plus the two previous years.

4. At the institution

* Emeritus Faculty

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Table 6.2. Faculty Workload Summary.

Program Activity Distribution 3

Faculty Member

PT

or

FT 1

Classes Taught (Course No./Credit Hrs.)

Term and Year 2

Teaching Research or

Scholarship Other

4

% of Time

Devoted

to the

Program5

Akbar, Sheikh FT 281 (1 cr, AU10), 401 (4 cr, AU10), 673 (3 cr, WI11) 45% 45% 10% 100%

Anderson, Peter FT 564 (3 cr, WI11), 581.03 (2 cr, SP11) 45% 45% 10% 100%

Buchheit, Rudy FT 600 (3 cr, WI11) 30% 20% 50% 100%

Clark, William FT 543 (3 cr, SP11) 80% 10% 10% 100%

Daehn, Glenn FT 205 (3 cr, WI11) 20% 30% 50% 60%

Dregia, Suliman FT 282 (1 cr, WI11), 669 (1 cr, WI11), 676 (3 cr, SP11) 45% 30% 75% 100%

Drummond, Charles FT

489 (2 cr, AU10), 612 (3 cr, AU10), 489 (2 cr, WI11), 695.01 (1 cr, WI11), 695.02 (1 cr,

WI11), 695.03 (1 cr, WI11), 695.03 (1 cr, SP11), 198A (1 cr, SP11), 589 (1 cr, SP11) 80% 0% 20% 100%

Flores, Katharine FT 205 (3 cr, AU10), 361 (3 cr, Sp11) 45% 35% 20% 100%

Frankel, Gerald FT 662 (3 cr, AU10) 30% 50% 20% 100%

Fraser, Hamish FT 663 (3 cr, AU10) 15% 75% 10% 100%

Guan, Jianjun FT 643 (3 cr, WI11), 646 (3 cr, SP11) 45% 45% 10% 100%

Gupta, Prabhat FT 595.02 (1 cr, AU10), 612 (3 cr, AU10), 618 (3 cr, WI11), 533 (3 cr, SP11) 60% 30% 10% 100%

Ho, Winston FT 0% 100% 0% 100%

Lannutti, John FT 642 (3 cr, AU10), 645 (3 cr, WI11), 649 (1 cr, WI11) 45% 45% 10% 100%

Mills, Michael FT 282 (1 cr, WI11), 342 (3 cr, WI11) 30% 50% 20% 100%

Morral, John FT 525 (3 cr, WI11), 679 (1 cr, SP11) 45% 45% 10% 100%

Morris, Patricia FT 614 (3 cr, AU10), 371 (3 cr, SP11) 45% 45% 10% 100%

Myers, Roberto FT 341 (3 cr, AU10), 205 (3 cr, SP11) 45% 45% 10% 100%

Padture, Nitin FT 615 (3cr, AU10), 644 (3 cr, SP11) 15% 35% 50% 50%

Phillips, David FT - - - 100%

Powell, Heather FT 695.01 (1 cr, AU10), 695.02 (1 cr, AU10), 695.03 (1 cr, AU10) 45% 40% 15% 100%

Rajan, Siddharth FT 0% 100% 0% 20%

Sahal, Yogeshwar FT 526 (3 cr, AU10), 668 (3 cr, SP11) 45% 35% 20% 100%

Stefanescu, Doru 667 (3 cr, SP11)

Verweij, Henk FT 581.01 (2 cr, AU10), 581.02 (2 cr, WI11), 619 (1 cr, WI11), 595.03 (1 cr, SP11) 45% 45% 10% 100%

Wagoner, Robert FT 661 (3 cr, AU10), 666 (3 cr, WI11), 581.03 (2 cr, SP11) 30% 50% 20% 100%

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Wang, Yunzhl FT 30% 55% 15% 100%

Williams, James 601 (3 cr, SP11) 100%

Windl, Wolfgang FT 45% 45% 10% 100%

Zhao, Ji-Cheng FT 581.03 (2 cr, SP11) 20% 70% 10% 100%

1. FT=Full Time Faculty or PT=Part Time Faculty, at the institution

2. For the academic year for which the self-study is being prepared.

3. Program activity distribution should be in percent of effort in the program and should total 100%

4. Indicate sabbatical leave, etc., under "Other."

5. Out of the total time employed at the institution.

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CRITERION 7. FACILITIES

!

A. Offices, Classrooms and Laboratories

The day-to-day operation of the department takes place in Watts (WA), MacQuigg (MQ) and Fontana Laboratory (FL) buildings. Based on a recent space audit, the total square footage of

78,042 is divided as follows: 27,050 for primary instructional space, 42,011 for primary research

space, and the balance for faculty and staff offices. While the amount of space has historically been adequate for most of our activities, there is a critical need for improvement in the quality of

the space. These buildings are old, particularly Watts, and are in need of major renovation. The

department recently invested over $1 million in several face-lifting renovations. These include two conference rooms, one in Watts and one in Fontana, MSE Administrative offices, the Watts

Hall entrance, and the student lounge in Watts Hall. Funds for these renovations were collected

through faculty contributions and external funds donated by department alumni. The department

also made a deliberate effort to include renovation allotments in the start-up packages for faculty hires over the last five years. That has helped build quality laboratory spaces. Moreover, several

laboratories with state-of-the-art research equipment in various frontier areas have been

established through major grants from federal agencies such as the National Science Foundation, the Department of Energy, the Department of Defense, state sources such as the Wright Center

Initiative and many industries. Besides research, these laboratories also are used by undergraduate

students to conduct specialty lab experiments as well as senior design projects.

A.1 Instructional Space

Our instructional space for lectures and teaching laboratories is scattered throughout Watts

(WA), MacQuigg (MQ) and Fontana Laboratory (FL). We have adequate space to meet our

current instructional needs, but as enrollment grows we are moving to larger class rooms across campus. Many classrooms are equipped to deliver computer-assisted instruction.

In recent years, we have improved the quality of our undergraduate teaching laboratories as

illustrated with photographs in the Appendix. The so-called “mud-lab”, WA 076 and WA 076A, where many undergraduate experiments are carried out went through a major face-lift in 1993 and

now meets our current needs. Similar improvements have been made in our foundry laboratory,

MQ 050, and in our metallography laboratories, MQ 248, 252 and 259, that were renovated in

1995. Also many new polishing stations and high-end microscopes with image analysis capability were added then. The furnace facility, MQ 061, is used for thermal processing of ceramics and

metals by both undergraduate and graduate students. Capabilities include various box and tube

furnaces, kilns, HIP, including high-temperature bottom-fed and tube furnaces that can reach 1700ºC. The furnace facility needs a renovation to improve the quality of its space as well as to

increase its power supply; this room is one of the heaviest users of electrical power in our

building complex.

Our Mechanical Testing Facility (MTF) housed in MQ 152 is used for both graduate and

undergraduate instruction. This facility has recently undergone a major expansion in equipment,

personnel, and capabilities with equipment valued at $1.5 million.

Additionally, there is a machining and instrument facility, MQ 060, utilized specifically to produce tooling and perishable samples needed for MSE undergraduate laboratories as well as

senior projects. Also, the facility is utilized to support department research and maintain

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department equipment and infrastructure, including the undergraduate laboratory facilities.

Capabilities include metal, polymer, and ceramic cutting, conventional machining, grinding,

fabrication, welding and brazing. Specific machines include lathes, milling machines, drill

presses, saws, grinders, brazing, TiG and stick welding, and hand tools.

The teaching laboratories are supplemented by taking advantage of nearby research facilities

such as the Campus Electron Optics Facility (CEOF), thermal analysis facility, thin-film facility,

sensor fabrication and testing facility, mechanical behavior laboratory, superconductivity

laboratories and corrosion laboratories. Undergraduate senior projects utilize space and facilities

throughout the department including the research facilities. Details of these facilities are posted

at:

https://mse-play.web.engadmin.ohio-state.edu/research/facilities

The laboratories serve a total of ten undergraduate courses plus the senior design sequence, as

outlined in Table 7.1 below. Specific equipment used for these laboratory courses is shown in

Appendix C.

Table 7.1 Laboratory Courses in MSE

Course # Specializations Course Title Credit

Hrs

281 All Materials Processing Lab 1

282 All Materials Characterization Lab 1

581.01 All Materials Science Lab I 2

581.02 All Materials Science Lab II 2

581.03 All Materials Science Lab III 2

619 Cer, (Manu choice) Ceramic Processing Lab 1

649 Bio, Polymers,

(Manu choice)

Biomaterials Lab 1

662 Met, Bio Corrosion (Lec + Lab) 3

667 Met, Manu Casting & Powder Metall. (Lec +

Lab)

3

669 Met (Manu

choice)

Metallic Materials Lab 1

679 Elec Electronic Materials Lab 1

695.01, 02,

03

All Senior Design Project 3 total

B. Computing Resources

Students and faculty in MSE use an extensive computing facility located in the materials

science/chemical engineering complex. This facility is known as the ECR6 facility and one of a

number of computer laboratories operated for students in the College of Engineering. Students

pay a quarterly Computer Fee in support of these facilities.

Substantial annual investments are made to the computing facility to ensure that the resources

are available to support teaching and the cutting-edge research performed in the department.

More than 100 computers with the latest technology are available that are platforms for an array

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of software that enables 3D imaging of atomic structures, diffraction analysis, mathematical

modeling, casting simulations, stress analysis, and a variety of other engineering

capabilities. Gigabit Ethernet switches provide quick access to a wide variety of resources,

including internet-based materials databases as well as e-books, journals, and search engines

offered by The Ohio State University and OHIOLINK Information Network. DVD recording,

color laser printing, large format plotting, digital video recording and editing, and high-resolution

scanning provide students and faculty with tools needed to prepare professional presentations and

manuscripts.

The ECR6 computing labs are spread between Koffolt Labs, rooms 132, 134, and 135, and

Watts Hall, room 097. Management offices for the facility are located in 197 Watts Hall. The

facility impacts all our undergraduate laboratories and many of our lecture courses. It is used for

simulation, word processing, graphics manipulation/incorporation, printing of posters and other

report preparation functions. Recognizing that most students have their personal laptops, ECR6

has made deliberate utilization of the student fee for the last few years to provide more exotic

needs such as high-end printers, scanners, workstations, readily available wireless access and

state-of-the-art software.

In 2011, three of the computing rooms in the facility were renovated to support classroom

instruction in computational material science. The novel design includes TouchSmart computers,

custom tables, wall-mounted flat panel displays, and digital white boards to help convey technical

information. Clustered seating and interactive switching allow student teams to display their

information to other team members or the entire class. Both on-campus and distance students

benefit from on-the-fly recording of lectures that can be streamed live or archived for reference.

The following is a list of hardware and software that are used by students and faculty for both

education and research related activities. Through the Department Library and Computing

Committee, students and faculty can submit requests for specific software needed for teaching

and/or research.

Hardware

Network:

• Gigabit Ethernet "to the desktop" with 100Mbps connectivity with rest of

department and campus network

PCs:

• 50 Dell Precision Workstation 490, 2 x Intel Xeon E5345 2.33GHz

• 72 HP TouchSmart 9100, Intel Core2 Duo T6570 2.10GHz

Printers:

• 11 Dell 5330 laser printers, 1 HP 4500PS

Software

• SciFinder Scholar

• WASP

• X-ray Diffraction

• HSC Chemistry

• Abaqus

• Cambridge Engineering Selector

• Chemcad

• ChemSketch

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• Comsol Multi-Physics

• CrystalMaker

• Fluent

• JMatPro

• Micress

• Thermo-Calc

• WinPhad

• Adobe Creative Suite

• JMP

• Maple, Mathcad, Mathematica, Mathtype

• MATLAB, LABVIEW, SuperPro Designer

• Gamry EChemAnalyst

• Fovea Pro

• AutoCad

• MagmaSoft

In addition to the ECR6 facilities, individual faculty members maintain computing labs for

special research projects. There are several computer clusters maintained this way including one

for the computational and simulation group, an area boosted by a selective investment awarded to

MSE. The individual faculty members are typically responsible for their own computers;

however, for difficult problems they rely on the computer staff of ECR6. Moreover, students get

ready access to computers and internet at OSU libraries, student dorms, the Ohio Union, as well

as many off-campus locations via WiFi connections.

B.1. Remote Computing

Staff and faculty have access to the 512-CPU, 2.4 GHz Intel Xeon, Beowulf cluster at

the Ohio Supercomputer Center located on Ohio State’s West Campus. The Center holds frequent

training sessions on parallel programming and performance optimization, and also offers Cray

supercomputers for demanding computational projects.

C. Guidance

The Department takes laboratory safety seriously. A comprehensive laboratory safety manual

is posted on the Department web page at

www.matsceng.ohio-state.edu/department/safety/mannual/index.htmlx

It starts with teaching general laboratory practice such as the following.

• Working alone is not a good laboratory practice.

• Eye protection - Depending on the type of activities, require the use of either safety

glasses, chemical goggles or face shields. Most lab operations simply require the use of

safety glasses. However, when any chemicals are being used at least chemical goggles

should be used or in some cases a face shield is required. The appropriate eye protection

is generally specified on the Materials Safety Data Sheets (MSDS) found with the

chemical, in the lab room, or on file in 177 Watts Hall.

• Ear protection - If you suspect that a hearing hazard exists then notify EOHS to have the

sound level measured.

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• Respiratory protection – Respirators should only be used following proper fitting and

instruction by EOHS personnel, if needed.

• Clothing - In situations where splashing or spills may occur it is wise to protect your

body with lab coats. Goggles and face shields, splash aprons, and gloves may be needed for chemicals that are corrosive or easily absorb through the skin. Shorts and open-toed

shoes are not recommended when working in the lab. Do not work in a laboratory

wearing loose hair, loose clothing or dangling jewelry.

• Hand protection - For any laboratory procedure requiring the use of gloves, make sure

you are using gloves made of a material suitable for the operation

• Consumption of food and beverages in laboratories where chemicals are being stored or

used is not permitted.

• Wash hands and arms prior to leaving the laboratory.

The manual then goes into depth regarding safety rules related to:

• chemical safety

• glassware safety

• safe use of gas cylinders

• safe use of equipment

• electrical safety

• fire safety

• cryogenic safety

• radiation safety

Students are normally exposed to safety instructions in their Freshman and Sophomore years

and take the MSE safety quiz in the Junior year as a 581 lab requirement. The quiz is in the form

of a Carmen on-line entrance quiz for which a 100% score is required. The quiz is graded by the MSE OSHA coordinator, Steve Bright. Links for the MSE safety exam, MSE safety manual, and

the Office of Environmental Health and Safety training page are also provided on Carmen. In

addition to taking the laboratory safety assessment test, students are instructed on the safe use of equipment in specific laboratory courses by trained laboratory assistants.

D. Maintenance and Upgrading of Facilities

Maintenance and upgrade of the computer facility is administered by ECR6 staff with input

from the Department Library and Computing Committee on specific hardware and software.

Regular, annual expenses include purchasing supplies and performing minor maintenance of

existing equipment associated with the laboratories. These purchases, made exclusively by the Departmental technicians, total approximately $20,000/year. No effort to restrict these purchases

has been made.

If equipment develops a problem, a report is made to the Chair of the Laboratory and Facilities Committee (LFC). Arrangements are then made to either purchase or make the

necessary replacement parts in the machine shop, or to contact service people and arrange for a

repair visit. Service visits are regularly made for maintenance and repair of major equipment items. These are usually approved without question for equipment vital to the function of the

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undergraduate laboratories. Less-critical items may be delayed until a better determination of the

remaining LFC budget for that particular year has been made.

Since the last ABET visit, the Department has invested substantially in upgrading the

undergraduate lab facilities. During the 2007-2008 academic year, we invested $111,000 to

upgrade space and equipment for the machining and instrument facility, mechanical testing

facility and metallography laboratory, as well as to purchase an optics education kit for the electronic materials laboratory. The funds came from three sources: Board of Regents (BOR)

equipment allocation, $46,742, MSE general funds, $34,234, and a gift acquired through our

External Advisory Board, $30,000. Also, during the current 2010-2011 academic year, we invested an additional $67,320 (BOR - $31,781 and MSE - $35,539) toward an undergraduate

laboratory upgrade that included purchase of new equipment. In fact, over the last several years

of 07/01/05 – 04/30/11 the Department has invested a total of $606,736 for materials and supplies, purchase of new equipment, senior design project support, and microscopy support.

Most of these funds directly supported undergraduate lab instruction.

E. Library Services

The OSU library system provides access to information resources in person, online, or over

the phone at 15 locations across the OSU Columbus campus, through the system’s website

(www.library.osu.edu) and at 614-292-6785. Students and faculty can easily search for books, journals, archived theses, and a vast array of resources through the electronic search engine of the

OSU libraries catalog at

http://library.osu.edu/.

Also, students have access to the OHIOLINK system, where students can request the delivery

of materials from over 90 Ohio colleges and universities to the OSU library of choice. Other

resources available to students include the Electronic Journal Center, with access to articles from

thousands of journals, as well as hundreds of databases covering a variety of scholarly fields, for example engineering, science and others.

The faculty and students of the Department rely heavily on the Science and Engineering

Library (SEL) which is located on the main campus and is within walking distance from our buildings. This library is open 24 hours a day, with access via Buckeye-ID card during the hours

of 11:30pm and 8am. The library opened in 1993 and is relatively modern with full computer

search capabilities in addition to a collection of traditional hard-copy resources. Special

collections that are of particular interest to materials science and engineering are in the library including a variety of journals such as Metallurgical and Materials Transactions, Acta Materialia,

Journal of Materials Research, Journal of Non-crystalline Solids, Corrosion Science, Journal of

the Electrochemical Society and Journal of the American Ceramic Society. These journals including many others published by the chemical and physical societies are available on-line, too.

The Ohio State University Library is a patent depository. The Gazette, patents, and a CD-

ROM database sponsored by the Patent Office, are housed in the Main Library and are available online.

Students, faculty, and staff at OSU can browse the library’s website and request materials at

any time. Once the materials are requested, the site will ask the user where he or she prefers to

pick up the order. Once the order arrives at the designated location, the user receives an email

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stating that the materials are ready to be picked up. This process makes it easy for students to

obtain any book, magazine, journal, or video that is owned by the university.

Students and faculty can submit specific requests for buying books and subscription to

technical journals for the library. Requests can be made through our Department Library and

Computing Committee. Over the past several years, this committee has approved many such

requests specific to our needs. Also, we are fortunate that Dr. Belinda L. Hurley, who holds the

position of Physical Sciences Specialist with OSU libraries, holds an instructor appointment in

MSE. Given her expertise and help, we have been able to optimize needed resources with

judicious choice of books and journals relevant to our area.

F. Overall Comments on Facilities

As discussed under “C”, the Department takes laboratory safety very seriously. The safety

rules and procedures are detailed in the Safety Manual posted on-line. All individuals, students

and researchers, are required to pass an assessment test based on the content of this manual. With

respect to laboratory, our safety program incorporates the following simple principles.

• Practice general laboratory safety such as wearing eye protection, using lab coats, using

chemical hoods, securing gas cylinders, etc..

• Be concerned about the safety of others

• Understand the hazards associated with your particular experiment

• Know what to do in an emergency

• Report hazards or hazardous conditions

With respect to safe operation of equipment in our facilities and laboratories, we rely on

skilled personnel such as technicians, lab assistants and trained graduate students. Three of the

Departmental technicians are in charge of all our undergraduate laboratory related needs

including maintenance and upkeep of the equipment and ordering materials and supplies for

specific experiments. During a laboratory session, student operation of equipment is overseen by

these technicians along with a trained teaching assistant assigned for that lab. Many of our central

facilities such as the Campus Electron Optics Facility (CEOF), mechanical testing facility,

machine shop and others are staffed by trained technicians, who are in charge of maintenance and

upgrade of the instruments. They are responsible also for training students on how to operate the

equipment. Many of our research laboratories are used by undergraduates for specialty labs and

senior design projects. They are staffed by well trained graduate students and technical staff, too.

Proper use of computer facilities is administered by the ECR6 staff and they have developed

policy documents consistent with the guidelines of the University Office of Information

Technology (OIT). The policy documents cover topics like how to create an ECR6 account, the

wireless networking policies, and policies for personally-owned laptop computers. These policies

including various forms and on-line reservation of equipment and facilities are posted on the

ECR6 web-page at

www.ecr6.ohio-state.edu.

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CRITERION 8. INSTITUTIONAL SUPPORT

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A. Leadership

A.1. Internal leadership

The MSE Pattern of Administration specifies that the Chair is the chief administrator in MSE.

It also specifies that MSE adhere to the principle of faculty governance via majority vote

regarding departmental policies. These stipulations recognize the positional authority of the

Chair, but also establish an essential check and balance to ensure appropriate consensus rule in

departmental matters.

By and large, the MSE faculty works cooperatively on issues central to our research and

educational missions. While the responsibility of leadership is concentrated in the positional

authority the Chair, it has been shared among the faculty on both a formal and informal basis. The

sharing of leadership and responsibility has tended to foster a cooperative approach to important

departmental matters and has served MSE well for many years.

MSE has a strong committee structure that proposes and executes most policies. This is the

formal mechanism by which leadership responsibility is distributed. Our current faculty roster

contains four past department chairs (Wagoner, Padture (at UConn), Morral (UConn and OSU)),

and Lippold (ISWE at OSU), a past Dean (J.C. Williams), our current Dean (D.B. Williams) and

past Associate Dean (Clark). These individuals, as well as a number of others who would be able

deans or chairs, lend their experience and voice to the full range of departmental matters and

provide in this manner an informal mechanism of shared leadership.

Chairs of MSE. MSE has had 6 Chairs since its inception in 1988. They are:

George St. Pierre 1988 - 1990

Robert Wagoner 1990 - 1996

Robert Snyder 1996 - 2002

David Rigney (interim) 2002 - 2003

John Morral 2003 - 2006

Rudolph Buchheit 2006 – present

The Chair is appointed by and serves at the pleasure of the Dean. The Dean’s appointment of

the chair is strongly influenced by a recommendation of the faculty, which is normally specified

by a formal secret ballot. The term of the appointment is four years and may be renewed. MSE

has recruited chairs both internally and externally; St. Pierre, Wagoner, Rigney and Buchheit

were recruited internally, while Snyder and Morral were recruited from other institutions.

The department also selects and formally appoints an Associate Chair who assists the Chair

in carrying out administrative duties. Historically, the Associate Chair has had primary

responsibility for organizing teaching and committee assignments and serving as lead of the

Chair’s Advisory Committee.

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A.2. MSE External Advisory Committee

The MSE External Advisory Committee (EAC) is a group made up primarily of alumni who

meet at least once per year on campus to review and comment on our academic and research

programs and to advise the Chair. In addition, they occasionally participate in faculty retreats.

On a regular basis, the EAC helps the department maintain relations with its alumni base,

assists in development activities, and provides commentary and critique on the quality of the

curriculum. In recent years, individual EAC members have had central roles in our strategic

planning, renovation activities and in educational laboratory instrumentation investments.

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B. Program Budget and Financial Support

B.1. Permanent Budget Allocation (PBA)

The PBA is an annual budget allocated by the central administration to colleges and

departments to support their operations. These funds ultimately derive from state subsidy and

tuition. This component of budget pays salaries for faculty, staff, teaching assistants and other on-

going needs. How PBA is used in support of operations is, to a large extent, at the discretion of

the department.

In 2002, the university adopted a responsibility centered management budgeting process to

decentralize a significant fraction of the general funds budget. The five-year implementation

process, known locally as “budget restructuring” was completed in 2007. Under this model,

annual budgets for Colleges are strictly formulaic. The annual permanent budget allocation

(PBA) is the prior year’s budget plus or minus the net annual change in resources. Resources

comprise revenues including instructional subsidy; plant operation and maintenance subsidy;

instructional and other fees; differential fees, if any; and indirect cost recovery. Resources also

include expenditures such as physical plant expenses, research administration, central taxes,

student services and a development assessment.

From 2003 through to 2009, the College of Engineering was overfunded relative to budget

model predictions and accrued annual net marginal deficits. However, after considerable effort

including departmental reorganizations, implementation of cost savings business practices,

increased student enrollment and a stronger research base, the college has earned net marginal

revenues in each of the past two years. For this reason, significant budget cuts at the department

level are not expected even though the university is receiving a cut in is state subsidy in the 2011-

2012 biennial state budget cycle. At the department level, this leads to many essential operational

benefits including retention of student services at pre-recession levels, and continued hiring of

new faculty and staff who support MSE academic programs.

Allocation of PBA to the departments within the College of Engineering is not made

according to a formula. Rather in each new fiscal year, departments have been funded at the prior

year’s level plus an increment reflecting salary increases given in the prior year. In MSE,

approximately 92% of its PBA is used to pay for faculty salaries. The remainder is used to pay for

selected staff salaries and certain components of graduate student tuition.

For MSE, larger adjustments to its PBA have occurred through the addition and subtraction

of permanent budget to support hiring of new faculty and through small and sporadic annual PBA

cuts (the last of these occurred in 2007). In recent years there has been a net increase in our PBA

as shown in Figure 8.1. That has been due to an increase in MSE faculty size associated with

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special hiring opportunities and with few departures, and the addition of the Welding Engineering

faculty.

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!Figure 8.1. MSE annual permanent budget allocation (PBA) trend. Salary Guidance (annual

salary increases) and US annual inflation as indicated by the Consumer Price Index are also

shown. !

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B.2. Development Funding

The MSE department has generous alumni who contribute to the support of undergraduate

scholarships. For example, over $170,000 was contributed over the past two years. These gifts are distributed annually as scholarships to undergraduate students. Further unrestricted gifts are made

by individuals and corporations to the department or to our faculty. Currently, a significant

component of the departmental endowment and gifts is embodied in the Ohio Eminent Scholar

faculty position (Fraser), the Orton Chair (Verweij), the Honda Chair (vacant), the Fontana Professorship (Daehn), the Ohio Research Scholar (McComb, as of Oct. 1, 2011), the DNV Chair

in Corrosion (Frankel) and a number of smaller endowments. Additionally, three large gifts and

pledges were made over the past 5 years totaling more than $1,500,000. These gifts have funded a designated Chair, a designated Professorship, much needed renovations in departmental

administrative and meeting space and updated undergraduate lab instrumentation.

B.3. One-time funds

Other than gift funding, the department has not directly received one-time funding to support its educational programs.

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B.4. Teaching support

The university expects departments to recruit and support graders, teaching assistants using

funds controlled by the department. In MSE, we require our graduate students to serve as

teaching assistants to faculty instructors in the undergraduate program. Students earn academic

credit for their service. Master’s degree candidates are expected to serve for two quarters as

teaching assistants; PhD candidates serve three. Students who have met their degree program

requirements are hired as paid graduate teaching assistants for any additional teaching assistant

service. However, they do not receive additional academic credit.

B.5. Teaching Workshops

There are three main modes by which MSE faculty members and graduate students can add to

their teaching skills. These are:

1. Participation in educational seminars and symposia at national meetings. A number of the

MSE faculty are ASEE members and attend ASEE conferences. Others are active in

national symposia and meetings on engineering teaching that are regularly held within the

various professional society meetings.

2. Participation in a range of seminars, tutorials and instruction through the University’s

Center for the Advancement of Teaching (UCAT) http://ucat.osu.edu/. UCAT exists to

assist all of those who teach at The Ohio State University to excel in teaching, supporting

student learning, and experiencing the satisfaction that results from teaching well. UCAT

offers wide-ranging formal instruction and guidance on the design of courses,

assignments and exams, as well as approaches to grading, enforcing academic integrity

and preventing student suicides. Also, the organization provides a formal teaching

orientation program.

3. Informal peer networks. Informal peer networking in MSE has affected the utilization of

technology in instruction. Notable in this regard is the increasing use of “clickers” for in-

class assessments, the use of tablet PCs and software to integrate voice-over Powerpoint

and handwritten notes to make windows media viewer files for recording lectures for

streaming and podcasting.

B.6. Resources to maintain and upgrade facilities

Table 8.1 shows expenditures made in support of the MSE undergraduate program.

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Table. 8.1. Expenditures made in support of the MSE undergraduate program.

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Category

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2005 – 2011 Expenditures

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Consumable Supplies! $ 110,110 !

Other Expenditures! $ 10,117 !

Purchased Services! $ 23,927 !Equipment! $ 322,581 !

CEOF Support! $ 120,000 !

Senior Projects! $ 20,000 !

Total! $ 606,736 !

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Equipment is funded in part by a biennial Ohio Board of Regents allocation and by gifts and

faculty support from discretionary funds. The contribution from the Ohio Board of Regents

averages about $30,000 per year, which is usually matched by alumni giving. Additional

expenditures are generally made from the MSE General Fund, which is derived from faculty release time payments to the department.

Specific examples of investments in support of the MSE undergraduate program along with

sources of support are described as follows.

Engineering students pay a Laboratory Technology Fee (LTF), which is used to support

investment in laboratories where technology is an intimate part of the learning process. These

funds have been used to upgrade two new instructional and computer lab spaces that are designed

for interactive computer-based group work.

The day-to-day operation of the department takes place in Watts (WA), MacQuigg (MQ) and

Fontana Laboratory (FL) buildings. Based on a recent space audit, the total square footage of

78,042 is divided as: 27,050 of primary instructional space, 42,011 of primary research space and the balance for faculty and staff offices. While the amount of space has historically been adequate

for most of our activities, there is a critical need for improvement in the quality of the space.

These buildings are old, particularly Watts, and are in need of major renovation. The department recently invested $200,000 in several face-lifting renovations that have greatly improved the

physical appearance of some of the spaces. These include two conference rooms (one in Watts

and one in Fontana), MSE Administrative offices, the Watts Hall entrance and the student lounge

in Watts Hall. The funds for these renovations were collected through faculty contributions and external funds donated by department alumni.

Major upgrades to the MSE Foundry (MQ 050) occurred as a result of a fire in March 2010.

Over $150,000 derived from insurance claims was spent to repair and refurbish this laboratory, which is used by a number of MSE undergraduate courses. This is in addition to new investments

in casting technology totaling approximately $50,000 from the Foundry Education Foundation.

During the 2007-2008 academic year, we invested $111,000 to upgrade facilities and equipment in the machining and instrument shop, the mechanical testing facility and the

metallography laboratory. Also, funds were expended to purchase an optics education kit for the

electronic materials laboratory. The funds came from three sources: Board of Regents equipment

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allocation ($46,742), MSE general funds ($34,234) and a gift acquired through our External

Advisory Board ($30,000).

The teaching laboratories are supplemented by taking advantage of nearby research facilities

such as the Campus Electron Optics Facility (CEOF), thermal analysis facility, thin-film facility,

mechanical behavior laboratory, superconductivity laboratories and corrosion laboratories. These

facilities are funded primarily through our sponsored research program, but undergraduate senior projects utilize space and facilities throughout the department including the research facilities.

Overall, the investment made in support of the MSE undergraduate is substantial. The

expenditure targets have been determined by a careful consideration of our most substantial needs and our educational objectives. The combination of investment size and type preserves our ability

to offer a curriculum that has a meaningful laboratory component to it and provides for exposure

of students to a significant range of experimental approaches and processing methods that are used in the discipline.

C. Staffing

The department depends on two categories of staff support: administrative (office staff, student advising, fiscal and human resources) and technical (laboratory, building and computing

support). One or two student assistants handle the day-to-day operation of the Chair’s office. One

staff member deals with human resources-related responsibilities, finance and budget. There is a part-time staff member, who handles university business related travel for faculty, staff and

students. The department is supported by a college-level Business Operations Center (BOC)

where large parts of the reconciliation process for fiscal and human resources transactions take place. This arrangement is intended to relieve the department of the need to support additional

administrative staff to handle these responsibilities.

Two staff members are assigned to handle student advising; one for the undergraduate

program and the other for the graduate program. Computer and Information Technologies (IT) support is shared with Chemical and Biomolecular Engineering and is overseen by three staff

members. The department is also served by a full time building coordinator. This individual

works with the university on renovations and infrastructure repair, research laboratory operations and rehabilitation. Two full-time staff oversee all the instructional laboratory needs. The current

staffing level, along with direct faculty involvement, is adequate for meeting the current needs in

designing and developing laboratory experiments. Some of the specialty laboratories, often used

in senior design projects, are being fully operated and maintained by the responsible faculty member and his/her research associates.

Figure 8.2 shows the trend in the number of staff members between 2000 and 2010. The

number has declined since its peak in 2004 due to retirements and consolidation of administrative functions into the college-level BOC. Instead of filling retired slots, job descriptions were

rewritten and well-qualified staff capable of handling added responsibilities were recruited.

Nonetheless, our enrollments have grown and are expected to grow for several more years. To meet these needs, we are searching for staff in the areas of IT, administration and technical

support at the present time.

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Figure 8.2. MSE staff composition 2000-2010.!

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MSE is proactive in supporting staff training. The university has an active staff training

program and MSE staff are regular participants. Also, the department offers to fund one

extramural meeting or short course per staff member per year for professional development. MSE

staff members take advantage of both of these opportunities.

MSE staff retention principles are based on compensation, professional development, reward

and recognition. As a group, MSE staff members are compensated at or above averages for

comparable positions within the university. The department proactively supports staff in their

desires to expand their professional horizons through intramural and extramural training. The

department is proactive in nominating staff for exceptional achievement awards and in recent

years several have earned college-level and university-level recognition.

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D. Faculty Hiring and Retention

D.1. Faculty Hiring

The process for hiring new faculty is described in the MSE Appointments Promotion and

Tenure document. The MSE hiring process is consistent with University rules for faculty searches

and appointments.

When a faculty position becomes available, a search committee, consisting of regular faculty

members, is appointed by the Department Chair. The faculty search committee develops a

position description and posts the position with the University. An international search follows

that includes advertising the position in appropriate periodicals and seeking personal referrals.

Vigorous efforts to ensure a diverse pool of highly-qualified candidates are required.

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After reviewing the applications, the search committee recommends to the entire faculty a

short list of at least two candidates to be interviewed. Each candidate is asked to submit a dossier including a CV and statements addressing teaching, scholarship, and service, and a list of

reference names. The committee requests external letters of evaluation from at least two people

named on a list supplied by the candidate, and from an equal number of people selected by the

committee who were not suggested by the candidate. The search committee schedules a colloquium open to all, during which the candidates present a topic of his/her choice. The faculty

search committee provides a mechanism to systematically obtain evaluative comments from all

participants in the interview process.

In those instances where a candidate is being considered for appointment at the rank of

associate or full professor, the department promotion and tenure executive committee (i.e. the

Department Chair and vice-Chair) review the candidate’s application and supporting documentation and make a recommendation about the appropriate rank and about tenure. The

eligible faculty vote on the recommendation.

A department faculty meeting, with at least two-thirds of the regular faculty in attendance, is

held during which the faculty search committee presents the case for each candidate. The regular department faculty vote on the recommendation by secret ballot. The chair of the faculty search

committee makes a written report to the Department Chair summarizing the results of the search

process and including the results of the ballot. The Department Chair then makes the offer to the top candidate provided a majority of the votes of all the regular faculty members present are in

favor of the candidate.

Another vote is required for the rank and tenure consideration. The vote is by secret ballot. A positive recommendation requires a simple majority of those votes cast at the meeting. In the case

of appointment to assistant professor without tenure, a vote is not necessary.

D.2. Faculty Retention

MSE is a well-regarded program that exists within a successful academic research institution whose national and international reputation has been strengthening. The department attracts good

students and has significant research capabilities. The Columbus metro area is economically

stable white-collar region with reasonable cost of living, a four-season climate, good regional transportation systems, and attractive urban and suburban neighborhoods with excellent school

systems. Columbus does not have a strong national profile, but nonetheless is the 15th largest city

in the nation and attracts first-rate cultural and entertainment activities. All of these factors along

with having a collegial faculty contribute positively to faculty retention.

Factors that may lure faculty away from the university include opportunities at more

prestigious universities, better compensation, family, geography, culture, weather, etc. Of these

factors, the ones that the university has direct control over are recognition and compensation.

MSE salaries are competitive nationally. At the junior level our average starting salary for

assistant professors is $85,000 compared to the 2010 UMC average of $84,062. Table 8.2 shows

MSE average salaries by rank relative to national averages reported in the 2010 University Materials Council Survey report.

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Table 8.2. Average faculty salaries relative to national averages by rank.

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Rank! 2010 UMC Average! 2010 MSE Average!

Assistant Professor! $ 81,408! $ 88,996!

Associate Professor! $ 97,390! $ 98,716!

Professor! $ 135,031! $ 143,025!

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Figure 8.1 shows annual salary increases (salary guidance) and growth in MSE PBA from 2001 to 2011. Inflation in the consumer price index is shown for comparison. The University and

College have stated their commitment to nationally competitive salaries for faculty, but efforts

over the past seven years have been muted by downward pressure on the University budget and the internal budget allocation process that has not promoted budget growth for the College of

Engineering and its departments. To combat the trend in weak compensation increases and

minimize the issue of compensation in individual retention cases, the College has instituted a

program of equity adjustments for faculty viewed as potential retention cases. This program has had a positive and potentially pre-emptive impact in terms of faculty retention in MSE.

Outside of equity adjustments and promotions, annual salary increases are made on the basis

of a structured evaluation of merit. Faculty members are evaluated in the areas of research and scholarship (45%), teaching and advising (40%) and service (15%). In MSE, data is collected

from each faculty member every year and merit is determined in part by formula, which is shared

with the faculty, and in part by judgment of the chair.

At Ohio State, faculty excellence in research and education is recognized by appointment to

prestigious chairs and professorships. Approximately one-third of the faculty members hold such

appointments:

G. S. Daehn Mars G. Fontana Professor in Metallurgical Engineering

G. S. Frankel DNV Chair in Corrosion

H. L. Fraser Ohio Eminent Scholar

W. S. Ho CMR Scholar

D. C. McComb Ohio Research Scholar (new as of October 1, 2011)

M. J. Mills Taine G. MacDougal Professor of Engineering

D. Stefanescu Ashland Designated Professor

H. Verweij Orton Chair

R.H. Wagoner George R. Smith Chair

J.C. Williams Honda Chair for Transportation

N.P. Padture College of Engineering Distinguished Professor

Historically, the department has taken a very proactive approach towards faculty recognition. There are obvious individual benefits associated with awards recognition, but there are also

significant organizational benefits that accrue including indirect recognition and prestige for the

department, enhanced faculty loyalty, and an ability to properly express appreciation and respect for hard-earned accomplishments. All of these factors contribute positively and productively to

the departmental community, which in turn promotes satisfaction and stability.

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D.3. Support of Faculty Professional Development

Regular faculty members are eligible for Faculty Professional Leave (FPL, sabbatical) after

seven years of continuous service. FPL is intended to create opportunity for faculty to renew or

refresh professional skills, explore new academic areas or pursue industrial interactions or

entrepreneurial activities. FPL applications are approved by the Board of Trustees based on an

application describing the professional development activities to be undertaken. Faculty may take

one or two quarters of FPL at full salary. Salary is reduced by 1/3 for FPL of three academic

quarters.

The university also has a shorter professional development program known as a Special

Research Assignment or SRA. An SRA is a one-quarter appointment that only requires College

level approval. It may be taken at any time and a minimum prior service period requirement is not

required. They are intended to create opportunities for faculty enrichment that are similar to those

for an FPL. In any given academic year, it is common for one to three MSE faculty members to

take advantage of an FPL or SRA.

The MSE faculty are active in national and international professional societies and participate

in various professional development activities through those organizations. This involvement is at

the discretion of individual faculty members. Support for this engagement derives from funds that

individual faculty control.

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PROGRAM CRITERIA

A. Curriculum

There is a close relationship between the MSE Program Educational Objectives (PEOs), and

the detailed Program Criteria for Materials Engineering programs as defined by The Mineral,

Metals and Materials Society (TMS), the lead technical society. This close relationship helps

insure that our graduates possess necessary skills and competencies for professional practice in

the field. In addition, our methods of assessing whether our PEOs have been achieved will enable

us to ensure that graduates have and continue to acquire the necessary skills to satisfy all of the

requisite Program Criteria.

To illustrate coverage of the Program Criteria on a course-by-course basis, Table 9.1 is

presented. The TMS criterion designations used in this table are:

Criterion 1: Ability to apply advanced science (such as chemistry and physics) and

engineering principles to material systems. (similar to our PEO #1)

Criterion 2: An integrated understanding of the scientific and engineering principles

underlying the four major elements of the field: structure, properties, processing, and

performance. (similar to our PEO #1)

Criterion 3: Ability to apply and integrate knowledge from each of the above four elements of

the field to solve materials selection and design problems. (similar to our PEO #1 and 4)

Criterion 4: Ability to utilize experimental, statistical and computational methods. (similar to

our PEO #2)

Our PEOs 3 and 5 pertain to effective communication and awareness of societal and ethical

issues. These are implicit in the program criteria as they represent skills and understanding an

individual must possess in order to maximize professional effectiveness.

As shown in Table 9.1, the application of science and engineering principles to material

systems (Criterion 1) are treated at an introductory level by MSE 205 and MSE 401, and at

increasingly advanced levels in essentially every lecture and laboratory classes in the junior year

(i.e. the "500" level classes) and senior year (i.e. the "600" level classes).

Also shown in Table 9.1 is the coverage of the major elements of the field (Criterion 2)

related to structure, properties, processing, and performance. The relevant properties are further

broken-down into the important classes of mechanical properties (indicated as "M"), chemical

properties (indicated as "C"), thermal properties (indicated as "T"), and electrical, optical, and

magnetic properties (indicated as "E").

The development of an integrated understanding of structure, properties, processing, and

performance of various materials systems begins with early grounding in the essential chemical

and thermal properties of materials. Upon obtaining a fundamental understanding of phase

equilibria in MSE 401, MSE 525, and MSE 581.01 and transport properties in MSE 526, an

understanding of how microstructure develops is presented in MSE 543. The phase

transformation course MSE 543 also builds on characterization of microstructure courses

presented in an integrated lecture/laboratory course in the sophomore year, MSE 341 and 342.The

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relationship between microstructure and mechanical properties is treated, too, in the junior level

course MSE 564. Electrical, optical and magnetic properties are covered in both lecture and

laboratory settings during the senior year in MSE 612, MSE 614, MSE 673, MSE 676 and MSE

679.

Basic elements of materials processing are discussed in MSE 205, MSE 281, the Junior year

lab sequence MSE 581.01, 581.02, and 581.03, and MSE 526. A more in-depth treatment of a

variety of processing techniques for various materials systems is presented in senior year courses.

The performance of materials with respect to their properties is also naturally presented in these

senior-level classes. A majority of the senior design projects incorporate elements of structure,

properties, processing, and performance, although the projects are generally focused on a

particular material or class of materials.

In the Materials Science and Engineering program, we strive to provide information

concerning the four major material classes of metals, ceramics, polymers, and electronic (as well

as optical and magnetic) materials. The coverage of these materials classes is shown in Table 9.1.

It should be noted that polymers are discussed in terms of their thermo-chemical behavior and

structure in earlier classes, while their mechanical properties are treated in MSE 564. Two

courses concerning the structure, properties, processing, and performance of polymers is offered

in the senior year (MSE 642 and MSE 643). Similarly integrated courses related to the structure,

electrical properties, processing and performance of semiconductors are offered in MSE 371,

MSE 676, and MSE 679 while electrical, optical, magnetic, and dielectric materials (primarily

ceramic-based) are treated in MSE 614 and MSE 673.

The selection and design of materials (Criterion 3) is clearly present as a component in many

of the courses and laboratories dealing with properties and processing. Materials selection and

performance is covered in a set of two courses, MSE 600 and MSE 601. The selection and design

of materials is often an essential part of the senior design project courses, MSE 695.01 and MSE

695.02. These four courses MSE 600, MSE 601, MSE 695.01, and MSE 695.02 constitute our

"capstone" design courses which enable senior students to apply all previous program courses

they have taken. Among the topics covered and employed through case studies are materials

selection for new applications and failure analyses.

The utilization of experimental, statistical, and computational techniques (Criterion 4) occurs

at several key junctures in the curriculum. The use of experimental techniques associated with

thermo-chemical properties are treated specifically in the laboratories MSE 581.01, MSE 581.02,

and MSE 581.03. As an integral part of these laboratories, statistical treatment of data and

computational techniques are presented and used in the context of the individual laboratories.

Introduction to the statistical analysis of data is presented in MSE 581.01, and utilized throughout

the rest of the laboratory sequence. Statistical analysis is also a component of ISE 406 (or

Statistics 245). MSE 533 specifically addresses the use of analytical and numeric methods to

treating materials problems and modeling materials processes.

B. Faculty

As shown in Table 9.2, our faculty has expertise is in all four major elements of the MSE

field.

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Table 9.1. A survey showing the relationship between Materials Science and Engineering (MSE)

course requirements and ABET Program Criteria, study of major classes of materials, and study

of major elements of the field. The properties subtopics indicated are mechanical (M), chemical

(C), thermal (T) and electrical (E).

Program Criteria Materials Classes Major Elements of the Field

Course

Number

Cri

teri

on

1

Cri

teri

on

2

Cri

teri

on

3

Cri

teri

on

4

Met

als

Cer

amic

s

Po

lym

ers

Ele

ctro

nic

Str

uct

ure

Pro

per

ties

Pro

cess

ing

Per

form

ance

205 X X X X X X M,C,T,E

281 X X X X X M,C,T,E X X

282 X X X X X C,T X X

341 X X X X X X C,T

342 X X X X X X C,T

361 X X X X X C,T X

371 X X X X X X X X

401 X X X X X C,T

525 X X X X X X X C,T X

526 X X X X M,C X

533 X X X X X X M

543 X X X X X X X M X

564 X X X X X X X M

581.01 X X X X X C,T,E

581.02 X X X X X C,T,M X

581.03 X X X X X X C,T X

595.02

595.03

600 X X X X X X X X X M,C,T,E X X

601 X X X X X X X X X M,C,T,E X X

602 X X X X X M,T X X

605 X X X X X X X X M,C,T,E X X

612 X X X X M,C,T,E X X

614 X X X X X C,T,E X X

615 X X X X X M,C,T,E X X

616 X X X X X M,C,T,E X X

617 X X X X X M,C,T,E X X

618 X X X X M,C,T,E X X

619 X X X X M,C,T,E X X

642 X X X X X M,C,T,E X X

643 X X X X X M,C,T,E X X

644 X X X X X X X X M,C,T,E X X

645 X X X X X X X X M,C,T,E X X

646 X X X X X M,C,T,E X X

649 X X X X X X M,C,T,E X X

661 X X X X X M X X

662 X X X X X X M,C X X

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663 X X X X X M,T X X

666 X X X X X X M,T X X

667 X X X X X C,T X X

668 X X X X C,T X X

669 X X X X X M,C,T,E X X

673 X X X X X X C,T,E X X

676 X X X X X X T,E X X

679 X X X X X T,E X

695.01 X X X X X X X X X M,C,T,E X X

695.02 X X X X X X X X X M,C,T,E X X

695.03 X X X X X X X X X M,C,T,E X

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Table 9.2: Faculty expertise in the four elements of Materials Science & Engineering.

Faculty Name Major Elements of the Field

Str

uct

ure

Pro

per

ties

Pro

cess

ing

Per

form

ance

Sheikh Akbar X X X X

Peter Anderson X X X

Rudy Buchheit X X

William Clark X X X

Glenn Daehn X

Suliman Dregia X X X X

Kathy Flores X X

Jerry Frankel X X

Hamish Fraser X X X X

Jianjun Guan X X X X

Prabhat Gupta X X

John Lannutti X X X

Mike Mills X X X

John Morral X X X X

Pat Morris X X X X

Roberto Myers X X X

Nitin Padture X X X X

Heather Powell X X X X

Yogeshwar Sahai X X X

Henk Verweij X X X

Robert Wagoner X X X

Yunzhi Wang X X X

Wolfgang Windl X X

J. -C. Zhao X X

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APPENDIX A - SYLLABI

A. MSE Core Courses

205 Introduction to Materials Science and Engineering

281 Materials Processing Laboratory

282 Materials Characteristics

341 Atomic Scale Structures of Materials

342 Microstructure of Characterization of Materials

361 Introduction to Mechanical Behavior of Materials

371 Electronic Materials

401 Materials Thermodynamics

525 Phase Diagrams

526 Transport and Kinetics

533 Modeling of Materials Processing Methods

543 Structural Transformations

564 Mechanical Behavior and Material Microstructure

581 (.01, .02, .03) Materials Science Laboratory

595 (.02, .03) Junior Seminars

600 Materials Selection and Performance

601 Materials Selection and Performance II

695 (.01, .02, .03) Senior Design Project

ENG 198A Explore Engineering

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MATSCENG 205: Introduction to Materials Science and Engineering

Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, and 9 48-minute recitations, or approximately 30

hours contact time.

Course Type: Required lecture.

Prerequisites: Math 141 or 151 or 161; Physics 131; Chem 121 or Chem H201, or

instructor permission.

Instructor: P.M. Anderson, Materials Science and Engineering.

Description: Structure, processing, and properties of ceramics, metals, polymers, and

composite materials.

Textbook: Materials Science and Engineering: An Introduction, 8th

Ed., W. D.

Callister and D. G. Rethwisch, Wiley, New York (2009).

Other Resources: Online Homework Problems, authored by OSU/MSE Instructors,

Carmen Course Management Software, The Ohio State University

(2011). https://www.carmen.osu.edu

Goals: 1) Apply knowledge of math, elementary physics, and introductory

chemistry to understand the variety of structures, processing methods,

and resulting properties of engineering materials.!

2) Teach quantitative methods for how mechanical and thermal

processing changes structure and therefore properties of engineering

materials.!

3) Teach how to identify materials and processing that satisfy or exceed

properties needed for an engineering application.!

4) Gain an understanding of the technological impact of materials on

engineering products and the energy-based economics of materials

production and recycling.

Expected

Outcomes: 1) Students will be able to apply mathematics, science, and engineering

principles to understand material structures, processing methods, and

properties.!

2) Students will be cognizant of modern engineering approaches to relate

processing, structure, and properties of materials.

3) Students will be able to identify engineering problems, formulate

relevant analyses involving materials, and solve them. !

4) Students will have the ability to understand the impact of materials

properties on engineering solutions in a societal context.

This course addresses MSE student outcomes a, e, k, h, and j.

Prepared by: P. M. Anderson, May 9, 2011.

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List of Course Topics

• Atomic bonding

• Crystalline structure of metals

• Polycrystals, anisotropy, and noncrystalline materials

• Imperfections in metals

• Diffusion in solids

• Mechanical properties: elastic behavior

• Mechanical properties: plastic behavior

• Dislocation motion

• Strengthening mechanisms: metals

• Recovery, recrystallization, and grain growth

• Fracture

• Fatigue and creep

• Phase diagrams: binary isomorphous

• Phase diagrams: binary eutectic

• Kinetics and phase transformations

• Steels-mechanical properties

• Processing and applications of metals

• Structure and properties of ceramics

• Processing and applications of polymers

• Structure and properties of composite materials

• Corrosion and degradation

• Electrical properties

• Thermal properties

• Optical properties

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MATSCENG 281: Materials Processing Laboratory 01

Credit hours: 1 credit hour.

Contact hours: 1 2h 48-minute lab per week, or approximately 25.5 hours of contact

time.

Course Type: Required laboratory.

Prerequisites: MSE major standing, MSE 342 or concurrent or instructor permission.

Instructor: C. H. Drummond, Materials Science and Engineering.

Description: Microscopy, diffraction, and chemical analyses of metallic, ceramic,

semiconducting, and polymeric materials.

Textbook: Materials Science and Engineering: An Introduction, 8

th Ed., W.D.

Callister and D.G. Rethwisch, Wiley, New York (2009).

Goals: Provide students with hands-on experience with common materials and

how they are formed into useful shapes. Provide background on the

importance of statistical process control.

Expected

Outcomes: 1) Students will develop a basic understanding of the principles and

practices of materials processing.

2) Students will gain hands-on experience in processing metallic,

ceramic, and polymeric materials.

This course addresses MSE student outcomes a, b, c, d, e, g, h, i, j, and

k.

Prepared by: C. H. Drummond, May 1, 2011.

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List of Course Topics

• Course Overview

• Tensile & beam tests

• Rolling tests

• Casting Al Stadia

• Cooling Curves

• Polymer Processing - electrospinning of scaffolds and mechanical testing

• Ceramic Processing - batch calculation, weighing ,melting, heat treatment , X-ray diffraction

and SEM of commercial Macor compsiition.

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MATSCENG 282: Materials Characterization Laboratory

Credit Hours: 1 credit hour.

Contact hours: 3 48-minute lectures, 3 additional 2 hour laboratory time periods

arranged during the quarter based on student schedules and availability

of instrumentation.

Course type: Required lecture-laboratory.

Prerequisites: MSE 342 (concurrent), or permission of the instructor.

Instructor: M. J. Mills, Materials Science and Engineering.

Description: This laboratory course is designed to follow MSE 341 and accompany

MSE 342. Three experiments are selected to feature several important

aspects of MSE 341/342, as follows: X-ray diffraction, scanning

electron microscopy (imaging and local chemical analysis),

metallography, optical microscopy and applications of these techniques

for determination of structure and composition in selected metallic,

ceramic and composite materials.

Textbooks: P. J. Goodhew, F. J. Humphreys & R. Beanland, Electron Microscopy

and Analysis, 3rd ed.

Grade A Notes compilation, consisting of sections from B. D. Cullity,

Elements of X-ray Diffraction, 2nd

ed.; J. P. Sibilia (ed.), A Guide to

Materials Characterization and Chemical Analysis, 2nd

ed.; H. W.

Hayden, W. G. Moffat and J. Wulff, The Structure and Properties of

Materials, Vol. III; D. A. Porter and K. E. Easterling, Phase

Transformations in Metals and Alloys.

W. D. Callister, Materials Science and Engineering, An Introduction, 7th

ed. (also used in MSE 282).

Goals: To provide hands-on experience with the application of modern

computerized instruments and techniques for structural and chemical

characterization of materials. To introduce students to pertinent data

analysis techniques, including crystal structure determination, image

analysis software and energy dispersive spectral analysis. To work

cooperatively with groups of various sizes to collect and analyze data

sets.

Expected

Outcomes: 1) Students apply fundamentals of materials characterization techniques

introduced in MSE 342 and widely used in industry and graduate studies.

2) Students obtain hands-on experience in acquiring data using X-ray

diffraction, scanning electron microscopy, energy dispersive

spectroscopy and optical microscopy.

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107

3) Students learn techniques to analyze and quantify data for

determination of crystal structure, microstructure and local chemical

analysis.

4) Students obtain experience writing structured technical reports for

communicating their results to a broad materials science audience.

This course addresses MSE student outcomes a, b, d, g and k.

Prepared by: M. J. Mills, May, 2011.

List of Course Topics

• Use of an X-ray diffractometer for determination of atomic structure, and for monitoring

changes to this structure through thermomechancial processing. As in all laboratories,

teamwork will be encouraged during this experiment, especially during the data analysis. To

be done during weeks 2-4, with individual reports due in week 5.

• Use of a state-of-the-art SEM/EDS system for imaging and chemical analysis of several

specimens and phase identification in a multi-phase or composite material. To be done

during weeks 4-7, with individual report due in week 8.

• Optical microscopy, including quantitative image analysis of grain size, grain size

distribution, and twin fraction. Stereology and 2D to 3D analysis techniques. To be done

during weeks 8 and 9, with short report due on the last day of class.

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MATSCENG 341: Atomic Scale Structure of Materials

Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 hours contact time.

Course Type: Required lecture.

Prerequisites: MSE 205 or concurrent or instructor permission.

Instructor: R. C. Myers, Materials Science and Engineering.

Description: Crystal structures in metals, ceramics, and other materials, point defects

in crystals, structure determination by x-ray diffraction.

Textbook: (required) MSE 341 Course Pack, Grade A Notes. (optional) William D.

Callister and David G. Rethwisch, Materials Science and Engineering:

An Introduction, 8th edition, John Wiley & Sons, Inc. (2010).

Other Resources: J. F. Shackelford, Introd. to Materials Science for Engineers, 4th ed.,

1996, 5th ed., 2000, or 6th ed., 2005, Macmillan.

Goals: Develop an understanding of amorphous and crystal structures and point

defects in metals, ceramics, semiconductors and polymers, introduce X-

ray techniques for determination of phase/structure, and prepare students

for subsequent studies on structure-property relationships.

Expected

Outcomes: 1) Students will learn the atomic scale structure of amorphous and

crystalline materials: common metals, ceramics, and polymers.

2) Students will learn objective methodologies for calculating the atomic

plane spacing, packing efficiency and density of different crystal

structures.

3) Students will examine the connection between chemical composition,

atomic bonding, and local atomic structure.

4) Students will learn general trends in materials properties as they relate

to structure and point defects.

5) Students will be able to predict which materials will be more likely to

form crystalline versus amorphous structures.

6) Students will learn the structure and properties of common polymers.

(7) Students will be introduced to the concept of x-ray diffraction and x-

ray generation.

This course addresses MSE student outcomes a, e, h, i, j, and k.

Prepared by: R .C. Myers, April 11, 2011.

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List of Course Topics

• Bonding and implications for structure

• Basic crystallography and crystal structures

• Crystal coordinates

• Bravais lattices

• Miller Indices for directions and planes

• Miller-Bravais indices for hexagonal structures

• Simple density calculations (linear density, areal density)

• Crystal chemistry

• Prototype metal and ceramic crystal structures

• Families of related structures and connections between different structures

• Packing efficiency: close packed, non-close packed

• Stacking sequences

• Stoichiometry from structure

• Charge neutrality

• Choice of unit cell

• Anisotropy of crystal structures and relation to properties

• Vacancies and interstitials

• Equilibrium concentration of point defects and temperature dependence

• Solid Solutions

• Defect chemistry and Kroger-Vink notation

• Noncrystalline (amorphous) materials

• Long range versus short range order

• Glass transition temperature

• Oxides, silicates, metallic glass, polymers

• Glass forming ability

• Network modifiers/stabilizers

• Structure of polymers

• Composition and structure of common polymers

• Degree of polymerization

• Amorphous and crystalline polymers

• Basic organic chemistry

• Addition and condensation polymerization

• Cross linking and relation to mechanical properties

• Branching, copolymers, network polymers

• Microstructure of polymers

• Generation of X-rays

• Bragg’s law

• Atomic scattering factor

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MATSCENG 342: Microstructure and Characterization of Materials

Credit Hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 hours contact time.

Course type: Required lecture.

Prerequisites: MSE 341 and 282 (concurrent), or instructor permission.

Instructor: M. J. Mills, Materials Science and Engineering.

Description: Important features of microstructures, including dislocations, surfaces,

grain boundaries and interfaces, and techniques for characterizing and

quantifying microstructure.

Textbooks: P. J. Goodhew, F. J. Humphreys & R. Beanland, Electron Microscopy

and Analysis, 3rd ed.

Grade A Notes compilation, consisting of sections from B. D. Cullity,

Elements of X-ray Diffraction, 2nd ed.; J. P. Sibilia (ed.), A Guide to

Materials Characterization and Chemical Analysis, 2nd ed.; H. W.

Hayden, W. G. Moffat and J. Wulff, The Structure and Properties of

Materials, Vol. III; D. A. Porter and K. E. Easterling, Phase

Transformations in Metals and Alloys.

W. D. Callister, Materials Science and Engineering, An Introduction, 7th

ed. (also used in MSE 282).

Goals: Introduce to students the important microstructural features in single-

phase and multi-phase materials, and working knowledge of important

techniques for structural and chemical characterization of materials,

especially those needed for determining microstructure morphology,

volume fractions and phase composition.

Expected

Outcomes: 1) Students will develop a fundamental understanding of defects and

microstructural features in materials.

2) Students will lerarn the basic operation and capabilities of the

principal characterization methods used in materials science, namely

XRD, optical microscopy, SEM and TEM.

3) Students will be introduced the importance of microstructure and

crystalline defects in determining the properties of materials, and how

these features can be characterized – concepts that are fundamental for

graduate research and employment in the area of materials design.

This course addresses MSE student outcomes a, b, e and k.

Prepared by: M.J. Mills, May 13 2011.

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List of Course Topics

• Introduction to XRD

o Generation of X-Rays

o Absorption

o Bragg’s Law and diffraction angles

o Structure Factor and diffraction intensities

o Interpretation of Powder Diffraction Data

• Optical Microscopy and SEM

o Instrumentation

o Types of signals

o Imaging in the OM and the SEM

o Resolution, aberrations, depth of field

o Comparison of SEM and optical microscopy

• Energy Dispersive Spectroscopy

o Basics, need for compositional analysis

o Principles of compositional analysis

o Capabilities, limitations

o Resolution and uncertainty

• Stereology and Quantitative Image Analysis

o Need for stereology and quantitative microscopy

o Measurement of key microstructural features (grain size)

o Statistics in stereology

• Dislocations

o Geometries

o Dislocation movement

o Formation of substructures

o Detection and imaging of dislocations

o Measurement of dislocation density

o Connections to macroscopic properties

• Single phase and multiphase microstructures

o Structure of surfaces and grain boundaries

o Grain size/shape measurement using OM and SEM

o Surface analysis

o Properties of interphase boundaries

o Volume fraction measurements

o Distributions of phase size, shape and connectivity

• Anisotropy

o Measurement of texture

! Principles of Electron Back-Scattered Diffraction (EBSD)

! Use of EBSD for texture analysis

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MATSCENG 361: Introduction to Mechanical Behavior of Materials

Credit Hours: 3 credit hours.

Contact Hours: 3 48-minute lectures per week, approximately 23 total contact hours.

Course Type: Required lecture.

Prerequisites: MSE 205, Math 153; Prereq or concur: ME 420 or 440 or instructor

permission.

Instructor: K.M. Flores, Materials Science and Engineering.

Description: Macroscopic mechanical response of ceramics, metals, polymers, and

composite materials, with an introduction to the underlying

microstructural processes during deformation.

Textbook: None.

Other Resources: Handouts covering most of the lecture topics are posted on the course

website (Carmen) for the students to read. Selections from several texts,

including those listed below, are also posted as supplementary reading

material for interested students:

• Richard W. Hertzberg, Deformation and Fracture Mechanics of

Engineering Materials, 4th

edition, John Wiley & Sons (1996).

• George E. Dieter, Mechanical Metallurgy, 3rd

edition, McGraw-Hill

(1986).

Goals: To introduce students to the mechanical behavior of materials, how

materials accommodate deformation, how they fail and how materials

can be selected for engineering design based on their mechanical

response.

Expected

Outcomes: 1) Students will gain an understanding of the load response and failure

mechanisms of ceramics, metals, polymers, and composite material

systems.

2) Students will demonstrate their understanding of how these

properties enter engineering design and material selection through a final

group project.

This course addresses MSE student outcomes a, b, c, d, e, g, i, and k.

Prepared by: K. M. Flores, April 28, 2011.

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List of Course Topics

• Stress and strain

• Stress and strain in different coordinate systems: Mohr’s circle

• Linear elasticity: Hooke’s Law

• Atomic bonding and Young’s modulus

• Plastic deformation

• Basics of dislocation motion

• Strengthening mechanisms

• Yield criteria

• Fracture

• Fatigue

• Anelasticity and Viscoelasticity

• Creep

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MATSCENG 371: Electronic Materials

Credit hours: 3 Credit hours

Contact hours: Three (3) 1-hr lectures; approximately 30 contact hours.

Course Type: Required

Prerequisites: Math 153, Phys 132, MSE 205. Not open to students with credit for MSE

671.

Instructor: Patricia A. Morris, Materials Science and Engineering.

Description: Structure - property relationships and application of materials in

electronics, optics and magnetics.

Textbook: None required, lecture notes posted on course web-page.

Other Resources: S. O. Kasap, Principles of Electronic Materials, McGraw-Hill, 2004, 7th

Edition.

Goals: To learn introductory material regarding: the physical principles of

electronic conduction in materials, the influences of composition and

microstructure on electronic properties and applications of materials in

electronic, optical and magnetic devices.

Expected

Outcomes: 1) Students will learn basics of electronic properties in materials.

2) Students will learn how the electronic and atomistic structures relate

to the electrical, optical and magnetic properties.

3) Students will learn potential applications of electrical, optical and

magnetic materials.

This course addresses MSE Program outcomes a, b, h, i, j, and k.

Prepared by: Patricia A. Morris, April 25, 2011

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List of Course Topics

1. Electrical conduction in metals and its relation to microstructure, composition, and temperature

2. Electrical application of metals

3. Introduction to electronic band structure of materials

4. Classification of materials and conduction mechanisms

5. Intrinsic and extrinsic semiconduction, direct/indirect band gap, and light emission from

semiconductors

6. Semiconductor materials, devices, and applications

7. Dielectric/optical materials, devices and applications

8. Magnetic materials, devices, and applications

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MATSCENG 401: Materials Thermodynamics Credit hours: 4 credit hours.

Contact hours: 3 1-hr lectures, 1 2-hr recitation; approximately 35 contact hours.

Course Type: Required lecture.

Prerequisites: MSE 205, Physics 132, Math 254, Chem 121, MSE or WE standing, or

instructor permission.

Instructor: Sheikh A. Akbar, Materials Science and Engineering.

Description: First three laws of thermodynamics; phase equilibria; reaction equilibria;

solution theory; phase diagrams.

Textbook: None.

Other Resources: “Introduction to the Thermodynamics of Materials” by D.R. Gaskell (5th

ed.), Taylor and Francis (2008).

“Thermodynamics of Materials” by D.V. Ragone, Vol. I, MIT

Press/Wiley (1995).

“Chemical Thermodynamics” by I.M. Klotz and R.M.

Rosenberg, (7th

ed.), Wiley (2008).

Goals: To introduce students to the fundamental concepts and basic laws of

thermodynamics as it relates to the stability of materials, equilibrium

phase formation and chemical reactivity.

Expected

Outcomes: 1) Students will understand basic concepts related to three laws of

thermodynamics, phase equilibria, reaction equilibria, solution theory

and phase diagrams.

2) Students will understand how to calculate a wide range of

thermodynamic properties from a limited number of experimental data.

3) Students will be able to determine stability of materials under a given

condition.

4) Students will be able to determine what reactions will or will not

occur under a specified condition.

This course addresses MSE student outcomes a, b, and e.

Prepared by: Sheikh A. Akbar, April 3, 2011.

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117

List of Course Topics

• Introduction: Criterion of Stability of Materials

• Basic Concepts and definitions of processes and systems

• First Law and its applications

• Enthalpy and Heat capacity

• Calculation of Enthalpy Changes

• Entropy and the Second Law

• Calculation of Entropy Changes

• Second Law and Free Energy

• Phase Stability Diagrams and Stability Boundaries

• Thermodynamics of mixing and solution thermodynamics

• Phase Equilibria and Phase diagrams

• Reaction Equilibria

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MATSCENG 525: Phase Diagrams Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or 23 contact hours.

Course Type: Required lecture.

Prerequisites: MSE 401 and MSE or WE major status, or instructor permission.

Instructor: J.E. Morral, Materials Science and Engineering.

Description: Phase diagrams of unary, binary, and ternary materials systems;

thermodynamics and applications.

Textbook: None.

Other Resources: Powerpoint slide presentations and videos of 27 lectures.

References books

1. Materials Science and Engineering, W.D. Callister, Jr, 2009.

2. Ternary Phase Diagrams in Materials Science, D.R.F. West and

N. Saunders, 2002

3. Alloy Phase Equilibria, A. Prince, 1966

Goals: To provide students with working knowledge of how to send phase

diagrams and use them to solve problems involving alloy and process

design.

Expected

Outcomes: 1) Students will be prepared for MSE 543 – Structural Transformations.

2) Students will be able to read binary and ternary phase diagrams.

3) Students learn to construct phase diagrams from experimental data.

4) Students learn to identify errors on published multicomponent phase

diagrams.

5) Students will understand diffusion principles and how they apply to

phase diagram determination and materials processing.

This course addresses MSE student outcomes: a, b, e, and k.

Prepared by: J.E. Morral, May 5, 2011

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List of Course Topics

• Unary pressure-temperature phase diagrams

• Binary, constant pressure phase diagrams

• Ternary, constant pressure T-X1-X2 diagrams, isotherms, isopleths, and projections

• Invariant reactions

• Solidification of eutectics systems without and with segregation

• Phase diagram topology

• Phase diagram measurement

• Diffusion principles and applications

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MATSCENG 526: Transport Phenomena and Kinetics

Credit hours: 3 credit hours.

Contact hours: 28 48-minute lectures, or approximately 23 hours contact time.

Course Type: Required lecture.

Prerequisites: Math 415; prerequisite or concurrent; MSE 341 or instructor permission.

Instructor: Y. Sahai, Materials Science and Engineering.

Description: Transport of heat, mass and momentum and kinetics as applied to

materials processing.

Textbook: David R. Gaskell, "An Introduction to Transport Phenomena in Materials

Engineering" - Macmillan Publishing Company, 1992.

Goals: To provide students with the concepts related to fluid flow, heat and

mass transfer, and kinetics as applied to processing of metals, ceramics,

polymers, and composite materials.

Expected

Outcomes: 1) Students will understand the concepts related to fluid flow, heat and

mass transfer, and kinetics as applied to processing of metals, ceramics,

polymers, and composite materials.

2) Students will be able to calculate momentum, heat, and mass flux in

one and/or two-dimensional system.

3) Students will be able to solve analytically and numerically one and/or

two-dimensional heat transfer and diffusion problems.

4) Students will understand concepts related to chemical reaction kinetics

and rate controlling steps in various processes.

This course addresses MSE student outcomes a, b, c, e, g, h, i, j, and k.

Prepared by: Y. Sahai, May 9, 2011.

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List of Course Topics

• Fluid Flow and Heat Transfer

o Fluxes, Phenomenological laws, and Conservation laws

o Momentum transfer and viscosity

o Convective and diffusive momentum transport

o Modes of heat transfer (Conduction, Convection, and Radiation)

o Steady and unsteady state heat conduction

o Heat transfer coefficients

• Mass Transport

o Fick's law and diffusivity of materials

o Mass transfer in fluid systems, mass transfer coefficient

o Self-diffusion coefficients

o Vacancy and interstitial mechanisms of self-diffusion

o Interdiffusion and Darken’s equation

o Simple solution of diffusion equation

• Mixed Kinetics

o Rate controlling steps in processes

o Interface reaction controlled processes

o Diffusion controlled processes

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122

MATSCENG 533: Modeling of Materials Processing Methods Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 hours contact time.

Course Type: Required lecture.

Prerequisites: MSE 525 and MSE 526, MSE major standing, or instructor permission.

Instructor: P. K. Gupta, Materials Science and Engineering.

Description: Development and application of simple mathematical models of selected

solidification processing methods, solid state processing methods, and

vapor phase processing methods.

Textbook: None.

Other Resources: Supplemental reading material posted on Carmen coursepage.

Goals: To provide students with a knowledge of the principles and techniques

involved in the analytical modeling of simple material processes and

phenomena.

Expected

Outcomes: 1) Students will be able to translate a material phenomenon or process

into a mathematical model.

2) Students will understand various techniques for solving and analyzing

mathematical models.

3) Students will develop an appreciation for analytical ways of thinking

about material science related problems.

4) Students will be better prepared for graduate research and employment

in the areas of design of materials and analysis of material processes.

This course addresses MSE student outcomes a, b, c, e, and k.

Prepared by: P. K. Gupta, April 4, 2011.

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123

List of Course Topics

• Introduction

• The modeling process

• Models and analysis of models

• Modeling of change (exponential and logistic)

• Cell population growth

• Newtonian cooling

• Chemical reactions

• Technological change

• Optimization Modeling

• Light-weighting of transportation structural materials

• Nucleation of cylindrical shaped nuclei (saddle point analysis)

• Least squares model-fitting

• Constrained optimization

• Modeling of continuous processes

• Energy efficiency of continuous glass melting furnaces

• Efficiency and design of counter-current tube heat exchangers

• Modeling of heterogeneous processes

• Rate controlling step

• Diffusion controlled oxidation of metals

• Reaction controlled oxidation of metals

• Mixed control oxidation of metals

• Introduction to stochastic processes

• Random and Poisson processes

• Weibull distribution of strength of glass fibers

• Spatially random processes (distribution of nuclei)

• Temporally random processes (diffusion)

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MATSCENG 543: Structural Transformation in Materials

Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 hours of contact time.

Course Type: Required lecture.

Prerequisites: MSE 342, 401, and 525 or MSE or WE major status or instructor

permission.

Instructor: W.A.T. Clark, Materials Science and Engineering.

Description: Principles of structural transformations in materials. Thermodynamics

and kinetics of nucleation, growth, precipitation, and martensitic

reactions.

Textbook: Phase Transformations in Metals and Alloys, D. A. Porter, K. E.

Easterling, and M. A. Sharif, 3rd edition, 2010.

Goals: To obtain a detailed understanding of the phenomena, principles, and

mechanisms that govern transformations in materials.

Expected

Outcomes: 1) Students will be able to apply the basic concepts of thermodynamics

and kinetics in determining the driving forces and mechanisms of

microstructural transformations.

2) Students will understand the basic kinetics and morphology of

nucleation and growth processes in solids.

3) Students will be able to apply the concepts of transformation kinetics

to the understanding and control of microstructure-property relationships

in materials.

4) Students will be able to find, interpret, and use materials properties in

computational models of transformation kinetics.

This course addresses MSE student outcomes a, b, e, f, g, h, i, j, and k.

Prepared by: W.A.T. Clark, April 24, 2011.

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List of Course Topics

• Thermodynamic terms, driving forces, and states

• Kinetics of phase transformations, TTT, CCT diagrams

• Solidification, and the effect of impurities on crystal growth

• Homogeneous and heterogeneous nucleation

• Diffusional phase transformations

• Expressions for growth rate of second phases

• Classification of solid-solid reactions

• Interface structure and mobility

• Non-diffusional phase transformations

• Precipitation reactions and kinetics

• Examples from commercial materials

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126

MATSCENG 564: Microstructure and Mechanical Behavior Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 hours contact time.

Course Type: Required lecture.

Prerequisites: Matsceng 341, 342, 361, MSE major standing or instructor permission.

Instructor: P. M. Anderson, Materials Science and Engineering.

Description: Detailed understanding of how atomic-scale and micro-scale structure

controls macroscopic mechanical behavior of ceramics, metals,

polymers, and composite materials.

Textbook: Deformation and Fracture Mechanics of Engineering Materials, 4th

Ed.,

R. W. Hertzberg, Wiley, New York (1996).

Other Resources: Online Homework Problems, authored by P.M. Anderson, Carmen

Course Management Software, The Ohio State University (2011).

https://www.carmen.osu.edu!

!

MatWeb, http://www.matweb.com (used to look up various properties

needed for analysis).

Goals: 1) Develop a connection between structure and mechanical properties for

metals, ceramics, polymers.!

2) Exposure to experimental data over a range of temperature, stress,

time, and material classes.!

3) Identify relevant MSE principles to formulate and solve problems

related to mechanical performance.!

4) Promote in-class discussion to reinforce concepts.!

5) Understand the scientific underpinnings for trade-offs in mechanical

properties.

Expected

Outcomes: 1) An understanding of the connection between structure and mechanical

properties of materials.!

2) The ability to interpret experimental data on microstructure and

mechanical response.!

3) The ability to formulate and solve engineering problems related to

structural performance.!

4) Improved ability to communicate.!

5) Increased awareness of trade-offs in various mechanical properties.!

This course addresses MSE student outcomes a, e, and k and to a lesser

extent b, g, i, and j.

Prepared by: P. M. Anderson, May 9, 2011.

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127

List of Course Topics

• Review of MSE 361 Material

• Quantities obtained from uniaxial testing

• Definitions and additive aspects of elastic, thermal, plastic, creep strains

• Multiaxial definitions of stress, strain

• Anisotropic elastic properties

• Uniaxial response for different materials

• Homogeneous plastic response

• Necking in tension: Consider condition and Bridgeman correction

• Upper and lower yield point phenomena

• Serrated flow phenomena

• Elastomeric response and Maxwell relations

• Bend testing for brittle materials

• Multiaxial yield and fracture criteria; Using uniaxial/bend data to calibrate multiaxial criteria

• Theoretical vs. experimental values of strength

• Introduction to dislocations

• Connection between Peierls stress, core width, stacking fault energy

• Temperature-dependent Peierls stress in FCC metals, BCC metals, ionic/covalent ceramics

• Dislocation theory: character, stress fields, partials

• Dislocations: sources, cross slip, wavy vs. planar slip, work hardening

• Observed slip systems in various crystals; Independent slip systems

• Yield anisotropy in single crystals

• Crystal rotation and primary and secondary slip systems

• Texture development during deformation

• Plastic drawing, R ratio, limited drawing ratio

• Intrinsic and extrinsic strengthening mechanisms in metals

• Creep response

• Deformation mechanism maps for various metals, ceramics

• Estimate of strain rate(stress, temp., grain size).

• Polymer response

• Dependence of modulus, strength, ductility on mol. weight, temp., cross-linking, drawing.

• Standard linear solid modeling

• Dampening vs. temp. for semicrystalline and amorphous polymers

• Theoretical vs. actual strength of materials

• Stress concentration factors

• Notch strengthening vs. notch weakening

• Statistics of fracture

• Survival probabilities for simple tension, 3pt, and 4pt bend samples

• Overview of fracture surface features

• Energetics of fracture, stress intensity factor, fracture toughness

• Stress fields around crack tips

• Plane stress vs. plane strain fracture

• Ductile to brittle transition temperature

• Strategies to improve fracture toughness and yield strength

• Cyclic loading and fatigue performance

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MATSCENG 581.01: Materials Science Laboratory 1 Credit hours: 2 credit hours.

Contact hours: 10 48-minute lectures, 10 108-minute labs, or 26 hours contact time.

Course Type: Required laboratory.

Prerequisites: MSE 205, MSE major standing, 3rd

year ENG standing, or instructor

permission.

Instructor: H. Verweij, Materials Science and Engineering.

Description: Laboratory experiments related to material properties and processes.

Introduction to experimental techniques in materials science.

Development technical writing skills.

Textbook: None.

Other Resources: Experimental facilities on several locations in the department. All

instruction and grading material on http://carmen.osu.edu.

Goals: Learn techniques and procedures in experimental materials science

including computer-based data acquisition, analysis, data handling, and

process control. Introduction into measurement of transport- and

mechanical properties. Develop technical report writing skills.

Expected

Outcomes: 1) Students will be able to perform property measurements and obtain

their statistical relevance.

2) Students will be able to identify and analyze complex configurations.

3) Students will be able to set up simple automated process control and

data acquisitions.

4) Students will be able to analyze complex sets of imperfect data.

5) Students will be able to prepare a well-formatted and well-written

concise and complete technical report.

This course addresses MSE student outcomes a, b, e, g, and k.

Prepared by: H. Verweij, April 26, 2011.

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129

List of Course Topics

• Training in advanced MS Office document formatting

• Training in planning and time management

• Training in computer instrumentation: local network connections, NI LabVIEW™

• Training in NI ELVIS: measuring AC voltages, impedances of passive circuits.

• Use of standardized thermocouple tables.

• Use of ASTM standards in materials characterization

• Stokes’ Law: measuring viscosity by the ball drop method, experimental error

• Thermocouples: configurations, extension wires, cold junction compensation

• Temperature control: PID control and tuning

• Elastic parameters from acoustic emission: electronic circuit, power spectrum analysis

• Thermal conductivity from non-stationary heat propagation (discontinued)

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MATSCENG 581.02: Materials Science Laboratory 2 Credit hours: 2 credit hours.

Contact hours: 10 48-minute lectures, 10 108-minute labs, or 26 hours of contact time.

Course Type: Required laboratory.

Prerequisites: MSE 205, MSE major standing, 3rd

year ENG standing, or instructor

permission.

Instructor: H. Verweij, Materials Science and Engineering.

Description: Laboratory experiments related to material properties and processes.

Introduction to experimental techniques in materials science.

Development of technical writing skills.

Textbook: None.

Other Resources: Experimental facilities on several locations in the department. All

instruction and grading material on http://carmen.osu.edu.

Goals: Learn techniques and procedures in experimental materials science

including electronic measurement, synthesis,processing characterization,

and measurement of device performance. Further improve technical

report writing skills.

Expected

Outcomes: 1) Students will be able to conduct electronic property measurements,

analyze materials conductivity, and simple devices in terms of materials

properties.

2) Students will be able make a well-defined material starting from

chemical property measurement, and followed by multi-step processing.

3) Students will be able to analyze several intermediate processing steps,

and characterize their impact on the final materials by characterization of

structure and properties.

4) Students will be able to characterize a complex device and analyze the

impact of several materials that constitute the device.

5) Students will be able to prepare a well-formatted and well-written

concise and complete technical report.

This course addresses MSE student outcomes a, b, e, g, and k.

Prepared by: H. Verweij, April 26, 2011.

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131

List of Course Topics

• Training in NI SignalExpress data acquisition

• Training in chemical synthesis, materials processing, XRD and SEM characterization

• Training in safety standards for hazardeous chemicals and circumstances

• Electronic conduction of materials and semi-conductor devices. Thermal conductivity from

electronic conductivity.

• Synthesis, processing, properties of YBa2Cu3O6+y superconductor, based on the Pechini method.

Meissner effect,4-point measurement of the superconducting transition.

• Casting, annealing and structure characterization of Al-Cu alloys (discontinued).

• Characterization of fuel cell and solar panel performance. Thermodynamic and photo-voltaic

efficiency analysis.

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132

MATSCENG 581.03: Materials Science Laboratory 3

Credit hours: 2 credit hours.

Contact hours: 10 48-minute lectures, 10 108-minute labs, or 26 hours of contact time.

Course Type: Required laboratory.

Prerequisites: MSE 205, MSE major standing, 3rd

year ENG standing, or instructor

permission.

Instructor: H. Verweij, Materials Science and Engineering.

Description: Laboratory experiments related to material properties and processes.

Introduction to experimental techniques in materials science.

Development of technical writing skills.

Textbook: None.

Other Resources: Experimental facilities on several locations in the department. All

instruction and grading material on http://carmen.osu.edu.

Goals: Learn techniques and procedures in experimental materials science

including study of diffusion, corrosion, deformation, and fracture.

Pertaining sample preparation and data analysis. Develop technical

report writing skills.

Expected

Outcomes: 1) Students will be able to carry out (mechanical) performance and

degradation measurements.

3) Students will be able to prepare and analyze microscope samples.

4) Students will be able to analyze performance and degradation data.

5) Students will be able to prepare a well-formatted and well-written

concise and complete technical report.

This course addresses MSE student outcomes a, b, e, g, and k.

Prepared by: H. Verweij, April 26, 2011.

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133

List of Course Topics

• Training in microscope sample preparation

• Training in computer-based acquisition of performance and degradation data

• Kinetics of Cu oxidation by thermogravimetry: parabolic rate law (discontinued)

• Physical Metallurgy of U.S. Pennies: heat treatment, optical and electron microscopy

• Ductile deformation, necking and fracture of metal alloys. Strain hardening.

• Mechanical properties of thermoplastic polymers, effect of cold drawing, heat treatment

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134

MATSCENG 595.02, 595.03: Junior Seminar Credit hours: 1 credit hour.

Contact hours: 10 48-minute lectures, or 8 hours of contact time.

Course Type: Required lecture.

Prerequisites: Junior standing in the MSE Department, or instructor permission.

Instructor: P. K. Gupta, Materials Science and Engineering.

Description: Seminars on industrial experience and on graduate school by invited

speakers.

Textbook: None.

Other Resources: Materials posted on the course website.

Goals: To provide examples of industrial experience of materials engineers and

to inform about co-op / job related resources available in the college.

Expected

Outcomes: 1) Students will understand the various options that are available to them

for specialization in the senior year and will also learn about each area of

specialization from invited speakers from industries.

2) Students will understand the range of resources that are available on

campus for searching for co-op and job opportunities.

This course addresses MSE student outcomes f, g, h, i, and j.

Prepared by: P.K. Gupta, April 04, 2011.

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135

List of Course Topics

• Internship, Job search (College placement office)

• Engineering Expo

• MSE senior specializations

• BS/MS degree program and gradual school option

• Weekly seminars in various areas of MSE by invited speakers (Topics vary from year to

year).

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136

MATSCENG 600: Materials Selection and Performance I Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 hours contact time.

Course Type: Required lecture.

Prerequisites: Senior standing in the MSE Department, or instructor permission.

Instructor: R.G. Buchheit, Materials Science and Engineering.

Description: Integration of structure, properties, processing, and performance

principles to formulate and implement solutions to materials engineering

problems.

Textbook: Materials Selection in Mechanical Design, 3rd

Ed., M.F. Ashby,

Butterworth-Heineman, New York (2005).

Other Resources: Cambridge Engineering Selector Software, v. 6.2.0.

Granta Design, Ltd. website: http://www.grantadesign.com/ CES In

Depth, an online book accessible through CES 6.2.0.

Goals: To introduce students systematic methodologies and approaches for

selecting materials and processes as a foundation for designing with

materials. To gain understanding of contemporary issues associated with

the use of materials in engineering design.

Expected

Outcomes: 1) Students will understand the breadth of engineering materials, their

properties and means for processing them.

2) Students will understand objective methodologies for selecting

materials, shapes and processes to meet application needs.

3) Students will become familiar with methodologies for coping with

constraints and conflicting objectives in materials design.

4) Students will be better prepared for graduate research and employment

in the area of materials and engineering design.

This course addresses MSE student outcomes a, c, e, h, i, j, and k.

Prepared by: R. G. Buchheit, February 13, 2011.

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137

List of Course Topics

• Materials in design

• The design process

• Types of design

• Design tools and materials data

• Function, material, shape and process

• Classes of engineering materials

• Definition of materials properties

• Displaying material properties using materials selection charts

• Deriving property limits and material indicies

• Structural indices

• Limitations in design: strength, stiffness, toughness, cost, weight, and heat transfer

• Selection of material and shape

• Shape factors

• Efficiency of standard sections

• Material limits for shape factors

• Material indices that include shape

• The microscopic or microstructural shape factor

• Co-selecting material and shape

• Multiple constraints and compound objectives

• Materials selection by successive application of property limits and indices

• Systematic methods for multiple constraints

• Compound objectives, exchange constants and value functions

• Materials selection optimization: penalty (value) functions

• Materials processing and design processes and their influence on design

• Process attributes

• Systematic process selection

• Process selection diagrams

• Process cost

• Forces for change in materials selection and design

• Materials and the environment

• Natural materials

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138

MATSCENG 601: Materials Selection II

Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 contact hours.

Course Type: Required lecture.

Prerequisites: MSE 600, MSE major standing or instructor permission.

Instructor: J.C. Williams, Materials Science and Engineering.

Description: Integration of structure, properties, processing and performance

principles to formulate and implement solutions to materials engineering

problems.

Textbook: None.

Goals: This course is intended to introduce the students to a number of topics

that they will encounter in the work place but which are often viewed as

“non-academic”.

Expected

Outcomes: 1) Students will gain insight and understanding of the engineering factors

to be considered in selecting and justifying materials for new or

replacement applications.

2) Students will develop familiarity with methods of failure analysis.

3) Students will develop an enhanced awareness of other non-

engineering factors that enter into engineering decisions including cost,

patents and other forms of IP, ethics and non-IP legal considerations.

This course addresses MSE student outcomes a, c, d, e, f, h, j, and k.

Prepared by: J.C. Williams, April 27, 2011.

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139

List of Course Topics

• Standards, Specifications & Codes, Information Sources incl. Cambridge Engineering Selector

• Data Bases & Design Data

• Statistics in Materials Performance and Failure

• Reliability of Materials Data and Role of Processing on Properties

• Inspection Methods

• Failure modes in structural materials

• Fractography & Failure Analyses

• Failure Analyses: Methodology & Techniques incl. the role of fracture mechanics

• Patents and Intellectual Properties

• Quality Tools (e.g. Six Sigma)

• Product Liability & the Role of Experts in Litigation; Ethics/Legal Considerations

• Cost Data & Analyses – role of modeling; Value Engineering

• Risk assessment and risk mitigation

• Composites applications

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140

MATSCENG 695.01, 695.02, 695.03: Senior Design

Credit hours: 1 credit per quarter; 3 credit hours total.!

Contact hours: 30 48-minute lectures, includes hands on design project, approximately

24 hours contact time, plus individual study and research.!

Course Type: Required lecture.!

Prerequisites: Senior standing in the MSE Department or physical sciences department,

or instructor permission.!

Instructor: H.M. Powell, Materials Science and Engineering.!

Description: An in-depth design project to foster independent thinking and to develop

problem solving skills. !

Textbook: None.!

Other Resources: As provided by project advisor.!

Goals: To introduce students to methodologies used to identify limiting factors

to current material, structure or process design, to develop skills

necessary for identify factors dictating materials selection and designing

metrics required for project success. To enhance understanding of the

development of experimental pathways needed to develop material,

structure or process methodology that successfully addresses project

“problem”. Improve students exposure to data collection, analysis, and

interpretation and the iterative processed critical to improving overall

design.!

Expected Outcomes: !

Students will be able to:

1) Identify limiting factors to current material, structure or process design.

2) Develop metrics required for project success.

3) Identify factors dictating materials selection.

4) Propose experimental pathway to develop material, structure or

process methodology that successfully addresses project “problem”.

5) Collect, analyze, and interpret data and propose changes to

experimental plan to improve overall design.

6) Explain societal impetus and impact of proposed project and

effectively communicate the project’s need and merit using written and

oral communication.!

This course addresses MSE Program outcomes a, b, c, e, g, i, j, and k. !

Prepared by: H.M. Powell, February 28, 2011.

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141

List of Course Topics

o Defining design criterion

o Design of experiments, main effects plots, statistics

o Research databases, patent searches

o Peer review process

o Presentation theory

o Addressing reviewer comments

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142

Engineering 198a: Engineering, Manufacturing, and Creation of

Capital

Credit hours: 1 credit hour.

Contact hours: One 1 hour 48 minute lecture per week and/or field trips to local

materials industries, or 8 contact hours plus field trips.

Prerequisites: Open to all students.

Instructor: C. H. Drummond, Materials Science and Engineering.

Description: Through visits by professionals and trips to manufacturing facilities, this

course seeks to provide freshman/sophomore students in engineering

with more information about the science, business, and engineering

aspects of the engineering profession.

Textbook: None.

Goals: To provide freshman/sophomore students in engineering with more

information about science, business and engineering aspects of the

engineering profession.

Expected

Outcomes: 1) Students will appreciate the importance of engineers in manufacturing

and our national economy.

2) Students will develop a better understanding of what engineers do on a

day-to-day basis and how this leads to long-term accomplishment.

3) Students will become aware of the various career paths that they may

take.

4) Students will appreciate how the background knowledge they acquire

over the next several years will provide a foundation for a successful

career in engineering and for the creation/maintenance of capital.

This course addresses MSE student outcomes c, f, h, j, and k.

Prepared by: C. H. Drummond, May 1, 2011

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143

List of Course Topics

• Tours of local materials plants and research centers as well as talks by guest speakers in the

materials industry.

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144

B. MSE Elective Courses

602 Analysis of Die Casting, MM

612 Crystalline Structures; CM

614 Ceramic Properties; CM, EM

615 Chemical Process of Ceramics; CM

616 Ceramic Forming Process; MM

617 Thermal Process of Ceramics; MM

618 Process of Glass; CM, MM

619 Ceramic Process Lab; CM, MM

642 Polymers Science & Engineering; B, MM, PM

643 Molor Aspects Polymer Properties; PM

644 Structure & Property Composites; B, CM, PM

645 Materials in Medicine I; B

646 Materials in Medicine II; B

649 Biomaterials Lab; B, MM, PM

661 Ferrous Metallurgy; M, MM,

662 Metallic Corrosion; B, M,

663 Non-Ferrous Metallurgy; M, MM

666 Deformation Process; M, MM

667 Casting & Powder Metallurgy; M, MM

668 Process Metallurgy; M, MM

669 Metallic Materials Lab; M, MM

673 Electroceramics, Nano; CM, EM

676 Electric Materials Processing; EM, MM

679 Electric Marerials Lab; EM, MM

Biomaterials = B

Ceramic Materials = CM

Electronic Materials = EM

Metallurgy (Metallic Materials) = M

Materials Manufacturing = MM

Polymeric Materials = P

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145

MATSCENG 489: Professional Practice in Industry

Credit hours: 2 credit hours.

Contact hours: Time as arranged.

Course Type: Elective, non-lecture.

Prerequisites: Admission to co-op program

Instructor: C. H. Drummond, Materials Science and Engineering.

Description: Preparation of a comprehensive report based on employment experience

in a co-op or job in industry.

Textbook: None.

Goals: Preparation of an informative report that summarizes an approved co-op

experience.

Expected

Outcomes: 1) Students will provide a comprehensive account of their professional

development associated with an industrial co-op experience.

Prepared by: C. H. Drummond, May 1, 2011.

List of Course Topics

N/A

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146

MATSCENG 589: Industrial Experience

Credit hours: 2 credit hours.

Contact hours: Time as arranged.

Course Type: Elective, non-lecture.

Prerequisites: Admission to co-op program.

Instructor: C. H. Drummond, Materials Science and Engineering.

Description: Preparation of a comprehensive report based on employment experience

in a co-op or job in industry.

Textbook: None. Goals: Preparation of an informative report that summarizes an approved co-op

experience.

Expected

Outcomes: 1) Students will provide a comprehensive account of their

professional development associated with an industrial co-op

experience.

Prepared by: C. H. Drummond, May 1, 2011.

List of Course Topics

N/A

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147

MATSCENG 602: Analysis of Die Casting Processes

Credit hours: 3 credit hours.

Contact hours: 20 48-minute lectures, and 10 108-minute labs or 34 contact hours.

Course Type: Elective lecture.

Prerequisites: Senior standing in Engineering, or instructor permission.

Instructor: J. Brevick, Integrated Systems Engineering.

Description: Fundamental principles underlying the die casting process; integration of

cast component design, process requirements and economics.

Textbook: None.

Other Resources: Sully, Die Casting, ASM Handbook Volume 15, Casting, 1988.

Barton, H.K., Product Design For Die Casting, SDCE, 1981.

Brunner, Introduction to Die Casting Metallurgy, 1986.

ILZRO, Designing For Thin Wall Zinc Die Castings, 1986.

Kaye & Street, Die Casting Metallurgy, Butterworth-Heinemann, 1982.

NADCA, Introduction to Die Casting, 1977.

NADCA Product Specification Standards for Die Castings, 1994.

Vinarcik, E., High Integrity Die Casting Processes, Wiley & Sons, 2003.

NADCA Die Casting Power Point Modules.

Goals: This course is designed to give advanced undergraduate and beginning

graduate level engineering students the ability to apply engineering

principles to the design of die castings, associated tooling, machine and

process set-up and monitoring, and casting quality evaluation.

Expected

Outcomes: 1) Students will be able to design discrete components for the die casting

process.

2) Students will be able to select appropriate die casting alloys for

desired mechanical properties

3) Students will be able to specify process parameters to cast parts of

desired quality.

4) Students will be able to design tooling and select appropriate tool

materials.

5) Students will be able to recognize the root cause(s) of casting defects

and offer viable solutions.

This course addresses MSE student outcomes a, b, c, e, f, h, i, j, and k.

Prepared by: R.G. Buchheit, May 10, 2011.

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148

List of Course Topics

• Die casting fundamentals

• Historical development of the die casting process

• Current state of the worldwide die casting industry

• Die casting machine nomenclature and operating sequence

• Machine design features, options, and capabilities

• Related equipment- nomenclature, purpose, and operation

• Die design considerations

o Parting lines

o Cores

o Slides

o Downstream processing

• Gating and venting die castings

• Load balancing the platen area

• Solidification and fluid flow in the die casting process

• Heat management in die casting

• Metallurgy of die casting alloys

• Formation and affect of sludge

• Melting and metal handling practices

• Analysis and characterization of casting defects

• Minimization and measurement of porosity

• Tooling materials for die casting

• Characteristics of available die materials

• Process monitoring and control of die casting systems

• Instrumentation

• Contemporary issues in die casting

• Research issues in die casting

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149

MATSCENG 612: Structure and Defects of Materials

Credit hours: 3 credit hours.

Contact hours: 2 2-1/2 h lectures per week, or approximately 30 hours of contact time.

Course Type: Elective lecture.

Prerequisites: MSE 205, MSE 341, MSE major standing, or instructor permission.

Instructor: C. H. Drummond, Materials Science and Engineering.

Description: Structure of ceramic crystals, point defects and non-stoichiometric

structures.

Textbook: Chiang, Birnie and Kingery, (PC) Physical Ceramics: Principles for

Ceramic Science and Engineering, Wiley (1997) and Barsoum, M. (B),

Fundamental of Ceramics, McGraw Hill (1997) (optional)!

Other supplemental reading will be provided.

Goals: Provide students with an understanding of the principles that determine

the structure of crystalline materials.

Expected

Outcomes: 1) Students will demonstrate familiarity with basic ceramic structures.

2) Students will demonstrate an understanding of how ceramic structures

are modified by defects and changing composition.

This course addresses MSE student outcomes a and k.

Prepared by: C. H. Drummond, May 1, 2011.

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150

List of Course Topics

• Chemical bonding

• Lattice theory

• Atomic /ionic size

• Closest-packed layers

• Non-directional and directional bonding

• Pauling's rules

• Space filling polyhedra

• Ionic crystals

• Thermodynamics and crystal structure (Born Harber cycle)

• AB2O4

• Spinel

• CaTiO3

• Perovskite

• FeTiO3

• Ilmenite

• Layer structures

• Structures based upon linked polyhedra

• Silicates, silica, orthosilicates, olivine, M2 (II)SiO4,

• Metasilicates, pyroxenes, amphiboles, framework, feldspars, clays, talc,

• superionics,

• Disorder in stoichiometric compounds

• nonstoichiometric compounds

• Super conductive materials

• Intrinsic and extrinsic defects

• Kroger-Vink Notation

• Disorder in stoichiometric compounds

• Polymeric structures and metallic structures

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151

MATSCENG 614: Electronic, Optical and Magnetic Properties of

Ceramics

Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures; approximately 23 contact hours.

Course Type: Elective, lecture.

Prerequisites: MSE 371, MSE major standing, or instructor permission.

Instructor: P.A. Morris, Materials Science and Engineering.

Description: Introduction of the fundamental concepts of electronic structure, defects,

electrical, optical and magnetic properties and applications of ceramics.

Textbook: None.

Other Resources: Required reading in journals and reference books.

Lecture notes posted on course web-page.

Goals: To present a basic understanding of ceramic materials

based on their chemical composition, crystal structure, defect

chemistry, phase assemblages, and microstructure. To discuss ceramics

used in electrical, optical and magnetic applications.

Expected

Outcomes: 1) Students will understand basics of electronic structure in ceramics.

2) Students will understand how the electronic structure relates to the

electrical, optical and magnetic properties.

3) Students will understand how various atomistic and electronic defects

form in ceramics and how they affect their properties.

4) Students will understand potential applications of electrical, optical

and magnetic ceramics in contemporary times.

5) Students will understand how to apply concepts learned in class by

choosing a relevant topic, writing a literature review and presenting their

topic to the class.

This course addresses MSE student outcomes a, e, f, g, i, j, and k.

Prepared by: P.A. Morris, May 8, 2011

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152

List of Course Topics

• Elementary Solid State Science

• Band Theory of Solids

• Defects in Crystals

• Space Charge Regions

• Polarization Properties & Dielectric Behavior

• Electronic and Ionic Conduction

• Resistors, Varistors, Thermistors

• Fuel Cells, Batteries

• Sensors

• Superconductors

• Dielectrics & Insulators

• Piezoelectrics & Pyroelectrics

• Optical Waveguides

• Lasers

• Electro-optics

• Nonlinear Optics & Magneto-optics

• Photovoltaics

• Magnetic Materials

• Spintronics

• Multiferroics

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153

MATSCENG 615: Chemical Processing of Ceramics

Credit Hours: 3 credit hours.

Contact Hours: 2 78-minute lectures per week, or approximately 26 contact hours.

Course Type: Elective lecture.

Prerequisites: MSE 525, MSE major standing, or instructor permission.

Instructor: N.P. Padture, Materials Science and Engineering.

Description: Chemical methods for making ceramic powders, the colloidal behavior

of ceramic particulate suspensions, and the multicomponent, multiphase

equilibria found in thermomechanically processed ceramics.

Textbook: None.

Other Resources: Ceramic Processing by M.N. Rahaman, CRC Taylor & Francis, 2007.

Principles of Ceramics Processing by J.S. Reed, Wiley, 1995.

Powder Metallurgy Science by R.M. German, MPIF, 1994.

Class notes, slides, and handouts posted on the course website.

Goals: To give the students a broad familiarity with chemical processing of

ceramics, including powder synthesis, powder characterization, colloidal

processing, sol-gel processing, shaping, drying, and sintering.

Expected

Outcomes: 1) Students will know the basics of ceramics and chemical processing of

ceramics.

2) Students will know how ceramic powders are synthesized and

characterized, and will be able to choose powders and processing

methods for a given ceramic fabrication process.

3) Students will know the basics of colloidal processing, and will be able

to calculate stability of colloids.

4) Students will know the basics of sol-gel processing, and will be able to

design a process for synthesis of a given ceramic system.

5) Students will know basics of ceramics shaping, drying, and sintering.

6) Students will be able to design shaping methods for a given ceramic

component and application.

7) Students will be able to make small ceramic cups of uniform wall

thickness and high density using colloidal processing and sintering in the

laboratory.

This course address MSE student outcomes a, e, f, g, h, i, j, and k.

Prepared by: N.P. Padture, April 2011.

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154

List of Course Topics

• Introduction to ceramics

• Overview of ceramics processing

• Powder processing

o chemical, mechanical, sol-gel

• Powder characterization

o sampling, measurements, analysis

• Surfaces, interfaces, wetting, rheology

• Colloidal processing

o stability, manipulation, fabrication

• Ceramics forming

o wet and dry methods

• Sintering overview

• Other processing methods

o chemical vapor deposition, plasma spray

• Nanoceramics processing

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MATSCENG 616: Forming of Ceramics Credit hours: 3 credit hours.

Contact hours: 30 48-minute lectures or 24 contact hours.

Course Type: Elective lecture.

Prerequisites: Senior standing in the MSE Department, or instructor permission.

Instructor: H. Verweij, Materials Science and Engineering.

Description: Introduction in ceramic compaction processing with emphasis on dry

pressing, paste and suspension processing.

Textbook: Technology: J.S. Reed, Principles of Ceramic Processing, 2nd Edition,

Wiley, 1995. ISBN 0-0471-59721-X.

Fundamentals: M.N. Rahaman, Ceramic Processing and Sintering, 2nd

Edition, Dekker, 2003. ISBN 0-8247-0988-8.

Other Resources: All instruction and grading material on http://carmen.osu.edu.

Goals: Develop skills for analysis and redesign of know ceramic compaction

and forming processes. Learn concepts for decision making during

experiments, and viability/cost/benefit analysis in ceramic processing.

Learn concepts and examples for identification of process characteristics,

and analysis and design for existing and new processes. Learn

theoretical, empirical and experimental approaches to process analysis,

improvement and design.

Expected

Outcomes: 1) Students are able to analyze the quality of known ceramic compaction

processes and make important adjustments.

2) Students are able to redesign known ceramic processes based on

scientific characterization and insight.

3) Students are prepared to develop new processing routes.

This course addresses MSE student outcomes a, c, e, h, and k.

Prepared by: H. Verweij, May 11, 2011.

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156

List of Course Topics

• Introduction to ceramics and ceramic processing

• Powder packing density

• Compaction mechanics

• Powder granulation

• Dry pressing

• Rheology

• Extrusion

• Injection molding

• Surface tension, wetting, sorption, lyophilicity

• Colloidal stability, colloidal processing, and tape casting

• Advanced forming methods

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157

MATSCENG 617: Thermal Processing of Ceramics Credit hours: 3 credit hours.

Contact hours: 30 48-minute lectures or 24 contact hours.

Course Type: Elective, lecture.

Prerequisites: Senior standing in the MSE Department, or instructor permission.

Instructor: H. Verweij, Materials Science and Engineering.

Description: Ceramic drying and firing processes. Emphasis is on relation between

compact microstructure, equilibrium and transport processes during

drying, debindering, calcining, and sintering. Development of robust

thermal processing.

Textbook: Technology: J.S. Reed, Principles of Ceramic Processing, 2nd Edition,

Wiley, 1995. ISBN 0-0471-59721-X.

Fundamentals: M.N. Rahaman, Ceramic Processing and Sintering, 2nd

Edition, Dekker, 2003. ISBN 0-8247-0988-8.

Other Resources: All instruction and grading material on http://carmen.osu.edu.

Goals: Develop skills for analysis and redesign of know ceramic thermal

processing. Learn concepts for decision making during experiments, and

viability/cost/benefit analysis in thermal processing. Learn concepts and

examples for identification of process characteristics, and analysis and

design for existing and new processes. Learn theoretical, empirical and

experimental approaches to process analysis, improvement and design.

Expected

Outcomes: 1) Students are able to analyze the quality of known ceramic compaction

processes and make important adjustments.

2) Students are able to redesign known thermal processes based on

scientific characterization and insight.

3) Students are prepared to develop new thermal processing routes.

This course addresses MSE student outcomes a, c, e, h, and k.

Prepared by: H. Verweij, May 11, 2011.

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158

List of Course Topics

• Introduction into thermal processing

• Drying: techniques, characterization, rates, stress, cracking control

• Presintering: overview, thermal analysis, chemistry

• Burnout stages, polymer degradation chemistry, techniques

• High temperature technology, heating elements, materials

• Furnace temperature measurement, atmosphere control, operation

• Sintering techniques, atmosphere effects

• Sintering mechanisms, temperature dependence, additives

• Sintering models overview

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159

MATSCENG 618: Structure, Processing, and Properties of Glass Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 hours of contact time.

Course Type: Elective lecture.

Prerequisites: MSE 341, MSE major standing, or instructor permission.

Instructor: P.K. Gupta, Materials Science and Engineering.

Description: Processing, structure, and properties of glasses and basic glass

manufacturing operations.

Textbook: A.K. Varshneya, “Fundamentals of Inorganic Glasses” (2006).

Other Resources: Lecture notes and Supplemental reading material posted on Carmen

coursepage.

Goals: To provide students with a knowledge of the principles of structure,

properties, and processing of oxide glasses.

Expected

Outcomes: 1) Students will understand the methods of describing non-crystalline

structures.

2) Students will understand why properties of glasses are history-

dependent and why they age with time.

3) Students will understand the microstructure of glasses and its

applications.

4) Students will understand the basic glass forming operations.

This course addresses MSE student outcomes a, c, e, and k.

Prepared by: P. K. Gupta, April 28, 2011.

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160

List of Course Topics

• Introduction

• The nature of glassy materials

• Survey of important glass compositions

• Principles of Glass formation

• Concepts of crystallization kinetics

• Critical Cooling Rate

• Glass forming ability

• Rheological behavior of glass forming melts

• Maxwell stress relaxation time of glass forming melts

• Viscosity and its temperature dependence

• Glass transition and the fictive temperature

• Thermodynamics of the glassy state

• Why glasses develop residual surface compression on cooling?

• Atomic level structure of glass

• Radial and pair distribution functions

• Random network structure of glasses

• Modified random networks, bridging and non-bridging oxygens

• Atomic motions in glass

• Diffusion and ionic conduction

• Phase separation and microstructure of glasses

• Basic concepts of spinodal decomposition

• The glass manufacturing process

• Batch calculation

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161

MATSCENG 642: Polymer Science and Engineering

Credit hours: 3 credit hours.

Contact hours: 28 48-minute lectures, or approximately 23 hours of contact time.

Course Type: Elective lecture.

Prerequisites: Physics 132, Math 254, Chem 121, MSE major standing, or instructor

permission.

Instructor: J.J Lannutti, Materials Science and Engineering.

Description: Principles of polymer science and engineering and the important

concepts that distinguish plastics from inorganic materials.

Structure/property relationships that drive new applications.

Textbook: None.

Other Resources: Textbook of Polymer Science, F.W. Billmeyer (Wiley).

Online notes.

Goals: To foster an understanding of the structure/property relationships that

drive the expansion of polymers. To gain understanding of specific

scientific and technological characteristics of polymers that are unique to

long chain matter.

Expected

Outcomes: 1) Students will understand the breadth of plastics and plastic-based

materials, their properties and specific means of processing them.

2) Students will understand the advantages as well as the limitations of

polymeric matter and the unique blend of secondary and primary

bonding that controls macroscopic behavior.

This course addresses MSE student outcomes a, c, e, h, j, and k.

Prepared by: J.J. Lannutti, March 13, 2011.

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162

List of Course Topics

• Introduction & History

• Terminology & Structure

• The “Big 6” & Forming

• Bonding Concepts/Properties

• Polymer Architecture & Microstructure

• Macromolecular Conformations

• Polymer Crystallization

• Thermal Transitions

• Polymer Analyses

• Additives I

• Additives II

• Measurement of Molecular Weight

• Mechanical Properties I

• Mechanical Properties II - Fracture

• Mechanical Properties III - Elastomers

• Polymerization

• Forming/Diffusion

• Operations/Properties

• Operations/Properties

• Fiber production

• Injection Molding

• Product Design: Case Studies

• Recycling and Photodegradants

• Conductivity

• November 26, no classes

• Bioabsorbables

• Plastics in Medicine

• Review

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163

MATSCENG 643: Molecular Aspects of Polymer Properties

Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 hours of contact time.

Course Type: Elective lecture.

Prerequisites: MSE 642 or instructor permission.

Instructor: J. Guan, Materials Science and Engineering.

Description: An introduction to the physical properties of polymeric materials,

integrating polymeric structure with physical properties, and the

application of these properties.

Textbook: Introduction to Physical Polymer Science, 4th Ed, L.H. Sperling, John

Wiley & Sons, Hoboken (2001).

Other Resources: Polymer Physics, ULF W. Gedele, 1st Ed. Kluwer Academic, Kluver,

2007.

Goals: To provide students an understanding of the relationship between

polymer structure and physical properties. To introduce application of

polymers based on their physical properties.

Expected

Outcomes: 1) Students will understand the basic polymer synthesis approaches and

chemical aspect of polymer structure.

2) Students will understand the relationship between chemical structure

and physical properties.

3) Students will be better prepared for graduate research and employment

in the area of polymer engineering.

This course addresses MSE student outcomes a, e, g, and k.

Prepared by: J. Guan, April 22, 2011.

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164

List of Course Topics

• Polymer synthesis and structure

• Chain polymerization

• Step polymerization

• Multicomponent polymers

• Polymer chain structure

• Configuration, conformation and characterization

• Stereochemistry of polymers

• Molecular weight and measurement

• Molecular weight and theory

• Molecular weight measurement

• Polymer solution

• Regular solution

• Flory-Huggin Theory

• Properties of solutions

• Solubility parameter

• Thermal properties

• Glass transition and theory

• Crystallization and theory

• Mechanical properties

• Deformation and fracture

• Molecular aspects of fracture

• Polymer viscoelasticity and rheology

• Stress-relaxation and creep

• Time-temperature superposition principles

• Polymer melt viscosity

• Polymer rheology

• Polymer blends

• Miscible and immiscible polymer pair

• Glass transition of multicomponent polymers

• Morphology of multicomponent polymers

• Fracture of multicomponent polymers

• Polymer-polymer phase separation

• Processing and application of multicomponent polymers

• Polymer surface and interface

• Polymer surface

• Thermodynamics of surface and interface

• Conformation of polymer chain at interface

• Adhesion at interface

• Modern polymer topics

• Conductive polymers

• Polymers for nonlinear optics

• Biopolymers

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165

MATSCENG 644: Structure and Properties of Composite Materials

Credit Hours: 3 credit hours.

Contact Hours: 29 48-minute lectures, or approximately 23 contact hours.

Course Type: Elective lecture.

Prerequisites: MSE 341 and 361, MSE major standing, or instructor permission.

Instructor: N.P. Padture, Materials Science & Engineering.

Description: Structure and properties of polymer matrix, metal matrix, and ceramic

matrix composites. Tailoring of properties by composite design.

Textbook: None.

Other Resources: “Composite Materials: Science and Engineering” by Krishan K. Chawla;

2nd Edition; Springer; 1998; ISBN: 0-387-98409-7

“An Introduction to Composite Materials” by D. Hull and T.W. Clyne;

2nd Edition; Cambridge University Press; 1996; ISBN 0-521-38855-4

“Fiber Reinforced Composites” by P.K. Mallick; 2nd Edition;

Marcel Dekker; 1993; ISBN 0-8247-9031-6

Class notes, slides, and handouts posted on the course website.

Goals: To give the students a broad familiarity with composite materials,

including fiber reinforcements, matrices, interfaces, composites

processing, mechanics of composites, mechanical properties, and

performance.

Expected

Outcomes: 1) Students will know the basics of composite materials, and their

constituents.

2) Students will know how fiber reinforcements are fabricated, and how

polymer-matrix, metal-matrix, and ceramic-matrix composites are

processed.

3) Students will be able to calculate elastic properties, deformation, and

strength of single lamina of composites.

4) Students will know the basics of laminated composites and their

architectures.

5) Students will be able to calculate elastic properties and deformation of

laminated composites.

6) Students will be familiar with toughness and fatigue properties of

composites

7) Students will be able to design composites and laminate architectures

to meet certain combinations of properties requirements.

This course addresses MSE student outcomes a, c, e, h, and k.

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Prepared by: N. P. Padture, April 2011.

List of Course Topics

• Introduction to composites

• Fibers:

o structure, fabrication, properties

• Matrices:

o polymers, metals, ceramics

• Interfaces:

o surface tension, wetting, rheology, adhesion, bonding, strength

• Fiber architectures

• Polymer matrix composites:

o structure, processing, properties

• Metal matrix composites:

o structure, processing, properties

• Ceramic matrix composites:

o structure, processing, properties

• Mechanics of single lamina:

o elastic properties, deformation, strength

• Mechanics of laminated composites:

o elastic properties, deformation

• Composites properties and performance:

o strength, toughness, fatigue

• Design of composites

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167

MATSCENG 645: Materials in Medicine I

Credit hours: 3 credit hours.

Contact hours: 28 48-minute lectures, or approximately 23 hours of contact time.

Course Type: Elective lecture.

Prerequisites: MSE 642, senior standing in the MSE Department, or instructor

permission.

Instructor: J.J. Lannutti, Materials Science and Engineering.

Description: The science and engineering of materials having medical applications.

Textbook: “Biomaterials Science: An Introduction to Materials in Medicine,” 2nd

Edition, edited by Ratner, Hoffman, Schoen, Lemons.

Other Resources: Notes in outline form are handed out before each class.

Goals: To provide students with an understanding of the challenges that

materials (metals, polymers and ceramics) face/create during short- and

long-term contact with mammalian physiology. To develop the student’s

understanding of the relationships controlling biological acceptance or

failure of a specific material; to expose students to strategies used in

current and future biomaterials.

Expected

Outcomes: 1) Students will establish mental connections between familiar material

characteristics and biological response.

2) Students will understand the products of material degradation and why

their eventual destination is so important.

3) Students will be better prepared to engage in discussions with

clinicians and biomedical engineers.

This course addresses MSE student outcomes a, c, d, e, f, g, h, j, and k.

Prepared by: J.J. Lannutti, March 13, 2011.

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168

List of Course Topics

• Bulk Biomaterials

• Surface Aspects of Biomaterials

• In vitro Evaluation

• Basic Incompatibilities in vivo

• The Foreign Body Response

• Wear and Biodegradation

• Cell-Topography interactions

• Laboratory - hip implantation/craniofacial restoration

• Legal Aspects of Biomaterials

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169

MATSCENG 646: Materials in Medicine II

Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 hours contact time.

Course Type: Elective lecture.

Prerequisites: MSE 645, EEOB 415, MSE major standing, or instructor permission.

Instructor: J. Guan, Materials Science and Engineering.

Description: How materials can be modified to meet the needs of specific medical

applications.

Textbook: Principles of Tissue Engineering, 3nd

edition, by R.P. Lanza, R. Langer,

and J. Vacanti, Elsevier, New York (2007).

Other Resources: Society for Biomaterials website, www.biomaterials.org.

Goals: To provide students with an understanding of biomaterial’s applications

in different biological environments. To expose students to strategies to

be used in future biomaterials.

Expected

Outcomes: 1) Students will understand materials’ performance in biological systems.

2) Students will understand the relationship between material structure,

properties and biological applications.

3) Students will be prepared for professional employment and admission

to graduate programs.

This course addresses MSE student outcomes a, b, c, e, f, h, i, and k.

Prepared by: J. Guan, April 22, 2011.

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170

List of Course Topics

• Introduction to Tissue Engineering

• Inorganic materials for Tissue Engineering

• Bioceramics

• Bioglass

• Natural polymers for Tissue Engineering

• Resorbable/Bioabsorbable Polymers

• Polymer Properties

• Polymer Degradation

• Polyesters

• Biodegradable Elastomers

• Hydrogels

• Scaffold Processing

• Materials Surface Modification and Applications

• In vitro Control of Tissue Development

• In vivo Synthesis of Tissues and Organs

• Skin Tissue Engineering

• Adipose Tissue Engineering

• Cartilage Tissue Engineering

• Bone Tissue Engineering

• Nervous Tissue Engineering

• Cardiovascular Tissue Engineering

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171

MATSCENG 649: Biomaterials Processing Laboratory Credit hours: 1 credit hour.

Contact hours: 10 180-minute laboratories, or approximately 30 hours contact time.

Course Type: Required laboratory.

Prerequisites: MSE 642, senior standing in the MSE Department, or instructor

permission.

Instructor: J.J. Lannutti, Materials Science and Engineering.

Description: Laboratory exercises designed to provide the student with experiences

with and an understanding of biomaterial forming processes. We will

also concern ourselves with the analysis of kinetic phenomena important

in materials science.

Textbook: None.

Goals: This offering utilizes specific experiments that apply basic science

concepts to widely-practiced examples of biomaterials engineering. It

also provides examples of analytical relations between thermodynamic

properties and experimentally measurable properties of materials.

Expected

Outcomes: 1) Students will become acquainted with specific biomaterials and

common means of processing them into the require scale, morphology

and chemical purity.

2) Students will learn objective methodologies for making measurements

of microstructure.

3) Students will be better prepared for practical experiences involving

biomaterials in either graduate research or employment in the area of

materials and engineering design.

This course addresses MSE student outcomes a, b, c, d, e, and k.

Prepared by: J.J. Lannutti, March 13, 2011.

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172

List of Course Topics

• Hydroxyapatite compaction and sintering

• Ceramic-polymer composite formation and properties

• Electrospinning

• Biological evaluation

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173

MATSCENG 661: Ferrous Metallurgy Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 contact hours.

Course Type: Elective lecture.

Prerequisites: MSE 543, MSE major standing, or instructor permission.

Instructor: R.H. Wagoner, Materials Science and Engineering.

Description: Physical metallurgy of plain carbon and alloy steels.

Textbook: None.

Other Resources: Extensive printed lecture notes.

Goals: Understand the fundamental reasons for how and why properties of

steel are controlled by alloying, heat treatment and mechanical

processing.

Expected

Outcomes: 1) Students will understand classification and nomenclature for steels.

2) Students will understand Fe-2 phase stability and basic phase

properties.

3) Students will understand phase transformations in steels as well as

processes for inducing transformations and the resulting properties.

4) Students will understand technological aspects of common steel

processing methods.

This course addresses MSE student outcomes a, c, and k.

Prepared by: R. H. Wagoner, May 5, 2011.

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174

List of Course Topics

• Definition and classification of steels,

• Fe-C phase diagram, phase properties

• 3Continuum concepts: relationship of strength, ductility, toughness

• Micromechanistics: strain hardening, Hall-Petch eq., hard vs. soft pins, solutes and

interaction with dislocations, Peierl's stress

• Phase transformations in carbon steels, TTT diagrams, micrstructure v. mechanical

properties. (w/ applied principles of nucleation and growth)

• Tempering reactions in plain carbon martensite, effect on properties, martempering,

austempering, austenization, annealing, normalizing, and spheroidization.

• Hardenability - concepts, measures of, and test for. Classification and effects of alloying

elements.

• Effect of alloying on tempering, secondary hardening, temper embrittlement.

• Common steel categories: HSLA, tool, and stainless steels.

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175

MATSCENG 662: Corrosion Credit hours: 3 credit hours.

Contact hours: 20 48-minute lectures, and 10 108-min labs or 34 hours contact time.

Course Type: Elective lecture-laboratory.

Prerequisites: Senior standing in Engineering, or instructor permission.

Instructor: G.S. Frankel, R.G. Buchheit, Materials Science and Engineering.

Description: Principles of corrosion engineering; definitions, types of corrosive attack

and methods of minimization and prevention.

Textbook: D.A. Jones, Principles and Prevention of Corrosion, 2nd

, Ed. Prentice

Hall, 1995.

Other Resources: Other supplemental reading for lecture and labs will be provided as

needed.

Goals: To provide students understanding of the fundamentals of corrosion,

tools to assess corrosion rates, and methods to reduce corrosion.

Expected

Outcomes: 1) Students will understand the thermodynamic driving forces for

corrosion reactions.

2) Students will understand the rate-controlling steps for electrochemical

reactions and the kinetics of those reactions.

3) Students will learn how corrosion rate depends on thermodynamics

and kinetics.

4) Students will learn experimental methods to determine corrosion rates

and susceptibility to localized corrosion.

5) Students will learn how to minimize corrosion through alloy selection,

environment control, coatings, and cathodic protection.

This course addresses MSE student outcomes a, b, e, and k.

Prepared by: G.S. Frankel, April 1, 2011.

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176

List of Course Topics

• Electrochemical basis of corrosion

• Thermodynamics and Nernst Eqn.

• Kinetics of corrosion, polarization

• Passivity and localized corrosion

• Corrosion protection

• Experimental methods

• Environmental cracking

• Atmospheric corrosion, oxidation

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177

MATSCENG 663: Non-Ferrous Metallurgy Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 hours contact time.

Course Type: Required lecture.

Prerequisites: MSE 543 and MSE 564, MSE major standing, or permission of

instructor.

Instructor: H.L. Fraser, Materials Science and Engineering.

Description: Physical metallurgy of important non-ferrous alloys; their properties and

applications.

Textbook: None.

Other Resources: Notes provided on the course website.

Goals: To provide students with a knowledge of the physical metallurgy of

aluminum-, titanium-, nickel- and magnesium-base alloy systems, which

are taken as comprehensive examples of essentially all alloys systems

applied in engineering applications.

Expected

Outcomes: 1) Students will understand the bases of the design of the various alloys

that make up these alloy systems discussed.

2) Students will understand the underlying physical mechanisms that

affect properties.

3) In each of the alloy systems, students will be able to predict the likely

balance of properties exhibited by a material if given both alloy

composition and details of the thermomechanical heat-treatment.

4) In each of the alloy systems, students will be able to suggest an alloy

composition and thermomechanical heat treatment that may optimize a

certain set of properties.

This course addresses MSE student outcomes a, e, h and k.

Prepared by: R. G. Buchheit, May 11, 2011.

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178

List of Course Topics

In Al alloys:

• The basics of phase transformations involving the formation of metastable phases,

including zone formation and intermediate phase precipitation, that are the basis of

age hardened Al alloys.

• The main deformation mechanisms in age-hardened systems (dislocation cutting

and the Orowan mechanism).

• The formation of precipitation-free zones at grain boundaries

• The strengthening mechanisms that may be contribute to the development of

optimized mechanical properties.

• The scheme for designating Al alloy systems (both age hardening and non-heat-

treatable)

• The tempering schemes.

• Each of the alloy systems (1xxx through 8xxxx) is studied in some detail.

In Ti alloys:

• The various types of Ti alloys, depending on composition.

• The heat-treatment schemes that result in the various microstructures used in engineering

Ti alloys.

• Processing methods for Ti alloys (in view if their reactivity).

• Consideration of examples of a, near a, a/b, and metastable b alloys, detailing their

respective microstructure/property relationships.

In Ni alloys:

• Description of the physical metallurgy of Ni-base superalloys

o Factors underlying the development of the interrelationships between

microstructure and properties.

o Details of the interaction of dislocations in the disordered matrix and array of

ordered second phase particles.

o Descriptions of the various deformation mechanisms that may lead to

strengthening of these alloys both at ambient and elevated temperatures.

o Development of an understanding of the role of composition and microstructure

in the optimization of properties at intermediate (turbine disk) and elevated

(turbine blade) temperatures.

• Descriptions of the factors influencing alloy design in more simple Ni alloys for thermal

and marine applications.

In Mg alloys:

• Description of the role of alloy composition on the development of optimized

interrelationships between microstructure and properties of these alloys.

• Details of creep deformation and the importance of this property for Mg alloys.

Details of processing schemes of these alloys (noting their reactive

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179

MATSCENG 666: Deformation Processing

Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 contact hours.

Course Type: Elective lecture.

Prerequisites: ME 420 or ME 440, MSE major standing or instructor permission.

Instructor: R.H. Wagoner, Materials Science and Engineering.

Description: Continuum behavior of metals; analysis of common forming operations;

slab calculations, ideal work methods, upper bound analysis, other

numerical methods.

Textbook: R. H. Wagoner and J.-L. Chenot: Fundamentals of Metal Forming, John

Wiley & Sons, 1997. (ISBN: 0-471-57004-4)

Goals: To understand deformation processing of materials with a focus on sheet

metal forming; learn the use of finite element approaches as applied to

metal forming and how they compare to closed-form analytical

approaches.

Expected

Outcomes: 1) Students will understand the principles and limitation of metal

forming operations and their continuum analysis.

2) Students will be able to use finite element analysis techniques applied

to metal forming, and to appreciate the competing advantages of close-

form analytical methods and numerical methods.

This course addresses MSE student outcomes a, c, e, and k.

Prepared by: R. H. Wagoner, May 5, 2011.

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180

List of Course Topics

• Forming Processes, Formability

• Plasticity

• Tensile Test Analysis (plastic instability, finite element analysis*)

• Forming Concepts (work of deformation)

• Drawing and Extrusion (slab analysis, finite element analysis*)

• Forging (slab analysis, finite element analysis*)

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181

MATSCENG 667: Casting and Powder Metallurgy

Credit hours: 3 credit hours.

Contact hours: 20 48-minute lectures, 10 108-minute labs, or approximately 34 contact

hours.

Course Type: Elective lecture-laboratory.

Prerequisites: MSE 526 and 543, MSE major standing or instructor permission.

Instructor: D.M. Stefanescu, Materials Science and Engineering.

Description: Near net shape manufacturing via solidification and powder metallurgy

methods.

Textbook: None.

Other Resources: Course notes provided as class handouts

ASM Handbook vol. 15 Casting

ASM Handbook vol. 7 Powder Metallurgy

Goals: To familiarize the students with the fundamentals of metal casting and

powder metallurgy.

Expected

Outcomes: 1) Students will develop an understanding of the importance of casting

and powder metallurgy processes from a theoretical and practical

perspective.

2) Students will learn practical aspects of casting and powder devastation

through hands-on experience.

This course addresses MSE student outcomes a, b, c, d, e, g, j, and k.

Prepared by: D.M. Stefanescu, March 29, 2011.

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182

MATSCENG 668: Process Metallurgy

Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 hours contact time.

Course Type: Elective lecture.

Prerequisites: MSE 526, MSE major standing or instructor permission.

Instructor: Y. Sahai, Materials Science and Engineering.

Textbook: None.

Other Resources: J.W. Evans and L.C. DeJonghe, The Production of Inorganic Materials,

Macmillan Publ. Co. [1991]. J.D. Gilchrist, Extraction Metallurgy, 2nd

Edition, Pergamon Press [1980].

L. Coudurier, D.W. Hopkins, and I. Wilkomirsky, Fundamentals of

Metallurgical Processes, 2nd Edition, Pergamon Press [1985].

H.A. Fine and G. Geiger, Handbook on Material and Energy Balance

Calculations in Metallurgical Processes, TMS, Warrendale, PA (1983).

J.J. Moore, Chemical Metallurgy, Butterworths [1981].

D.R. Gaskell, Introduction to Transport Phenomena in Materials

Processing, MacMillan [1993]

J. Szekely and N. Themelis, Rate Phenomena in Process Metallurgy,

Wiley-Interscience [1971]

T. Gilchrist, Principles of Extractive Metallurgy, McGraw-Hill Book

Company [1983]

Goals: Development of skills for improving current processes and creation of

new ones; Ability to be able to design reactors for materials processing;

Extraction and refining of metals.

Expected

Outcomes: 1) Students will understand the types of reactors, their characteristics,

and how to design reactors.

2) Students will understand extraction, refining, and processing of

metals.

3) Students will understand Chemical Vapor Deposition science and

technology for metal deposition.

4) Students will understand recycling of metals.

This course addresses MSE student outcomes a, b, c, d, e, f, g, h, j, and k.

Prepared by: Y. Sahai, April 29, 2011.

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183

List of Course Topics

• Reactor Design: Types of reactors, batch and continuous, con-current and counter-current

reactors, residence time distribution (RTD) studies, fluid flow and heat transfer in reactors

• Similarity criteria, dimensionless numbers, modeling of various processes

• Reduction of iron oxides, pig iron production in blast furnace, blast furnace reactions

• Steelmaking processes and reactions

• Ladle refining of steel, deoxidation, desulfurization, AOD process

• Electrolytic cells: refining cells, aluminum production

• Production and refining of silicon metal

• Matte smelting: iron- copper mattes, copper smelting, nickel smelting, other smelting

processes, continuous copper smelting and converting processes

• Chemical Vapor Deposition (CVD) processes

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MATSCENG 669: Metallic Materials Laboratory

Credit hours: 1 credit hour.

Contact hours: 10 168-minute laboratories, or approximately 26 contact hours.

Course Type: Elective laboratory.

Prerequisites: MSE 611 or MSE 663, MSE major standing or instructor permission.

Instructor: W.A.T. Clark, Materials Science and Engineering.

Description: Heat treatment, microstructure, phase transformations, and mechanical

properties of steels. Microstructure control for mechanical property

optimization.

Textbook: None.

Goals: Introduction to the fundamentals of physical metallurgy and the

application of basic concepts to the design of processing/heat treatment

parameters for the control of microstructure and properties of metals and

alloys of engineering significance.

Expected

Outcomes: 1) Students will develop the ability to recognize and interpret common

microstructural morphologies in metallic materials and their alloys.

2) Students will develop the ability to analyze critically and interpret

experimental results and their possible implications for microstructure

design.

This course addresses MSE student outcomes a, b, c, d, e, f, g, h, i, j, and

k.

Prepared by: W.A.T. Clark, April 24, 2011.

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List of Course Topics

• Students will carry out three experimental investigations: o The hardenability of plain carbon and alloy steels, and a commercial Ti-6-4 alloy.

o Thermo-mechanical processing of metallic alloys.

o Effect of cooling rate on transformation in Ti-alloys.

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MATSCENG 673: Electroceramics – Chemical Sensors, Thin-films and

Nano-structures

Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or approximately 23 contact hours.

Course Type: Elective lecture.

Prerequisites: Senior or graduate standing in MSE, or permission of instructor.

Instructor: S. A. Akbar, Materials Science and Engineering.

Description: Principles of chemical sensing, catalysis, nano-materials/nano-structures

and thin-films; includes lab and group projects.

Textbook: None.

Other Resources: Required reading in journals and reference books.

Lecture notes posted on course web page.

Goals: To present a basic understanding of chemical sensor materials

based on their chemical composition, crystal structure, defect

chemistry, phase assemblages, and microstructure. To expose students to

sensor fabrication based on thick- and thin-films and nano-structures

prepared via non-lithographic approaches.

Expected

Outcomes: 1) Students will understand basics of electronic and ionic conductivity of

ceramic oxides as they apply to chemical sensing.

2) Students will understand how processing affect crystal structure,

microstructure and properties of ceramic oxides, and their influence on

sensing.

3) Students will understand how to fabricate thick- and thin-film sensors

starting from raw materials.

4) Students will understand non-lithographic processing routes to create

ceramic nano-structures and their potential applications in chemical

sensing and beyond.

5) Students will learn how to apply concepts learned in class on a group

assignment reviewing a paper.

This course addresses MSE student outcomes a, b, c, e, and k.

Prepared by: S. A. Akbar, April 3, 2011.

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List of Course Topics

• Chemical Sensors and the Environment

o Definitions

o Markets and trends

o Needs and challenges

• Catalysis and the Environment

o Fundamentals

o Oxide-based catalysts

o Applications and challenges

• Resistive/Semiconductive Sensor Materials: Fundamentals

o Gas-solid reaction

o Adsorption and desorption

o Surface states and conduction

o Selectivity and interference

• Thin film sensors

o Thin films by sputtering – Basics

o Sputtered thin-film sensors

o Effect of film thickness vs. depletion width on sensitivity

• Specific Resistive/Semiconductive Sensors

o CO sensor – a case study Demo #1 & Test 3

• Electrochemical Sensors: Fundamentals

o Galvanic cell thermodynamics

o Electrolytes and electrodes

• Electrode Kinetics

o Mixed potential NOx sensor

o Fuel cells (SOFC)

o Catalytic versus topological aspects

• Specific Electrochemical Sensor

o CO2 sensor – a case study Demo #2 & Test 2

• AC Electrical Measurements Applied to Electroceramics

o Equivalent circuit and complex plane analysis

o Modeling of materials behavior

o Sensing mechanism

• Ceramic Nano-structures

o Introduction

o Non-lithographic approaches for nano-structures

o Sol-gel for making nano-particle ceramics

o Nano-channels using photoelectrochemical etching

o Nano-fingers using gas-phase nano-carving

o VLS and VS mechanism of 1D nano-structures

o Self-assembled nano-structures

o Opportunities and challenges

• Applications of Ceramic Nano-structures

o Chemical Sensing

o Photocatalysis

o Biomedical Applications Demo 3 & Test 3

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MATSCENG 676: Processing of Electronic Materials Credit hours: 3 credit hours.

Contact hours: 29 48-minute lectures, or 23 hours contact time.

Course Type: Elective, lecture.

Prerequisites: MSE 371, MSE 543 or instructor permission.

Instructor: S. A. Dregia, Materials Science and Engineering.

Description: Introduction to microfabrication with emphasis on processing, structure

and stability of materials for integrated electronics. Topics include

crystal growth, interfacial reactions, introduction and elimination of

defects and their role in degradation of material properties.

Textbook: S. A. Campbell, Fabrication Engineering, 3rd

ed., (Oxford University

Press, 2008).

Goals: To assimilate an understanding of the science and technology of

processing microelectronic materials. A focus on structure-property

relations, kinetics, mechanisms, and characterization of microstructure

evolution in microfabrication.

Expected

Outcomes: 1) Students will understand the basic science and technology of

processing microelectronics.

2) Students will understand structure-processing relations in

microelectronics.

3) Students will understand kinetics, mechanisms, and characterization of

microstructure evolution in microfabrication.

This course addresses MSE student outcomes a, b, c, d, and e, g, j, and k.

Prepared by: S. A. Dregia, May 10, 2011.

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List of Course Topics

• Overview of Microelectronic Devices

• Crystals, Wafers and Defects

• Chemical Vapor Deposition

• Oxidation

• Lithography

• Etching

• Diffusion of Dopants

• Ion Implantation

• Metallization & Solid-Solid Reactions

• Heterostructures and Epitaxy

• Device Packaging

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MATSCENG 679: Electronic Materials Lab Credit hours: 0.5-hr lecture and 2.5-hr lab.

Contact hours: 1-48 minute lectures per week for 4 weeks Supplemented to 1-2hr 48

min lab session per week for a total of 21 contact hours.

Course Type: Elective laboratory.

Prerequisites: MSE 676, MSE major standing or permission of instructor.

Instructor: J.E. Morral, Materials Science and Engineering.

Description: Laboratory experience in microelectronics properties and processing.

Textbook: Principles and Applications of Electrical Engineering, 3rd

Edition, G.

Rizzoni, McGraw-Hill (2000).

Principles of Electronic Materials and Devices, 3rd

Edition,

S. O. Kasap, McGraw-Hill (2006)

Other Resources: Lecture slides posted on the course website.

Goals: To acquire practical experience in measuring and understanding the

electrical properties of circuits and synthesis and characterization of

electronic materials.

Expected

Outcomes: 1) Students will understand fundamentals of electrical circuits through

hands-on experiments.

2) Students will learn to carry out and become familiar with DC and AC

electrical measurements

3) Students will understand the electrical behavior of simple

semiconductor devices

4) Students will gain experience in the with fabrication and electrical

measurements of bulk oxides (wide bandgap semiconductors)

5) Students will gain experience with synthesis of nano-structures by

non-lithographic approaches and their characterization.

This course addresses MSE student outcomes a,b,c,d,e,g,h,i,j,k.

Prepared by: R. G. Buchheit, May 9, 2011.

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List of Course Topics

• Fundamentals of Electric Circuits

• Semiconductor Devices

• Lab on electric circuits and measurements involving

• Resistors, capacitors, LED’s, Transistors and Solar Cells

• Fabrication of bulk oxides (wide bandgap semiconductors) and their characterization

involving AC electrical measurement

• Lab on pressing, sintering, attaching electrodes and measuring both dc and ac electrical

properties

• Nano-materials and nano-structures

• Lab on fabrication and characterization of oxide nano-structures using non-lithographic

approaches

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C. College Core and Other Courses

Chemistry 121 General Chemistry I

Chemistry 125 General Chemistry II

Engineering 100.11 Welding Engineering

Engineering 181 Fundamentals of Engineering I

Engineering 183 Fundamentals of Engineering II

Engineering Graph 167 Problem Solving through Programming

English 110.xx First Year English Composition

Information Systems Engineering 410 Industry Quality Control

Math 151 Calculus and Analytic Geometry I

Math 152 Calculus and Analytic Geometry II

Math 153 Calculus and Analytic Geometry III

Math 254 Calculus and Analytic Geometry IV

Math 415 Ordinary and Partial Differential Equations

Mechanical Engineering 410 Statics

Mechanical Engineering 415 Numerical Methods and Analysis in Mechanical Engineering

Physics 131 Introductory Physics: Particles and Motion

Physics 132 Introductory Physics: Electricity and Magnetism

Physics 133 Introductory Physics: Thermal Physics, Waves, and Quantum Physics

MSE 205 Intro to Materials Science and Engineering

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193

Chemistry 121: General Chemistry I

Credits: 5 credits

Contact hours: Two 78-min. lectures, one 168-min lab, one 48-min lab

Course Type: Required

Pre-requisites: One unit of high school chem. and eligibility to enroll in Math 150.

Instructor: Dr. Richard Spinney

Description: First course for science and engineering students, covering dimensional

analysis, atomic structure, the mole, stoichiometry, chemical reactions,

thermochemistry, electron configuration, periodicity, bonding, and

molecular structure

Textbook: Chemistry, The Central Science (Eleventh Edition), by Brown, LeMay,

Bursten and Murphy

Other Resources: General Chemistry Laboratory Experiments, Volume 1 (2009-10), by

Casey and Tatz

Student Lab Notebook, Hayden-McNeil Publishing, Inc.

Goals: 1) Courses in natural sciences foster an understanding of the principles,

theories, and methods of modern science, the relationship between

science and technology, and the effects of science and technology on the

environment.

2) Students understand the basic facts, principles, theories, and methods

of modern science.

3) Students learn key events in the history of science.

4) Students provide examples of the inter-dependence of scientific and

technological developments.

5) Students discuss social and philosophical implications of scientific

discoveries and understand the potential of science and technology to

address problems of the contemporary world

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194

List of Course Topics

• Introduction, Matter, Measurement, Significant Figures, Dimensional Analysis ; Atomic

Theory and Atomic Structure

• Modern View of the Atom, Atomic Weights, Periodic Table, Molecular/Ionic Compounds,

Naming Inorganic/Organic Compounds

• Chemical Equations, Reactivity Patterns, Formula Weights, Avogadro’s Number, The Mole,

Empirical Formulas, Stoichiometry, LR

• LR, Aqueous Solution, Precipitation, Acid-Base, Oxidation-Reduction,

• Solution Concentration, Solution Stoichiometry/Chemical Analysis; Light Waves, Energy of

Photons, Line Spectra, Orbitals

• Atomic Orbitals, Representing Orbitals, Electron Configuration; Periodic Table, Charge, Size,

Ionization Energy, Electron Affinities

• Metals, Nonmetals and Metalloids; Lewis Symbols, Ionic and Covalent Bonding, Lewis

Structures, Bond Polarity and Electronegativity

• Lewis Structures, Resonance Structures, Octet Exceptions, Bond Strength, Molecular Shapes,

VSEPR Model, Polarity

• Covalent Bonding/Orbital Overlap, Hybrid Orbitals, Multiple Bonds, Molecular Orbitals,

Second-Row Diatomics

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195

Chemistry 125: General Chemistry II

Credits: 5 credit hours

Contact hours: Two 78-min. lectures, one 168-min lab, one 48-min lab

Pre-requisites: Chemistry 121 or completion of Chemistry101 with a grade of A or A-

and eligibility to enroll in Math 151.

Instructor: Dr. Loza

Description: Second course for science and engineering students.

Textbook: Chemistry, The Central Science (11th

Edition), by Brown, LeMay,

Bursten and Murphy

Other Resources: General Chemistry Laboratory Experiments, Volume 5 (2010), by Casey

and Tatz

Student Lab Notebook, Hayden-McNeil Publishing, Inc.

Goals: Courses in natural sciences foster an understanding of the principles,

theories, and methods of modern science, the relationship between

science and technology, and the effects of science and technology on the

environment.

Expected

Outcomes: 1) Students understand the basic facts, principles, theories, and methods

of modern science.

2) Students learn key events in the history of science.

3) Students provide examples of the inter-dependence of scientific and

technological developments.

4) Students discuss social and philosophical implications of scientific

discoveries and understand the potential of science and technology to

address problems of the contemporary world.

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196

ENG 100.11: Welding Engineering

Credits: 3 credit hours

Contact hours: 1.25 hr lecture, (2) 45min discussions

Pre-requisites: None.

Instructor: Megan Daniels

Description: Introduction to The Ohio State University community; strategies for

successful transition to participation in that community; institutional

context of academic programs; education and learning as lifelong

processes; OSU resources and procedures.

Textbook: No Impact Man by Colin Beavan

Expected

Outcomes:

List of Course Topics: None

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197

ENG 181.01: Fundamentals of Engineering I

Credits: 3 credit hours

Contact hours: 2 class, 3 lab hours per week

Pre-requisites: Math 150 or higher. Autumn quarter only open to students enrolled in the

College of Engineering; exception: ENG Minor students by instructor

permission.

Instructor: Dr. John

Description: Visualization and sketches, introduction to spreadsheets and CAD,

working drawings, experimental design and data analysis, team work,

problem solving approaches, hands-on lab experience.

Textbook: Tools and Tactics of Design, by Dominick, et al., combined with

excerpts from A Guide to Writing as an Engineer, 2nd

Edition by Beer et

al., Wiley Custom Services, John Wiley & Sons, Hoboken, NJ, 2009.

ISBN: 978-0-47073-241-0

Technical Graphics, 2nd

Edition, by Meyers, et al., Schroff Development

Corporation, Mission, KS, 2009. ISBN 978-1-58503-395-9

Other Resources: An Introduction to Autodesk Inventor 2010 and AutoCAD 2010, by Shih,

Schroff Development Corporation, Mission, Kansas, 2003. ISBN 978-1-

58503-545-8

Engineering 181 Student Course Packet

Expected

Outcomes: Knowledge of engineering fundamentals: graphics, technical

communications, problem solving, the design process, data collection

and data analysis. The goal of the two-course sequence is to expand that

knowledge to a point of maximum usefulness with respect to both the

students’ future academic work and professional career. This course is

divided into two segments: (1) Classroom and (2) Hands-on Laboratory.

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List of Course Topics

! Technical Graphics

! Computer Aided Design

! Programming in MATLAB

! Engineering Design and Analysis

! Project Management

! Ethics in Engineering

! Teamwork

! Oral and Written Technical Communication

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ENG 183.01: Fundamentals of Engineering II

Credits: 3 credit hours

Contact hours: 2 class, 3 lab hours per week

Pre-requisites: 181 or 181.01 or 181.02 or 191H or 191.01H or 191.02H. Not open to

students with credit for 182.

Instructor: Dr. John Merrill

Description: Team building, design/build project; project management, introduction to

MATLAB, written and oral reports, preparation of visual aids, hands-on

lab and reporting.

Textbook: MATLAB: An Introduction With Applications, 3rd

or 4rd

Edition, by

Gilat, John Wiley & Sons, Hoboken, NJ, 2008. ISBN: 978-0-470-

10877-2 or 978-0-470-76785-6

Tools and Tactics of Design, by Dominick, et al., combined with

excerpts from A Guide to Writing as an Engineer, 2nd

Edition by Beer et

al., Wiley Custom Services, John Wiley & Sons, Hoboken, NJ, 2009.

ISBN: 978-0-47073-241-0

Technical Graphics, 2nd

Edition, by Meyers, et al., Schroff Development

Corporation, Mission, KS, 2009. ISBN 978-1-58503-395-9

Other Resources: An Introduction to Autodesk Inventor 2010 and AutoCAD 2010, by Shih,

Schroff Development Corporation, Mission, Kansas, 2003. ISBN 978-1-

58503-545-8

Engineering 183_01 Student Course Packet

Expected

Outcomes: The goals of this course are threefold: (1) to build on the skills you

gained in 181, (2) to engage you in a quarter-long design/build project,

and (3) prepare you for your advanced engineering classes and career.

This course is divided into two segments: (1) Class Assignments and (2)

Hands-on Laboratory.

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200

List of Course Topics

! Technical Graphics

! Computer Aided Design

! Programming in MATLAB

! Engineering Design and Analysis

! Project Management

! Ethics in Engineering

! Teamwork

! Oral and Written Technical Communication

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EN GRAPH 167: Problem Solving through Programming for

Engineering Calculations and Computer Graphics

Credit Hours: 4 credit hours.

Contact Hours: 4 2-hour lectures and laboratories per week.

Course Type:

Prerequisites: Math 151 or higher

Instructor: Lisa Abrams

Description: Solving engineering problems using computer programming;

development of algorithms and program modules; solutions to major

problems will be presented in an engineering report format.

Textbook: MATLAB: An Introduction With Applications 3rd

or 4th

Edition – Amos

Gilat

C++ Without Fear: A Beginner's Guide That Makes You Feel Smart -

Brian Overland

Other Resources: USB flash drives Note: 3GB storage space on a network drive accessible

by Remote Desktop from outside of class is provided by the First-Year

Engineering Program.

CAD Computer Graphics Lab: In addition to your classrooms and labs,

you will have access to the Hitchcock Computer Graphics Lab (HCGL)

located in Hitchcock Hall Room 342.

Goals: This course provides students with a number of MATLAB and C++

programming tools and presents the basics of computer programming in

a problem solving environment.

Expected

Outcomes: 1) Students will understand and practice fundamental computational

skills useful to engineering students and professional engineers in many

fields (e.g., introduction to managing variables, importing and exporting

data, performing calculations, generating plots, and developing and

managing files using computer applications).

This course addresses MSE student outcomes a, b, c, d, e, g, and k.

Prepared by: Lisa Abrams

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202

List of Course Topics

• Course Intro and Computational Science

• Array Creation

• Array Accessing, Strings

• Array Operations

• Linear Models

• Script Files

• Non-linear Models

• 2-D Plots

• Functions

• Program Strategies

• Logical Expressions

• Conditional Statements

• Accuracy and Precision

• Loops

• Verification and Validation

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203

ISE 410: Industrial Quality Control

Credit Hours: 4 credit hours.

Contact Hours: 3 hr lecture and 2 hr laboratory.

Course Type: Required

Prerequisites: Math 153

Instructor: Clark A. Mount-Campbell

Description: Application of probability, statistics, design of engineering experiments

to statistical process control; process capability analysis; and technical

and economic evaluation of quality control systems.

Textbook: Navidi, W., Statistics for Engineers and Scientists, 3rd

Edition.

Goals:

Expected

Outcomes: Upon completion of this course the student will have:

1) An understanding of basic concepts from probability and statistics.

2) An ability to apply statistical methods to summarize data, estimate

parameters, and perform basic hypothesis tests.

3) An ability to apply to define measures, construct and interpret QC

charts.

4) An ability to design, execute, and analyze simple experiment for

quality improvements.

5) An ability to use various data description tools and regression to

describe and understand relationships in quality data.

6) An ability to use Minitab to perform the analyses that have been

learned.

Prepared by: Clark A. Mount-Campbell, May 24, 2011.

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204

List of Course Topics:

• Descriptive statistics, Basic Probability, Sample Average and Variance

• Bernoulli and Binomial Distributions

• Continuous Random Variables and distributions

• Confidence Intervals

• Hypothesis Testing for Means and Proportions, Chi Square Tests

• Statistical Quality Control

• Regression and Correlation

• Analysis of Variance and Design of Experiments, F Tests

• Design of Factorial Experiments using Minitab

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205

Math 151: Calculus and Analytic Geometry I

Credits: 5 credits

Contact Hours: Three 48-min lectures, two 48-min. recitations

Course Type: Required

Pre-requisites: C- or better in Math 150 or Course Code L on Math Placement Test

Instructor: Crichton Ogle

Description: Limits, continuity, derivatives, Mean Value Theorem, extrema, curve

sketching, related rates, differentiation of the trig, log, and exp functions.

Textbook: Calculus: Early Transcendentals, Volume I, 6th

OSU custom edition,

Stewart, 2009

Goals:

1) To master the essentials of Differential Calculus and its applications, and

to develop the computational and problem solving skills for that purpose

2) To understand the basic techniques of Calculus, including the notions of

limit and continuity, the definition of the derivative of a function, how to

compute the derivative of a function, how to compute the derivative of

any elementary function (polynomial, exponential, logarithmic,

trigonometric, or any combination of such), how to determine maxima

and minima, and how these techniques apply to real life situations

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206

List of Course Topics

• Exponential Functions

• Inverse Functions and Logarithms

• The Tangent and Velocity Problems

• The Limit of a Function

• Calculating Limits Using the Limit Laws

• Continuity

• Limits of Infinity; Horizontal Asymptotes

• Derivatives and Rates of Change

• The Derivative as a Function

• Derivatives of Polynomials and Exponential Functions

• The Product and Quotient Rules

• Derivatives of Trigonometric Functions

• The Chain Rule

• Implicit Differentiation

• Derivatives of Logarithmic Functions

• Rates of Change in the Natural and Social Sciences

• Exponential Growth and Decay

• Related Rates

• Linear Approximations and Differentials

• Maximum and minimum values

• The Mean Value Theorem

• How Derivatives Affect the Shape of the Graph

• Summary of Curve Sketching

• Optimization Problems

• Antiderivatives

• Graphic with Calculus and Graphing Calculators

• Indeterminate forms of L’Hopital’s Rule

• Newton’s Method

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207

Math 152: Calculus and Analytic Geometry II

Credits: 5 credits

Contact hours: Three 48-min lectures, two 48 min recitations

Course Type: Required

Pre-requisites: Mathematics 151.xx with grade of C- or better

Instructor: Zbigniew Fiedorowicz

Description: Integrals, area, fundamental theorems of calculus, logarithmic and

exponential functions, trigonometric and inverse trigonometric functions,

methods of integration, applications of integration, polar coordinates

Textbook: Calculus: Early Transcendentals, Volume I, 6th

OSU custom edtition,

Stewart, 2009

Goals: To provide students with a solid foundation in one-variable integral

calculus

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208

List of Course Topics

• Indeterminate forms of L’Hopital’s Rule

• Areas and distances

• The Definite Integral

• The Fundamental Theorem of Calculus

• Indefinite Integrals and the Net Change Theorem

• The Substitution Rule

• The Logarithm Defined as an Integral

• Areas Between Curves

• Volumes

• Volumes by Cylindrical Shells

• Work

• Integration by Parts

• Trigonometric Integrals

• Trigonometric Substitution

• Integration of Rational Functions by Partial Fractions

• Improper Integrals

• Arc Length

• Area of a Surface of Revolution

• Modeling with Differential Equations

• Separable Equations

• Exponential Growth and Decay

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209

Math 153: Calculus and Analytic Geometry III

Credits: 5 credits

Contact hours: Three 48-min. lectures, two 48-min lectures

Course Type: Required

Pre-requisites: C- in Math 152 or 152.xx or 161 or 161.xx or 161H or 161.xxH

Instructor: Kenneth Koenig

Description: Indeterminate forms, Taylor’s formula, improper integrals, infinite

series, parametric curves, and vectors in the plane; vectors, curves, and

surfaces in space.

Textbook: Calculus: Early Transcendentals, Volume I, 6th

OSU custom edtition,

Stewart, 2009

Goals: To provide students with a solid foundation in calculus covering such

topics as infinite series, power series, Taylor theorem; planar curves;

vectors, curves and surfaces in space.

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210

List of Course Topics

• Sequences

• Series

• The integral test and estimates of sums

• The comparison tests

• Alternating series

• Absolute convergence, and the ratio and root tests

• Strategy for testing series

• Power series

• Representations of functions as power series

• Taylor and Maclaurin series

• Binomial series

• Applications of Taylor polynomials

• Curves defined by parametric equations

• Calculus with parametric curves

• Polar coordinates

• Area and lengths in polar coordinates

• Three-dimensional coordinate systems

• Vectors

• The dot product

• The cross product

• Equations of lines and planes

• Cylinders and quadric surfaces

• Cylindrical and spherical coordinates

• Vector functions and space curves

• Derivatives and integrals of vector functions

• Arc length and curvature

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211

Math 254: Calculus and Analytic Geometry IV

Credits: 5 credits

Contact hours: Three 48-min. lectures, two 48-min lectures

Course Type: Required

Pre-requisites: Math 153.01

Instructor: Kenneth Koenig

Description: Partial differentiation, Lagrange multipliers, multiple integrals, line

integrals, and Green’s theorem

Textbook: Calculus: Early Transcendentals, Volume I, 6th

OSU custom edtition,

Stewart, 2009

Goals: To provide students with a solid foundation in calculus.

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212

List of Course Topics

• Functions of several variables

• Limits and continuity

• Partial derivatives

• Tangent planes and linear approximation

• The chain rule

• Directional derivatives and the gradient vector

• Maximum and minimum values

• Lagrange multipliers

• Double integrals over rectangles; Iterated integrals

• Double integrals over general regions

• Double integrals in polar coordinates

• Triple integrals

• Triple integrals in cylindrical coordinates

• Triple integrals in spherical coordinates

• Vector fields

• Line integrals

• Fundamental theorem for line integrals

• Green’s theorem

• Curl and Divergence

• Parametric surfaces and their areas

• Surface integrals

• Stokes’ theorem and the divergence theorem

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213

Math 415.01: Ordinary and Partial Differential Equations

Credit: 4 credits

Contact hours: Three 48-min. lectures, two 48-min lectures

Course Type: Required

Instructor: Ulrich Gerlach

Pre-requisites: Math 254.01

Description: Ordinary, partial, linear, and nonlinear differential equations; Fourier

series; boundary value problems; and Bessel functions

Textbook: Elementary Differential Equations, 8th

OSU custom Edition, by Boyce

and Diprima

Goals: To master the standard techniques of elementary ordinary differential

equations, Fourier series, and separation of variables in partial

differential equations

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214

List of Course Topics

• Intro to differential equations, including some applications for motivation

• Linear first order ordinary differential equations (ODEs) and integrating factors

• Separable equations

• Applications of linear equations

• Bernoulli’s equation: differences between linear and nonlinear equations

• Qualitative theory for solving nonlinear ODEs

• Exact equations

• Homogenous equations with constant coefficients

• Fundamental solutions, linear independence, Wronskian

• Complex numbers and complex roots of the characteristic polynomial

• Repeated real roots of the characteristic equation and the method of reduction order

• Nonhomogenous equations; method of undetermined coefficients

• Mechanical and electrical vibrations

• Forced vibrations

• Two-point boundary value problems

• Fourier series

• Fourier convergence theorem

• Fourier series for even and odd functions

• Heat equation with zero boundary conditions

• Heat equation with other boundary conditions

• Wave equation and D’Alembert’s solution

• Laplace’s equation

• System of first order equations; linearization of equilibrium-the problem of stability

• Matrices, eigenvalues, eigenvectors, phase plane examples in 2-D

• Homogeneous linear systems with constant coefficients

• Complex eigenvalues

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215

ME 410 - Statics

Credits: 4cr hrs

Contact Hours: (3) 1 1/3 cr hrs Lecture, 1 hr Recitation

Course Type: Required

Prerequisites: Engineer 182 or 183 or H192 or En Graph 167 or H167 or Cptr/Inf

201 or Cptr/Inf 202, and Physics 131, and Math 254 (prereq or

concur). CPHR 2.00 or above recommended. Not open to students

with credit for H210 or 400.

Instructor: Daniel A. Mendelsohn, Assoc. Prof. of Mechanical Engineering

Text: Engineering Mechanics - Statics, 12th

Ed. by R. C. Hibbeler, Pearson

- Prentice Hall, Upper Saddle River, New Jersey, 2010

Description: Vector concepts of static equilibrium for isolated and connected

bodies, centroids, inertia, truss, frame and machine analysis, shear

force and bending moment diagrams, and friction. (Au, Wi, Sp, Su

Qtrs.)

Expected

Outcomes: 1) Ability to determine resultant forces and moments and equivalent

force/couple systems for a given system of forces and/or couple

moments. [a,e]

2) Ability to isolate a particle or rigid body from its surroundings and

draw a free-body diagram. [a,e]

3) Ability to write the equilibrium equations for a body given its

free-body diagram and then solve those equations for unknowns.

[a,e]

4) Ability to find forces at external supports and internal connections

of structures in equilibrium such as trusses, frames, and machines.

[a,e]

5) Ability to find internal forces in structures and to draw shear force

and bending moment diagrams for beams. [a,e]

6) Ability to solve equilibrium problems involving impending

motion at surfaces with Coulomb friction. [a,e]

7) Ability to determine geometric and inertial properties of solid

bodies. [a,e]

8) Ability to develop a systematic approach to solving problems,

including careful sketching, precise mathematical notation, and clear

presentation of solution. [a,e,g,k]

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List of Course Topics!

• 2D and 3D Force Vectors and Particle Equilibrium

• Moment due to a force, Couples, Force/Couple Systems

• 2D Rigid Body Equilibrium

• 3D Rigid Body Equilibrium

• Centroids, Area Mom’s of Inertia, Distributed Loading, Fluid Statics

• Trusses, Frames and Machines • Internal Forces, Shear and Bending Moment Diagrams • Dry Friction and Coulomb’s Law • Midterm Exams

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ME 420- Numerical Methods and Analysis in Mechanical Engineering

Credit: 4 cr hrs

Course Type: Required

Instructor: Daniel A. Mendelsohn, Associate Professor of Mechanical Engineering

Prerequisites: ME 210H or ME 410, or EngMech 210H

Description: Stress and strain analysis of structural components subjected to

unidirectional and combined loads; vessels; beam deflections, Mohr’s

Circle, and columns

Text: Mechanics of Materials, 8th

Ed. By R.C. Hibbeler, Prentice Hall, Upper

Saddle River, New Jersey, 2010

Outcomes

Addressed:

Our students will obtain:

1) Ability to use internal forces to model normal and shear stress

distributions in frame and machine components under various loadings

including pure shear, axial, torsion, and bending loading [a,e,k]

2) Ability to relate stresses to strains and use published experimentally

determined material properties such as Young’s modulus and Poisson’s

ratio [a,e,k]

3) Ability to analyze displacement or deflection and use constraints on

deformation quantities to calculate forces on bodies supported in a

statically indeterminate manner [a,e,k]

4) Ability to transform stresses and strains at a point between differently

oriented coordinate systems [a,e,k]

5) Ability to size structural elements and determine allowable loads on

components based on considerations of critical values of stress and

factors of safety [a,e,c,k]

6) Ability to develop a systematic approach to solving problems,

including careful sketching, precise mathematical notation, and clear

presentation of solutions [a,e,g,k]

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List of Course Topics

1. Review of Statics

2. Definition of Stress, Average Normal and Shear Stress, Allowable Stress and Factor of Safety

3. Deformation and Normal and shear Strain, Mechanical Properties of Materials, Hooke’s Law

4. Deformation of Axially Loaded Members (Statically Indeterminate and Thermal Loading

Problems)

5. Torsion of Bars (Stress, Angle of Twist and Statically Indeterminate Problems)

6. Shear Force and Bending Moment Diagrams

7. Bending Stress in Transversely Loaded Beams

8. Shear Stress and Shear Flow in Transversely Loaded Beams

9. Stresses in Pressure Vessels and Combined Loading

10. Plane Stress Transformation

11. Plane Strain Transformation and Generalized Hooke’s Law

12. Deflection of Transversely Loaded Beams and Statically Indeterminate Problems

13. Buckling of Columns

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Physics 131 – Introductory Physics: Particles and Motion

Credits: 5 credit hours

Contact hours: 1 2-hr lab

Course Type: This is a required course for Arts & Sciences Physics and Engineering

Physics majors.

Prerequisites: 1 entrance unit of Physics or Chemistry; and Math 151 and concur Math

152, or concur Math 161 or higher.

Instructor: Dr. Michael Ziegler

Description: Major concepts of physics from a contemporary point of view; for

students in physical sciences, mathematics, or engineering.

Textbook: Fundamentals of Physics by Halliday, Resnick, Walker, 8th

edition (2008)

Physics 131 Laboratory Activities & Worksheets, 4th

edition

Goals: 1) Students understand the basic facts, principles, theories and methods

of modern science [a, e].

2) Students learn key events in the history of science [a, h].

3) Students provide examples of the inter-dependence of scientific and

technological developments [a, e, k].

4) Students discuss social and philosophical implications of scientific

discoveries and understand the potential of science and technology to

address problems of the contemporary world [h, j].

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List of Course Topics

• Kinematics

• Static forces

• Dynamic forces

• Static friction

• Conservation of energy

• Momentum

• Rotational dynamics

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Physics 132 – Introductory Physics: Electricity and Magnetism

Credits: 5 credit hours

Course Type: This is a required course for Arts & Sciences Physics and Engineering

Physics majors

Prerequisites: Physics 131; and Math 152 and concur Math 153, or concur Math 162 or

higher.

Instructor: Dr. Michael Ziegler

Description: Major concepts of physics from a contemporary point of view; for

students in physical sciences, mathematics, or engineering. Continuation

of 131.

Textbook: Fundamentals of Physics. Halliday, Resnick and Walker 8th

edition

(2008).

Physics 132 Laboratory Activities and Worksheets. 3rd

edition.

Goals: 1) Students understand the basic facts, principles, theories and methods

of modern science [a, e].

2) Students learn key events in the history of science [a, h].

3) Students provide examples of the inter-dependence of scientific and

technological developments [a, e, k].

4) Students discuss social and philosophical implications of scientific

discoveries and understand the potential of science and technology to

address problems of the contemporary world [h, j].

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List of Course Topics

• Coulomb’s Law

• Electric fields

• Charge distributions

• Electric flux

• Gauss’s Law

• Electric potential

• Capacitors

• Inductance

• Faraday’s Law

• Ampere’s Law

• The Biot-Savart Law

• Magnetic forces and fields

• Resistance

• Currents and circuits

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Physics 133 – Introductory Physics: Thermal Physics, Waves, and

Quantum Physics

Credits: 5 credit hours

Contact hours: 2-hr lab

Course Type: This is a required course for Arts & Sciences Physics and Engineering

Physics majors.

Prerequisites: Physics 133 and math 153 or Math 162 or higher.

Instructor: Dr. Michael Ziegler

Textbook: Fundamentals of Physics, Halliday, Resnick, Walker, 8th

edition (2008)

Physics 133 Laboratory Activities & Worksheets, 1st edition

Description: Major concepts of physics from a contemporary point of view; for

students in physical sciences, mathematics, or engineering.

Goals: 1) Students understand the basic facts, principles, theories and methods

of modern science [a, e].

2) Students learn key events in the history of science [a, h].

3) Students provide examples of the inter-dependence of scientific and

technological developments [a, e, k].

4) Students discuss social and philosophical implications of scientific

discoveries and understand the potential of science and technology to

address problems of the contemporary world [h, j].

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List of Course Topics

• Simple harmonic motion

• Interference and diffraction

• Sound waves

• Electromagnetic waves

• Refraction

• Lenses and images

• Single and double slit diffraction

• Special relativity

• Matter waves

• Quantum wells

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APPENDIX B – CURRICULUM VITAE

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Sheikh A. Akbar Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University.

295 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-6725, FAX (614) 292-9857, akbar.1@osu.edu

Education

Ph.D. in Materials Engineering, Purdue University, 1985

Topic: Demixing of Materials under a Temperature Gradient, Advisor: Prof. H. Sato

B.S. & M.S. in Solid State Physics, University of Sofia, Sofia, Bulgaria, 1980

Thesis: Superionic Conductors, Advisor: Prof. Ivan Z. Kostadinov

Academic Experience

Professor, 1999 – present

Director, NSF Center for Industrial Sensors and Maesurements (CISM), 1996-1999

Associate Professor, 1993 – 1999

Assistant Professor, The Ohio State University 1988 – 1993

Current Membership in Professional Organizations

• American Ceramic Society (ACerS)

• The Electrochemical Society (ECS)

• The Materials Research Society (MRS)

Honors and Awards

2011 Plenary Speaker, ISOEN 2011, Rockefeller Center, New York City, USA

2010 Keynote Speaker, The 5th

Annual Meeting of the Saudi Physical Society, Abha, KSA

2009 Keynote Speaker, ISFM 2009, Jinju, Korea

2008 Keynote Speaker, NIMS Annual Symposium, Tsukuba, Japan

2007 R&D 100 Award and 2005, two (2) R&D 100 Awards (national award)

2005, NASA TGIR (Turning Goal into Reality) Award for fire detection sensors

2002 W.E. Cramer Award, American Ceramic Society Central Ohio Section

2002 Tan Chin Tuan Faculty Fellow, Nanyang Technological University, Singapore

2001 Fulrath Award (national award), American Ceramic Society, USA

2001 Fellow (national award), American Ceramic Society, USA

1999 Outstanding Materials Engineer Award, Purdue University, West Lafayette, IN, USA

1996 Lumley Award, College of Engineering, OSU, USA

1993 BFGoodrich Collegiate Inventors Award (one of three national awards), USA

Service Activities

Extramural

• 2006-2008, General Chair, 12th

International Meeting on Chemical Sensors (IMCS-12)

• Member of Editorial Board, Ceramics Internationa and Sensor Letters12th

International

• Associate Editor, Journal of Nanoengineering and

• ACerS Pudy Award Selection Committee member and Chair (2007-2009)

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• ECS, Sensor Division Executive Committee member-at-large (2008-present)

• Organizing Committee Member, ICC3 (Japan/2010), IMCS-13 (Australia/2010), ICMAT

(Singapore/2007 and 2003), IMCS-11 (2006/Italy), AMEC (China/2005 and 2003)

Intramural

• College Promotion and Tenure Committee Chair (2010)

• University Committee on OSU – King Saud University collaboration (2007-2009)

• Department Laboratory and Facilities Committee Chair (2007-2009)

Recent Publications

1. C. Lee, N. Szabo, R. Ramamoorthy, P. Dutta and S. Akbar, “Solid-State Electrochemical Sensors:

Opportunities and Challenges,” in Encyclopedia of Sensors, Eds. C.A. Grimes, E.C. Dickey and

M.V. Pishko, vol. 10, pp.1-20 (2006)

2. S. Yoo, S. Dregia, S.A. Akbar, H. Rick and K.H. Sandhage, “Etching mechanism of TiO2 nano-

fiber formation with hydrogen gas,” J. Mater. Res., 21[7], 1822-1829 (2006).

3. Spirig, John V.; Ramamoorthy, Ramasamy; Akbar, Sheikh A.; Routbort, Jules L.; Singh, Dileep;

Dutta, Prabir K. High temperature zirconia oxygen sensor with sealed metal/metal oxide internal

reference. Sensors and Actuators, B: Chemical, B124(1), 192-201 (2007).

4. Zhang, Pengbei; Lee, Chonghoon; Verweij, Henk; Akbar, Sheikh A.; Hunter, Gary; Dutta, Prabir

K., “High temperature sensor array for simultaneous determination of O2, CO, and CO2 with kernel

ridge regression data analysis.” Sensors and Actuators, B: Chemical, B123(2), 950-963 (2007).

5. M. Rauscher, S.A. Dregia, A. Boyne and S.A. Akbar, “Self-Assembly of Pseudo-Periodic Arrays of

Nano-Islands on YSZ-(001)” Advanced Materials, 20[9], 1699-1705 (2008).

6. A.M. Azad, S. Dolan and S.A. Akbar, “Development of Agile Titania Sensors via High

Temperature Reductive Etching Process (HiTREP©): I. Structural Reorganization” International

Journal of Applied Ceramic Technology (IJACT), 5[5], 480-489 (2008).

7. C. Carney, Y. Cai, S. Yoo, K.H. Sandhage and S.A. Akbar, “Reactive Conversion of

Microcrystalline SnO2 into Single Crystal SnO2 Nanofibers at Low Oxygen Partial Pressures,”

Journal of Materials Research, 23[10], 2639-2644 (2008).

8. I. Lee, S.A. Akbar and P.K. Dutta, “High Temperature Carbon Dioxide Sensor with Minimal

Interference to Humidity,” Sensors and Actuators B 142, 337-341 (2009).

9. B. Dinan and S.A. Akbar, “One Dimensional Oxide Nanostructures by Gas-phase Reaction,”

Functional Nanomaterials Letters, 2[3], 87-94 (2009).

10.H. Lee, S. Dregia, S. Akbar, and M. Alhoshan, “Growth of 1-D TiO2 Nanowires on Ti and Ti

Alloys by Oxidation,” Journal of Nanomaterials, vol. 2010, Article ID 503186, 7 pages, 2010.

doi:10.1155/2010/503186

Professional Development

• Regular attendance at a range of professional meetings and conferences.

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Peter M. Anderson

Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University.

492 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-0176, FAX (614) 292-9857, Anderson.1@osu.edu

Education

Sc.B. Engineering, Brown University, 1981

Sc.M. Applied Science, Harvard University, 1982

Ph.D. Applied Science, Harvard University, 1986

Engineering, Cambridge University (England), 1986-1988

Professional Experience

Professor, The Ohio State University, 2005 – present

Visiting Faculty, Ruhr University, Bochu, Germany, 2009

Adjunct Staff, Cleveland Clinic Foundation, 1995 – 2008

Bernd T. Matthias Scholar, Los Alamos National Labs, 2001 – 2002

Associate Professor, 1994 – 2005

Assistant Professor, The Ohio State University, 1988 – 1994

Postdoctoral Assistant, Cambridge University (England), 1986 – 1988

Research Assistant, Harvard University, 1981 – 1986

Professional Affiliations and Service

MRS

TMS

ASME

Awards

Ohio Faculty Innovator Award, Ohio Board of Regents, 2011.

Boyer Award for Teaching Innovation, Ohio State University, 2006

Lumley Research Award, Ohio State University, 2005

Bernd T. Matthias Scholar, Los Alamos National Lab, 2001-2002

Boyer Award for Teaching Innovation, Ohio State University, 1997

1995 – Present Adjunct Staff, Cleveland Clinic Foundation, 1995-present

Young Investigator Award, Office of Naval Research, 1991

Service Activities

Chair, Materials Theory Award Committee, MRS, 2011

Co-organizer (w/D. Bahr, N. Moody, R. Spolenak), "Properties and Processes at the

Nanoscale--Nanomechanics of Material Behavior ", Materials Research Society Fall

Meeting (28 Nov-2 Dec, 2011).

Co-organizer (w/ H. Van Swygenhoven and P. Gumbsch), “International Workshop on

Small Scale Plasticity”, Braunwald, Switzerland (5-8 September, 2007).

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Co-organizer (w/J Chuang, NIST), “NSF International Workshop on Nanomechanics”,

Asilomar Conference Grounds, Monterey CA (14-17 July, 2003).

Member, Undergraduate Honors and Awards Committee, OSU College of Engineering,

2010-11.

Chair, Library and Computing Affairs Committee, OSU Department of Materials Science

& Engineering, 2006-11

Selected Recent Publications

1. Anderson PM, Carpenter JS, “Estimates of interfacial properties in Cu/Ni multilayer thin

films”, Scripta Mater. 62: 325-328 (2010).

2. Manchiraju S, Anderson PM, “Coupling between martensite phase transformations and

plasticity: a microstructure-based finite element model”, Int. J. Plasticity 26: 1508-1526

(2010).

3. Norfleet DM, Sarosi PM, Manchiraju S, Wagner MFX, MD Uchic, PM Anderson, MJ

Mills, “Transformation-induced plasticity during pseudoelastic deformation in Ni-Ti

microcrystals”, Acta Mater. 57(12), 3549-3561 (2009).

4. Li L, Anderson PM, Lee MG, Bitzek E, Derlet P, Van Swygenhoven H, “The stress-strain

response of nanocrystalline metals: a quantized crystal plasticity approach”, Acta Mater.

57(3): 812-822 (2009).

5. Anderson PM, Bingert JF, Misra A, Hirth JP, “Rolling texture in nanoscale Cu/Nb

multilayers”, Acta Mater. 51: 6059-6075 (2003).

6. Ebersole GC, Anderson PM, Powell HM, “Epidermal differentiation governs skin

mechanics”, J. Biomechanics, DOI: 10.1016/j.jbiomech.2010.07.026 (in press, July

2010).

7. Chuang TJ, Anderson PM, Wu MK, Hsieh S, eds., “Nanomechanics of Materials and

Structures” (ISBN: 1-4020-3950-6), Springer, Dordrecht, The Netherlands (2006).

8. Anderson PM, Wang J, Narayanaswamy S, "Thermal Grooving in Single versus

Multilayer Thin Films", Mater. Res. Soc. Symp. Proc. 854E (Vinci RP, Schwaiger R,

Karim A, Shenoy V, eds), pp. U7.4.1-U7.4.6, Materials Research Society: Warrendale, PA

(2004).

9. Anderson PM, Foecke T, Hazzledine P, "Dislocation-based deformation mechanisms in

metallic nanolaminates", MRS Bulletin 24, 27-33 (1999)

10. Gerberich WW, Nelson JC, Lilleodden ET, Anderson P, Wyrobek JT, "Indentation-

induced dislocation nucleation: the initial yield point," Acta Metall. et Mater. 44(9),

3585-3598 (1996).

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Rudolph G. Buchheit!

Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University.

Chair, Department of Materials Science and Engineering

Associate Director, Fontana Corrosion Center

477 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-6085, FAX (614) 292-9857, buchheit.8@osu.edu

Education

Ph.D. Materials Science, University of Virginia, January 1991. Dissertation Topic:

Localized Aqueous Corrosion of Aluminum-Lithium-Copper Alloys.

M.S. Materials Science, University of Virginia, May 1987. Thesis Topic: Processing and

Properties of Cast Aluminum Matrix Composites Reinforced With Aluminum Oxide Fibers.

B.S. Engineering Science, Loyola College, Baltimore, Maryland, May 1985. Thesis Topic:

An Investigation of the Accelerated Wear of Chromium Plated Piston Rings.

Professional Experience

Chair. Department of Materials Science and Engineering, The Ohio State University,

October 2006 – present.

Associate Chair. Department of Materials Science and Engineering, The Ohio State

University, October 2004 – October 2006.

Professor. Department of Materials Science and Engineering, The Ohio State University,

October 2003 – present.

Associate Professor. Department of Materials Science and Engineering, The Ohio State

University, October 1997 – September 2003.

Senior Member - Technical Staff. - Materials and Process Sciences Center, Sandia National

Laboratories, September 1990 - August 1997.

Awards

2010 – Fellow, The Electrochemical Society

2010 – Office of the Chief Executive (OCE) Distinguished Visiting Scientist Award, The

Commonwealth Scientific and Industrial Research Organisation (CSIRO) Clayton, Victoria

Australia.

2009 – Lumley Research Award, College of Engineering, OSU.

2006 - Fellow, National Association of Corrosion Engineers

2004 - Stanley E. Harrison Faculty Award, College of Engineering, Ohio State University

2002 - H. H. Uhlig Educator's Award, NACE International.

1993- Morris Cohen Award, Corrosion Division of the Electrochemical Society.

Professional Affiliations and Service

University Materials Council Executive Committee, Member at Large (2009 - )

ABET, Inc., Program Evaluator, Accreditation Board for Engineering and Technology

National Association of Corrosion Engineers, Chair Research Committee (2006-2008)

The Electrochemical Society, Corrosion Division Executive Committee member-at-large

(2004-2010)

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The Materials Research Society, Member (1996- ).

American Chemical Society, Member (2004-

The Minerals, Metals and Materials Society (TMS), Member - Environmental Effects

Committee (1991-1994), MS-sponsored ABET program evaluator in materials and

metallurgy

Publications and Invited Presentations

Peer Reviewed Journal Articles and Refereed Publications 109

Total Publications 199

Invited Presentations 49

Recent Publications

1. N. A. Choudhury, Y. Sahai, R.G. Buchheit, “Chitosan Chemical Hydrogel Electrode Binder

for Direct Borohydride Fuel Cells,” Electrochemistry Communications, 13, 1-4 (2011).

2. B.L. Hurley, S. Qiu, R.G. Buchheit, Raman Spectroscopy Characterization of Aqueous

Vanadate Species Interaction with Aluminum Alloy 2024-T3 Surfaces, J. Electrochem.

Soc., accepted January 2011.

3. A.D. Sudholz, N.T. Kirkland, R.G. Buchheit, N. Biurbilis, “Electrochemical Properties of

Intermetallic Phases and Common Impurity Elements in Magnesium Alloys,”

Electrochemical and Solid State Letters, accepted for publication (2010).

4. G. Kumar, R.G. Buchheit, Determination of Structure and Chemistry of Corrosion

Resistant Chitosan-(3- Glycidoxypropyl)-Trimethoxysilane-Vandate Coatings by Optical

Spectroscopy and X-ray Photoelectron Spectroscopy, accepted to Progress in Organic

Coatings (2010).

5. .Susceptibility of Al-Cu Solid Solution Alloys—Surface Characterization by XPS and

STEM,” Electrochimica Acta 55, 7367-7375 (2010).

6. R.G. Buchheit, N. Birbilis “Electrochemical Microscopy: An Approach for Understanding

Localized Corrosion in Microstructurally Complex Metallic Alloys”, Electrochimica Acta,

55, 27, 7853-7859 (2010) doi.10.1016/j.electacta.2010.04.046

7. M.K. Cavanaugh, R.G. Buchheit, N. Birbilis, “

Modeling the environmental dependence of

pit growth using neural network approaches,” Corrosion Science 52 (2010) 3070-3077

DOI: 10.1016/j.corsci.2010.05.027.

8. Y. Sahai, J. Ma, R.G. Buchheit, “Direct Borohydride Fuel Cell using Ni-based Composite

Anodes,” Journal of Power Sources, accepted for publication (2010).

Doi:10.1016/j.jpowsour.2010.02.034.

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William Alan Thomas Clark

Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University.

476 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-0575, FAX (614) 292-7523, clark.31@osu.edu

Education

D. Phil Metallurgy & the Science of Materials, The University of Oxford, England, 1976.

Dissertation Topic: Study of Grain Boundaries in Metals by Electron Microscopy.

B. Sc. The University of Liverpool, England, 1972.

Professional Experience

Professor, 1989 – present

Vice Chairman, Department of Materials Science and Engineering, 1992 – 1993

Associate Dean of the Graduate School, 1995 – 2005

Associate Professor, 1983 – 1989

Director, OSU Central Electron Optics Facility 1982 – 1987

Assistant Professor, 1979 – 1983

Research Associate, Michigan Technological University, 1978 – 1979

Awards

• Fellow, ASM International.

• C.O. Bannister Prize of the Liverpool Metallurgical Society, July 1972

• Science Research Council Research Studentship, 1972 – 1975

• Brockhues Scholar, St. Edmund Hall, Oxford, 1972 – 1975

• CIC Academic Leadership Program Fellow, 1994 – 1995

• Ohio State University College of Engineering Research Award, 1990

• TMS Distinguished Service Award, 1999

• Air Force Summer Faculty Fellowship, 2009

Professional Affiliations and Services

• Member, The Minerals, Metals, and Materials Society (TMS).

• Member, Alpha Sigma Mu

• Member, The Institute of Materials, Metals, and Minerals (U.K.).

Selected Recent Publications

1. Annealing Study of Pd-Ag Dental Alloys; Vickers Hardness Measurements and SEM

Microstructural Observations, J Mats. Sci., Mats. in Medicine, 18, 111-118 (2007). With.

H. Guo W. A. Brantley, D. Li , W. A. T. Clark, P. Monaghan, R. H. Heshmati.

2. Fatigue Limits and SEM/TEM Observations of Fracture Characteristics for Three Pd-Ag

Dental Casting Alloys, J Mats. Sci., Mats. in Medicine, 18, 119-125 (2007). With D. Li, W.

A. Brantley, W. H. Guo, W. A. T. Clark, S. B. Alapati, R. H. Heshmati, G. S. Daehn.

3.X-ray Diffraction Study of Low-Temperature Phase Transformations in Ni-Ti Orthodontic

Wires, Dental Materials, 24,1454-1460 (2008). With M. Iijima, W. A. Brantley, W. H.

Guo, W. A. T. Clark, T. Yuasa, and I. Mizoguchi.

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4.Microstructural Studies of 35˚C Copper Ni-Ti Orthodontic Wire and TEM Confirmation of

a Low-Temperature Martensite Transformation, Dental Materials, 24, 204-210 (2008).

With W. A. Brantley, W. H. Guo, W. A. T. Clark, and M. Iijima.

5.Metallurgical Characterization of a New Nickel-Titanium Wire for Rotary Endodontic

Instruments, J. Endod 35, "#$%&"#%' (())%*. With S. B. Alapati, W. A. Brantley, M. Iijima,

W. A. T. Clark, L. Kovarik, C. Buie, J. Liu, and W. B. Johnson.

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Edward W. Collings

Current Position

Research Scientist, Adjunct Professor Materials Science and Engineering

The Ohio State University

477 Watts Hall, 2041 College Road

Columbus Ohio 43210

(614) 688-3701, collings.2@osu.edu

Education

D.Sc.,Victoria University of Wellington, 1970,

Ph.D., University of New Zealand, 1958, Topic: Electron Temperature and Noise

Temperature at 3,000 Megacycles of Discharges in Argon

M.Sc. Physics, University of New Zealand, 1952, Topic: Microwave Radiation from

Gaseous Discharges

B.Sc. Physics, University of New Zealand, 1951

Professional Experience

Research Scientist, Adjunct Professor, The Ohio State University, 1965 – present Successively Fellow, Senior Research Scientist, Research Leader, Battelle Memorial Institute, 1966 – 1964 Senior Research Scientist, Franklin Institute, 1962 – 1965 Doctoral Fellow, University of Ottawa, Ottawa, Canada, 1957 – 1959 Successively Junior Lecturer, Lecturer, Victoria College (University of N.Z.), 1953 – 1961

Awards

2008 Lumley Research Award, College of Engineering, The Ohio State University,

“for outstanding research accomplishments”

2005 Lifetime Achievement Award, International Cryogenic Materials Conference

Board

2000 Lumley Research Award, College of Engineering, The Ohio State University,

"for outstanding researchers in the College of Engineering who have shown

excellent activity and success in pursuing new knowledge of fundamental or

applied nature"

Service

The International Cryogenic Materials Conference (ICMC) Board

The Metallurgical Society (TMS) (at one time or another)

Professional Affiliations

2008 Appointed Member of the International Advisory Committee and re-appointed

Visiting Professor of ISEM, University of Wollongong , Wollongong, NSW, Australia

Member, International Electrotechnical Commission (WG-9, AC Loss) 2007 recipient of

the “1906 Service Award” from US National Committee.

1997, Advisor, Editorial Committee Journal of Rare Metal Materials and Engineering

1997, Advisor Northwest Institute for Nonferrous Metal Research

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1994, Member, International Academy of Electrotechnical Sciences, Moscow, Russia

1994, Appointed Visiting Professorial Fellow, University of Wollongong, Wollongong,

NSW Australia

1988, Adjunct Professor, Ohio University, Athens, OH

1986, Technical Director, Advanced Materials Center for the Commercialization of

Space, Battelle-Columbus Laboratories

Recent Selected Publications

1. 354. M. Majoros, M. D. Sumption, M. A. Susner, S. Bhartiya, M. Mahmud, E. W. Collings,

M. Tomsic, M. Rindfleisch, J. Phillips, D. Lyons, and J. Yue, “A Nb3Sn-Based, Model

Superconducting Helical Undulator Fabricated Using a Wind and React Process”, IEEE

Trans. Appl. Supercond. 20, (2010) 270.

2. 355. E.W. Collings, M.D. Sumption, M.A. Susner, E. Barzi, D. Turrioni, R. Yamada, A.V.

Zlobin, and A. Nijhuis, “Coupling- and Persistent-Current Magnetizations of Nb3Sn

Rutherford Cables”, IEEE Trans. Appl. Supercond. 20, (2010) 1387.

3. 356. Z.X. Shi, M.A. Susner, M. Majoros, M.D. Sumption, X. Peng, M. Rindfleisch, M.J.

Tomsic and E.W. Collings, “Anisotropic Connectivity and its Influence on Critical Current

Densities, Irreversibility Fields, and Flux Creep in in-situ Processed MgB2 Strands,

“Supercond. Sci. Tech. 23 (2010)-045018.

4. 357. M.D. Sumption, M. Majoros, M. Susner, D. Lyons, X .Peng, C.F. Clark, W.N. Lawless

and E.W. Collings, “Thermal Diffusion and Quench Propagation in YBCO Pancake Coils

Wound with ZnO and Mylar Insulations”, Supercond. Sci. and Tech. 23 (2010) 075004.

5. 358. L.S. Lakshmi, M.P. Staines, R.A. Badcock, N.J. Long, M. Majoros, E.W. Collings and

M.D. Sumption, “Frequency Dependence of Magnetic AC Loss in a Roebel Cable Made of

YBCO on a Ni–W substrate”, Supercond. Sci. and Tech. 23 (2010) 085009.

6. 359. M. Bhartiya, M.D. Sumption, X. Peng, E. Gregory, M.J. Tomsic, D. Doll, and E. W.

Collings, “Comparison of A15 Stoichiometry and Grain Morphology in Internal Sn and

Tube Type Strands; Influence of Strand Design, HTs and Alloying”, Adv. Cryog. Eng. 56

(2010) 175.

7. 360. E.W. Collings, M.D. Sumption, M.A. Susner, D.R. Dietderich, E. Barzi, A.V. Zlobin,

and A. Nijhuis, “Coupling-Current and Persistent-Current Magnetizations in Nb3Sn

Rutherford Cables And Strands”, Adv. Cryog. Eng. 56 (2010) 191.

8. 361. S.D. Bohnenstiehl, M.A. Susner, Y. Yang, E.W. Collings, M.D. Sumption, M.A.

Rindfleisch, R. Boone, “Carbon doping of MgB2 by toluene and malic-acid-in-toluene”,

Physica C 471 (2011) 108–111.

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Glenn S. Daehn!

Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University. Executive Director, The Honda Partnership. Interim Director, The Ohio Manufacturing Institute 477 Watts Hall, 2041 College Rd., Columbus, OH 43210. Tel. (614) 292-6779, FAX (614) 292-1537, daehn.1@osu.edu

Education

Ph.D. Materials Science, Stanford University, Thesis Topic: Superplasticity and Stability inUltrahigh Carbon Steel Laminated Composites

M.S. Materials Science, Stanford University

B.S. Engineering Science, Northwestern University

Professional Experience

Professor. Department of Materials Science and Engineering, The Ohio State University, October 1996-present. Associate Professor. Department of Materials Science and Engineering, The Ohio State University, October 1992 – September 1996. Assistant Professor. . Department of Materials Science and Engineering, The Ohio State University, October 1987 – September 1992. V. P. Technology Excera Materials Group, July 2004 – October 2007

Awards 2010 2010 ASM Fellow

2009 Innovators Award of Ohio State College of Engineering

2008- Founding Vice-Chair, International Impulse Forming Group

2007 ASM Jacquet-Lucas Award for Excellence in Metallography.

2002-3 Served on National Research Council Committee on “Use of Lightweight Materials in 21

st Century Army Trucks”

1996 One of 13 invited speakers at second National Academy of Engineering Frontiers of Engineering Meeting

1995 Named Mars G. Fontana Professor of Metallurgical Engineering.

1992 National Young Investigator of National Science Foundation.

1992 Army Research Office Young Investigator Award. ‘92, ’00, 04 Lumley Research

Award of Ohio State University College of Engineering.

1992 Robert Lansing Hardy Gold Medal of TMS, recognizing outstanding promise in the broad field of metallurgy.

1990 ASM Marcus A. Grossmann Young Author Award, for "Deformation of Whisker-Reinforced MMC's Under Changing Temperature Conditions".

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Professional Affiliations and Service

The Minerals, Metals and Materials Society (TMS), Member Chair, TMS Shaping and Forming Committee, 1995-1997

Materials Information Society (ASM International), Member

Publications and Invited Presentations

Peer Reviewed Journal Articles and Refereed Publications > 150

Total Publications > 200

Invited Presentations

> 100

Recent Publications

1. “Coupling experiment and simulation in electromagnetic forming using photon doppler

velocimetry”, J. R. Johnson, G. Taber, A. Vivek, Y. Zhang, S. Golowin, K. Banik, G. K.

Fenton, and G. S. Daehn, Steel Research International, 80, pp. 359-365 (2009).

2. “Energy Field Methods and Electromagnetic Metal Forming”, G. S. Daehn, Chapter 18 in:

Intelligent Energy Field Methods and Interdisciplinary Process Innovations, Wenwu Zhang,

Editor, CRC Press, Daehn and Rafel Iturbe, SAE Paper 09M-134, Proceedings of SAE

World Congress and Exhibition, (in press 2009).

3. “Production of low-volume aviation components using disposable electromagnetic

actuators” S. Woodward, C. Weddeling, G. S. Daehn, V. Psyk, B. Carson, A. Erman

Tekkaya, Submitted to Journal of Materials Processing Technology, Special Issue on

Impulse Forming (submitted 2009).

4. “Microstructural features leading to enhanced resistance to grain boundary creep cracking in

ALLVAC 718Plus “, K. A. Unocic; R. W. Hayes; M. J. Mills; G. S. Daehn, submitted

Metallurgical and Materials Transactions A-Physical Metallurgy and Materials Science.

(submitted 2009)

5. “Fabrication of Dimensionally-Correct Sheet Metal Components Directly from T-6

Aluminum Alloys and Airframe Applications” C. Weddeling, S. Woodward, B. Carson and

G. S. Daehn, TMS, Seattle, WA, February 14-18, 2010.

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Suliman A. Dregia

Current Position

Associate Professor, Department of Materials Science and Engineering, The Ohio State

University.

Graduate Studies Chair, Department of Materials Science and Engineering

496 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-1081, FAX (614) 292-9857, dregia.1@osu.edu

Education

Ph.D., Metallurgical Engineering and Materials Science, Carnegie Mello University, 1989

M.S., Metallurgical Engineering and Materials Science, Carnegie Mello University, 1983

B.S., Metallurgical Engineering and Materials Science, Carnegie Mello University, 1982

Professional Experience

Associate Professor, 1993 – present

Assistant Professor, Department of Materials Science and Engineering, The Ohio State

University, 1988 – 1993

IBM Fellow, Dept. of MEMS, Carnegie-Mellon University, 1987 – 1988

Graduate Research Associate, Dept. of MEMS, Carnegie-Mellon University, 1983 – 1987

Awards

Charles E. MacQuigg Award for Outstanding Teaching, awarded by Students of The OSU

College of Engineering, 1996

Professional Affiliations and Service

Materials Research Society

Chair, Graduate Studies Committee, MSE Program

Member, Graduate Studies Committee, College of Engineering

Member, Undergraduate Studoes Committee, MSE

Member, Quarter-to-Semester Transition Committee

Recent Publications

1. A. Boyne, M.D. Rauscher, S.A. Dregia and Y. Wang, “Surface Island Formation with

Localized Stresses,” Scripta Mater. 64 (2011) 705-708

2. Huyong Lee, Suliman Dregia, Sheikh Akbar, and Mansour Alhoshan, “Growth of 1-D

TiO2 Nanowires on Ti and Ti Alloys by Oxidation,” Journal of Nanomaterials, vol. 2010,

Article ID 503186, 7 pages, 2010. doi:10.1155/2010/503186

3. M. D. Rauscher A. Boyne, S. A. Dregia and S. A. Akbar, “Self-assembly of

pseudoperiodic arrays of nanoislands on YSZ-(001),” Adv. Mater., 20, 1699–705, (2008).

4. S. Bohnenstiehl, S. A. Dregia, M. D. Sumption and E. W. Collings, “Thermal Analysis of

MgB2 Formation,” IEEE Transactions on Applied Superconductivity, 17 (2), 2754-2756

(2007).

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5. Sehoon Yoo, Suliman A. Dregia, Sheikh A. Akbar, Helene Rick, Kenneth H. Sandhage,

“Kinetic mechanism of TiO2 nanocarving via reaction with hydrogen gas,” J. Mater. Res.,

21 (7), 1822-1829(2006).

6. N. Ma, C. Shen, S. A. Dregia, Y. Wang, “Segregation and wetting transition at

dislocations,” Metall. and Mat. Trans., 37A, 1773-1783 (2006).

7. S. A. Dregia, “Toward a Unified Theory of Isotropic Grain Growth,” invited presentation,

The Materials Research Science and Engineering Center, Carnegie-Mellon University,

Pittsburgh, PA, January, 2008.

8. S. A. Dregia, “Self Assembled Arrays of Ceramic Nano-Islands,” Materials Research

Society, Fall Meeting, Boston, MA, 2007.

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Charles Henry Drummond, III

Current Position

Emeritus Professor, Department of Materials Science and Engineering, The Ohio State

University.

388 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-6732, FAX (614) 292-9857, drummond.2@osu.edu

Education

Ph.D., Applied Physics, Harvard University, 1974

S.M. Applied Physics, Harvard University, 1970

M. S. Ceramic Engineering, The Ohio State University, 1968

B. Engr. Physics, The Ohio State University, 1968

B. Ceramic Engr. The Ohio State University, 1968

Professional Experience

Emeritus Professor, 2010 – present

Ohio Aerospace Summer Faculty Fellow, NASA Lewis Research Center, 1992

NASA-ASEE Summer Faculty Fellow, NASA Lewis Research Center, 1986 – 1991

USAF - UES Summer Faculty Fellow, Wright-Patterson Air Force Base, 1985

USAF - SCEEE Summer Faculty Fellow, Wright -Paterson Air Force Base, 1984

Associate Professor, 1980 – 2010

Assistant Professor, The Ohio State University, 1974 – 1980

Awards

Fellow American Ceramic Society

Toledo Glass and Ceramic Award

Professional Affiliations and Service

American Ceramic Society

Director Annual Conference on Glass Problems

Selected Recent Publications

1. William E. Lee, Aldo R. Boccaccini, Joao A. Labrincha, Cristina Leonelli, Charles H.

Drummond, III and Christopher R. Cheeseman, Current and Potential Contribution of

Ceramic Technology to Achieving Sustainable Development, Proceedings of the 1st

International Congress on Ceramics, Stephen Freiman, ed., 643-661 (2007)

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Katharine M. Flores

Current Position

Associate Professor, Department of Materials Science and Engineering, The Ohio State

University.

489 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-9548, FAX (614) 292-9857, flores.70@osu.edu

Education

Ph.D. Materials Science & Engineering, Stanford University, 2000.

M.S. Materials Science & Engineering, Stanford University, 1997.

B.S. Mechanical Engineering, Washington University, 1995.

Professional Experience

Associate Professor, The Ohio State University, October 2008 – present

Director of Education and Outreach, Center for Emergent Materials, September 2008-

present

Assistant Professor, The Ohio State University, October 2002 – September 2008

Director, Sports Materials Laboratory, Stanford University, 2000-2002

Current Membership in Professional Organizations

Materials Research Society (MRS)

The Minerals, Metals, and Materials Society (TMS)

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Awards

NSF-CAREER Award (2005)

ONR Young Investigator Award (2005)

Lumley Research Award (2006)

University System of Ohio Faculty Innovator Award (co-recipient, 2011)

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Recent Service Activities

Internal

Member (2005-present) and Chair (2008-2010), Undergraduate Studies Committee

co-Chair, Quarter-to-Semester (Q2S) Transition Committee (2008-present)

Member, Executive Committee (Sept 2008-present)

CoE Recruiter, Society of Women in Engineering National Convention (2005, ‘07, ‘08)

Member, College Committee on Academic Affairs (2008-2010)

Member, Academic Standards and Practices Committee (2008-2010)

Member, College Honors and Awards Committee (2008-present)

Member, Diversity Council, Graduate Recruitment Subcommittee (2010-present)

Honors Collegium Advisory Committee (2009-present)

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External

Mentor, Big Ten Women’s Workshop on Mentoring and Networking (2010)

Panel Member, National Academies Panel on Materials Science and Engineering,

Assessment of National Institute of Standards and Technology (2010)

NSF Proposal Reviewer and Panelist

Organized and led several workshops for 3rd graders, middle school students, and junior

high school students from underrepresented groups (Spring – Summer 2009)

Contributed to 3 videos on materials science as part of a joint NSF/NBC video series, “The

Science of the Olympic Winter Games” (taped October 2009, aired February 2010,

currently available online)

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Recent Publications

1. K. M. Flores and R. H. Dauskardt, “Mode II Fracture Behavior of a Zr-Based Bulk

Metallic Glass”, J. Mech. Phys. Sol. 54, 2418 (2006).

2. K. M. Flores, “Structural Changes and Stress State Effects During Inhomogeneous Flow of

Metallic Glasses”, Scripta Mater. 54, 327 (2006).

3. K. M. Flores, B. P. Kanungo, S. C. Glade, and A. Asoka-Kumar, “Characterization of

plasticity-induced structural changes in a Zr-based bulk metallic glass using positron

annihilation spectroscopy”, J. Non-Crystalline Solids 353, 1201 (2007).

K. M. Flores, E. Sherer, A. Bharathula, H. Chen, Y.C. Jean, “Sub-nanometer open volume

regions in a bulk metallic glass investigated by positron annihilation”, Acta Mater. 55, 3403

(2007).

D. B. Miracle, T. Egami, K. Kelton, and K. M. Flores, “Structural aspects of metallic

glasses”, MRS Bulletin 32, 629 (2007).

A. Bharathula, W. Luo, W. Windl. and K.M. Flores, “Characterization of open volume

regions in a simulated Cu-Zr metallic glass” Metall. and Mater. Trans. A 39A, 1779 (2008).

H. Sun and K.M. Flores, “Laser deposition of a Cu-based metallic glass powder on a Zr-

based glass substrate” J. Mater. Res. 23, 2692 (2008).

C.A. Yablinsky, K.M. Flores, M.J. Mills, J.C. Williams, J. Rigney, “Fatigue behavior in

monocrystalline Ni-based superalloys for blade applications”, in Superalloys 2008, Ed. by

R.C. Reed, K.A. Green, P. Caron, T.P. Gabb, M.G. Fahrmann, E.S. Huron, and S.A.

Woodward, TMS, p. 535 (2008).

Y.C. Lim, K.J. Altman, D.F. Farson, and K.M. Flores, “Micropillar fabrication on bovine

cortical bone by direct-write femtosecond laser ablation”, Journal of Biomedical Optics 14,

064021 (2009).

10. H. Sun and K.M. Flores, “Microstructural Analysis of a Laser-Processed Zr-Based Bulk

Metallic Glass”, Metall. and Mater. Trans. A 41A, 1752 (2010).

11. A. Bharathula, S.W. Lee, W.J. Wright, and K.M. Flores, “Compression testing of metallic

glass at small length scales: Effects on deformation mode and stability”, Acta Mater. 58,

5789 (2010).

Professional development activities in the last five years.

• Regular attendance at a range of professional meetings and conferences.

• Organizing and attending several workshops on mentoring.

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Gerald S. Frankel

Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University.

544 MacQuigg Lab, 105 W. Woodruff Ave., Columbus, OH 43210.

Tel. (614) 688-4128, FAX (614) 292-9857, frankel.10 @osu.edu

Education

Sc.D. Materials Science and Engineering, MIT, 1985

Sc.B. Materials Science and Engineering, Brown University, 1978

Professional Experience

Professor, 1999 – present

Associate Professor, The Ohio State University, 1995 – 1999

Research Staff Member, T.J. Watson Research Center, IBM, 1985 – 1995

Post Doctoral Associate, ETH Zurich, 1985 – 1986

Honors and Awards

2011 – U.R. Evans Award of the UK Institute of Corrosion

2010 – Lee Hsun Lecture Award of the Institute for Metal Research, Shenyang, China

2010 – H.H. Uhlig Award, Corrosion Division of The Electrochemical Society

2010 – The Ohio State University Distinguished Scholar Award

2007 – T.P. Hoar Prize from the UK Institute of Corrosion for best paper published in

Corrosion Science

Fellow of the following societies: NACE International, 2004; The Electrochemical Society,

2006; ASM International, 2006.

2003 – Alexander von Humboldt Foundation Research Award for Senior US Scientists

2000 – H.H. Uhlig Educator award of NACE International

Recipient of several OSU College of Engineering Awards: Harrison Faculty Award, 2000;

Lumley Research Award, 1999, 2003, 2010; Lumley Interdisciplinary Research Award,

2006; Research Accomplishment Award, 1997.

Professional Afiliations and Services

• National Association of Corrosion Engineers (NACE International)

• The Electrochemical Society (ECS)

• The Materials Research Society (MRS)

• The Minerals, Metals and Materials Society (TMS)

• ASM International

Extramural Services

• The Electrochemical Society Corrosion Division Chairman, 2002-2004

• NACE Research Committee Chairman, 2004- 2006

• Member of the Editorial Board: Corrosion, Materials and Corrosion, Corrosion Reviews,

1997-present.

• Chairman of 2000 Gordon Conference on Aqueous Corrosion

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• Member of two study committees, sponsored by The National Academies, National

Materials Advisory Board, 2007-2008 and 2009-2010.

Intramural Services

• University Research Committee, chairman, 2001-2003

• University Senate Faculty Hearing Committee, 2006-2010

• College of Engineering Promotion and Tenure Committee, 2002-2004

Selected Recent Publications

!

1. Bastian Maier and G.S. Frankel, “Pitting Corrosion of Bare Stainless Steel 304 under

Chloride Solution Droplets,” J. Electrochem. Soc., 157, (2010) C302-C312.

2. D. Liang, J.W. Sowards, G.S. Frankel, B.T. Alexandrov and J.C. Lippold, “Corrosion

Resistance of Welds in 304L Stainless Steel Made with a Nickel-Copper-Ruthenium

Welding Consumable,” Corros. Sci. 52 (2010) 2439-2451.

3. D. Liang, H. C. Allen, G. S. Frankel, Z. Y. Chen, and R. G. Kelly, “Effects of Sodium

Chloride Particles, Ozone, UV, and Relative Humidity on Atmospheric Corrosion of

Silver,” J. Electrochem. Soc., 157, (2010) C146-156.

4. G.S. Frankel and M. Stratmann, “Future Perspectives of Corrosion Science,” Corros. Eng.

Sci. Tech., 44, (2009) 328-331.

5. A.K. Mishra and G.S. Frankel, “Crevice Corrosion Repassivation of Alloy 22 in

Aggressive Environments,” Corrosion, 64, (2008) 836-844.

6. G. S. Frankel, “Electrochemical Techniques in Corrosion; Status, Limitations and Needs,”

J. ASTM Int., 5, Issue 2 (2008) online ISSN: 1546-962X, DOI: 10.1520/JAI101241,

http://www.astm.org/JOURNALS/JAI/TOC/JAI522008.htm.

7. Zhijun Zhao and G. S. Frankel, “Surface Layer Dissolution Kinetics of AA7075 in Various

Tempers,” Corrosion, 63, (2007) 613-624.

8. M. Iannuzzi and G. S. Frankel, “Mechanisms of Corrosion Inhibition of AA2024-T3 by

Vanadates” Corros. Sci., 49, (2007) 2371-2391.

Professional Development Activities

• Regular attendance at a range of professional meetings and conferences.

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Hamish L. Fraser!

Current Position

Professor and Ohio Regents Eminent Scholar, Department of Materials Science and

Engineering, The Ohio State University.

Director, Campus Electron Optics Facility

477 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-2718, FAX (614) 292-7523, fraser.3@osu.edu

Education

Ph.D. Physical Metallurgy, University of Birmingham, U.K., 1972. Dissertation Topic:

Deformation and Defect Studies in Gold and Nickel Aluminum.

B. Sc. Physical Metallurgy, University of Birmingham, U.K 1970.

Professional Experience

Ohio Regents Eminent Scholar & Professor, Materials Science and Engineering, The Ohio

State University, 1989 – present.

Professor of Materials Science and Technology, University of Birmingham, (Honorary),

1988-Present

Senior Visitor, University of Cambridge (UK), 1990-1992.

Visiting Professor, University of Liverpool (UK) Adjunct Professor, University of Illinois,

1989-1990

Professor, University of Illinois, 1984-1989

Visiting Scientist, Max-Planck Institut für Metallforschung, Institut für

Werkstoffwissenschaften, 1988

Adjunct Associate Professor, University of Illinois, 1979-1980

Senior Research Scientist, United Technologies Research Center, 1979-1980

Associate Professor, University of Illinois, 1978-1979, 1980-1984

Assistant Director, Center for Electron Microscopy, University of Illinois 1973-1974

Assistant Professor, 1973-1978

Research Associate, University of Birmingham (UK), 1972

Awards

• Member, Ohio Science and Technology Roundtable 1990-

• Member, President's and Provost's Advisory Committee, OSU 1989-

• Member, Executive Committee, Center for Materials Research, OSU 1989-

• Fellow of ASM 1993

• Lumley Research Award, College of Engineering, OSU 1995

• Fontana Teaching Award, Department of Materials Science & Engineering, OSU 1995

• Fellow of the Institute of Materials, 2001

• Fellow of TMS 2005

Professional Affiliations and Service

• Government of Western Australia -- (Technology Development Authority)

Employed by the Government of Western Australia in the area of technology

development.

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• Bond University, Surfers Paradise, Australia

Consulting at a one week retreat to establish the College of Science and Technology.

• Science and Engineering Research Council (UK); Strategy Working Group/Materials

Commission

Served on Strategy Working Group, reporting to Materials Commission of the Science

and Engineering Research Council. This group was charged with the responsibility of

developing a strategy for materials research in the UK.

• External Advisory Committee, Dept. of Materials Science and Metallurgy, University of

Cambridge.

• National Materials Advisory Board, National Academies, Board Member, 2000-2003.

• USAF Scientific Advisory Board, Board Member, 2002-2006

• Computational Materials Science Network (CMSN): Scientific Oversight Committee

Member 2003-2005

• Los Alamos National Laboratory, Matls. Science & Techn. Division Review Comm.,

Member 2004-07

• TMS, Materials Processing & Manufacturing Division: Vice-Chairperson 2004-2005

Publications and Invited Presentations

Total Publications >330

Invited Presentations >200

Selected Recent Publications

1. Omega Assisted Nucleation and Growth of Alpha Precipitates in the Ti-5Al-5Mo-5V-3Cr-

0.5Fe Beta Titanium Alloy, Acta Mater., 57(7), 2136 (2009) With S. Nag, R. Banerjee, R. Srinivasan, J. Y. Hwang. M. Harper

2. Elemental Partitioning between a and b Phases in the Ti-5Al-5Mo-5V-3Cr-0.5Fe (Ti-5553) Alloy, Philos. Mag. A, 89(6), 535 (2009). With S. Nag, R. Banerjee, and A. Puthucode

3. Coarsening kinetics of g’ precipitates in the nickel base superalloy Rene’ 88 DT”, Acta Mater. 57(8), 2538 (2009) With J. Tiley, G.B. Viswanathan, R. Srinivasan, R. Banerjee, and D.M. Dimiduk.

4. Atomic scale structure and chemical composition across order-disorder interfaces, Phys. Rev. Lett., 102(8), 086101 (2009). With R. Srinivasan, R. Banerjee, G.B. Viswanathan, J. Tiley, and D.M. Dimiduk

5. Elemental partitioning between alpha and beta phases in the Ti-5Al-5Mo-5V-3Cr-0.5Fe

(Ti-5553) alloy, Philos. Mag. A, 89(6), 535 (2009). With S. Nag, R. Banerjee, J. Y. Hwang,

and M. Harper.

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Jianjun Guan

Current Position

Assistant Professor, Department of Materials Science and Engineering, The Ohio State

University.

494 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-9743, FAX (614) 292-9857, guan.21@osu.edu

Education

B.S. Polymer Science and Engineering, Qingdao University of Science and Technology,

1994.

M.S. Polymer Science and Engineering, Qingdao University of Science and Technology,

1997.

Ph.D. Chemistry, Zhejiang University, 2000.

Professional Experience

Assistant Professor, 2007 – present

Research Assistant Professor, The Ohio State University, 2005 – 2007

Awards

2011 – Lumley Research Award, College of Engineering, OSU.

Professional Affiliations and Services

• American Chemical Society (ACS)

• Society for Biomaterials (SFB)

• Biomedical Engineering Society (BMES)

Extramural Activities

• Biomedical Engineering Society session chair, 2009 – 2010

• Editorial board, Journal of Functional Biomaterials, 2010 – present

Intramural Activities

• Department committees, 2007 – present

Selected Recent Publications

!

1. Jianjun Guan, Feng Wang, Zhenqing Li, Joseph Chen, Xiaolei Guo, Jun Liao, Nicanor I.

Moldovan. The stimulation of cardiac differentiation of mesenchymal stem cell in tissue

constructs mimicking myocardium structure and biomechanics. Biomaterials,

10.1016/j.biomaterials.2011.04.038, 2011.

2.Zhenqing Li, Xiaolei Guo, Satoshi Matsushita, Jianjun Guan. Differentiation of

cardiosphere-derived cells into a mature cardiac lineage using biodegradable poly(N-

isopropylacrylamide) hydrogels. Biomaterials, 32(12):3220-32, 2011.

3.Feng Wang, Jianjun Guan. Stem cell based cardiac tissue engineering. Advanced Drug

Delivery Reviews, 62(7-8):784-797, 2010.

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4.Feng Wang, Zhenqing Li, Mahmood Khan, Kenichi Tamama, Periannan Kuppusamy,

William R. Wagner, Chandan K. Sen, Jianjun Guan. Injectable, Rapid Gelling and Highly

Flexible Hydrogel Composites as Insulin-like Growth Factor and Mesenchymal Stem Cell

Carriers. Acta Biomaterialia, 6(6):1978-1991, 2010.

5.Zhenqing Li, Feng Wang, Sashiwati Roy, Chandan Sen, Jianjun Guan. Injectable and

thermosensitive hydrogel capable of delivering superoxide dismutase. Biomacromolecules,

10(12):3306, 2009.

6.Feng Wang, Zhenqing Li, Kenichi Tamama, Chandan K. Sen, Jianjun Guan. Fabrication

and characterization of prosurvival growth factor releasing, anisotropic scaffolds for

enhanced mesenchymal stem cell survival/growth and orientation. Biomacromolecules,

10(9):2609, 2009.

7.Feng Wang, Zhenqing Li, John Lannutti, William R. Wagner, Jianjun Guan. Synthesis,

characterization and surface modification of low moduli polyurethanes for soft tissue

engineering. Acta Biomaterialia, 5(8):2901, 2009.

Professional Development

• Regular attendance at a range of professional meetings and conferences.

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Prabhat K. Gupta

Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University.

284 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-6769, FAX (614) 292-9857, gupta.3@osu.edu

Education

Ph.D. Materials Science and Engineering, Case Western Reserve University, 1972.

M.S. Physics, Case Western Reserve University, 1971

M.S. Metallurgy, Case Western Reserve University, 1969.

B. Tech.(Hons), Metallurgical Engineering, I.I.T., Bombay (INDIA), 1966

Professional Experience

Professor, Ohio State University, 1990 – present

Visiting Scholar, Corning Inc., Summer 2007

Visiting Scholar, Air Force Research Labs, Dayton, OH, Summer 2005

Visiting Scientist, AT&T Bell Labs, 1993

Associate Professor, Ohio State University, 1986 – 1990

Visiting Professor, Technical University of Clausthal (Germany), 1993

Owens-Corning Fiberglas, Research Associate, 1980-1986.

Owens-Corning Fiberglas, Senior Scientist, 1977- 1980.

Adjunct Faculty, Catholic University (Washington, DC), 1972 – 1977.

Current Membership in Professional Organizations

• The American Ceramic Society

• Society of Glass Technology (UK)

Honors and Awards

2011 – Toledo Glass and Ceramics Award

2009 – George W. Morey Award (Am. Ceram. Soc.)

2009 - Fellow, Society of Glass Technology (UK)

2008 - Invited Lecturer, US- Japan Winter School on Glass, Kyoto University, Japan.

1993 - Otto Schott Award (Germany)

1992 – Chairman, Glass and Optical Materials Division , Am. Ceram. Soc.

1986 – Fellow, American Ceramic Society

1969 – Sigma Xi Student award

1966 – IIT Bombay Silver Medal for highest honors in Metallurgical Engineering

Service Activities

Extramural

• Glass and Optical Materials Division, Am. Ceram. Soc. (199 3 - )

• Chairman, Editorial Advisory Committee, Am. Ceram. Soc., (1995 - 96)

• Associate Editor, Journal of the Am. Ceram. Soc., (1989 – 93).

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• Contributing Editor, Journal of the Am. Ceram. Soc. (1987 - 89)

Intramural

• College Core Curriculum Committee ( 2004 - )

• MSE Undergraduate Studies Committee (2008 - )

• MSE, Tenure and Promotion Committee (1992 – 93)

• Ceramic Engineering, Grad. Studies Committee Chair, (1987 – 1990)

Recent Publications

!

1. J. C. Mauro, P. K. Gupta, and R.J. Loucks, “Continuously broken ergodicity”, J, Chem.

Phys., 126, (18),184511, (2007).

2. P.K. Gupta and J. C. Mauro, “ The Laboratory Glass Transition”, J. Chem.

Phys, 126, 224504-(1-11), (2007)

3. P. K. Gupta and D. B. Miracle, “ A topological basis for bulk glass formation”, Acta

Materialia, 55, 4507 - 4515, (2007)

4. P. K. Gupta and J. C. Mauro,”Two factors governing fragility: Stretching exponent and

configurational entropy,” Phys Rev E, 78, 062501-(1-3), (2008).

5. P. K. Gupta and J. C. Mauro, “The configurational entropy of glass”, J. Noncrystalline

Solids, 355, 595 – 599, (2009).

6. P. K. Gupta and J. C. Mauro, ”Composition dependence of glass transition temperature

and fragility. I. A topological model incorporating temperature-dependent constraints”, J.

Chem. Phys 130, 094503-(-1-8), (2009).

7. J. C. Mauro, P. K. Gupta and R. Loucks, ”Composition dependence of glass transition

temperature and fragility. II A topological model of alkali-borate liquids”, J. Chem. Phys

130, 234503-(1-8), (2009).

8. J.C. Mauro, Y. Yue, A. J. Ellison. P. K. Gupta, and D. C. Allan, “Viscosity of glass-

forming liquids”, Proc. National Academy of Sciences, 106, 19780 – 19784, (2009).

9. C. R. Kurkjian, P. K. Gupta, R. K. Brow,” The strength of silicate glasses: what do we

know , what do we need to know?”, Int. J. Appl. Glass Science, 1, 27 – 37, (2010).

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Professional Development

• Regular attendance at a range of professional meetings and conferences.

• Member of GMIC’s “Usable Glass Strength Coalition” steering committee.

• Taught four lectures on “Landscape view of glass transition” in an international on-line

course for graduate students organized by IMR (Penn State, 2010).

• Organized a session on “Glass transition and relaxation” in the 2011 meeting of the Glass

& Optical Materials Division of the Am. Ceram. Society.

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W.S. Winston Ho

Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University.

291 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-9970, FAX (614) 292-9857, ho.192@osu.edu

Education

Ph.D. Chemical Engineering, University of Illinois, Urbana-Champaign, 1971.

M.S. Chemical Engineering, University of Illinois, Urbana-Champaign, 1969.

B.S. Chemical Engineering, National Taiwan University, Taipei, Taiwan, 1966.

Professional Experience

Professor, The Ohio State University, July, 2002 – present

Professor, 1999 – 2002, University of Kentucky, Lexington, KY

Senior Vice President, Technology, Commodore Separation Technologies, Inc., GA, 1998-

1999.

Senior Scientist, Exxon Research and Eng. Co., Corporate Research, NJ, 1977-1998.

Scientist, Xerox Corporation, Wilson Center for Technology, NY, 1974-1977.

Research Engineer, Allied Chemical Corp., Central Research Labs, NJ, 1971-1974.

Current Membership in Professional Organizations

• American Chemical Society (ACS)

• American Institute of Chemical Engineers (AIChE)

• North American Membrane Society (NAMS)

Honors and Awards

2010 - Lumley Research Award, College of Engineering, OSU

2009 - Fellow, American Institute of Chemical Engineers (AIChE)

2009 - American Institute of Chemical Engineers’ Excellence and Appreciation Award

2009 - First Place Graduate Research Poster Paper Award, NAMS Annual Meeting

2008 - Innovators Award, College of Engineering, OSU

2007 - Clarence G. Gerhold Award, AIChE Separations Division

2007 - Co-winner of Graduate Research Paper Award, AIChE Separations Division

2006 - Institute Award for Excellence in Industrial Gases Technology, AIChE

2004 - Chemcon Distinguished Speaker Award, Indian Institute of Chemical Engineers

2002 - Member, the National Academy of Engineering, U.S.A.

2000 - American Institute of Chemical Engineers’ Excellence and Appreciation Award

1993 - Co-editor of Membrane Handbook, Recipient of the Professional and Scholarly

Publishing Award for the most outstanding engineering work

Service Activities

Extramural

• Director of Board, North American Membrane Society (2005-now)

• Member of the Editorial Board: Journal of Membrane Science (2004-now), Membrane

Science and Technology (2003-now)

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• Invited University Advisor, Chung Yuan University, Taiwan (2005-now)

• Institute Award Committee, AIChE (2008-now)

Intramural

• Graduate Studies Committee, Chemical and Biomolecular Engineering (2005-2011)

• Ohio Scholar Search Committee for the position of geologic sequestration (2009-2010)

Recent Publications

1. R. Xing, W.S.W. Ho, “Crosslinked polyvinylalcohol-polysiloxane/fumed silica mixed

matrix membranes containing amines for CO2/H2 separation”, J. Membr. Sci., 367, 91-102

(2011).

2. M.E. Vilt, W.S.W. Ho, “In situ removal of Cephalexin by supported liquid membrane with

strip dispersion”, J. Membr. Sci., 367, 71-77 (2011).

3. H. Bai, W.S.W. Ho, “New sulfonated polybenzimidazole (SPBI) copolymer-based proton-

exchange membranes for fuel cells”, J. Taiwan Inst. Chem. Engrs., 40, 260-267 (2009).

4. J. Zou, J. Huang, W.S.W. Ho, “Facilitated transport membranes for environmental, energy

and biochemical applications”, in Advanced Membrane Technology and Applications, N.N.

Li, A.G. Fane, W.S.W. Ho, T. Matsuura, eds., John Wiley & Sons, New York, Chap. 28,

pp. 721-754 (2008).

5. H. Bai, W.S.W. Ho, “New poly(ethylene oxide) soft segment-containing sulfonated

polyimide copolymers for high temperature proton-exchange membrane fuel cells”, J.

Membr. Sci., 313, 75-85 (2008).

6. J. Huang, J. Zou, W.S.W. Ho, “Carbon dioxide capture using a CO2-selective facilitated

transport membrane”, Ind. Eng. Chem. Res., 47, 1261-1267 (2008).

7. J. Zou, J. Huang, W.S.W. Ho, “CO2-selective water gas shift membrane reactor for fuel

cell hydrogen processing”, Ind. Eng. Chem. Res., 46, 2272-2279 (2007).

8. J. Zou, W.S.W. Ho, “CO2-selective polymeric membranes containing amines in

crosslinked poly(vinyl alcohol)”, J. Membr. Sci., 286, 310-321 (2006).

Professional Development

• Regular attendee, speaker and organizer at professional meetings and conferences.

• Regular manuscript and research proposal referee for many journals and ACS, NSF,

DOE, and NAMS.

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John J. Lannutti, Professor

Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University.

448 MacQuigg Labs, 105 W. Woodruff Ave., Columbus, OH 43210.

Tel. (614) 292-3926, FAX (614) 292-9857, lannutti.1@osu.edu

Education

B.S. Materials Science and Engineering, University of Florida, 1982.

M.S. Materials Science and Engineering, University of Florida, 1984.

Ph.D. Materials Science and Engineering, University of Washington (Seattle), 1990.

Professional Experience

Professor, 2008 – present

Associate Professor, 1996 – 2008

Assistant Professor, The Ohio State University, 1990 – 1996

Process Engineer, Alzeta Corporation, 1987 – 1990

Current Membership in Professional Organizations

• Tissue Engineering and Regenerative Medicine International Society (TERMIS)

Honors and Awards

2011 OSU College of Engineering Innovator’s Award

2000 Lumley Research Award, The Ohio State University

Service Activities

Extramural

• Advisory Board, International Ceramics Congress, Firenze, Italy 2006.

• Consultant, Neograft Technologies, 2010 - present

Intramural

• Biomaterials Search group (2002-2008)

Significant Publications past five years

1. Johnson, J.; Nowicki, O. M.; Lee, C. H.; Chiocca, A. E.; Viapiano, M. S.; Lawler, S. E.;

Lannutti, J. J., Quantitative analysis of complex glioma cell migration on electrospun

polycaprolactone using time-lapse microscopy. Tissue Eng Part C. 2009, 15, (4), 531-540.

2. Gaumer, J., Prasad, A., Lee, D., and Lannutti, J. Source-to-ground Distance and the

Mechanical Properties of Electrospun Fiber. Acta Biomaterialia 5, 1552, 2009.

3. Johnson, J.; Niehaus, A.; Nichols, S.; Lee, D.; Koepsel, J.; Anderson, D.; Lannutti, J.,

Electrospun PCL in Vitro: a Microstructural Basis for Mechanical Property Changes.

Journal of Biomaterials Science-Polymer Edition 2009, 20, (4), 467-481.

4. Niehaus, A. J.; Anderson, D. E.; Samii, V. E.; Weisbrode, S. E.; Johnson, J. K.; Noon, M.

S.; Tomasko, D. L.; Lannutti, J. J., Effects of orthopedic implants with a polycaprolactone

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polymer coating containing bone morphogenetic protein-2 on osseointegration in bones of

sheep. American Journal of Veterinary Research 2009, 70, (11), 1416-1425.

5. Ayodeji, O.; Graham, E.; Kniss, D.; Lannutti, J.; Tomasko, D., Carbon Dioxide

Impregnation of Electrospun Polycaprolactone Fibers. The Journal of Supercritical Fluids

2007, 41, 173-178.

Professional Development Activities

• Chaired search committees in the biomaterials area.

• Mentoring two new faculty in materials science and engineering.

• Serve as a very active bridge between Engineering and Medicine.

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Michael J. Mills

Current Position

Taine G. McDougal Professor of Engineering, Department of Materials Science and

Engineering, The Ohio State University.

478 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-7514, FAX (614) 292-9857, mills108@osu.edu

Education

Ph.D., Materials Science and Engineering, Stanford University, 1985

M.S., Materials Science and Engineering, Stanford University, 1981

B.S., Materials Science and Engineering, San Jose State University, 1980

Professional Experience

Taine G. McDougal Professor of Engineering

Senior Member of Technical Staff, Sandia National Laboratories, 1988-94.

Research Assistant, Hewlett-Packard Integrated Circuits Processing Laboratory, 1978-80.

Current Membership in Professional Organizations

• The Materials Research Society (MRS)

• The Minerals, Metals and Materials Society (TMS)

• The American Society for Metals (ASM)

• The Microscopy and Microanalysis Society of America

Awards

2009 – Lumley Research Award from College of Engineering, The Ohio State University

2004 – Jacquet-Lucas Award from the International Metallographic Society and the

American Society or Metals

2004 – Lumley Interdisciplinary Research Award from College of Engineering, The Ohio

State University

2003 – Lumley Research Award from College of Engineering, The Ohio State University

2001 – Miller Visiting Professorship, U. C. Berkeley

1999 – Warren F. Savage Award for Best Paper in the Journal of the Welding Society

1999 – Lumley Research Award from College of Engineering, The Ohio State University

1998 – American Society for Metals Silver Medal

1996 – Alexander Von Humbolt Research Fellowship

1992 – U.S. Department of Energy, Office of Basic Energy Sciences, Materials Sciences

Award for Outstanding Research in Metallurgy and Ceramics

Service Activities

Extramural

• Chair of the Symposium on Interdisciplinary and Integrative Aspects of Intermetallic

Compounds at the Fall MRS Meeting, 2004

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• Chair of Plasticity from the Atomic Scale to Constitutive Laws, TMS Annual Meeting,

2007

• Program Committee for Superalloys 2012

• Chair of 2013 Gordon Conference on Physical Metallurgy

Intramural

• Chair of Undergraduate Studies Committee for MSE (2010- )

• Graduate Studies Committee for MSE (2010- )

• Project CEOS, Comprehensive Equity at Ohio State (2010- )

Selected Recent Publications

!

1. L. Kovarik, R.R. Unocic, J. Li, P.Sarosi, C. Shen, Y. Wang and M.J. Mills,

“Microtwinning and Other Shearing Mechanisms In Ni Base Superalloys at Intermediate

Temperatures,” Prog. Mater. Sci., 54, pp. 839–873 (2009).

2. D.M. Norfleet, P.M. Sarosi, M. C. Uchic, M. F.-X. Wagner, S. Manchiraju, P. M.

Anderson and M. J. Mills, “Transformation-Induced Plasticity During Pseudo-Elastic

Deformation in Ni-Ti Microcrystals,” Acta Mater., 57, pp. 3549–3561 (2009).

3. K.A. Unocic, R.W. Hayes, M.J. Mills and G.S. Daehn, “Microstructural Features Leading

to Enhanced Grain Boundary Creep Cracking in ALLVAC 718Plus,” Metall. Trans. A, vol.

41A, pp. 409-420 (2010).

4. U. Lienert, M.C. Brandes, J.V. Bernier, J.Weiss, S.D. Shastri, M.J. Mills, M.P. Miller, “In

situ single-grain peak profile measurements on Ti–7Al during tensile Deformation,” Mater.

Sci. Eng. A 524, pp. 46–54 (2009).

5. B.K. Narayanan, L. Kovarik, P.M. Sarosi, M.A. Quintana, M.J. Mills, “Effect of Micro-

Alloying on Precipitate Evolution in Ferritic Welds and Implications for Toughness,” Acta

Mater., 58, pp. 781-791 (2010).

6. L. Kovarik, F. Yang, A. Garg, D. Diercks, M. Kaufman, R.D. Noebe, and M.J. Mills,

“Structural Analysis of a New Precipitate Phase in High-Temperature Ti50Ni30Pt20 Shape

Memory Alloys,” Acta Mater., 58, pp. 4660-4673 (2010).

Professional Development Activities

• Regular attendance at a range of professional meetings and conferences.

• Sabbatical quarter at the Ruhr University, Bochum, Germany

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John E. Morral, Professor

Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University.

292 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 247-4691, FAX (614) 292-9857, moral.4@osu.edu

Education

B.Met.E., Metallurgical Engineering, the Ohio State University, 1964

M.S., Metallurgical Engineering, the Ohio State University, 1965

Ph.D. Metallurgy, Massachusetts Institute of Technology, 1969

Professional Experience

Professor, 2006 – present

Professor and Chair, The Ohio State University, 2003 – 2006

Professor and Head, University of Connecticut, 1998 – 2003

Professor, University of Connecticut, 1986 – 1998

Gear material R&D group, Pratt & Whitney, summer 1992

Manufacturing support group, Pratt & Whitney, summer 1989

Associate Professor, University of Connecticut, 1974 – 1986

Coatings group, Pratt & Whitney, summer of 1978 and 1979

Assistant Professor, University of Connecticut, 1971 – 1974

Assistant Professor, University of Illinois, 1968 – 1971

Instructor, Massachusetts Institute of Technology, 1965 – 1967

Current memberships in professional organizations

• American Association of University Professors

• American Ceramic Society

• ASM International

• ASM Heat Treating Society

• American Society for Engineering Education

• Materials Research Society

• The Minerals, Metals, and Materials Society

• The Electrochemical Society

Honors and Awards

1995 - Fellow of ASM International

1995 - Distinguished Alumni of the Ohio State University College of Engineering

2003 – Elected member of the Connecticut Academy of Science and Engineering

2004 – TMS Honorary Symposium

2009 - Named an “American Competitiveness and Innovation Fellow” by the NSF Division of

Materials Research.

Service Activities

• Deputy Editor of the Journal of Phase Equilibria and Diffusion

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• Joint Commission for Metallurgical and Materials Transactions

• Organizer/Co-organizer of the MS&T “Phase Stability, Kinetics, Diffusion, and

Applications Symposium” (2005-2011)

• ASM International Alloy Phase Diagram Committee

• ASM Heat Treating Society Research and Development Committee

• Orton Foundation Board and Research Committee

• External Advisory Committee of the Hero-m program at the Royal Institute of

Technology in Stockholm, Sweden

• Various Technical Society Award committees

Recent Selected Publications

1. Wu, K., J.E. Morral and Y. Wang, “Horns on Diffusion Paths in Multiphase Diffusion

Couples,” Acta Materialia, 54 (2006) 5501-5507.

2. Morral, J.E., Ximiao Pan, Ning Zhou, Henrik Larsson, and Yunzhi Wang, “Singularities

in multiphase diffusion couples,” Scripta Materialia 58 (2008) 970-972.

3. Wu, K, N. Zhou, X. Pan, J.E. Morral and Y. Wang, “Multiphase Ni-Cr-Al Diffusion

Couples: A Comparison of Phase Field Simulations with Experimental Data,” Acta

Materialia 56(2008) 3854-3861.

4. Pan,X, N. Zhou, J.E. Morral, Y. Wang,” Microstructural Evolution in Multi-Alloy

Systems,” Acta Mater. 58 (2010) 4149-4159.

5. Pan, X., J.E. Morral, and H.D. Brody, “Predicting the Q-phase in Al-Cu-Mg-Si alloys” J.

Phase Equilibria and Diffusion 31(2010)144-148.

Professional development activities in the last five years

• Regular attendance at a range of professional meetings and conferences

• Attended several workshops at OSU on the use of CARMEN in teaching

• Attended a workshop on the effective use of Clickers in the classroom.

• Attended a yearly workshop on Diffusion held at NIST

• Attended a special Education Seminar on Radiation damage of Materials at an annual

MS&T meeting

• Attended a weekly workshop on using games in teaching for a quarter.

• Attended a 4 session meeting to discuss the book “How Learning Works” with other

faculty in the school of Engineering.

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Patricia A. Morris, Associate Professor Current Position

Associate Professor, Department of Materials Science and Engineering, The Ohio State

University.

298 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 247-8873, FAX (614) 292-9857, morris.692@osu.edu

Education

Ph.D. Materials Science, Massachusetts Institute of Technology, 1986.

B.S. Ceramic Engineering, The Ohio State University, 1980.

Professional Experience

Associate Professor, 2005 – present, The Ohio State University

Technical Leader, E. I. DuPont de Nemours, 2000-2005.

Research Associate, E. I. DuPont de Nemours, 1995-2000.

Research Scientist, E. I. DuPont de Nemours, 1988-1995.

Member of the Techical Staff, Bell Communications Research, 1986-1988.

Current Membership in Professional Organizations

• American Ceramic Society

• Materials Research Society

• American Association of Crystal Growth

Awards

2008 – President and Provost Leadership Initiative, The Ohio State University

2006 – Distinguished Alumna, College of Engineering, The Ohio State University

Service Activities

Extramural

• American Ceramic Society, President’s Committee on Phase Diagrams (2009 -)

• American Ceramic Society, Phase Diagram Committee (2009 -)

Intramural

• College Research Committee (2009 -)

• College Diversity Committee (2008)

• Search Committee for Assistant Professors for MSE and ECE (2008)

• Department Graduate Studies Committee (2006-)

• Department Outreach Committee (2005-)

Recent Publications

!

1. M. Rutkowski, A. J. Hauser, F.Y. Yang, R. Ricciardo, T. Meyer, P.M. Woodward, A

Holcombe, P.A. Morris, and L.J. Brillson, "X-Ray Photoemission Spectroscopy of

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Sr2FeMoO6 Film Stoichiometry and Valence State,” Journal of Vacuum Science and

Technology, A28, 1240 (2010).

2. E. Beach, K. Shqau, S. Brown, S. Rozeveld, P. Morris, “Solvothermal Synthesis of

Crystalline Nickel Oxide Nanoparticles,” Materials Chemistry and Physics 115 371-377

(2009).

3. E. Beach, S. Brown, K. Shqau, M. Mottern, Z. Warchol, P. Morris, “Solvothermal

Synthesis of NiO, ZnO and Co3O4 Microspheres,” Materials Letters 62 1957-1960 (2008).

4. P. A. Morris, “Method and Apparatus for Analyzing Mixtures of Gases,” Patent No. US

6,849,239 (2005).

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Professional Development

• Regular attendance at a range of professional meetings and conferences.

• President and Provost Leadership Initiative, The Ohio State University

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Roberto C. Myers

Current Position

Assistant Professor, Department of Materials Science and Engineering, The Ohio State

University.

278 Watts Hall, 105 W. Woodruff Ave., Columbus, OH 43210.

Tel. (614) 292-8439, FAX (614) 292-9857, myers.1079@osu.edu

Education

Ph.D. Materials Science, University of California, Santa Barbara, 2006

B.A. Philosophy and Science, University of Pennsylvania, 2001

B.S.E. Materials Science and Engineering, University of Pennsylvania, 2001

Professional Experience

Assistant Professor, The Ohio State University, 2008 – present

Postdoctoral Fellow, Univ. of Calif., Santa Barbara, 2006 – 2008

Current membership

American Physical Society (APS)

IEEE

ASM International

Awards

2005 Newcomb Cleveland Prize (AAAS)

Service activities

Extracurricular

NSF reviewer and panelist: 2009 Electronic and Photonic Devices panelist (ECCS), 2010

grant reviewer (DMR) Electronic and Photonic Materials Program, 2011 condensed matter

physics panel (DMR).

Student outreach and recruitment: 2009: OSU Joint annual conference of the National

Society of Black Physicists and National Society of Hispanics Physics. 2009: “Explore

Engineering Days”. 2010: College of Engineering’s Engineering Career Day, “The Science

of Engineering”.

Conference session chairing: 2009 chair of focus session “Optical Control and Electron-

nuclear Effects in Quantum Dots” at the March APS Meeting. 2010 chair, “Nanomagnetic

and spintronic materials”, at the Electronic Materials Conference. 2011 chair of focus

session: “Spins in Semiconductors - Spin Torque and Spin Injection” at the March APS

Meeting.

Referee: Physical Review Letters, Physical Review B, Applied Physics Letters, Journal of

Electronic Materials, and Journal of Vacuum Science & Technology A&B (2004-present,

56 reviewed)

Intramural

Faculty secretary, 2009 – 2010

2009-present Student relations committee

2009-2011 Developed 3 course syllabi for quarters to semesters conversion.

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Recent Publications

1. S. D. Carnevale, J. Yang, P. J. Phillips, M. J. Mills and R. C. Myers. Three-Dimensional

GaN/AlN Nanowire Heterostructures by Separating Nucleation and Growth Processes.

Nano Letters (online, 2011).

2. C. M. Jaworski, J. Yang, S. Mack, D. D. Awschalom, J. P. Heremans and R. C. Myers.

Observation of the Spin-Seebeck Effect in a Ferromagnetic Semiconductor, Nature

Materials 9, 898–903 (2010).

3. X. Li, R. C. Myers, F. M. Mendoza, D. D. Awschalom, and N. Samarth. Polarized emission

from twin microdisk photonic molecules. IEEE J.Quant. Electron. 45, 932 (2009).

4. S. Mack, R. C. Myers, J. T. Heron, A. C. Gossard, and D. D. Awschalom. Stoichiometric

growth of high Curie temperature heavily alloyed GaMnAs. Appl. Phys. Lett. 92, 192502

(2008).

5. R. C. Myers, M. H. Mikkelsen, J.-M. Tang, A. C. Gossard, M. E. Flatté, and D. D.

Awschalom. Zero-field optical manipulation of magnetic ions in semiconductors. Nature

Materials, 7, 203 (2008).

6. Mikkelsen, M. H., Myers, R. C., Fuchs, G. D., Awschalom, D. D (2008). Single Spin

Coherence in Semiconductors, in Semiconductors and Semimetals. Volume 82:

Spintronics. Amsterdam, The Netherlands: Elsevier, Inc., pp1-44.

7. B. L. Sheu, R. C. Myers, J.-M. Tang, N. Samarth, D. D. Awschalom, P. Schiffer, and M. E.

Flatté. Onset of ferromagnetism in low-doped Ga1-xMnxAs. Phys. Rev. Lett. 99, 227205

(2007).

8. Myers, R. C. and Gossard, A. C. (2007). Spin Engineering in Quantum Well Structures, in

Handbook of Magnetism and Advanced Magnetic Materials, Kronmüller, H. and Parkin, S.

(eds). John Wiley & Sons Ltd, Chichester, UK, pp2793-2811.

9. R. C. Myers, B. L. Sheu, A. W. Jackson, A. C. Gossard, P. Schiffer, N. Samarth, and D. D.

Awschalom. Antisite effect on hole-mediated ferromagnetism in (Ga,Mn)As. Phys. Rev. B

74, 155203 (2006).

10.V. Sih, W. H. Lau, R. C. Myers, V. R. Horowitz, A. C. Gossard, and D. D.

Awschalom. Generating Spin Currents in Semiconductors with the Spin Hall Effect. Phys.

Rev. Lett. 97, 096605 (2006).

Professional development activities

• Regular conference attendance and participation (session chairing)

• Gave invited talks at nearby universities (Notre Dame, U. Mich.)

• Five invited talks (US, Europe, Japan) in Spring/Summer 2011

• Visiting faculty at U. of Basel (Swiss.) Summer 2011

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Nitin P. Padture!

Current Position

College of Engineering Distinguished Professor, Department of Materials Science &

Engineering, The Ohio State University.

Director (Founding), Center for Emergent Materials (NSF MRSEC), The Ohio State

University.

Professor (by courtesy), Department of Physics, The Ohio State University.

480 Watts Hall, 2041 College Rd., Columbus, OH 43210

Tel. (614) 247-8114, FAX (614) 292-1537, padture.1@osu.edu

Education

Ph.D. Materials Science & Engineering, Lehigh University, August 1991. Dissertation

Topic: Microstructural Tailoring and Crack Resistance in Alumina-Based Ceramics.

M.S. Ceramic Engineering, Alfred University, February 1987. Thesis Topic: Glass

Formation, Structure and Crystallization of Glasses in the Y2O3-Fe2O3-B2O3 System.

B.Tech. Metallurgical Engineering, Indian Institute of Technology, Bombay, April 1985.

Thesis Topic: A Study of Copper Thin Films on Glass and on Ceramics.

Professional Experience

College of Engineering Distinguished Professor. Department of Materials Science &

Engineering, The Ohio State University, January 2009 - present.

Director (Founding). Center for Emergent Materials (NSF MRSEC), The Ohio State

University, September 2008 - present.

Professor (by courtesy). Department of Physics, The Ohio State University, September

2008 - present.

Professor. Department of Materials Science & Engineering, The Ohio State University,

January 2005 - January 2009.

Professor. Department of Metallurgy & Materials Engineering, University of Connecticut,

August 2003 - January 2005.

Interim Department Head. Department of Metallurgy & Materials Engineering, University

of Connecticut, June 2003 - June 2004.

Visiting Associate Professor. Materials Department, University of California, Santa

Barbara, January - July 2001.

Associate Professor. Department of Metallurgy & Materials Engineering, University of

Connecticut, August 1998 - August 2003.

Assistant Professor. Department of Metallurgy and Materials Engineering, University of

Connecticut, January 1995 - August 1998.

Awards

College of Engineering Distinguished Professorship, The Ohio State University, 2009

Fellow, American Association for the Advancement of Science, 2008

Richard M. Fulrath Award, the American Ceramic Society, 2007

Fellow, the American Ceramic Society, 2005

Robert L. Coble Award for Young Scholars, the American Ceramic Society, 1988

Outstanding Junior Faculty Award, University of Connecticut, 1988

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Olin Junior Faculty Development Award, Olin Corporation, 1998

ONR Young Investigator Award Grant, 1996

Roland B. Snow Award, the American Ceramic Society, 1990

Professional Affiliations and Service

American Ceramic Society, Member (1985-); Fellow (2005-)

American Association for Advancement of Science, Member (2002-); Fellow (2008-)

Materials Research Society, Member (1989-)

Journal of the American Ceramic Society, Associate Editor (1998-)

Journal of Materials Research, Principal Editor (2002-)

American Ceramic Society, Basic Science Division, Executive Committee (2000-01)

Publications and Invited Presentations

Peer-Reviewed Journal Articles 120

Total Publications 133

Invited Presentations 139

Selected Recent Publications

1. K.M. Reddy, C. Chen, A.D. Gledhill, J.M. Drexler, and N.P. Padture, “High Quality,

Transferrable Graphene Grown on Single-Crystal Copper (111) Thin Films on Basal-Plane

Sapphire,” Applied Physics Letters, 98, 113117 (2011).

2. J.M. Drexler, A.D. Gledhill, K. Shinoda, A.L. Vasiliev, K.M. Reddy, S. Sampath, and N.P.

Padture, “Jet Engine Coatings for Resisting Volcanic Ash Damage,” Advanced Materials,

in press, DOI: 10.1002/adma.201004783 (2011).

3. J.M. Drexler, K. Shinoda, A.L. Ortiz, D. Li, A.L. Vasiliev, A.D. Gledhill, S. Sampath, and

N.P. Padture, “Air-Plasma Sprayed Thermal Barrier Coatings that are Resistant to High-

Temperature Attack by Glassy Deposits,” Acta Materialia, 58 [12] 6835 (2010).

4. E.D. Herderick, N. Polomoff, B.D. Huey, and N.P. Padture, “Chemically-Synthesized

Novel Metal—Oxide—Metal Segmented Nanowires with High Ferroelectric Response,”

Nanotechnology, 21, 335601-7 (2010).

5. E.D. Herderick, M.R. Reddy, R.N. Sample, T.I. Draskovic, and N.P. Padture, “Bipolar

Resistive Switching in Individual Au—NiO—Au Segmented Nanowires,” Applied

Physics Letters, 95, 203505 (2009)

6. D. Li, W. Windl, and N.P. Padture, “Towards Site-Specific Stamping of Graphene,”

Advanced Materials, 21 [12] 1243-1246 (2009).

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Heather Megan Powell

Current Position

Assistant Professor, Department of Materials Science and Engineering, The Ohio State

University.

243 Fontana Labs, 116 W 19th Ave, Columbus, OH 43210.

Tel. (614) 247-8673, FAX (614) 292-9857, powell.299@osu.edu

Education

Ph.D., Materials Science and Engineering, The Ohio State University, 2004

M.S., Materials Science and Engineering, The Ohio State University, 2002

B.S., Geology/Paleobiology, Bowling Green State University, 1999

Professional Experience

Assistant Professor,The Ohio State University, 2008 – present

Post Doctoral Fellow, Shriners Hospitals for Children/University of Cincinnati, Department

of Surgery, 2004 – 2008

Materials Engineering Intern, NASA Glenn Research Center, Structural Materials Division,

2000 – 2000

Awards

!

Oak Ridge Associated Universities Ralph E. Powe Junior Faculty Enhancement Award,

2008!

Shriners Hospitals for Children Research Fellowship, 2004-2008 !

Professional Affiliations and Services

Biomedical Engineering Society

Wound Healing Society

Society for Biomaterials

Tissue Engineering and Regenerative Medicine International Society

Editorial Board member, Journal of Tissue Science and Engineering, 2010-present

Women in Engineering RISE program, Developed and ran biomaterials workshop, 2010

Honda iDream Challenge, Group Advisor, Team won Third Place, 2010

OSU Freshman Engineering Design, Cell Patch Project Judge, 2010

Women in Engineering iDream Workshop- Developed and ran biomaterials workshop,

2010

COSI Girls Explore Engineering, developed and ran biomedical engineering workshop,

2010

COSI Materials Science Day, ran materials science demonstrations (All ages public

workshop), 2010

Selected Recent Publications

1. Drexler, J.W., and H.M. Powell, “Regulation of Electrospun Scaffold Stiffness Via Coaxial

Core Diameter”, Acta Biomaterialia (In press 2010)

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2. Ebersole, G.C., Anderson, P.M., and H.M. Powell, “Epidermal Differentiation Governs

Engineered Skin Biomechanics”, Journal of Biomechanics 2010;43(16):3183-90.

3. Powell, H.M., K.L. McFarland, D.L. Butler, D.M. Supp and S.T. Boyce, “Uniaxial strain

regulates gene expression, morphogenesis and tissue strength in engineered skin” Tissue

Engineering 2010:16(3);1083-92.!

4. Powell, H.M., D.M. Supp and S.T. Boyce, “Influence of electrospun collagen on wound

contraction of engineered skin substitutes” Biomaterials, 2008,29(7);834-43.

5. Kang, X., Y. Xie, H.M. Powell, L.J. Lee, M.A. Belury, J.J. Lannutti and D.A. Kniss,

“Adipogenesis of Murine Embryonic Stem Cells in a Three-Dimensional Culture System

Using Electrospun Polymer 6. Scaffolds” Biomaterials, 2007,28(3);450-8.

7. Powell, H.M. and S.T. Boyce “EDC Crosslinking Improves Cultured Skin Substitute

Strength and Stability” Biomaterials 2006,27(34);5821-7.

8. “Composite Scaffolds for Improved Engineered Skin Strength and Viability” J.W. Drexler

and H.M. Powell. Wound Healing Society Annual Meeting, Orlando, FL April 2010

9. “Control of Engineered Coaxial Scaffold Strength Using Core Diameter”, J.W. Drexler and

H.M. Powell, Biomedical Engineering Society Annual Meeting, Pittsburgh, PA Oct. 2009.

10. “Uniaxial strain regulated morphogenesis, gene expression and tissue strength in

engineered skin.” H.M. Powell, K.L. McFarland, D.L. Butler, D.M. Supp, S.T. Boyce.

Wound Healing Society Annual Meeting Dallas, TX April 2009.

11. “Bioengineered Skin Substitutes Fabricated with Electrospun Decrease In Vivo Wound

Contraction” H.M. Powell, D.M. Supp and S.T. Boyce, Tissue Engineering and

Regenerative Medicine International Society, Toronto, CA,June 2007.

12. “EDC Crosslinking Improves Skin Substitute Strength and Stability” H.M. Powell and

S.T. Boyce Tissue Engineering and Regenerative Medicine International Society World

Congress, Pittsburgh, PA, April 2006. (Also presented at the Society for Biomaterials

North America Meeting, April 2006.)

Recent professional development activities

Senn-Delaney “Cultural Unfreezing” Workshop attendance: 6/14-15/2010

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267

Yogeshwar Sahai

Current Position

Professor, Dept. of Materials Science and Engineering, The Ohio State University.

Associate Chair, Materials Science and Engineering, The Ohio State University

488 Watts Hall, 2041 College Rd., Columbus, OH 43210

Tel. (614) 292-1968, FAX (614) 292-1537, sahai.1@osu.edu

Education

Post Doctoral Experience, McGill University, Montreal, Canada, 1979-82

Ph.D., Imperial College of Science & Technology, University of London, England, UK,

1979

M.E., Indian Institute of Technology, Roorkee, India, 1973

B.E., Indian Institute of Technology, Roorkee, India, 1968

Academic Experience

Interim Chair, 2010 (for 6 months)

Associate Chair, 1992-96, 2006-now

Professor, 1992-now

Associate Professor, 1986-92

Assistant Professor, The Ohio State University, 1983-86

Current Membership in Professional Organizations

• The Minerals, Metals, and Materials Society (TMS)

• American Society for Materials (ASM)

Honors and Awards

Light Metals Award for the best paper in Light Metals Division of TMS (1999)

EFC Award for best paper in Process Technology Division, EFC of ISS(1993)

Lumley Research Award for outstanding research of The Ohio State University (1993)

McQuigg Teaching Award for outstanding teaching in College of Engg, OSU (1993)

The Process Technology Division Award for leadership and devoted service of the Iron and

Steel Society of AIME (1986 and 1990)

Iron and Steel Society Professor (1988 and 1994)

Mars G. Fontana Award for the Outstanding Teacher of the Year in the Department of

Metallurgical Engineering at The Ohio State University (1986)

Extractive Metallurgy Science Award of The Metallurgical Society of AIME (1984)

Service Activities

College of Engineering Quarter to Semester Task Force member, 2009-now

College of Engineering Outcomes Committee member, 2009-now

College Committee of Academic Affairs (CCAA) member, 2010-now

Department Quarter to Semester Committee, Chair, 2009-now

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Recent Publications

1. A. Kundu, K. Karan, B.A. Peppley, and Y. Sahai: Micro-Fuel Cells, in Juergen Garche,

Chris Dyer, Patrick Moseley, Zempachi Ogumi, David Rand and Bruno Scrosati, editors.

Encyclopedia of Electrochemical Power Sources, Vol 3. Amsterdam: Elsevier; 2009. pp.

217–223.

2. Jia Ma, Nurul A. Choudhury, Yogeshwar Sahai: A Comprehensive Review of Direct

Borohydride Fuel Cells, Renewable and Sustainable Energy Reviews 14, 2010, 183–199.

3. Jia Ma, Yogeshwar Sahai, Rudolph G. Buchheit: Direct Borohydride fuel cell using Ni-

based composite anodes, Journal of Power Sources, 195, 2010, pp. 4709-4713.

4. N. A. Choudhury, Y. Sahai, R.G. Buchheit, “Chitosan Chemical Hydrogel Electrode Binder

for Direct Borohydride Fuel Cells,” Electrochemistry Communications, 13, 2011, pp 1-4.

5. Nurul A. Choudhury, Jia Ma, Yogeshwar Sahai, and Rudolph G. Buchheit: “High

Performance Polymer Chemical Hydrogel-based Electrode Binder Materials for Direct

Borohydride Fuel Cells”, Journal of Power Sources, 196, 5817-5822, 2011.

6. Nurul A. Choudhury, Yogeshwar Sahai, and Rudolph G. Buchheit: “Polyvinyl Alcohol

Chemical Hydrogel Electrode Binder for Direct Borohydride Fuel Cells”, Journal of

Electrochemical Society, 158 (6) B712-B716, 2011.

7. Jia Ma, Nurul A. Choudhury, Yogeshwar Sahai and Rudolph G. Buchheit: “A high

performance direct borohydride fuel cell employing cross-linked chitosan membrane”,

paper accepted and is in press, Journal of Power Sources, May, 2011.

8. Jia Ma, Nurul A. Choudhury, Yogeshwar Sahai, Rudolph G. Buchheit: Study of Direct

Borohydride Fuel Cells employing Polyvinyl Alcohol Hydrogel Membrane and Nickel-

based Anode, Fuel Cell Journal, Accepted and is in press, May 2011.

Professional Development

• Regular attendance at various professional meetings and conferences.

• “Unfreezing Workshop” by San Dileni, 2010

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Doru Michael Stefanescu, Emeritus Research Professor

Current Position

Emeritus Professor, Dept. of Materials Science and Engineering, The Ohio State

University.

137 Fontana Labs, 116 W 19th

Ave., Columbus, OH 43210

Tel. (614) 292-5629, FAX (614) 292-9857, stefanescu.1@osu.edu

Education

Diploma Engineer Metallurgical Engineering, University Politehnica Bucharest,

Romania, 1965

Doctor Eng. in Physical Metallurgy, University Politehnica Bucharest, Romania,

1973

Professional Experience

Research Professor, The Oho State University, 2010 - present

Ashland Designated Research Professor, 2007 - 2010

Senior Research Scientist and Adjunct Professor, The Ohio State University, 2005

– 2007

Distinguished University Research Professor, 1987 - 2005

Associate Professor and Professor, 1980 – 1987

Visiting Professor, University of Wisconsin Madison, 1980

Adjunct Associate Professor, University Politehnica Bucharest, Romania, 1974 – 1979

Head of Cast Iron Group, Foundry Division, Institute for Hot Processes, Romania,

1972 – 1980

Senior Research Scientist, Institute for Hot Processes, Romania, 1970 – 1972

Current Membership in Professional Organizations

American Society for Metals International (ASM)

American Foundry Society (AFS)

The Minerals, Metals and Materials Society (TMS)

Awards

1990 The Burnum Distinguished Faculty Award, University of Alabama

1997 Fellow, American Society for Metals International

1997 The Moody Blackmon Outstanding Professor Award, The University

of Alabama

1998 Doctor Honoris Causa, Technical University of Cluj-Napoca, Romania

1999 American Foundrymen’s Society Director’s and Foundry Educational

Foundation Award

2000 Award of Scientific Merit/AFS Alumnus, American Foundrymen’s Society

2001 Doctor Honoris Causa, University of Transylvania, Brasov, Romania

2006 Honorary Professor, University Politehnica, Bucharest, Romania

2009 Lumley Research Award, College of Engineering, The Ohio State

University

2011 The Gold Medal, American Foundry Society

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Service Activities

Foundry Educational Foundation - Key Professor (1981 - pres.)

President Birmingham Chapter, American Society for Metals (1986)

Director, Birmingham Chapter, American Foundrymen's Soc. (1986-1987)

Journal of Metals Advisory Committee (1990-1992)

Key Reader, Metallurgical Transactions (1993-2010)

Director, Central Ohio Chapter, American Foundry Soc. (2005-present)

External Advisory Board, Group of Metallic Materials, Univ. of Porto, Portugal

(1998-present)

International Journal of Cast Metals Research (1996-pres., Chairman 2002-2003,

Co-editor 2003-present)

Editorial Board, International Journal of Metal Casting (2007-present)

Editorial Board, Metallurgia International (2008 - present)

Significant Publications past five years (career publications 375)

1. S. Boonmee and D.M. Stefanescu, “The Mechanism of Formation of Casting Skin in CG

Iron and its Effect on Tensile Properties”, Key Engineering Materials, Trans Tech

Publications, Switzerland 457 (2011) 11-16

2. I. Pencea, D.M. Stefanescu, R. Ruxanda, and F.V. Anghelina, “New Aspects Regarding

the Structure of Spheroidal Cast Iron Carbon Inclusions Revealed by WAXD

Investigations”, Key Engineering Materials, Trans Tech Publications, Switzerland 457

(2011) 120-125

3. H.L. Zhao, M.F. Zhu, and D.M. Stefanescu, “Modeling of the Divorced Eutectic

Solidification of Spheroidal Graphite Cast Iron”, Key Engineering Materials, Trans Tech

Publications, Switzerland 457 (2011) 324-329

4. D.M. Stefanescu, Science and Engineering of Casting Solidification, Second Edition

Springer (2009) 402 p.

5. S. Boonmee and D.M. Stefanescu, ”On the Mechanism of Casting Skin Formation in

Compacted Graphite Cast Iron” Int. J. of Metalcasting, 3, 4 (2009) 19-24

6. D. Stefanescu, S. Wills, J. Massone, and F. Duncan, “Quantification of Casting Skin in

Ductile and Compacted Graphite Irons and its Effect on Tensile Properties”, Int. J. of

Metalcasting, Fall (2008) 7-28

7. M.F. Zhu, C.P. Hong, D.M. Stefanescu, and Y.A. Chang, “Computational Modeling of

Microstructure Evolution in Solidification of Aluminum Alloys”, Metall. and Mat.

Trans., 38B (2007) 517-524

8. D.M. Stefanescu, “30 Years of Modeling of Microstructure Evolution during Casting

Solidification”, Advanced Materials Research 23 (2007) 9-16

9. D.M. Stefanescu, “Modeling of Cast Iron Solidification – The Defining Moments”,

Metall. and Mat. Trans., 38A (2007) 1433-1447

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271

Mike D. Sumption

Current Position

Professor, Department of Superconductivity, The Ohio State University.

394 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 668-3683, FAX (614) 292-9857, sumption.3@osu.edu

Education

Ph.D., M.S., Physics, Ohio University, 1986-1992

B.S. Physics, Ohio State University, 1981-1986

Professional Experience

Professor, 2011

Adjunct Professor, 2002 – 2011

Research Scientist, Department of Materials Science and Engineering, The Ohio State

University, 1995 – 2002

Research Scientist, 1992-1995, Battelle, Advanced Materials and Engineering Mechanics

Departments

Awards

Best student paper (ICMC Conference in 1993), and the Lumley Research Award, 2007.

Professional Affiliations and Service

• MRS, IOP, APS, TMS, ACERS, AIST

• Program Chairman for the 2011 International Cryogenic Materials Conference

• Applied Superconductivity conference 2006, 2008, 2010 Program Committee and/or

Editorial Board.

• Served as a member of the review panel for the DOE review of the Superconducting

Magnet Program at Fermilab, March 2006.

• Served on the user committee for the National High Field Magnet Laboratory, 2009-

(three year term) Served on the panel for Basic Energy Sciences “Basic Research Needs for

Superconductivity,” Spring 2006.

• Served on the Department of Energy’s Annual Peer Review panel for the

Superconductivity Program for Electric Systems, under the Office for Electricity Delivery

and Energy Reliability, 2007, 2008, 2009.

• International Editorial Board, Cryogenics, since 2003

• Editorial Board, Superconductor Science and Technology, since 2005

• Referee for APL, SST, IEEE Trans. Appl. Supercond., Adv. Cryo. Eng, Cryogenics

Recent Publications

1. M.D. Sumption, M. Bhatia, M. Rindfleisch, M. Tomsic, E.W. Collings, “Transport Properties

of Multifilamentary, in-situ route, Cu-Stabilized MgB2 Strands: one Metre Segments and the

J(c)(B,T) Dependence of Short Samples”, Supercond. Sci. Tech. 19 155-160 (2006).

2. C.V. Varanasi, J. Burke, L. Brunke, H. Wang, M. Sumption, and P.N. Barnes, “Enhancement

and Angular Dependence of Transport Critical Current Density in Pulsed Laser Deposited

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YBa2Cu3O7-x+BaSnO3 Films in Applied Magnetic Fields”, J. Appl. Phys. 102 063909 (2007).

3. M.A. Susner, M.D. Sumption, M. Bhatia, X. Peng, M. Tomsic, M.A. Rindfleisch, and E.W.,

Collings, “Influence of Mg/B Ratio and SiC Doping on Microstructure and High Field

Transport J(c) in MgB2 strands”, Physica C 456 180-187 (2007).

4. M. Tomsic, M. Rindfleisch, J.J. Yue, K. McFadden, D. Doll, J. Phillips, M.D. Sumption, M.

Bhatia, S. Bohnenstiehl, and E.W. Collings, “Development of Magnesium Diboride (MgB2)

Wires and Magnets Using in-situ Strand Fabrication Method”, Physica C 456 203-208

(2007).

5. E.W. Collings, M.D. Sumption, M. Bhatia, M.A. Susner and S.D. Bohnenstiehl, “Prospects

for Improving the Intrinsic and Extrinsic Properties of Magnesium Diboride Superconducting

Strands”, Supercond. Sci. Technol. 21 103001 (2008).

6. M.D. Sumption, T.J. Haugan, P.N. Barnes, T.A. Campbell, N.A. Pierce, and C. Varanasi,

“Magnetization Creep and Decay in YBa2Cu3O7!x Thin Films with Artificial Nanostructure

Pinning, Phys. Rev. B 77, 094506 (2008).

7. Y.S. Hascicek, Y.Akin, T.W. Baldwin, M.M. Rindfleisch, J. Yue, M.D. Sumption and M

Tomsic, “An MgB2 12.5 kVA superconductor transformer”, Supercond. Sci. Technol. 22

065002 (2009).

8. M. A. Susner, M. Bhatia, M. D. Sumption, and E. W. Collings, “Electrical resistivity, Debye

temperature, and connectivity in heavily doped bulk MgB2 superconductors”, . Appl. Phys. 105,

103916 (2009).

9. Z.X. Shi, M.A. Susner, M. Majoros, M.D. Sumption, X. Peng, M. Rindfleisch, M.J. Tomsic

and E.W. Collings, “Anisotropic Connectivity and its Influence on Critical Current Densities,

Irreversibility Fields, and Flux Creep in in-situ Processed MgB2 Strands, “Supercond. Sci.

Tech. 23 (2010)-045018.

10. M.D. Sumption, M. Majoros, M. Susner, D. Lyons, X .Peng, C.F. Clark, W.N. Lawless and

E.W. Collings, “Thermal Diffusion and Quench Propagation in YBCO Pancake Coils Wound

with ZnO and Mylar Insulations”, Supercond. Sci. and Tech. 23 (2010) 075004.

11. S.D. Bohnenstiehl, M.A. Susner, Y. Yang, E.W. Collings, M.D. Sumption, M.A. Rindfleisch,

R. Boone, “Carbon doping of MgB2 by toluene and malic-acid-in-toluene”, Physica C 471

(2011) 108–111.

12. M A Susner, Y Yang, M D Sumption, E W Collings, M A Rindfleisch, M J Tomsic and J V

Marzik, “Enhanced critical fields and superconducting properties of pre-doped B powder-type

MgB2 strands”, Supercond. Sci. Technol. 24 (2011) 012001.

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Hendrik Verweij, !

Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University.

Orton Chair in Ceramic Engineering

291 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 247-6987, FAX (614) 292-9857, verweij.1@osu.edu

!

Education

!

Ph.D. in Chemical Engineering, Eindhoven Technical University, 1980. Topic: Melting and

fining of arsenic-containing silicate glass batches, Advisor: Prof. A.L. Stuijts

B.S. & M.S. in Chemical Engineering, Delft Technical University, Delft, The Netherlands.

1975. Thesis: Electron spin resonance of inorganic sulphides, Advisor: Prof. L.L. van

Reijen

Professional Experience

!

Orton Chair in Ceramic Engineering, 2001 – present

Professor, The Ohio State University, 2001 – present

Professor, University of Twente, Enschede, The Netherlands, 1992 – 2000

Philips Research Labs, Eindhoven, The Netherlands, 1975 – 1991

Current membership in professional organizations

!

American Ceramic Society

American Chemical Society

American Society for Engineering Education

Materials Research Society

Awards

!

2007 Lumley award, The Ohio State University College of Engineering

2010 North American Membrane Society, recognition of leadership award

Service activities

!

Intramural

Developed over 2006…2011 a mandatory, integrated undergraduate level course and

experiments for materials properties and processing combined with technical writing. It

includes 1) short lectures and instructions, 2) new experiments with substantial hands-on

experience, 3) training for high-quality document formatting and computer-based

instrumentation, 4) a comprehensive student guide with experiment descriptions,

organization and reporting requirements, 5) work sheets for complex numerical analysis, 6)

quantitative grading rubrics, and 7) web-based course organization, instruction material,

feedback, grading and report handling.

Outside

Conference Chair, 11th

International Conference on Inorganic Membranes, 2010

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Reviewer for J. Am. Ceram. Soc., J. Membrane Soc., J. Hydr. Techn., Nature, Science,

and several others. Proposal reviewer for DOE, NSF.

Selected Recent Publications

!

1. H. Verweij, Y.S. Lin, and J.H. Dong, “Micro-porous silica and zeolite membranes for

hydrogen purification,” MRS Bulletin, 31 [10] 756-64 (2006).

2. K. Shqau, M.L. Mottern, D. Yu, and Henk Verweij, “Preparation and properties of porous

!-Al2O3 membrane supports,“ J. Am. Ceram. Soc., 89 [6] 1790–94 (2006).

3. M.L. Mottern, K. Shqau and H. Verweij, “Permeation porometry: Effect of probe

diffusion in the condensate,” J. Membrane Sci., 313 [1] 2-8 (2008).

4. L.L. Zhang, G. Mumcu, K. Sertel, J.L. Volakis, and H. Verweij, “Low-loss anisotropic

dielectrics at GHz frequency from laminar structures,” J. Mater. Sci., 43(5), 1505-1509

(2008).

5. T.A. Kuzniatsova, M.L. Mottern, K. Shqau, D. Yu, H. Verweij, “Micro-structural

optimization of supported !-alumina membranes,” J. Membrane Sci., 316 [1] 80–88

(2008).

6. T.A. Kuzniatsova, Y.H. Kim, K. Shqau, P.K. Dutta, and H. Verweij, “Zeta potential

measurements of zeolite Y: application in homogeneous deposition of particle coatings,”

Micro, Meso-por. Mater., 103 102–107 (2007).

7. T.A. Kuzniatsova, M.L. Mottern, W.V. Chiu, Y.G. Kim, P.K. Dutta, and H, Verweij,

“Novel synthesis of thin, oriented zeolite A membrane,” Adv. Funct. Mater., 18 [6] 952-8

(2008).

8. H. Verweij, M.C. Schillo, J. Li, “Concept: Fast Mass Transport through Carbon Nanotube

Membranes,” Small, 3 [12] 1996-2004 (2007).

9. M.J. O’Malley, H. Verweij, and P.M. Woodward, “Structural, Thermal, Optical, and

Electrical Properties of Li2MO3 (M = Ru, Ir, Pt) and Li3RuO4,” J. Sol. St. Chem., 181

1803-09 (2008).

10. L.L. Zhang, K. Shqau, H. Verweij, G. Mumcu, K. Sertel, and J.L. Volakis, “Viable route

for dense TiO2 with low microwave dielectric loss,” J. Am. Ceram. Soc., 93 [4] 969-72

(2010).

11. J. C. White, P. K. Dutta, K. Shqau, and H. Verweij, “Synthesis of Ultrathin Zeolite Y

Membranes and their Application for Separation of Carbon Dioxide and Nitrogen Gases”,

Langmuir, 26 [12], 10287-10293 (2010).

12. M.C. Schillo, I.S. Park, W.V. Chiu and H. Verweij, “Rapid Thermal Processing of

Inorganic Membranes,” J. Membrane Sci., 362 127–33 (2010).

13. LL. Zhang and H. Verweij, “Homogeneous doping of ceramics by infiltration-gelation,”

J. Eur. Ceram. Soc., 30 3035-39 (2010).

14. W.V. Chiu, I.-S. Park, K. Shqau, J.C. White, M.C. Schillo, W.S.W. Ho, P.K. Dutta, and

H. Verweij, “Post synthesis defect abatement of inorganic membranes for gas separation,”

J. Membrane Sci., accepted for publication (2011).

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275

Robert H. Wagoner Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University.

484 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-2079, FAX (614) 292-9857, wagoner.2@osu.edu

Education

NSF Postdoctoral Fellow, University of Oxford, England, 1977.

Ph.D. Metallurgical Engineering, Ohio State University, 1976.

M.S. Metallurgical Engineering, Ohio State University, 1975.

B.S. Metallurgical Engineering, Ohio State University, 1974.

Professional Experience

Professor, The Ohio State University, 1986-present

Adjunct Professor, Pohang University of Science and Technology, 2007-present

Doctor Honoris Causa, University of Cluj-Napoca, Romania, 2007-present

George R. Smith Chair, The Ohio State University, 2001-present

Distinguished Professor of Engineering, The Ohio State University, 1999-2001

Department Chair, MSE, The Ohio State University, 1992-96

Maitre de Recherche, Ecole des Mines de Paris, 1991-1992

Associate Professor, The Ohio State University, 1983-1986

Staff Research Scientist, GM Research Labs, 1977-83.

Current Membership in Professional Organizations

• Member, National Academy of Engineering

• Fellow, The Minerals, Metals and Materials Society (TMS)

• Fellow, ASM International (ASM)

• Fellow, Society of Automotive Engineers (SAE)

• Fellow, American Society of Mechanical Engineers (ASME)

• Honorary Member, Amer. Inst. Mining, Metall., and Petro. Engineers (AIME)

Honors and Awards

• 2011 Khan International Medal, Int. J. Plasticity

• 2009 Doctor Honoris Causa, University of Cluj-Napoca, Romania !

• 2007 Distinguished Service, AIME

• 2006 Scott Faculty Award, Engineering College, OSU.!

• 2004 Distinguished Service Award , TMS

• 2001 S. H. Melbourne Award (SAE)

• 2000 THERMEC 2000 Distinguished Award

• 2008 Lumley Research Award (Engineering College, OSU) (Also 2001, 1997, 93, 87)

• 1990 Distinguished Scholar Award, Ohio State University)

• 1988 Harrison Faculty Award for Excellence in Engineering (Engrg. College, OSU)

• 1988 Champion H. Mathewson Gold , TMS

• 1984 Presidential Young Investigator Award, NSF

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276

• 1983 Rossiter W. Raymond Memorial, AIME

• 1981 Robert Lansing Hardy Gold Medal, TMS

Service Activities

Extramural

• Chair, TMS Ad-Hoc Committee on Governance, 2008

• President, Amer. Inst. of Mining, Metall. And Petro. Engrs (AIME), 2003-04.

• Trustee, United Engineering Foundation (UEF), 2002-05

• Organizer: NAE Frontiers of Engineering, Japan-American Frontiers of Engrg.,

• Board of Governors, Acta Materialia (1999-2002)

• President, The Minerals, Metals and Materials Society (TMS) (1997-98)

• President, TMS Foundation (1998-99)

• Associate Editor, Int. J. Forming Proc. (1997 - )

Intramural

• Board of Trustees, Edward F. Orton Jr. Ceramics Foundation (1992-96)

• Board of Directors, O.S.U. Research Foundation (1990-94)

• Chair, College Committee on Academic Affairs (2003-05)

• Chair, Undergraduate Studies Committee, MSE (2004-2006)

Significant Publications - Past Five Years

!

1. J. H. Sung, J. H. Kim, R. H. Wagoner: A Plastic Constitutive Equation Incorporating

Strain, Strain-Rate, and Temperature, Int. J. Plasticity, 2010, vol. 26, pp. 1746-1771.

2. M. G. Lee, H. Lim, B. L. Adams, J. P. Hirth, R. H. Wagoner: A Dislocation Density-

Based Single Crystal Constitutive Equation, Int. J. Plasticity, 2010, Vol. 26, pp. 925-938.

3. J. H. Kim, J. H. Sung, R. H. Wagoner: The Shear Fracture of Dual-Phase Steel, Int. J.

Plasticity (http://dx.doi.org/10.1016/j.ijplas.2011.02.009)

4. H. Lim, M. G. Lee, J. H. Kim, B. L. Adams, R. H. Wagoner: Simulation of Polycrystal

Deformation with Grain and Grain Boundary Effects, Int. J. Plasticity

(http://dx.doi.org/10.1016/j.ijplas.2011.03.001)

Professional Development

• Regular attendance at a range of professional meetings and conferences.

• Submission of proposals to NSF, industry, and other sources

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277

James C. Williams

Current Position

Honda Professor of Materials, Department of Materials Science and Engineering, The Ohio

State University.

143 Fontana Labs, 116 W 19th Ave, Columbus, OH 43210.

Education

Ph.D. Metallurgical Engineering, University of Washington, Seattle, WA, 1968

M.S. Metallurgical Engineering, University of Washington, Seattle, WA, 1964

B.S. Metallurgical Engineering, University of Washington, Seattle, WA, 1962

Professional Experience

Professor and Honda Chair Emeritus, 2010-

Professor and Honda Chair, 2004 – 2010

Dean of Engineering and Honda Chair, 2001 – 2004

Professor and Honda Chair, The Ohio State University 1999 – 2001

Visiting Professor, Technical University of Hamburg-Harburg, Hamburg Germany, 1999

General Manager, Materials and Process Engineering Department, G.E. Aircraft Engines,

Cincinnati, OH, 1988 – 1999

Dean the Engineering College, l983 – 1988

President of Mellon Institute, 1981 – 1983

Professor, 1977 – 1981

Associate Professor and Professor, Carnegie Mellon University, l975 – 1977

Awards

2010 Elected an Honorary Member of the Japan Institute of Metals

2010 ASTM Committee B10 Russ Ogden Award

2010 Diamond Award, Univ. of Washington College of Engineering

2010 James Douglas Gold Medal of AIME

2009 Ian Polmear Lecturer, University of Monash

2009 Honorary Professor, University of Birmingham, Birmingham, UK.

2008 Peter and Claire Scott Award for Excellence in Engineering Education, OSU

College of Engineering

2008 Institute of Metals Lecturer and Robert F. Mehl Medal, TMS Annual Meeting

2007 Distinguished Lecturer on Excellence in Engineering Education, Dayeh

University, Taiwan

2005 Hsun Lee Lecturer, Institute for Metals Research, Shenyang, China

2004 CS Barrett Silver Medal and Lecture, Colorado School of Mines.

2003 G E Aircraft Engines Propulsion Hall of Fame

2003 International Titanium Association Achievement Award

2002 Univ. of Washington Alumni Service Award, Materials Dept.

2002 TMS Application to Practice Award

1999 Campbell Lecturer of ASM

1998 Elected as Fellow TMS-AIME

1992 ASM Gold Medal

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1987 Elected to National Academy of Engineering

1983 Elected as Fellow of ASM

Publications and Invited Presentations

Total Publications 250

Recent Selected Publications

1. G. Lütjering and J. C. Williams, “Titanium” Second Edition, Springer-Verlag, 2007.

2. Z.Y. Ma, A.L. Pilchak, M.C. Juhas and J.C. Williams: Scripta Materialia Viewpoint Set

43, vol. 58, iss. 5, 361-366, 2008.

3. M. Niinomi and J. C. Williams, Ti-2003, Science and Technology, Lütjering and Albrecht,

eds, Pgs. 95-110, Wiley (2004).

4. A.L. Pilchak, A. Bhattacharjee, A.H. Rosenberger and J.C. Williams: “Low !K faceted

crack growth in titanium alloys”, The International Journal of Fatigue, 2009, Vol 31, 989-

994.

5. A.L. Pilchak, R.E.A. Williams, and J.C. Williams; “Crystallography of FatigueCrack

Initiation and Growth in Fully Lamellar Ti-6Al-4V” Met Trans A, 41A Pgs. 106-124

(2010).

Professional Affiliations and Services

Member - National Academy of Engineering (Elected 1987)

Member, Membership Policy Committee, National Academy of Engineering 2008-10

Member - American Institute of Mining, Metallurgical and Petroleum Engineers

Member, External Advisory Committee, Materials Science and Engineering Dept., Univ. of

Washington

Member, Honda-OSU Joint Planning Team, Honda-OSU Partnership

Trustee, Edgar Orton, Jr. Ceramic Foundation

Trustee ASM Educational Foundation

Recent Professional Activities

2005 - 2007 Chair of review of National Nanotechnology Initiative conducted under

auspices on The National Research Council. Report: “ A Matter of Size”

2009 – Member Panel on Air and Ground Vehicle Technology, NRC.

2009 – Member, Panel on NIST Materials Science and Engineering, National Research

Council.

2010 – Member of Materials Capability Review Committee, Los Alamos National

Laboratory

2001 – 2009 Member Technology Advisory Committee, Pratt & Whitney

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Wolfgang Windl Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University.

491 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 247-6900, FAX (614) 292-9857, windl.1@osu.edu

Education

Dr. Sc., University Regensburg, Germany, 1995.

Diploma (equiv. MS), Physics, University Regensburg, Germany, 1992.

Professional Experience

Professor, 2010 - present

Associate Professor, The Ohio State University 2001 - 2010

Principal Staff Scientist, Motorola, Inc., 1997-2001.

Postdoctoral Research Associate, Los Alamos National Laboratory, 1996-1997

Postdoctoral Research Associate, Arizona State University, 1995-1996

Current Membership in Professional Organizations

• Materials Research Society (MRS)

• American Physical Society (APS)

• German Physical Society (APS)

Honors and Awards

2006 – First recipient of the Fraunhofer-Bessel Research Award, Humboldt Foundation

(Germany)

2006 – Mars Fontana “Best Teacher” Award, MSE, OSU

2004 – Nanotechnology Industrial Impact Award, NSTI

2001 – Golden Quill Award, Motorola, Inc.

1999 – Patent and Licensing Award, Los Alamos National Laboratory

1998 – Patent and Licensing Award, Los Alamos National Laboratory

Service Activities

Extramural

• Co-founder and long-term Chairman, International Conference on Computational

Nanosience (ICCN)

• Organizer and Chair 22 sessions for all major professional societies, including APS,

ACERS, EMRS, MRS, NSTI, and TMS.

• Member of the Advisory Board, Nanotech Conference Series (2003-)

• Associate Editor of the Journal of Computational Electronics (2002-2009)

• Associate Editor of the Journal of Theoretical and Computational Nanoscience (2002-

2008)

Intramural

• Arts & Sciences Committee on Curriculum and Instruction (2005-2006)

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• Engineering Honors Committee (2004-2009)

Recent Publications

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1. M. F.-X. Wagner and W. Windl, Mechanical stability, elastic constants and macroscopic

moduli of NiTi martensites from first principles, Acta Mater. 56, 6232-6245 (2008).

2. N. G. Stoddard, P. Pichler, G. Duscher, and W. Windl, Ab-Initio Identification of the

Nitrogen Diffusion Mechanism in Silicon, Phys. Rev. Lett. 95, 025901 (2005).

3. D. Li, W. Windl, and N. P. Padture, Towards Site-Specific Stamping of Graphene, Adv.

Mater. 21, 1243-46 (2009).

4. M. F.-X. Wagner and W. Windl, Elastic anisotropy of Ni4Ti3 from first principles, Scripta

Mater. 60, 207-210 (2009).

5. H. S. Kim and W. Windl, Efficient ab-initio calculation of the elastic properties of

nanocrystalline silicon, J. Comput. Theor. Nanosci. 4, 65-70 (2007).

Professional Development

• Regular attendance at a range of professional meetings and conferences.

• Extended research visits (mostly summers) at Los Alamos National Laboratory,

University Bochum, Fraunhofer Institute of Integrated Systems and Device Technology,

Max Planck Institute of Microstructure Physics, and Fraunhofer Institute for Mechanics of

Materials.

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Ji-Cheng (J.-C.) Zhao

Current Position

Professor, Department of Materials Science and Engineering, The Ohio State University.

286 Watts Hall, 2041 College Rd., Columbus, OH 43210.

Tel. (614) 292-9462, FAX (614) 292-9857, zhao.199@osu.edu

Education

B.S. in Materials Science and Engineering, Central South University (China) 1985

M.S. in Materials Science and Engineering, Central South University (China) 1988

Ph.D. in Materials Science and Engineering, Lehigh University 1995.

Professional Experience

Professor, 2010 – present

Associate Professor, The Ohio State University, 2008 – 2010

Senior Materials Scientist, GE Global Research, 1995 – 2007

Current Membership in Professional Organizations

• The Materials Research Society (MRS)

• The Minerals, Metals and Materials Society (TMS).

Awards

2008 – Named by the National Academy of Engineering (NAE) as one of eight-two

brightest young engineers to attend the NAE 2008 Frontiers of Engineering Symposium.

2003 – Fellow of ASM International.

2001 – Albert W. Hull Award from GE Global Research.

2001 – Alfred H. Geisler Award from ASM International (Eastern New York Chapter).

Service Activities

Extramural

• Advisory Board of Progress in Natural Science: Materials International (2011-present).

• Advisory Board of Advanced Engineering Materials (2005-present).

• Associate Editor, Journal of Phase Equilibria and Diffusion (2001-present).

• Member of the Advanced Characterization, Testing and Simulation Committee, TMS

(2008-present).

• Member of the MRS Program Development Subcommittee (2008-present).

• Member of the High Temperature Alloys Committee, TMS (2001–present).

• Member of the Thermodynamics and Phase Equilibria Committee, ASM International

(2000-present).

• Member of the Alloy Phase Diagram Committee, ASM International (1998-2008).

• Member of the Coordination Council of the DOE Metal Hydride Center of Excellence

(MHCoE) (2008-2010).

• Member of the MRS Industrial Meeting Participation Task Force (2006-2007).

• Member of the U.S. expert representatives on the International Energy Agency (IEA)

Task 17 and Task 22 on hydrogen storage (2006-present).

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282

• Reviewer for 25 journals including Nature and Nature Materials.

• Co-chair (one of four) for the entire MRS Fall Meeting 2009 which attracted a record

6,200 attendees.

Intramural

• Advisory Committee of the College of Engineering Center for Energy, Environment and

Sustainability (2008-Present)

Significant Publications in the past five years

!

1. X. Chen, J.-C. Zhao, and S.G. Shore: “Facile Synthesis of Aminodiborane and Inorganic

Butane Analogue NH3BH2NH2BH3,” Journal of American Chemical Society, 132, 10658-

10659 (2010).

2. X. Zheng, D.G. Cahill, R. Weaver, and J.-C. Zhao: “Micron-Scale Measurements of the

Coefficient of Thermal Expansion by Time-Domain Probe Beam Deflection,” Journal of

Applied Physics, 104, 073509 (2008).

3. J.-C. Zhao (editor), Methods of Phase Diagram Determination, Elsevier (Amsterdam,

2007), ISBN-13: 978-0-08-044629-5, 511 pp. (A reference book).

4. J.-C. Zhao, “Combinatorial Approaches as Effective Tools in the Study of Phase

Diagrams and Composition-Structure-Property Relationships,” Progress in Materials

Science, 51, 557-631 (2006).

5. J.-C. Zhao, “The Diffusion-Multiple Approach to Designing Alloys,” Annual Review of

Materials Research, 35, 51-73 (2005).

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APPENDIX C – EQUIPMENT

Criterion 7 describes MSE department’s instructional facilities. Some of the undergraduate

instructional facilities and equipment are shown below in Figures C1 to C10. Table C1 lists all

the equipment used for undergraduate instructions and education.

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Figure C1: A typical classroom with capability for computer-assisted instruction.

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Figure C2: Renovated Watts 076 laboratory for undergraduate instruction.

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Figure C3: A typical computer lab for undergraduate students use.

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Figure C4: Renovated undergraduate sample polishing facility, Rm 248 McQuigg Labs.

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Figure C5: Renovated optical microscopy facility, Rm 252 McQuigg Labs.

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Figure C6: Renovated mechanical testing facility, Rm 152 McQuigg Labs.!

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Figure C7: Renovated Metal casting / Foundry Laboratory, Rm 050 McQuigg Labs.

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Figure C8: Undergraduate furnace and heat treatment facility, Rm 061 McQuigg Labs.

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Figure C9: SEM facility with Quanta 200 microscope by FEI is located in Rm 042 Fontana Lab

for undergraduate instruction.

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Figure C10: XRD facility with Pad V and XDS 2000 Scintag powder X-ray diffractometers

located in Rm 038 Fontana Lab, used for instruction in undergraduate lab.

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Table C.1

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APPENDIX D – INSTUTITIONAL SUMMARY

A. The Institution

1. The Ohio State University, College of Engineering, 2070 Neil Avenue, Columbus, OH 43210-

1275

2. President: Dr. E. Gordon Gee

3. Submitted by: Dr. David B. Williams, Dean & Presidential Professor, College of Engineering

4. The Ohio State University is accredited by the Higher Learning Commission (HLC) of the North

Central Association of Colleges and Schools (NCA). Initial accreditation was in 1913 and the

most recent accreditation was in 2007 for a ten year period.

!

B. Type of Control

Description of the type of managerial control of the institution.

The Ohio State University is a Land Grant, State Institution.

!

C. Educational Unit

Describe the education unit in which the program is located including the administrative chain of

responsibility for the program to the chief executive officer of the institution.

See Table D-3: The Ohio State University Engineering Programs

!

!" Academic Support Units#

Within the College of Engineering:

Civil & Environmental Engineering & Geodetic Science: Carolyn Merry, Department Chair

Chemical & Biomolecular Engineering: Stuart Cooper, Department Chair

Computer Science and Engineering: Xiaodong Zhang, Department Chair

Electrical and Computer Engineering: Robert Lee, Department Chair

Engineering Education Innovation Center: Robert Gustafson, Center Director

Integrated Systems Engineering: Julia Higle, Department Chair

Materials Science and Engineering: Rudolph Buchheit, Department Chair

Mechanical & Aerospace Engineering: Krishnaswamy Srinivasan, Department Chair

Outside of the College of Engineering:

Anatomy: Phillip R. Payne, Department Chair

Biochemistry: Michael Chan, Department Chair

Food, Agricultural, and Environmental Sciences: Bobby Moser, Dean

Fisher College of Business: Christine Poon, Dean

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Earth Sciences: Berry Lyons, Department Chair

Economics: Donald Haurin, Department Chair

Evolution, Ecology, and Organismal Biology: Peter Curtis, Department Chair

Natural and Mathematical Sciences (Biology, Chemistry, Math): Peter March, Interim Dean

Physics: James Beatty, Department Chair

Statistics: Doug Wolfe, Department Chair

!

D.1. Engineering Education Innovation Center: Robert Gustafson, Center Director, Honda

Professor for Engineering Education

!

The Engineering Education Innovation Center (EEIC) (http://eeic.osu.edu/ ) was established in May

2007 with the mission to enrich the student experience and to strengthen the academic credentials of our

undergraduates. In conjunction with the Guiding Values and Principles of the College, the EEIC further

highlights:

• Promoting innovation and creativity in all of our UG programs

• Offering multidisciplinary courses and opportunities for students that enhance their experience,

and

• Fostering scholarship of teaching and learning across the college.

Although all of our elements are interactive and complimentary of each other, each of the following

elements makes unique contributions to the EEIC Mission as well as Ohio State University and College

of Engineering strategic goals.

!

! OSU/COE Strategic Goals!

Elements of the EEIC! One

University!

Students

First!

Fac/Staff

Talent &

Culture!

Research

Prominence!

Outreach &

Collaboration!

Operation

/Fiscal

Soundness!

1. Fundamentals of Engineering Sequences! ! ! ! ! ! !

a. First-year Engineering! X! X! X! ! ! !

b. Programming for Engineering Problem

Solving!! X! ! ! ! !

2. Multi-Disciplinary Design! ! ! ! ! ! !

a. Capstone Design! ! X! X! ! X! !

b. Social Innovation Initiative ! X! X! ! ! X! !

3. Enrichment Programs and Courses! ! ! ! ! ! !

a. Engineering! X! X! ! ! X! !

b. Non-Engineers ! X! X! ! ! ! !

c. Pre-College! ! ! ! ! X! !

4. Graduate Program and Research! ! ! ! ! ! !

"# STEM/Engineering Education PhD! ! ! X! ! ! !

$# Scholarship of Teaching and Learning! ! ! ! X! ! !

5. Professional Development and Support! ! ! ! ! ! !

a. Student! ! X! ! ! ! !

b. Faculty/Staff! ! ! X! ! ! !

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Although not an academic department or tenure-initiating unit for faculty, the EEIC plays a pivotal

role in education of all engineering students. Table EEIC 1, at the end of this section, gives a personnel

summary for those with full or partial appointments with the EEIC. In addition, Table EEIC 2 and EEIC

3 present a Faculty Workload Summary and Faculty Qualifications for the EEIC respectively.

!

E. Overview of Programs

E.1. Fundamentals of Engineering Sequences ( http://eeic.osu.edu/fundamentals )!

The First-Year Engineering course sequence is generally a prerequisite for declaring engineering

majors at OSU. Incoming freshmen take either a two-quarter or three-quarter series ( two-semester,

beginning AU 2012) which broadly introduces the topics of engineering problem solving, technical

graphics, computer-aided design, programming in MATLAB, engineering design and analysis, project

management, ethics in engineering, teamwork, and oral and written technical communication. Topics and

laboratories provide a broad overview of engineering disciplines. Many "undecided" freshmen use these

courses to help them narrow down and declare a major in the College of Engineering.

• The First-Year Engineering Program consists of three different course sequences, designed to

give students a broad understanding of the principles and practices of engineering:

• The regular two-quarter sequence - Engineering 181 and 183 (ENGR 1181, 1182 semesters);

Special sections for Engineering Scholars designated students are offered.

• The Honors sequence- Engineering H191, H192, and H193 (ENGR 1281, 1282 semesters)

• The Transfer sequence- Engineering 185,186,187 (ENGR 1185, 1186, 1187 semesters); for

students with elements of the program by transfer.

The two-quarter regular sequence teaches basic engineering skills to prepare students for advanced

courses, internships, major selection, and careers in engineering. The Honors sequence accomplishes the

same objectives but in more depth and in a more accelerated fashion with a programming course built in

to the series. All three program options entail a major design-build project. The continuously updated

curriculum, taught by faculty and professional engineers, exposes students to different engineering

disciplines and helps develop the most up-to-date and practically relevant skills.

One of the defining features of the FE program is the numerous competitions and exhibitions that take

place during the year (https://eeic.osu.edu/node/1517). These include:

• FEH Robot Competition

• Nanotech Competition

• FE Roller Coaster Competition

• Advance Energy Vehicle Showcase

Within the category of Fundamentals of Engineering the EEIC also offers versions of problem

solving with programming course with focus on use of MatLab (ENG 167.02) and C++ (ENG 167.01)

(https://eeic.osu.edu/course/engraph-167-problem-solving-through-programming-engineering-

calculations-and-computer-graphic) used by a number of programs across the college. Under the

semester system these courses will evolve into ENGR 1221 (2-credit MatLab based) and ENGR 1222 (3-

credit C++ based). Both courses are to be cross-listed with the Department of Computer Science and

Engineering.

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E.2. Multi-Disciplinary Design

The EEIC Multidisciplinary (MD) Engineering Capstone Program ( http://eeic.osu.edu/capstone )

opens a broad range of opportunities for engineering and non-engineering students. It incorporates

authentic industry-cooperative projects into the curriculum, providing students the opportunity to apply

their education and develop professional skills in real-world problems. The program began in 2001 as a

cooperation with Honda and had its roots in the Mechanical Engineering department. Over the years it

has developed to incorporate students across the College, as well as business, industrial design, MBA,

agriculture, and humanities students. It has recently partnered with the Engineering Sciences Minor,

which will lead to an even broader variety of student participation.

• The MD Capstone includes a three-course sequence:

• ENG 658 (3 credits) Intro to MD Design (ENGR 4901, 1credit semesters)

• ENG 659.01 (3 credits) MD Design Project I (ENGR 4902, 2 credit semesters)

• ENG 659.02 (3credits) MD Design Project II – Continuation of I (ENGR 4903, 2 credit

semesters)

In a continuing effort to create authentic experiences for our students, the College of Engineering

began a new program in Autumn quarter 2009 called the Social Innovation Initiative (SII)

(http://eeic.osu.edu/support-services/siii ). This program provides students with the opportunity to define,

design, and commercialize socially-benefitting products. The intent is to provide a practical learning

opportunity for students and develop products with commercial value. The program is designed to return

commercial proceeds to the program to sustain its ongoing development. It is the goal to create products

and commercialize them to produce an ongoing shared revenue stream to support future socially

responsible products and projects.

E.3. Enrichment Programs and Courses

In response to recent reports of the National Academy of Engineering, National Research Council,

National Science Foundation, and OSU studies of general education, it is clear that the College has a

responsibility and opportunity to contribute further to the general education of both engineering and non-

engineering students primarily in the area of technological literacy.

The EEIC meets this responsibility to engineering students through multi-disciplinary courses in key

areas of:

• University 2nd Writing, ENG 367 (ENGR 2367 semester) (https://eeic.osu.edu/other-courses-

services/writing )

• Advance Graphics, ENG 410.01, 410.02 (ENGR 4410.01,0.2 semester)

(https://eeic.osu.edu/course/engraph-410-computer-graphics )

• Engineering History, ENG 360.01,360.02 (ENGR 2361 and 2362 semester)

(http://eeic.osu.edu/tech-literacy/engineering-history )

• Teamwork and Leadership, ENG 680,695 (ENGR 5680, 5695 semester)

(https://eeic.osu.edu/other-courses-services/service-learning )

• Service Learning, ENG 692 (ENGR 4692.01) ( http://eeic.osu.edu/other-courses-

services/service-learning )

• Current Topics through Seminars, Workshops, Colloquia, ENG 491 (ENGR 4891)

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The EEIC meets this responsibility to non-engineering students through courses in key areas of:

• Graphics for Non-engineers, ENG 121 (ENGR 1121 semesters) (

https://eeic.osu.edu/course/engraph-121-graphic-presentation-i )

• Technological Literacy Minors

Engineering Sciences ( https://eeic.osu.edu/minors )

Technological Studies (Currently suspended)

The EEIC contributes to Pre-college engineering education through summer programs, co-

sponsoring of a Boy Scout Explorers Post, special curriculum relations with selected high schools and

connection to Project Lead the Way in Ohio.

E.4. Graduate Program and Research

Beginning Autumn 2011, the first cohort of students will enter the Engineering Education – STEM

PhD program. This program is a collaboration between the College of Engineering and the College of

Education and Human Ecology. (http://people.ehe.ohio-state.edu/stem/program-of-study/ )

The EEIC, through the Department of Food, Agricultural and Biological Engineering, offers a course

entitled, “College Teaching in Engineering”. The course is designed as initial preparation for instruction

in professional engineering programs at the college level. It focuses on skills, strategies and issues

common to university teaching in general and engineering instruction more specifically.

(https://eeic.osu.edu/other-courses-services/teaching-engineering)

Faculty and staff of the EEIC are also actively engaged in research and publishing in the domain of

scholarship of teaching and learning (SoTL).

E.5. Professional Development and Support

Technical Communications and Resource Consulting (TCRC) supplies consultation on writing

practice to engineering students. (https://eeic.osu.edu/support-services/tcrc)

The EEIC enhances the teaching and learning environment within the college by encouraging and

supporting the development, evaluation, and use of appropriate educational technologies. To financially

support some of the technological enhancements, a learning technology fee is assessed of all engineering

students. The college provides matching funds for technical support, staffing, and infrastructure. To

promote innovation the EEIC Provide targeted funding for technology resources and pedagogical

improvement, including special one-time grants, and grants provided on a yearly basis.

The Student Instructional Leadership Team (SILT) was organized during the autumn quarter of 2009

at The Ohio State University for the purpose of professional development of students in an instructional

role. The team consists of five student leadership positions that work across the First-Year Engineering

Program and Engineering Graphics courses which are part of the Engineering Education Innovation

Center. SILT supports student employees through a group of peers. It strives to help further the

development of teaching assistants in many aspects of teaching and professional and personal

development. The group continues to change and evolve, but with each iteration the team improves which

helps to foster general improvements across the program. (https://eeic.osu.edu/first-year-engineering/silt)

Periodic seminars, book studies, and workshops directed towards topics related to engineering

teaching and advising are offered through the EEIC, often in conjunction with the University center for

the Advancement of Teaching (UCAT).

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In addition the faculty and staff of the EEIC support a number of student organizations through

advising. These include:

• ASEE Student Chapter (http://engineering.osu.edu/studentorganizations/index.php?org=88)

• Society of Business and Engineering (SoBE) ( http://osusobe.weebly.com/)

• Tau Beta Pi ( http://tbp.org.ohio-state.edu/index.php)

• Engineers for Community Service ( ECOS) (http://ecos.osu.edu/)

Table EEIC 1. EEIC Personnel Summary

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!

FACULTY!

! # of personnel! Name!

EEIC FACULTY*! 4! Demel, Duane, Gustafson, Rogers (Visiting)!

DEPARTMENT FACULTY**! 7! Christensen (emeritus), Croft, DeGroat, Gilat, Staab, Tan, !

CLINICAL & RESEARCH! 3! Abrams, Freuler, Grzybowksi!

LECTURER! 12! Allam, Black, Busick, Clingan, Harper, Housholder,

McCaul, Parke, Schlosser, Skarzynki, Stavridis, Trott,

Whitfield!

TEACHING ASSISTANTS!

GTA'S! 40! O.5 FTE Per Person!

UTA's! 93! Ave. 6 - 10 hours/week!

STAFF!

ADMINISTRATION! 5! McCabe, Merrill, Miyake, Hoffman, Seman (50%)!

LAB! 2! Brand, Toms!

MULTI-DESIGN! 1! Rhoads!

*100% EEIC Appointment! !

**Partial EEIC Appointments! !

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Table EEIC 2. Faculty Workload Summary

FACULTY WORKLOAD SUMMARY - EEIC! !

!

PT

or

FT!

CLASSES TAUGHT (COURSE #, CREDIT

HRS, TERM, YR)!T

EA

CH

ING!

RE

SE

AR

CH

/

SC

HO

LA

RS

HIP!

OT

HE

R!

DE

VO

TE

D T

O

PR

OG

RA

M!

Abrams, Lisa ! FT! EG 410-3, EG 121-3, 694- 1 to 6 AU10-SP11! 75%! 25%! ! 50%!

Allam, Yosef ! FT! ENG 181-3, 183-3, 186-2 AU10-SP11! 75%! 25%! ! 100%!

Black, Scott ! FT! ENG 367-5 AU10-SP11! 100%! ! ! 100%!

Busick, Richard ! FT! ENG 181-3, 183-3, 187-2, EG 167-2 AU10-

SP11!

65%! 35%! ! 100%!

Christiansen,

Richard!

PT! ENG 181-3, AU10-WI11, ENG 183-3, SP11! 100%! ! ! 60%!

Clingan, Paul ! FT! ENG 191-4, 192-4, 193-4 AU10-SP11! 80%! 20%! ! 100%!

Croft, Frank! FT! ENG 191-4, SU-10-AU11! 75%! 25%! ! 15%!

Demel, John ! FT! ENG 191-4, 192-4, 193-4 AU10-SP11! 80%! 15%! 5%! 100%!

DeGroat, Joanne! FT! ENG 193 -4 SP11! 100%! ! ! 15%!

Duane, JoAnn ! FT! ENG 167-4 , AU10-SP11! 100%! ! ! 100%!

Freuler, Rick ! FT! ENG 191-4, 192-4, 193-4 AU10-SP11! 80%! 10%! 10%! 100%!

Gilat, Amos! FT! ENG 181-3, 183-3 AU10-SP11! 50%! 50%! ! 100%!

Grzybowski,

Deb !

FT! ENG 191-4, 192-4, 193-4 AU10-SP11! 80%! 20%! ! 100%!

Gustafson,

Robert!

FT! ENG 181- 3,FEB 810 WI11-SP11! 20%! 20%! ! 100%!

Harper, Kathy ! FT! ENG 191-4, 192-4, 193-4 AU10-SP11! 90%! 10%! ! 100%!

Housholder,

Clay !

FT! ENG 367-5 AU10-SP11! 50%! 25%! 25%! 100%!

McCaul, Edward! FT! ENG 360-5 SP11! 100%! ! ! 15%!

Merrill, John ! FT! ENG 692- 1 to 4 W11! 5%! 10%! 85%! 100%!

Parke, Mike ! FT! ENG 181-3, 183-3, EG167-2 AU10-SP11! 90%! 10%! ! 100%!

Rhoads, Bob ! FT! ENG 658-3, 659.01-3 , 659.02-3 AU10-SP11! 50%! 25%! 25%! 100%!

Rogers, Peter ! FT! ENG 658-3 , 659.01-3 , 659.02-3 AU10-SP11! 50%! 25%! 25%! 100%!

Schlosser, Phil ! PT! ENG 181-3, 183-3, 694- 1 to 6 AU10-SP11! 75%! 25%! ! 85%!

Skarzynski, Bart ! FT! ENG 367-5 AU10-SP11! 75%! 25%! ! 100%!

Staab, George! FT! ENG 191-4 AU10! 100%! ! ! 15%!

Stavridis, Olga ! PT! EG 121-3 AU10-SP11; ENG 181-3 WI11! 100%! ! ! 50%!

Tan, Fabian! FT! ENG 360-5, SU10-AU11! 100%! ! ! 15%!

Trott, Bruce! FT! ENG 183.03-3, 183-3, 181-3 AU10-SP11! 60%! 40%! ! 100%!

Whitfield, Cliff ! FT! ENG 183.02-3, 186-2, 187-2, EG 167.02-4! 75%! 25%! ! 50%!

! 303

Table EEIC 3. Faculty Qualifications

! ! ! ! ! ! Years of

Experience!

! Level of

Activity (H,

M, or L)!

FA

CU

LT

Y

NA

ME!

HIGHEST DEGREE EARNED-FIELD AND

YEAR!

Rank!

TYPE OF

ACADEMIC

APPOINT!

FT

OR

PT!

GO

V/IN

D

PR

AC

TIC

E!

TE

AC

HIN

G!

OS

U!

PR

OF

. RE

GIS

.!

PR

OF

. OR

GA

N!

PR

OF

. DE

VE

LO

P!

CO

NS

UL

T!

Abrams, Lisa ! PhD- Industrial 2001! AST! NTT! FT! 7 Ind! 3! 3! PE! H! H! L!

Allam, Yosef ! PhD-Eng Educ 2009! I! NTT! FT! 3 Ind! 9! 9! ! H! H! L!

Black, Scott ! MS-English Lit 2001 and Creative Writing

2006!

I! NTT! FT! 11 Gov! 11! 4.

5!

! L! L! L!

Busick, Richard ! MS- Computer Science 1965! I! NTT! FT! 38 Ind! 9! 9! ! L! L! L!

Christensen, Rich ! PhD- ME and Nuclear ! P! T! PT! ! 36! 30! ! L! M! M!

Clingan, Paul ! MS- Chemical 1989! I! NTT! FT! 4.5 Ind! 10! 10! ! L! L! L!

Croft, Frank! PhD- ! ASC! T! FT! 4 Ind! 39! 27! PE! H! H! L!

DeGroat, Joanne! PhD- Electrical 1991! ASC! T! FT! 16 Gov! 11! 11! ! H! M! H!

Demel, John ! PhD- Metallurgy 1973! P! T! FT! ! 41! 31! PE! H! H! M!

Duane, Josann ! Phd- Physics 1970! P! T! FT! ! 32! 32! ! M! L! M!

Freuler, Rick ! PhD- Aeronatical and Astronautical 1991! P! NTT! FT! 2 Ind! 14! 38! ! H! H! H!

Gilat, Amos ! Phd-ME 1982! P! T! FT! ! 29! 29! ! M! H! L!

Grzybowski, Deb ! PhD- Biomedical 2000! AST! NTT! FT! 8 Ind! 11! 11! ! L! M! L!

Gustafson, Robert! Phd-Engineering 1974! P! T! FT! ! 36! 24! PE! H! H! M!

Harper, Kathy ! Phd- Physics 2001! I! NTT! FT! ! 16! 16! ! H! H! L!

Housholder, Clay ! MS- Library Science 1993! I! NTT! FT! 3 Gov/

6 Ind!

20! 5.

5!

! L! L! L!

McCaul, Edward! PhD- History! I! NTT! FT! 15 Ind

in Eng!

20! 3! PE! M! H! M!

! 304

Parke, Mike ! PhD- Oceanogrphy 1978! I! NTT! FT! 21 Ind! 15! 14! ! L! L! L!

Rogers, Peter ! PhD- Mechanical 1973! P! NTT! FT! 35 Ind! 3! 3! ! H! H! M!

Schlosser, Phil ! PhD- Nuclear 1972! I! NTT! PT! 20 Ind! 17! 17! ! M! L! L!

Skarzynski, Bart ! MS-Creative Writing/English 2004! I! NTT! FT! ! 4! 4! ! L! L! L!

Stabb, George! PhD- Mechanical 1979! ASC! T! FT! ! 32! 32! ! H! L! L!

Stavridis, Olga ! MBA- 1997! I! NTT! PT! 12 Ind! 1! 1! ! L! L! L!

Tan, Fabian! PhD- Civil 1982! P! T! FT! 15 Gov! 30! 29! PE! H! M! H!

Trott, Bruce ! MS- Electrical 1971! I! NTT! FT! 30 Ind! 9! 9! ! L! L! L!

Whitfield, Cliff! PhD- Aeronautical and Astronautical 2009! I! NTT! FT! 5 Ind! 2! 2! ! H! H! H!

! 305

!

F. Non-academic Support Units

Academic Advising: Judith McDonald, Director

Academic advising activities are coordinated across all programs. Students are assigned an academic

advisor in their program of choice during orientation. They will work with an advisor until graduation.

Engineering Career Services and Engineering Cooperative Education and Internship Program:

Rachel Ligman, Interim Director

Engineering Career Services (ECS) serves three primary populations: (1) engineering students who

seek opportunities for engineering cooperative education or internship experience prior to graduation; (2)

engineering and computer and information science students who seek full-time postgraduate career

opportunities up to one year after completing BS, MS, or PhD degrees; and (3) the employers who wish

to hire these candidates. ECS is heavily utilized: in 2009-10, 87% of the BS graduates used at least one

ECS service in their job searches; 62% of the MS and PhD candidates used ECS; 77% of the BS students

who had jobs at graduation reported that they obtained their jobs from an ECS service; 73% of BS

graduates had reported at least one co-op or intern experience. Details are available at

https://career.eng.ohio-state.edu/about-us.php#mission.

Honors & Scholars: Linn Van Woerkom, Associate Provost and Director

In the Honors Program, highly motivated students can pursue an enriched academic experience that

integrates curricular and co-curricular opportunities. The Scholars Program is comprised of 14 unique

living and learning communities designed to compliment students' academic experiences.

Math & Statistics Learning Center: Dr. Darry Andrews, Director

The Mathematics and Statistics Learning Center provides free support to students of many

undergraduate Mathematics and Statistics courses at The Ohio State University. They provide trained

tutors available to help students with difficulties they are experiencing in class or with homework. In

addition, they provide online resources, practice exams and workshops to help students achieve their

potential as a student.

Minority Engineering Program: Minnie McGee, Assistant Dean

The Minority Engineering Program (MEP) provides comprehensive programs, activities and services

to increase the enrollment and matriculation success of diverse students populations, especially ethnic

groups underrepresented in engineering. With its internal and external partners, MEP works to promote a

campus environment where diversity is understood, appreciated and needed for optimum preparation in a

global society. Specific programs include: pre-college initiatives such as summer camps, workshops, and

STEM clubs to increase the pool of STEM-interested high school graduates; bridge programs to ease the

transition to college; and college retention activities to encourage academic excellence and persistence to

graduation, as well as an active promotion of post-graduate opportunities.

Office of Disability Services: Lois B. Harris, Director

The Office for Disability Services collaborates with and empowers students who have disabilities in

order to coordinate support services and programs that enable equal access to an education and university

life.

! 306

Office of International Affairs: William I. Brustein, PhD, Vice Provost

The Office of International Affairs cultivates and nurtures the growth of global perspectives at The

Ohio State University. As Ohio State enhances its mission for high distinction in international education,

scholarship, and public service, the Office of International Affairs provides leadership and innovation to

facilitate international opportunities for our students and faculty, and makes educational resources

accessible for the campus, our international guests, and the community beyond. We also stimulate

activities that celebrate diverse cultures, foster the exchange of ideas, serve as the central information hub

for international activities, and support the growing international dimension of Ohio State.

Office of Student Life: Javaune Adams-Gaston, Vice President for Student Life

Ohio State's Office of Student Life connects the points where the University intersects with students'

lives, bringing the experience full-circle from the classroom and professional development to home and

play. The overarching goal of the Office of Student Life is to enhance the student experience and promote

student success.

Office of the Chief Information Officer: Kathleen Starkoff, Chief Information Officer

The Office of the Chief Information Officer (CIO) provides services to help Ohio State faculty,

students and staff use technologies in learning, teaching, research, and administrative settings. The Office

of the CIO consists of Learning Technology, Customer Experience, Communications, Enterprise

Applications, Enterprise Architecture, Finance, and Human Resources, Infrastructure, the Program

Management Office, and various programs. The primary role of the Office of the CIO is to serve as a

catalyst in working with the campus community to leverage technology to advance and support the

mission and goals of the university.

Science and Engineering Library: Daniel Dotson, Mathematical Sciences Librarian

The Science and Engineering Library (SEL) is the university's 24 hour library. The library is open to

the entire OSU community and the general public. The Library's collection primarily serves subject areas

in most departments in the College of Mathematical and Physical Sciences and the College of

Engineering.

Outcomes Assessment Committee: Dave Tomasko, Committee Chair

The Outcomes Assessment Committee is a college wide, standing committee formed in 1998 and has

the responsibility to:

• Oversee the development and implementation of the College’s Outcome Assessment Model for

Undergraduate Engineering Programs, with particular attention to ABET’s Engineering Criteria.

• Serve as a vehicle for programs to exchange experience and coordinate activities directed towards

continuous program improvement.

• Recommend activities and support innovations in curriculum assessment.

• Work in concert with other committees of the College, in particular the Core Curriculum and

College Services Committee and College Committee on Academic Affairs.

• Coordinate Program Self Studies in preparation for ABET reviews.

• The committee has representation from each ABET accredited program in the College.

Technical Communication Resources and Consulting: John Merrill, Interim Director

The Technical Communication Resources and Consulting (TCRC) program has the responsibility for

the ENG 367 course, which has a critical thinking and intensive writing pedagogical format, encouraging

! 307

exploration of the interrelations of technology and society; supplies consultation on writing practice to

engineering students; and gives support to the Engineering Education Innovation Center program in

assessment of curriculum design for writing within engineering. TCRC is a drop-in center located in

Hitchcock 305 with a limited number of staffed hours a week available for engineering students to get

help and consultation on all stages of writing and writing tasks. The staff provides consultation for both

graduate and undergraduate students as well as engineering staff and faculty.

Undergraduate Research Office: Dr. Allison Snow, Director

The Undergraduate Research Office (URO) helps students pursue research opportunities at The Ohio

State University, a top public research institution. Research can be conducted independently, as part of a

team, in collaboration with faculty, here at the university or elsewhere. The URO staff also serves as a

resource for advisors, technical staff, postdoctoral fellows, faculty and others who are part of the rich

research environment at Ohio State.

Women in Engineering Program: Glenda La Rue, Director

The Women in Engineering Program (WiE) was established at OSU in 1979 to recruit and retain the

university’s population of female engineering students. The program has evolved to include K-12

outreach initiatives to help grow the future engineering workforce. The WiE Program offers many special

services designed for both prospective and enrolled women engineering students.

Walter E. Dennis Learning Center:

The purpose of the Walter E. Dennis Learning Center is to provide academic learning services and

support to OSU students. They serve as a "learning connection" for students in need of learning

assistance in a number of areas including study skills, time management, test-taking strategies, learning

from text, note-taking, and self-regulation strategies.

!

G. Credit Unit

The Ohio State University is on a quarter system. The university year is divided into four quarters of

approximately eleven weeks each. The summer quarter is the beginning of the university year and is

divided into two terms of approximately six weeks. All courses are assigned a number in accordance with

Faculty Rules (http://trustees.osu.edu/rules8/ru8-05.php) and credit hours in accordance with the

procedure outlined in the faculty rules (http://trustees.osu.edu/rules8/ru8-24-25.php). This rule states:

(A) All courses shall be assigned a number of credit hours in accordance with the procedure outlined

in rules 3335-8-02 to 3335-8-04 of the Administrative Code. This may be any number from zero on up;

however, in determining the credit hours assigned, the department, school, college and council on

academic affairs should use as a guide the following suggested standards:

• One credit hour shall be assigned for each three hours per week of the average student's time,

including class hours, required to earn the average grade of "C" in this course.

• One credit hour shall be assigned for each two consecutive hours of practical or experimental

work per week in any department or school.

• One credit hour shall be assigned for each three hours of laboratory work per week, when no

additional outside work is required. When outside work is required, then the standard in

paragraph (A)(1) of this rule shall be applied.

• In determining the hours per week required by the course or work, the council on academic

affairs may, in appropriate cases, consider the average weekly hours spent during a quarter,

! 308

semester, or session on the course or work. It should be remembered that the above are guides

only and may be deviated from for good cause.

• When comparing or combining semester credit hours with quarter credit hours, one semester

credit hour shall be the equivalent of one and one-half quarter credit hours. (B/T 7/9/2004)

When the University switches to semesters in the summer of 2012 it will be following the Ohio Board

of Regents rule for semester credits which states that one semester credit hour will be awarded for a

minimum of 750 minutes of formalized instruction that typically requires students to work on out-of-class

assignments an average of two hours for every hour of formalized instruction. The University’s Rules

Committee is in the process of revising all university rules to conform to this policy. The University has

adopted an academic calendar consisting of two semesters containing 70 instructional days each.

!

!" Quarters to Semesters Process#

H.1. Quarters to Semesters Task Force

Shortly after the decision was made to switch to semesters the College formed that Quarters to

Semesters Task Force which had its first meeting on the 12th of May 2009. At that meeting the task force

was informed that Interim Dean Gregory Washington charge to the task force was:

Provided with the opportunity to consider anew the content of a 21st Century engineering

education and the methods by which that content is delivered, I am convening a task force of the

faculty of the College of Engineering to undertake the following charge:

1. Establish the framework for a transition of engineering curricula to a semester-based calendar and

work with the COE representatives to the University Senate to provide input to the process for

deciding the semester-based university calendar model.

2. Evaluate and define the common technical elements (i.e., math, science, and engineering) that are

central to the education of all engineers.

3. Evaluate and define the elements of a liberal education necessary for all engineers.

4. Provide a forum for discussion and evaluation of novel approaches for delivering the elements of

engineering education, be they common to all disciplines or discipline-specific, with

consideration of the following attributes:

5. Recommendations of the Engineer of 2020 report

6. Embracing diversity and cultures

7. Delivering a global education

8. Impact on ABET accreditation

9. Deliver recommendations on the methods, format, and calendar of semester-based curricula in the

College of Engineering.

10. Assist programs in developing individual curriculum change proposals which will be packaged

together as a single submission from the college

11. Develop a transition plan to guide advising of students who will be enrolled when the semester

shift is implemented.

This task force will be convened and chaired by the Associate Dean for Undergraduate Education and

Student Services, David Tomasko, with representation from the following constituencies:

! 309

• All degree offering units in the College (AAE, Aviation, BME, CBE, Civil, CSE, ECE, EngPhys,

Environmental, FABE, ISE, ME, MSE, WE)

• Knowlton School of Architecture

• EEIC Freshman Programs

• College representatives to CAA and University Senate

• One (1) academic advisor

• Two (2) undergraduate students

• One (1) graduate student

• Liaisons from College Committees:

College Committee on Academic Affairs

Core Curriculum and UG Services

Outcomes Assessment Committee

Graduate Studies Chairs Committee

!

The task force will begin meeting immediately and be asked to report back on its progress

quarterly. Members will asked to serve for a period of one year at which time a determination will be

made to either continue the task force or create an implementation committee.

The Task Force held regular meetings to discuss various issues concerning the switch to semesters

along with developing college policy with the idea of providing guidance to the programs as they created

their semester curriculum. At some of the meetings guests from outside service units were invited to

present how they were developing their semester courses and to gather input from Engineering on our

needs. In addition, research was conducted on other institutions so that we could have bench marks as

references.

H.2. Core Curriculum and UG Services Committee

The Core Curriculum and UG Services Committee is responsible for the on-going development of the

engineering core curriculum, the engineering general education curriculum, College listed courses and

undergraduate student services within the college. Consequently, it has been actively involved in creating

the semester core curriculum to include working with outside units and creating memorandums of

understanding with them. All curriculum proposed by this committee was sent to the College Committee

on Academic Affairs for their consideration.

H.3. Honors Committee

The College’s Honors Committee is the responsibility for assuring an active program for the support

and recognition of undergraduate honors students to include determining policy for attaining and retaining

of honors status in the College of Engineering. Consequently, the committee has created a semester

policy which was sent to the College Committee on Academic Affairs for their consideration.

!

H.4. College Committee on Academic Affairs

The College Committee on Academic Affairs (CCAA) is responsible for reviewing and approving or

disapproving proposals for changes in courses and curricula which are recommended by departments and

reporting its decisions to the University’s Council on Academic Affairs. CCAA created three

subcommittees to review all semester curriculum, course, and policy proposals. Once a proposal had

! 310

been reviewed and approved by a subcommittee it was presented to the full committee for its approval.

After the full committee approved a proposal it was forwarded to the University’s Council on Academic

Affairs (CAA) for its approval. CAA was the last level of approval needed for all semester curriculum,

course, and policy proposals

!

I. Tables

Complete the following tables for the program undergoing evaluation.

! 311

Table D-1. Program Enrollment and Degree Data

Aeronautical and Astronautical Engineering

!

! Enrollment Year! Degrees Awarded!

!Academic

Year! 1st! 2nd! 3rd! 4th! 5th!

To

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 90! 92! 77! 94! ! 353! 51! 48! 7! 3!2010! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 100! 82! 53! 93! ! 328! 42! 40! 17! 2!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 101! 63! 67! 85! ! 316! 35! 47! 7! 3!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 0! 29! 87! ! 116! 33! 35! 3! 2!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 0! 30! 73! ! 103! 33! 43! 10! 0!

2006! ! P

T!! ! ! ! ! ! !

!

! ! !

!

! 312

Biomedical Engineering

Enrollment Year! Degrees Awarded!

!Academic

Year! 1st! 2nd! 3rd! 4th! 5th!

To

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 164! 123! 61! 51! ! 399! 45! 0! 10! 3!2010! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 150! 66! 33! 13! ! 262! 47! 0! 9! 8!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! n/a! n/a! n/a! n/a! n/a! n/a! 44! n/a! 4! 6!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! n/a! n/a! n/a! n/a! n/a! n/a! 44! n/a! 8! 6!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! n/a! n/a! n/a! n/a! n/a! n/a! 36! n/a! 8! 4!2006! !

PT! ! ! ! ! ! ! !

!

! ! !

!

!

! 313

!

Chemical Engineering

! Enrollment Year! Degrees Awarded!

!Academic

Year! 1st! 2nd! 3rd! 4th! 5th!

To

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 125! 184! 142! 268! ! 719! 88! 96! 12! 18!2010! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 142! 146! 132! 238! ! 658! 94! 73! 16! 15!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 152! 128! 131! 187! ! 598! 92! 49! 6! 11!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 1! 52! 91! 133! ! 277! 95! 49! 5! 11!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 31! 75! 122! ! 228! 84! 49! 2! 20!2006! !

PT! ! ! ! ! ! ! !

!

! ! !

!

! 314

Civil Engineering

Enrollment Year!Degrees Awarded!

!Academic

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

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 68! 92! 128! 234! ! 522! 76! 99! 23! 5!2010! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 69! 93! 126! 215! ! 503! 60! 70! 22! 4!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 72! 93! 114! 171! ! 450! 63! 92! 11! 9!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 4! 57! 155! ! 216! 57! 81! 17! 3!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 2! 54! 149! ! 205! 54! 77! 18! 6!2006! !

PT! ! ! ! ! ! ! !

!

! ! !

!

!

! 315

Computer Science and Engineering

Enrollment Year!Degrees Awarded!

!Academic

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

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 97! 111! 154! 250! ! 612! 304! 84! 65! 19!2010! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 104! 118! 115! 224! ! 561! 296! 84! 41! 24!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 114! 114! 99! 214! ! 541! 238! 87! 9! 11!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 7! 67! 171! ! 245! 216! 96! 34! 17!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 13! 69! 185! ! 267! 180! 82! 20! 16!2006! !

PT! ! ! ! ! ! ! !

!

! ! !

!

! 316

Electrical and Computer Engineering (Combined Programs of Study)

Enrollment Year!Degrees Awarded!

!Academic

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

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 120! 139! 159! 296! ! 714! 362! 149! 64! 28!2010! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 105! 136! 144! 292! ! 677! 293! 132! 62! 19!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 102! 111! 142! 292! ! 647! 303! 130! 42! 35!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 15! 95! 261! ! 371! 285! 176! 60! 39!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 12! 103! 312! ! 427! 243! 184! 58! 36!2006! !

PT! ! ! ! ! ! ! !

!

! ! !

Note: Includes students who have not yet declared a Program of Study

! 317

Computer Engineering (Program of Study)

Enrollment Year!Degrees Awarded!

!Academic

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

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 4! 27! 28! 52! ! 111! ! 33! ! !

2010! !PT! ! ! ! ! ! ! !

!

! ! !

FT! 3! 11! 37! 21! ! 72! ! 33! ! !2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 3! 25! 33! 61! ! 122! ! 33! ! !

2008! !PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 2! 27! 62! ! 91! ! 39! ! !

2007! !PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 1! 24! 69! ! 94! ! 45! ! !2006! !

PT! ! ! ! ! ! ! !

!

! ! !

!

!

! 318

Electrical Engineering (Program of Study)

Enrollment Year!Degrees Awarded!

!Academic

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

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 21! 65! 115! 192! ! 393! ! 116! ! !

2010! !PT! ! ! ! ! ! ! !

!

! ! !

FT! 14! 82! 82! 79! ! 257! ! 99! ! !2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 26! 74! 104! 228! ! 432! ! 97! ! !

2008! !PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 13! 68! 199! ! 280! ! 137! ! !

2007! !PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 7! 74! 240! ! 321! ! 139! ! !2006! !

PT! ! ! ! ! ! ! !

!

! ! !

!

! 319

Environmental Engineering

! Enrollment Year! Degrees Awarded!

!Academic

Year! 1st! 2nd! 3rd! 4th! 5th!

To

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 32! 19! 10! 10! ! 71! n/a! 0! n/a! n/a!2010! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 17! 5! 4! 2! ! 28! n/a! 0! n/a! n/a!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! n/a! n/a! n/a! n/a! ! n/a! n/a! n/a! n/a! n/a!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! n/a! n/a! n/a! n/a! ! n/a! n/a! n/a! n/a! n/a!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! n/a! n/a! n/a! n/a! ! n/a! n/a! n/a! n/a! n/a!2006! !

PT! ! ! ! ! ! ! !

!

! ! !

! 320

Engineering Physics

! Enrollment Year! Degrees Awarded!

!Academic

Year! 1st! 2nd! 3rd! 4th! 5th!

To

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 23! 20! 25! 42! ! 110! n/a! 18! n/a! n/a!2010! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 13! 14! 25! 36! ! 88! n/a! 13! n/a! n/a!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 15! 18! 19! 32! ! 84! n/a! 13! n/a! n/a!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 1! 10! 25! ! 36! n/a! 11! n/a! n/a!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 3! 4! 26! ! 33! n/a! 8! n/a! n/a!2006! !

PT! ! ! ! ! ! ! !

!

! ! !

!

!

!

!

!

! 321

!

!

Food, Agricultural, and Biological Engineering (Combined Programs of Study)

! Enrollment Year! Degrees Awarded!

!Academic

Year! 1st! 2nd! 3rd! 4th! 5th!

To

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 18! 19! 29! 76! ! 142! 38! 28! 11! 0!2010! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 24! 31! 34! 66! ! 155! 34! 23! 5! 3!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 28! 27! 33! 52! ! 140! 30! 25! 5! 6!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 17! 26! 47! ! 90! 36! 15! 0! 0!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 14! 16! 42! ! 72! 32! 20! 6! 4!2006! !

PT! ! ! ! ! ! ! !

!

! ! !

Note: Includes students who have not yet declared a Program of Study

! 322

Agricultural Engineering (Program of Study)

! Enrollment Year! Degrees Awarded!

!Academic

Year! 1st! 2nd! 3rd! 4th! 5th!

To

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 0! 6! 13! 25! ! 44! ! 19! ! !

2010! !PT! ! ! ! ! ! ! !

!

! ! !

FT! 24! 31! 34! 66! ! 155! 34! 23! 5! 3!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 28! 27! 33! 52! ! 140! 30! 25! 5! 6!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 17! 26! 47! ! 90! 36! 15! 0! 0!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 14! 16! 42! ! 72! 32! 20! 6! 4!2006! !

PT! ! ! ! ! ! ! !

!

! ! !

Note: The Agricultural Engineering Program of Study is the new name for the Food, Agricultural, and Biological Engineering Program

! 323

Food, Biological, and Ecological Engineering (Program of Study)

! Enrollment Year! Degrees Awarded!

!Academic

Year! 1st! 2nd! 3rd! 4th! 5th!

To

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 0! 8! 12! 52! ! 72! ! 9! ! !

2010! !PT! ! ! ! ! ! ! !

!

! ! !

FT! N/A! N/A! N/A! N/A! ! ! ! ! ! !2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! N/A! N/A! N/A! N/A! ! ! ! ! ! !

2008! !PT! ! ! ! ! ! ! !

!

! ! !

FT! N/A! N/A! N/A! N/A! ! ! ! ! ! !

2007! !PT! ! ! ! ! ! ! !

!

! ! !

FT! N/A! N/A! N/A! N/A! ! ! ! ! ! !2006! !

PT! ! ! ! ! ! ! !

!

! ! !

Note: The Food, Biological, and Ecological Program of Study was not created until 2010

!

! 324

Industrial and Systems Engineering

! Enrollment Year! Degrees Awarded!

!Academic

Year! 1st! 2nd! 3rd! 4th! 5th!

To

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 16! 444! 80! 159! ! 299! 95! 70! 19! 8!2010! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 15! 37! 78! 143! ! 273! 91! 67! 22! 11!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 26! 36! 67! 128! ! 257! 91! 75! 25! 14!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 0! 25! 124! ! 149! 106! 86! 27! 9!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 0! 27! 151! ! 178! 108! 113! 35! 7!2006! !

PT! ! ! ! ! ! ! !

!

! ! !

! 325

Materials Science and Engineering

! Enrollment Year! Degrees Awarded!

!Academic

Year! 1st! 2nd! 3rd! 4th! 5th!

To

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 26! 37! 32! 65! ! 160! 110! 30! 25! 11!2010! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 20! 24! 38! 58! ! 140! 409! 24! 15! 19!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 17! 32! 24! 54! ! 127! 104! 24! 27! 13!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 8! 20! 50! ! 78! 93! 28! 23! 8!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 6! 27! 45! ! 78! 100! 35! 24! 18!2006! !

PT! ! ! ! ! ! ! !

!

! ! !

! 326

Mechanical Engineering

! Enrollment Year! Degrees Awarded!

!Academic

Year! 1st! 2nd! 3rd! 4th! 5th!

To

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 211! 255! 270! 479! ! 1215! 301! 224! 55! 25!2010! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 239! 227! 254! 478! ! 1198! 296! 181! 66! 25!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 189! 247! 273! 415! ! 1124! 258! 157! 69! 22!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 12! 185! 353! ! 550! 248! 174! 52! 12!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 18! 148! 339! ! 505! 244! 155! 70! 15!2006! !

PT! ! ! ! ! ! ! !

!

! ! !

! 327

Welding Engineering

! Enrollment Year! Degrees Awarded!

!Academic

Year! 1st! 2nd! 3rd! 4th! 5th!

To

tal

Un

derg

rad!

To

tal

Gra

d!

Associates! Bachelors! Masters! Doctorates!

FT! 4! 10! 12! 47! ! 73! 37! 30! 6! 1!2010! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 9! 9! 18! 59! ! 95! 34! 22! 16! 1!2009! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 8! 14! 26! 54! ! 102! 37! 38! 6! 4!2008! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 0! 11! 53! ! 64! 35! 36! 11! 2!2007! !

PT! ! ! ! ! ! ! !

!

! ! !

FT! 0! 0! 15! 62! ! 77! 37! 45! 10! 4!2006! !

PT! ! ! ! ! ! ! !

!

! ! !

! 328

Table D-2. Personnel

Aeronautical and Astronautical Engineering

Year: 2010

HEAD COUNT!!

FT! PT!

FTE

!

Administrative! 1! 0! 1!

Faculty (tenure-track)!18! 0! 11.57!

Other Faculty (excluding student Assistants)! 0! 2! .69!

Student Teaching Assistants! 3! 0! 3!

Student Research Assistants!18! 1! 18.5!

Technicians/Specialists!0! 0! 0!

Office/Clerical Employees!1! 0! 1!

Others!0! 0! 0!

!

! 329

Agricultural Engineering

Year: 2010

!

HEAD COUNT!!

FT! PT!

FTE

!

Administrative! 2! 1! 1!

Faculty (tenure-track)1!12! 0! 7.95!

Other Faculty (excluding student

Assistants)!6! 1! 3.1!

Student Teaching Assistants2! 1! 0! .5!

Student Research Assistants3!1! 12! 6.5!

Technicians/Specialists!3! 0! 1.5!

Office/Clerical Employees!4! 0! 2.0!

Others4!4! 2! 2.325!

!

1. Faculty includes FABE faculty in both Columbus and Wooster locations. Faculty in

Wooster location contribute to teaching by advising capstone design projects, providing

guest lectures in FABE courses, and advising undergraduate students during summer.

2. STA’s are equated per ABET criteria.

3. SRA’s are equated as .5 FTE—working 20 hours per week.

4. ”Others” include all students and staff who do not fit under any other criteria.

!

! 330

!

Biomedical Engineering

Year: 2010

HEAD COUNT!!

FT! PT!

FTE

!

Administrative! 0! 1! .50!

Faculty (tenure-track)!7! 7! 9.55!

Other Faculty (excluding student Assistants)! 1! 0! 1!

Student Teaching Assistants! 4! 0! 4!

Student Research Assistants!18! 0! 18!

Technicians/Specialists!2! 0! 2!

Office/Clerical Employees!5! 0! 5!

Others!0! 3! 0!

!

! 331

Chemical Engineering

Year: 2010

HEAD COUNT!!

FT! PT!

FTE

!

Administrative! 3! 0! 3!

Faculty (tenure-track)!18! 0! 15.7!

Other Faculty (excluding student

Assistants)1!1! 2! 3!

Student Teaching Assistants! 27! 0! 10.22!

Student Research Assistants3!8! 0! 3.75!

Technicians/Specialists!6! 0! 4.854!

Office/Clerical Employees!6! 0! 6!

Others!n/a! n/a! n/a!

!

1. This category includes Clinical Faculty and Emeritus Faculty.

2. The department employs three different levels of teaching assistants: Graduate

Instructional Assistants (IAs) on a 23% appointment, Graduate Teaching Assistants on a

50% appointment, and Undergraduate Teaching Assistants on a 50% appointment (for

grading).

3. Number of undergraduate students employed for doing research in the department during

Autumn 2010. Additional students were involved in research for credit.

4. The department shares two information technology staff members with the Materials

Science and Engineering Department.

! 332

Civil Engineering

Year: 2010

HEAD COUNT!!

FT! PT!

FTE2

!

Administrative1!3! 0! 0.95!

Faculty (tenure-track)2!17! 0! 9.95!

Other Faculty (excluding student

Assistants)3!

0! 13! 1.41!

Student Teaching Assistants4!0! 16! 4.20!

Student Research Assistants5!0! 5! 2.5!

Technicians/Specialists6!5! 0! 3.7!

Office/Clerical Employees7!3! 0! 2.55!

Others4!0! 0! 0!

!

1. Administrative faculty oversee both the Civil (85%) and Environmental (15%)

Engineering programs.

2. Faculty that teach cross-listed Civil/Environmental courses are included.

3. Lectures are 0.1 FTE.

4. STA’s are 0.25 FTE (some students share with cross-listed Environmental Engineering

courses)

5. SRA’s are 0.5 FTE.

6. Technicians/specialists are shared with Environmental Engineering.

7. Office/clerical employees are shared with Environmental Engineering.

! 333

Computer Engineering

Year: 2010

HEAD COUNT1!!

FT! PT!

FTE

!

Administrative! 3! 0! 0.9!

Faculty (tenure-track)!46! 0! 9!

Other Faculty (excluding student

Assistants)2!2! 4! 0.1!

Student Teaching Assistants3! 24! 1! 4.5!

Student Research Assistants4!0! 0! 0!

Technicians/Specialists5!20! 3! 1.5!

Office/Clerical Employees!14! 1! 1.3!

Academic Advisors!4! 0! 0.6!

!

1. The headcount is the total for the ECE Department. The FTE column separates effort to

the Computer Engineering program of study from the Electrical Engineering program of

study or other responsibilities.

2. Includes emeritus faculty who were on payroll autumn quarter and research faculty.

3. Graduate Teaching Assistant FTE is based on whether the assigned duties were for

required courses common to both the Electrical Engineering program of study and

Computer Engineering program of study, courses required in this program but not the

other, elective courses primarily taken by students in this program, or service courses

taken by students in other majors.

4. No undergraduates in the Computer Engineering program of study were paid on research

projects autumn quarter. See Section 5.A for a brief discussion of how undergraduates

may be engaged in research through unpaid elective coursework.

5. Includes technicians, specialists, research scientists and other similar titles. Research

scientist FTE based on supervision or mentoring of undergraduate research and projects.

! 334

Computer Science and Engineering

Year: 2010

HEAD COUNT!!

FT! PT!

FTE

!

Administrative! 2! 0! 0.7!

Faculty (tenure-track)!32! 0! 29.8!

Other Faculty (excluding student Assistants)! 11! 6! 14.23!

Student Teaching Assistants1! 0! 91! 46.5!

Student Research Assistants!0! 21! 5.25!

Technicians/Specialists!9! 1! 9.75!

Office/Clerical Employees!7! 1! 7.8!

Others2!2! 2! 3.0!

1. Student teaching assistants include both graduate TAs and undergraduate students who

serve as graders for some courses.

2. Others consist of people in the Undergraduate Advising Office.

!

!

!

! 335

Electrical Engineering

Year: 2010

HEAD COUNT1!!

FT! PT!

FTE

!

Administrative! 3! 0! 0.9!

Faculty (tenure-track)!46! 0! 30.5!

Other Faculty (excluding student

Assistants)2!2! 4! 0.7!

Student Teaching Assistants3! 24! 1! 15!

Student Research Assistants4!1! 9! 5.7!

Technicians/Specialists5!20! 3! 5.5!

Office/Clerical Employees!14! 1! 4.5!

Academic Advisors!4! 0! 2.0!

!

1. The headcount is the total for the ECE Department. The FTE column separates effort to

the Computer Engineering program of study from the Electrical Engineering program of

study or other responsibilities.

2. Includes emeritus faculty who were on payroll autumn quarter and research faculty.

3. Graduate Teaching Assistant FTE is based on whether the assigned duties were for

required courses common to both the Electrical Engineering program of study and

Computer Engineering program of study, courses required in this program but not the

other, elective courses primarily taken by students in this program, or service courses

taken by students in other majors.

4. Undergraduates in the Electrical Engineering program of study paid on research projects.

20 hr/week used for 1FTE. See Section 5.A for a brief discussion of how undergraduates

may be engaged in research through unpaid elective coursework.

5. Includes technicians, specialists, research scientists and other similar titles. Research

scientist FTE based on supervision or mentoring of undergraduate research and projects.

!

! 336

Engineering Physics

Year: 2010

HEAD COUNT!!

FT! PT!

FTE

!

Administrative! 1! 6! 4!

Faculty (tenure-track)!42! 13! 49.5!

Other Faculty (excluding student Assistants)! 12! 7! 15!

Student Teaching Assistants! 58! 5! 60.5!

Student Research Assistants1!109! 5! 111!

Technicians/Specialists!20! 2! 21!

Office/Clerical Employees!27! 2! 28!

Others2!4! 0! 4!

!

1. Numbers included in this column are graduate students only. There are 33 paid

undergraduates in the department working part-time on research projects.

2. Numbers included in this column pertain to the four Physics faculty located at the branch

campuses.

!

! 337

Environmental Engineering

Year: 2010

HEAD COUNT!!

FT! PT!

FTE2

!

Administrative1!3! 0! 0.25!

Faculty (tenure-track)2!10! 0! 3.85!

Other Faculty (excluding student

Assistants)3!

0! 5! 0.19!

Student Teaching Assistants4!0! 7! 0.51!

Student Research Assistants5!0! 8! 3.75!

Technicians/Specialists6!5! 0! 0.9!

Office/Clerical Employees7!3! 0! 0.45!

Others4!0! 0! 0!

!

1. Administrative faculty oversee both the Civil (85%) and Environmental (15%)

Engineering programs.

2. Faculty that teach cross-listed Civil/Environmental courses are included.

3. Lectures are 0.1 FTE.

4. STA’s are 0.25 FTE (shared with cross-listed Civil Engineering courses)

5. SRA’s are 0.5 FTE.

6. Technicians/specialists are shared with Civil Engineering.

7. Office/clerical employees are shared with Civil Engineering.

!

! 338

Food, Biological, and Ecological Engineering

Year: 2010

HEAD COUNT!!

FT! PT!

FTE

!

Administrative! 2! 1! .65!

Faculty (tenure-track)1!12! 9! 7.14!

Other Faculty (excluding student

Assistants)!4! 0! .9!

Student Teaching Assistants2! 6! 0! 3!

Student Research Assistants3!0! 16! 8!

Technicians/Specialists!3! 1! 2.75!

Office/Clerical Employees!4! 0! 2!

Others4!4! 0! 3.325!

!

1. Faculty includes FABE faculty in both Columbus and Wooster locations. Faculty in

Wooster location contribute to teaching by advising capstone design projects, providing

guest lectures in FABE courses, and advising undergraduate students during summer.

2. STA’s are equated per ABET criteria.

3. SRA’s are equated as .5 FTE—working 20 hours per week.

4. ”Others” include all students and staff who do not fit under any other criteria.

! 339

Industrial and Systems Engineering

Year: 2010

HEAD COUNT!!

FT! PT!

FTE

!

Administrative! 1! 2! 2.33!

Faculty (tenure-track)!18! 1! 19.00!

Other Faculty (excluding student Assistants)! 2! 3! 4.00!

Student Teaching Assistants! 0! 18! 6.23!

Student Research Assistants!0! 49! 24.33!

Technicians/Specialists!2! 6! 7.49!

Office/Clerical Employees!3! 1! 3.25!

Others!0! 0! 0!

Total!26! 80! 66.63!

!

! 340

Materials Science and Engineering

Year: 2010

HEAD COUNT!!

FT! PT!

FTE

!

Administrative! 4! 1! 3.52!

Faculty (tenure-track)!26! 0! 23.95!

Other Faculty (excluding student Assistants)! 2! 1! 2.3!

Student Teaching Assistants! 0! 19! 9.5!

Student Research Assistants!0! 37! 18.5!

Technicians/Specialists!9! 0! 6.42!

Office/Clerical Employees!1! 3! 2.4!

Others!0! 0! 0!

!

! 341

Mechanical Engineering

Year: 2010

HEAD COUNT!!

FT! PT!

FTE

!

Administrative! 2! 0! 2.0!

Faculty (tenure-track)!37.97! 0! 37.97!

Other Faculty (excluding student Assistants)! 0! 2! 0.56!

Student Teaching Assistants! 29! 2! 31.0!

Student Research Assistants!85! 1! 86.0!

Technicians/Specialists!7! 1! 7.75!

Office/Clerical Employees!16! 2! 17.3!

Others!1! 88! 34!

!

! 342

Welding Engineering

Year1: 2010

HEAD COUNT!!

FT! PT!

FTE2

!

Administrative3! 4! 1! 0.88!

Faculty (tenure-track)!4! 1! 4.9!

Other Faculty (excluding student Assistants)! 1! 0! 1!

Student Teaching Assistants! 0! 1! 0.5!

Student Research Assistants!0! 6! 3!

Technicians/Specialists!4! 0! 0.91!

Office/Clerical Employees!1! 3! 0.6!

Others4!! ! !

!

1. Data on this table should be for the fall term immediately preceding the visit. Updated

tables for the fall term when the ABET team is visiting are to be prepared and presented

to the team when they arrive.

2. For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For

undergraduate and graduate students, 1 FTE equals 15 semester credit-hours (or 24

quarter credit-hours) per term of institutional course work, meaning all courses —

science, humanities and social sciences, etc. For faculty members, 1 FTE equals what

your institution defines as a full-time load.

3. Persons holding joint administrative/faculty positions or other combined assignments

should be allocated to each category according to the fraction of the appointment

assigned to that category.

4. Specify any other category considered appropriate, or leave blank.

!

! 343

!

Table D -3, Organizational Chart

The Ohio State University Engineering Programs

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!

! 344

APPENDIX E – UPCOMING CHANGES

A. Upcoming Changes Prior to Next Review

The purpose of this section is to provide ABET with detailed information about changes

taking place in the MSE program. The changes will take place next year, because the University

is moving from a quarter to a semester system. The result will be significant changes to curricular

requirements (core requirements, structural changes to tracks / options / courses), but no changes

to program goals.

B. CRITERION 1. STUDENTS

Criterion 1 about students has been described in the main text of this report. In the semester

system, there will be no change in the student admission procedure, student performance

evaluation, student transfer and course transfer, advising and career guidance, work in lieu of

courses, and student graduation requirements. The quarter course numbers will be replaced by

their equivalent semester course number. The following discussion describes these changes.

Students will need a minimum ACT Math score of 24 or SAT Math score of 560 to directly

enroll as pre-engineering students in the College of Engineering. Acceptance to our major in

materials science and engineering is based on the cumulative point-hour ratio (CPHR) (same as

GPA) and secondary point-hour ratio (SPHR) after completion of the specified pre-major courses

for this program and MSE 2010 course. Students who would complete these, and have a CPHR of

3.0 or higher are assured acceptance into the major. To be eligible for admission, students must

complete the required pre-major courses below with a SPHR of 2.0 or higher.

• Materials Science and Engineering 2010

• Math 1151

• Chemistry I

• Physics 1131

Graduation requirements in terms of GPA would be same as described in quarter system but

courses required to graduate would be as follows.

• Chemistry (2 courses, 8 credit hours)

• Introduction to Engineering (2 courses, 4 credit hours)

• Mechanical Engineering (1 course, 4 credit hours)

• Materials Science and Engineering (21 courses, 56 credit hours)

• Mathematics (3 courses, 14 credit hours)

• Physics (2 courses, 10 credit hours)

• Technical electives (6 credit hours)

!

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C. CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES

The program educational objectives (PEOs) would be same as our current PEOs in the

quarter system.

The objectives of the BSMSE program would be that our graduates:

a. Will competently apply the essential elements of MSE, which are defined by the

interrelationships among composition, structure, properties, processing and performance

of engineering materials.

b. Will devise, design and conduct experimental, analytical and computational exercises

necessary to further explore the essential elements of materials science and engineering.

c. Will be able to communicate effectively.

d. Will help solve complex engineering problems by applying the related principles of the

engineering disciplines and by functioning effectively within multidisciplinary teams.

e. To demonstrate the global, societal and ethical awareness expected of practicing

engineering professionals.

The mission statement of the institution, its consistency with the PEOs, program

constituencies, and process for revision of the PEOs would remain the same and is described

earlier.

!

D. CRITERION 3. STUDENT OUTCOMES

The student outcomes (SOs) would be same as our current SOs for the quarter system.

The outcomes of the BSMSE program would be that students will attain: 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 data;

c. an ability to design a system, component, or process to meet desired needs within

appropriate constraints related to economic, environmental, social, political, ethical,

health and safety, manufacturability, and sustainability considerations;.

d an ability to function on multi-disciplinary teams;

e. an ability to identify, formulate, and solve engineering problems;

f. an understanding of professional, ethical, legal, security and social issues and

responsibilities;

g. an ability to communicate effectively with a range of audiences;

h. the broad education necessary to understand the impact of engineering solutions in a

global, economic, environmental, and societal context;

i. a recognition of the need for, and an ability to engage in life-long learning and continuing

professional development;

j. a knowledge of contemporary issues; and

k. an ability to use the techniques, skills, and modern engineering tools necessary

for practice as a MSE professional.

The relationship between the SOs and the PEOs would be same as described in

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the main text of our Self-Study.

!

E. CRITERION 4. CONTINUOUS IMPROVEMENT

The quarter to semester transition and development of the semester curriculum have

significantly improved our undergraduate curriculum. Details of the curriculum are presented in

the next section and details of continuous improvement are in the criterion 4 section of the Self-

Study.

F. CRITERION 5. CURRICULUM

F.1. Semester Program Curriculum Details !!!

1. Proposed Program Requirements

• BSMSE proposed program requirements are shown in attachment 1. The following notes

apply to some items in the requirements:

• The designated General Education course listed as “Culture and Ideas: Ethics” will be

chosen from a set of courses to be designated by the College of Engineering once other

department’s offerings and General Education approved courses are known.

• Mathematics courses will be Engineering Calculus I and II, which are part of the College

of Engineering core. In addition, there will be one more course which will be largely on

differential equations but will have some linear algebra content. Detailed syllabi of these

courses are being prepared by the Mathematics department.

• The proposed MSE curriculum has two courses in Chemistry: General Chemistry for

Engineers and Organic Chemistry for Engineers. Organic Chemistry is not a required

subject in the current curriculum but Organic Chemistry was considered important for the

future of the MSE curriculum, particularly considering the importance of bio-materials in

the MSE curriculum.

• The MSE curriculum has two semester-long Physics courses, which is equivalent to three

quarter courses in the current curriculum. There is little change in the Physics content.

• There are two sequences of laboratory courses; experimental labs and computational labs.

Every MSE student will take three experimental and three computational labs as part of

the core curriculum. Students will develop technical writing and data analysis skills in the

experimental laboratories, as well.

• Materials Selection will be taken by all students and used in their Capstone Design

projects. The projects will be selected by students in their senior year in consultation with

their instructor and faculty advisor.

• Technical electives will be chosen in consultation with an academic advisor. The MSE

electives will be selected from upper division undergraduate courses numbered 4000 and

above and non-MSE electives will selected from a set of courses designated by the MSE

Undergraduate Studies Committee once other departmental course offerings are known.

MSE program faculty members have developed 16 elective lecture courses and four

laboratory courses at the 5000 level. Students will consult with an academic advisor and

faculty advisor to select any four lecture courses and one laboratory course from this list

to partially fulfill the technical elective requirement.

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2. Current and Proposed Advising Sheets !Attachments 2, 3, and 4 are the current program requirement sheet, list of MSE and other

courses, and associated advising sheet. Attachments 5 and 5b are BSMSE proposed advising

sheets. Attachment 5 shows that students in semester system will have one year or 25% of math

and basic science courses, and 56% or over two years of technical / engineering topics.

3. Curriculum Map

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4. Rationale for Program Changes and Description of Changes

The MSE Quarter to Semester (Q2S) committee comprising six MSE faculty members and an

undergraduate advisor (staff person) began meeting weekly at the start of AU 2009 to plan the

semester conversion. Data collected during these deliberations included historical feedback from

MSE graduates (compiled as part of the accreditation-based assessment processes over the past

several years), input from the MSE Department External Advisory Committee, a survey on

various issues requested from all MSE faculty, and comparisons with about a dozen Materials

Science and Engineering, Materials Science, and similarly named programs at major peer

institutions. The most important principles emerging from these deliberations were:

• Most MSE semester courses are 3 sem-cr-hrs, while laboratory courses are either 2 or 1

cr-hr. An average course load is 16 sem-cr-hrs per semester over four years.

• General Education courses constitute 24 sem-cr-hrs of the proposed program, compared

to 35 qtr-cr-hrs now. MSE currently requires 25-qtr-cr-hrs of GEC courses, and 10 qtr-cr-

hrs of English composition and communication classes. The proposed General Education

model for semesters as suggested by ULAC was accepted during our deliberations. The

current 35 qtr-cr-hr translates to 35(2/3) or 23.3 sem-cr-hr. Therefore the overall cr-hr in

the semester program is close to the quarter program.

• Much of the breadth of the existing MSE major will be retained in the new MSE core

curriculum. The rationale being that MSE is an extremely broad, fast-changing discipline,

and premature specialization by undergraduate students could be detrimental to their

career development as it could limit their adaptability in the face of future shifts in the

field. We felt that achieving a better understanding of fundamental principles that have

withstood the test of time, across a rather wide swath through the field, would best serve

MSE students.

• Our current curriculum requires students to choose elective courses within a

specialization area. The proposed curriculum gives students more flexibility in choosing

their elective classes. A set of 16 lecture courses and four laboratory courses were

designed. The majority of the elective courses fall into one of four categories of

materials or material functions, with at least two courses and one lab in each category,

and with the remaining courses falling into a 5th “cross-cutting” category. Our four

materials categories are (i) metallic materials, (ii) ceramic materials, (iii) electronic

materials, and (iv) biomaterials. In consultation with a faculty advisor and the MSE

undergraduate advisor, students will select any four lecture and one laboratory classes

from this list of elective courses. The intent is to offer the students the flexibility to

explore a range of interests and yet maintain the option to specialize in a single area if

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they want. Thus, the proposed set of electives courses offers the opportunity for breadth

as well as depth.

• Students should have considerable flexibility in making their own trade-offs between

depth and additional breadth when choosing technical electives. The reason for this

conclusion (in light of the previous comments) was that some students might know that

they would like to specialize in an area of the field that is reasonably stable and well-

developed, and that the program should support this kind of educational objective.

The Engineering Core is significantly streamlined compared to its current quarters-based

format. Like students in all other Engineering programs, MSE majors will take an Engineering

Survey, two semesters of Introduction to Engineering (the freshman engineering program), two

semesters of Engineering Calculus, and one semester of Physics. Any change to program quality

from this part of the proposed new MSE program will arise from improvements in the

Engineering Core courses themselves, as there is no significant change in the MSE program

requirements in this dimension. The primary consequence of a 30%+ reduction in the total

number of courses, however, is a reduction in the exposure to other Engineering disciplines. This

was deemed unavoidable: most Engineering courses now are 3-qtr-cr-hrs, and we agreed at the

College of Engineering level as well as in the MSE Department that it would be untenable to turn

these into 2-sem-cr-hr courses in order to preserve the breadth of the current Engineering

programs. There was a conscious concerning the conversion, to favor depth in the major over

breadth across Engineering. The net effect is that program quality improvements will come from

students being better prepared overall in the major. As courses are restructured, older topics are

being dropped in favor of depth in new and emerging areas and technologies.

5. Credit Hour Changes

Program credit hour requirements! A) Number of

credit hours in

current program!

B) Calculated

result for

2/3rds of

current quarter

credit hours!

C) Number of

credit hours

required for

proposed

program!

Total credit hours required for completion

of program!

191! 127.33! 127!

Prerequisite credit hours required for

admission to program which are not

counted toward total hours !

0! 0! 0!

Required credit hours offered by the unit! 85! 56.66! 56!

Required credit hours offered outside of

the unit!

106! 70.66! 71!

!!

TRANSITION POLICY

6. Following is a policy statement from the Chair of the Department !No MSE major who began the degree program under quarters will have progress toward

graduation impeded by the transition to semesters. Graduation requirements beginning Summer

2012 will be those in force for MSE majors under semesters; but every quarter-credit-hour that

would have counted toward the MSE major under the quarter-based MSE program will count (as

2/3 of a semester-credit-hour) toward the requirements for graduation under the semester-based

MSE program. Additional advising support will be provided for MSE majors to assist in planning

course schedules for the last year of quarters (2011-2012) and for at least the first year of

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semesters (2012-2013). If it is determined that the “normal” conditions covered by the generic

MSE major transition worksheet would result in a particular student facing an unavoidable delay

in graduation compared to quarters, due to circumstances related to the change to semesters rather

than the student’s failure to make satisfactory progress through the program, then a revision of

specific requirements will be worked out for that student by the advising staff with approval by

the MSE Undergraduate Studies Committee.

7. Transition Plan Details

The transition policy is based on the following principles:

• The switch to semesters will not impede any student’s progress toward graduation.

• All students who graduate under semesters, even during the first semester, will do so by

meeting the requirements of the semester program.

• Each semester program requirement may be met either by taking an appropriate semester

course or sequence, or by substituting a substantially equivalent quarter course or

sequence for the corresponding requirement.

• Excess equivalent credit-hours resulting from such substitutions—either positive or

negative—will be credited against technical elective requirements.

Attachment 7 is a list of courses in the quarter curriculum and their equivalent courses in the

proposed semester curriculum. This list and the above principles will be used to determine a plan

for each student’s schedule. The academic advisors have been instructed to advise students not to

deviate from the set quarter schedules to avoid unnecessary delays. This will significantly reduce

the transition problems. The MSE academic advisor will prepare a plan for each student when he

or she declares their major.

Attachment 8 shows the list / plan of courses for students who will complete their

undergraduate program in the semester system. The plan shown here is only for students who

started or will start in Autumn quarter 2009, 2010, or 2011 and can complete all courses as

shown. Students who complete their junior year in the SP2012 quarter will move to the semester

curriculum in their senior year starting AU2012. Similarly students who complete their

sophomore year in SP2012 quarter will move to the semester curriculum in their junior year

starting in AU2012.

Juniors will start with most of their MSE major course work with the exception of ‘Structure

and Characterization’ lecture and laboratory courses, the ‘Thermodynamics’ course, and the first

‘Modeling and Simulation’ laboratory course. Since Thermodynamics is currently offered in the

junior year, they will take thermodynamics in the SP2012 quarter of their sophomore year before

starting in the semester system. In addition, they will be advised not to take MSE 361,

Mechanical Behavior of Materials, and MSE 371, Electronic Materials, in their Sophomore year

as they will be offered in the SP2013 semester of their junior year. Also, students will be advised

not to take Eng198A ‘Manufacturing and Processing Plant visits’ course as it is not required in

the semester curriculum and it adjusts the total semester credit hour down to 127.

In addition, attachment 8 shows the plan for students who will complete their freshman year

in SP2012 and move on to the semester system in their sophomore year. They will have only one

change. They will be advised not to take the quarter version of MSE 205, Introduction to

Materials, in their freshman year, but wait and take the semester version in AU2012 of their

sophomore year.

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Students who are out of sequence will be handled on a case- by-case basis. The student, the

MSE Advising Office, and if necessary the MSE Undergraduate Studies Committee will

negotiate custom arrangements to fill any gaps through a combination of allowing substitutions,

offering independent studies to make up deficiencies, and/or granting waivers in limited

situations. Accreditation issues might arise if students were permitted to graduate without

substantially meeting all the MSE program requirements, so students who find their progress

toward graduation impeded by a failing grade in any course, or by their own failure to schedule

and complete courses as advised, may find themselves with little recourse except to delay their

graduation.

The transition worksheet will be accompanied by a transition advising plan that is similar to

the existing College of Engineering application for graduation. It includes a 3 quarter scheduling

plan that shows exactly how the student can complete the program without being impeded by the

switch to semesters. Students will be asked to sign their own personalized transition worksheet

and transition advising plan at the advising appointment where such details are worked out with

an academic advisor. These meetings will take place starting in SP2011 for students who have a

sufficient number of credit hours remaining to graduation.

Attachment 9a-d show schedules/courses taken by students who entered in Autumn of 2009,

2010, and 2011 and will enter in 2012.

F.2. Semester Course Syllabi

All proposed semester syllabi are attached at the end of this appendix and can also be found

at the following link. These syllabi are not in the ABET format at this time but they will be

available in the ABET format at the committee visit (October 9-11, 2011).

http://coe-portal.cse.ohio-state.edu/pdf-exports/MATSCEN/

All these semester syllabi are approved by the college committee for academic affairs

(CCAA) and are expected to be approved by the university committee for academic affairs

(CAA) by the end of July of this year.

CRITERIA 6, 7, and 8 will remain same in the semester system as discussed in the main

text.

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Attachment #1:

BSMSE Proposed Program Requirements

General Education! Course Number! Cr-hrs!

Writing Level 1! ! 3!

Writing Level 2! ! 3!

Literature! ! 3!

Arts! ! 3!

Historical Study! ! 3!

Social Science 1! ! 3!

Social Science 2! ! 3!

Culture & Ideas: Ethics! ! 3!

Total Liberal Arts Portion of Gen Ed (= 24)! ! 24!

Engineering Core! Course Number! Cr-hrs!

Engineering Survey! ! 1!

Introduction to Engineering I! ! 2!

Introduction to Engineering II! ! 2!

Engineering Calculus I! ! 5!

Engineering Calculus II! ! 5!

Physics I! ! 5!

Total Engineering Core cr-hrs (= 20)! ! 20!

Other Technical Core and Elective! Course Number! Cr-hrs!

Chemistry for Engineers! ! 4!

Organic Chemistry for Engineers! ! 4!

Physics II (E&M)! ! 5!

Mathematics ! ! 4!

Statics & Strength of materials! ! 4!

Technical Elective! ! 3!

Technical Elective! ! 3!

Total Other Tech. Core & Elective cr-hrs (= 27)! ! 27!

!

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MSE Core ! Course Number! Cr-hrs!

Introduction to Engineering Materials! 2010! 3!

Structure and Characterization! 2241! 3!

Thermodynamics of Materials! 2251! 3!

Modeling and Simulation in MSE I! 2321! 3!

Structure and Characterization Lab! 2331! 2!

Transformation and Processing of Materials! 3141! 3!

Transport Phenomena and Kinetics! 3151! 3!

Mechanical Behavior of Materials! 3261! 3!

Electronic Properties ! 3271! 3!

Modeling and Simulation in MSE II! 3321! 2!

MSE Experimental Lab I! 3331! 2!

MSE Experimental Lab II! 3332! 2!

Materials Selection! 4181! 2!

Modeling and Simulation in MSE III! 4321! 3!

Design and Professional Practice I! 4381! 3!

Design and Professional Practice II! 4382! 3!

Total MSE Core cr hrs (=43) ! ! 43!

MSE Technical Electives! Course Number! Cr-hrs!

Advanced Metals Laboratory! 5431! 1!

Physical Metallurgy! 5441! 3!

Process Metallurgy! 5451! 3!

Ceramics Processing Laboratory! 5531! 1!

Electronic, Optical, and Magnetic Properties Lab.! 5532! 1!

Structure and Properties of Amorphous Materials! 5541! 3!

Ceramic Processing! 5551! 3!

Nanoscale Synthesis & Processing of Electronic

Matls!

5552! 3!

Electroceramics! 5571! 3!

Materials for Energy Technology! 5572! 3!

Materials for Medicine! 5611! 3!

Biomaterials Laboratory! 5631! 1!

Structure-Property Relationship of Polymers! 5641! 3!

Biomaterials Processing! 5651! 3!

Introduction to Composite! 5711! 3!

Mechanical Behavior of Crystalline solids! 5761! 3!

Mechanical Behavior of Noncrystaline Solids! 5762! 3!

Fracture and Fatigue of Engineering Materials! 5763! 3!

Corrosion and failure Analysis! 5951! 3!

Solid State Science! 5971! 3!

Total MSE Technical Elective cr-hrs (=13)! ! !

Grand Total = 127

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MATSCEN 2010 (Approved): Introduction to Engineering Materials

Course DescriptionIntroduction to the properties (mechanical, electrical, thermal, diffusive, degradative, magnetic, optical),

structure, and processing of engineering materials, including ceramic, metals, polymers, biological, and

composite materials.

Prior Course Number: MSE205Transcript Abbreviation: Intro Engin MaterGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: SophomoreCourse Offerings: Autumn, SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Physics 1250 or 1260; Calculus I; General Chemistry I or Chemistry for Engineers; or permission of instructorExclusions: Not open to students with credit for MSE205Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

Define engineering material properties and their range of values.

Demonstrate the relation between material properties and underlying structure and atomic bonding.

Demonstrate how structure can be manipulated via thermal and mechanical processing.

Provide examples of how materials selection can enable improved performance in engineering applications (e.g., structural, thermal, electrical, optical, magnetic).

Course Topics

Representative Assignments

Topic Lec Rec Lab Cli IS Sem FE Wor

Inter-relation between properties, structure, and processing 1.0

Electronic structure, bonding, and properties that are inferred from these features

2.0

Structures of metals, ceramics, and polymers 3.0

Imperfections in solids 2.0

Diffusion in solids 2.0

Mechanical properties: ceramics, metals, and polymers 3.0

Strategies to strengthen materials 2.0

Mechanical failure: ceramics, metals, and polymers 2.0

Thermal properties: ceramics, metals, and polymers 1.0

Composite materials: thermal and mechanical response 1.0

Hard and soft tissue: structure and mechanical response 1.0

Electrical properties: metals, insulators, and semiconductors 4.0

Magnetic materials 2.0

Optical properties 2.0

Corrosion and degradation 1.0

Phase diagrams 3.0

Phase transformations 2.0

Synthesis, fabrication, and processing of materials 2.0

Case studies involving materials selection in engineering applications: structural, electrical, thermal, biological, magnetic, optical

3.0

Homework: Bonding and Structure -Predict dominant bonding in a material. -Identify elementary properties based on bonding type. -Compute theoretical density. -Predict crystal structure of ionic materials. -Distinguish between isotropic vs. anisotropic materials.

Homework: Imperfections and Diffusion -Compute point defect concentration -Solve 1D steady-state and non-steady-state diffusion examples -Estimate diffusivity for simple systems

Homework: Mechanical Properties, Strengthening Strategies, Mechanical Failure -Convert between force and stress, between dimensional changes and strain -Estimate elastic and permanent dimensional changes -Estimate elastic modulus and tensile strength from 3-pt bend data -Estimate strengthening effect in metals due to grain size, impurity additions, precipitates, and cold work -Estimate strengthening effect in sintered ceramics due to particle size reduction, sintering time -Estimate strengthening of polymers due to drawing -Predict the critical load/stress for fracture -Estimate fatigue life -Estimate creep rate -Estimate time-dependent mechanical response of bone, soft tissue -Rank mechanical properties among different engineering materials.

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Homework: Thermal and Composite Properties -Predict dimensional changes due to heating/cooling -Estimate heat conducted through a component (1D) -Estimate the energy to heat/cool an object -Rank thermal properties among different engineering materials.

Homework: Electrical, Magnetic, and Optical Properties -Calculate resistance for a given geometry and material. -Calculate resistivity for a 4-pt test. -Estimate critical wire diameter for an application -Estimate semiconductor conductivity vs. temperature -Calculate electron or hole density from a given concentration of donor/acceptor impurities. -Estimate the external magnetic field from a coil. -Use Hund's rules to estimate if a compound could be ferro- or para-magnetic. -Given a hysteresis loop, identify the coercive field, saturation magnetization, remnant magnetization. -Select whether a hard vs. soft magnet is desirable for a given application. -Select a material for a wavelength of application -Calculate a critical angle for total internal reflection

Corrosion and Degradation -Select materials to avoid galvanic corrosion -Select materials for cathodic protection -Select materials for passivation -Select irradiation tolerant materials

Homework: Phase Equilibria, Phase Transformation, and Materials Synthesis -Estimate melting temperature -Estimate the number of phases, their composition, and their volume fraction -Estimate volume fraction of nonequilibrium products -Estimate the amount of polymer crystallization -Estimate equilibrium volume fraction of precipitates

Aspect Percent

Homework 25%

Participation and Assessment in Class 10%

Exam I 20%

Exam II 20%

Exam III 25%

Title Author

Fundamentals of Materials Science and Engineering: An Integrated Approach, 3rd ed. (2007) WD Callister and DG Rethwisch

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and ethical responsibility.

g An ability to communicate effectively.

Prepared by: Peter Anderson

Course Contribution College OutcomeCourse Contribution College Outcome

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.

MATSCEN 2193 (Approved): Individual Studies in Materials Science & Engineering

Course DescriptionInvestigations in areas of advanced non-thesis research. Library and/or research investigations under the

directions of instructors. Comprehensive report required.

Prior Course Number: 293Transcript Abbreviation: Ind Studies MSEGrading Plan: Satisfactory/UnsatisfactoryCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: Freshman, SophomoreCourse Offerings: Autumn, Spring, May, SummerFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 0.0 - 6.0Repeatable: YesMaximum Repeatable Credits: 12.0Total Completions Allowed: 12Allow Multiple Enrollments in Term: NoGraded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Topics

ABET-EAC Criterion 3 Outcomes

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Investigations in areas of advanced non-thesis research. Library and/or research investigations under the directions of instructors. Comprehensive report required.

Prepared by: Yogeshwar Sahai

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 2194 (Approved): Group Studies in Materials Science & Engineering

Course DescriptionInvestigations in areas of advanced non-thesis research. Library and/or research investigations under the

directions of instructors. Comprehensive report required.

Prior Course Number: 294Transcript Abbreviation: Group Studies MSEGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: Freshman, SophomoreCourse Offerings: Autumn, Spring, May, SummerFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 0.0 - 6.0Repeatable: YesMaximum Repeatable Credits: 12.0Total Completions Allowed: 8Allow Multiple Enrollments in Term: NoGraded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Topics

ABET-EAC Criterion 3 Outcomes

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Investigations in areas of advanced non-thesis research. Library and/or research investigations under the directions of instructors. Comprehensive report required.

Prepared by: Yogeshwar Sahai

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

*** d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 2241 (Approved): Structure and Characterization

Course DescriptionAtomic structure of materials and its determination using X-ray diffraction techniques. Introduction crystalline

defects and microstructure. Characterizing and quantifying materials microstructure using optical and electron

microscopy.

Transcript Abbreviation: Struc Char MaterGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: SophomoreCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE2010 (or concurrent) or permission of instructorExclusions: Not open to students with credit for BOTH MSE 341 and MSE 342Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

General Information

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

Explore the properties of crystalline defects including dislocations, grain boundaries and interphase boundaries.

Introduce the principal methods for characterizing materials microstructure optical and electron microscopy, and stereological techniques for quantifying microstructural features.

Relationship to MSE Program Outcomes: 1. This course applies basic science and engineering concepts to develop a fundamental understanding of atomic structure, defects and microstructural features in materials.

Course Topics

Grades

2. Students are presented with the basic operation and capabilities of the principal characterization methods used in materials science, namely XRD, optical microscopy and SEM.

3. Understand how microstructure and crystalline defects affect the properties of materials, and how these features can be characterizedconcepts that are fundamental for graduate research and employment in the area of materials design.

Topic Lec Rec Lab Cli IS Sem FE Wor

Atomic Structure of Materials - Common structures for metals, semiconductors ceramics and polymers - Defining directions and planes - Anisotropy and effect on properties - Point defects - Amorphous materials and examples

9.0

Introduction to X-Ray and Electron Diffraction - X-ray and electron sources - Braggs law - Atomic scattering factor and structure factor - Phase identification and texture measurement - Electron Back-Scattered Diffraction

6.0

Dislocations and Interfaces - Basics of dislocation structure - Energy and forces associated with dislocations - Structure and energy of surfaces and grain boundaries - Structure of interphase boundaries - Connections to macroscopic properties

9.0

Optical and Scanning Electron Microscopy - Instrumentation - Types of signals - Imaging in the OM and the SEM - Resolution, aberrations, depth of field - Comparison of SEM and optical microscopy - Live/remote demo using the Phenom or Quanta

6.0

Stereology and Quantitative Image Analysis - Need for stereology and quantitative microscopy - Measurement of key microstructural features - Statistics in stereology

6.0

Energy Dispersive Spectroscopy - Basics, need for compositional analysis - Principles of compositional analysis - Capabilities, limitations - Resolution and uncertainty

3.0

Spectroscopy Using Photon and Ion Probes - Photon interactions with matter - Raman, IR, UV and Optical Spectroscopy - Ion interactions with matter - Rutherford Backscattering Spectroscopy - Secondary Ion Mass Spectroscopy

3.0

Aspect Percent

Homework and Projects 34%

Mid-term Exam 33%

Final Exam 33%

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Prepared by: Michael Mills

Title Author

Introduction to Materials Science and Engineering Callister

Electron Microscopy and Analysis, 3rd ed., 2000 P. J. Goodhew, F. J. Humphreys and R. Beanland

Grade A Notes compilation of several chapters from (X-Ray Diffraction). Cullity

Grade A Notes compilation of several chapters from (Crystalline Defects). Hull and Bacon

Course Contribution College Outcome

*** 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 data.

* c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

MATSCEN 2251 (Approved): Thermodynamics of Materials

Course DescriptionTo provide students with fundamental basis of three laws of thermodynamics, phase equilibria, reaction

equilibria, solution theory, phase diagrams and electrochemistry.

Prior Course Number: MSE 401Transcript Abbreviation: ThermodynamicsGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: SophomoreCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE 2010; Calculus I; Physics 1250 or 1260; General Chemistry I or Chemistry for Engineers; or permission of instructorExclusions: Not open to students with credit for BOTH MSE 401 and MSE 525Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Students will learn basic concepts related to three laws of thermodynamics, phase equilibria, reaction equilibria, solution theory, phase diagrams and electrochemistry.

Students will learn to calculate a wide range of thermodynamic properties from a limted number of experimental data.

Students will learn how to determine stability of materials under a given condition.

Students will learn how to determine what reactions will or will not occur under a specified condition.

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

Introduction: criterion for stability of materials, basic concepts, definition of processes and systems

3.0

First Law and its applications 3.0

Enthalpy and Heat capacity 2.0

Calculation of enthalpy changes 3.0

Entropy and the Second law 3.0

Calculation of entropy changes 2.0

Second law and free energy 3.0

Stability diagrams and stability boundaries 4.0

Thermodynamics of mixing and solution thermodynamics 6.0

Phase diagrams including ternary and alloy phase diagrams 8.0

Reaction equilibria 3.0

Thermodynamics of electrochemistry 2.0

One homework problem set will be assigned each week. This will consist of problems from a textbook and/or lecture notes.

Aspect Percent

Homework and quizzes 30%

Midterm examination 30%

Final Examination 40%

Title Author

No textbook; Lecture notes and supplemental materials (posted on the web-page) Lecturer

Reference Book; Introduction to the Thermodynamics of Materials (5th ed.), Taylor and Francis (2008).

D. R. Gaskell

Reference book; Thermodynamics of Materials Vol. I, MIT Press/Wiley (1995) D. V. Ragone

Reference book; Chemical Thermodynamics (7th ed.), Wiley (2008) I.M. Klotz and R.M. Rosenberg

Course Contribution College Outcome

*** 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 data.

* c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and ethical responsibility.

g An ability to communicate effectively.

Prepared by: Sheikh Akbar

Course Contribution College OutcomeCourse Contribution College Outcome

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.

MATSCEN 2321 (Approved): Modeling and Simulation Lab I

Course DescriptionA modeling and simulation laboratory appropriate to sophomore-level study in materials science and

engineering.

Transcript Abbreviation: Mod Sim Lab IGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: SophomoreCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 2.0 hr Lec, 1.0 hr LabExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Prerequisite: MSE 2010; Calculus I Co-requisites: MSE 2241, MSE 2251 or permission of instructor.Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

Introduce students to visualizing data and mathematical functions, numerical and symbolic differentiation/integration, matrix operations, coupled algebraic equations, and elementary programming constructs related to materials science and engineering.

Introduce students to materials databases, graphical representation of material properties, and elementary case studies in materials selection.

Introduce students to modeling and simulation of crystal structures and diffraction spectra.

Introduce students to modeling and simulation of simple (e.g., isomorphous binary) phase diagrams and more advanced (e.g., binary eutectic) phase diagrams.

Introduce students to atomistic modeling and simulation methods to estimate energies of perfect crystals and energies of defects.

Course Topics

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

Define limitations of models and simulations and methods by which to assess accuracy.

Topic Lec Rec Lab Cli IS Sem FE Wor

Lab A. Introduction to Visualization and Manipulation of Data and Functions: Visualization of data and functions in 2D and 3D; differentiation, integration, and extraction of data subsets; e.g., MatLab.

4.0 2.0

Lab B. Introduction to Materials Selection: Databases/graphical representation of properties; materials selection (e.g., optimization of stiffness, strength, cost); case studies; software limitations; e.g., Cambridge Engineering Materials Selector.

6.0 3.0

Lab C. Introduction to Crystal Visualization and Diffraction: Visualization of crystal structures and defects; computation of diffraction spectra; determining structure from diffraction spectra; software limitations; e.g., CrystalMaker, MatLab.

6.0 3.0

Lab D. Introduction to Thermodynamic Modeling and Simulation: Theory/construction of isomorphous and binary phase diagrams; calculation of free energy vs. temperature, composition; software limitations; e.g., PANDAT, MatLab.

6.0 3.0

Lab E. Introduction to Atomistic Modeling and Simulation: Construction of elementary crystal models, computation of internal energy of perfect crystals and defect energies; software limitations; e.g., MatLab.

6.0 3.0

Lab A: Read in and manipulate data (e.g., spatial distribution of temperature or displacement as a function of time during casting or deformation); Produce movies of the function evolution (or derivatives thereof) with time; identify maxima and minima.

Lab B: Select optimal materials for a stiff, yet light component to be used in compression or in a 3-pt, 4-pt, or cantilevered application.

Lab C: Determine the crystal structure based on diffraction spectra; determine anisotropy in surface energy based on a bond cutting model; determine dimensions of interstitial sites in a crystal; determine atomic packing factors.

Lab D: Selection of a binary system and alloy composition based on desired physical properties.

Lab E: Estimate the free energy of a FCC vs. BCC crystal given an atomic bonding relation; estimate the free energy of a vacancy atom.

Aspect Percent

In-class assessment 40%

Homework assignments and Projects 60%

Title Author

Manual: Cambridge Engineering Selector Software

Manual: CrystalMaker and CrystalDiffract Software

ABET-EAC Criterion 3 Outcomes

Prepared by: Peter Anderson

Title AuthorTitle Author

Manual: PANDAT Software

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 2331 (Approved): Structure and Characterization Lab

Course DescriptionCompanion laboratory course to MSE-2241. Experiments on X-ray diffraction, scanning electron microscopy,

optical microscopy, and stereology with applications. Statistical treatment of data and technical reporting.

Transcript Abbreviation: Struc Char LabGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: SophomoreCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 2.0Repeatable: NoTime Distribution: 0.5 hr Lec, 2.5 hr LabExpected out-of-class hours per week: 3.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Prerequisite: MSE 2010, Co-requisite: MSE 2241; or permission of instructorExclusions: Not open to students with credit for MSE 282Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Understanding basic operation and capabilities of the principal characterization methods used in materials science, namely XRD, optical microscopy and SEM.

Understanding the processing, evaluation and reporting of experimental data.

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

X-ray Diffraction Lab: Diffractometer operation and sample preparation. Analytical treatment of data for simple unknown structures. Computer-based pattern matching for more complex unknown structures, including texture and particle size effects.

9.0

Optical Microscopy Lab: Sample preparation. Grain size and volume fraction measurement. Use of image analysis/stereological software.

6.0

Scanning Electron Microscopy Lab: Interpreting various imaging modes. Analysis of Al-Si microstructures and relationship to phase diagram. Energy dispersive spectroscopy (EDS) analysis of phase compositions.

8.0

Orientation Imaging Microscopy Lab: Automated measurement of grain size and twin fraction. Determination of global and local textures.

6.0

3D Microscopy Lab: Stereomicroscopy on fracture surfaces/porous structures. Quantitative surface topography using 3D digital optical microscope. Comparison of 3D serial section datasets (to be provided to students) and 2D stereology.

8.0

Statistical treatment of data including sources and types of error, weighted averaging, scatter, and regression.

5.0

Phase identification and precise lattice parameter determination by XRD.

Measurement of grain size in opaque material (e.g. Aluminum oxide ceramic).

Compare XRD and OIM techniques for measuring texture in processed sheets and supported thin films.

Aspect Percent

Two full lab reports on XRD and SEM techniques 70%

Three brief reports on optical microscopy, orientation imaging and fractography/3D microscopy. 30%

Title Author

Electron Microscopy and Analysis, 3rd ed., 2000. P. J. Goodhew, F. J. Humphreys and R. Beanland

Introduction to Materials Science and Engineering, 2010 W. D. Callister

Elements of X-Ray Diffraction B. D. Cullity

Course Contribution College Outcome

*** 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 data.

c An ability to design a system, component, or process to meet desired needs.

d An ability to function on multi-disciplinary teams.

Prepared by: Michael Mills

Course Contribution College OutcomeCourse Contribution College Outcome

e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 3141 (Approved): Transfomation and Processing of Materials

Course DescriptionIntroduction to transformations, and the relationship between microstructure, properties, and processing in

metals, ceramics, semiconductors, and polymers.

Prior Course Number: MSE543Transcript Abbreviation: Trans Proc Mats Grading Plan: Letter GradeCourse Deliveries: Classroom, Less than 50% at a distanceCourse Levels: Undergrad, Graduate, Dentistry, MedicineStudent Ranks: JuniorCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE 2251, MSE 2241 (or equivalent), or permission of instructorExclusions: Not open to graduate students in MSE or WECross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

To provide students with a detailed understanding of the phenomena, principles, and mechanisms that govern transformations in materials.

To be able to apply the basic concepts of thermodynamics and kinetics in determining the driving forces and mechanisms of microstructural transformations.

To understand the basic kinetics and morphology of nucleation and growth processes in solids.

To be able to apply the concepts of transformation kinetics to the understanding and control of microstructure-property relationships in materials.

Course Topics

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

To be able to find, interpret, and use materials properties in computational models of transformation kinetics.

Topic Lec Rec Lab Cli IS Sem FE Wor

Introduction to transformations microstructures and mechanisms

3.0 3.0

Thermodynamics and phase diagrams - chemical potential, binary free energy and phase diagrams

3.0 3.0

Phase diagrams and their relationship to kinetics of transformations

6.0 6.0

The nature and types of equilibrium, and the driving force for a reaction

3.0 3.0

Basics of diffusion atomic mechanisms, Ficks laws 3.0 3.0

Surfaces, interfaces and microstructure interfacial energy and shape, the nature of interfaces, Gibbs-Thompson equation

3.0 3.0

Solidification and microstructure homogeneous and heterogeneous nucleation and growth kinetics of solids from liquids

3.0 3.0

Diffusional transformations in solids nucleation, growth, and precipitation in solid-solid systems

3.0 3.0

Processing of defective microstructures crystallization of amorphous solids, recrystallization, sintering of powders

3.0 3.0

Precipitation kinetics Avrami equation, TTT and CCT curves 3.0 3.0

Diffusionless transformations the martensite transformation 3.0 3.0

Decomposition of martensite, and the shape memory effect 1.0 1.0

Gas-solid reactions CVD and PVD, epitaxial growth and oxidation kinetics

2.0 2.0

Reading assignments and homework problems are assigned from the textbook, and from additional sources.

Aspect Percent

Mid-term examinations (2) @ 22.5% of grade total each 45%

Final examination 45%

Homeworks and class participation 10%

Title Author

Phase Transformations in Metals and Alloys D. A. Porter, K. E. Easterling, and M. A. Sharif

Course Contribution College Outcome

** a An ability to apply knowledge of mathematics, science, and engineering.

Prepared by: William Clark

Course Contribution College OutcomeCourse Contribution College Outcome

* b An ability to design and conduct experiments, as well as to analyze and interpret data.

* c An ability to design a system, component, or process to meet desired needs.

*** d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

MATSCEN 3151 (Approved): Transport Phenomena and Kinetics

Course DescriptionTo provide students with the concepts related to transport phenomena and kinetics as applied to processing of

metals, ceramics, polymers, and composite materials.

Prior Course Number: MSE526Transcript Abbreviation: Transport KineticsGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: JuniorCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: YesExam Types: EM Tests via Office of TestingAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE 2010; MSE 2241; Math 415 (differential equations); or permission of the instructor.Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

Students will learn the concepts related to fluid flow, heat and mass transfer, and kinetics as applied to processing of metals, ceramics, polymers, and composite materials.

Students will learn to calculate momentum, heat, and mass flux in one and/or two-dimensional system.

Students will learn how to solve analytically and numerically one and/or two-dimensional heat transfer and diffusion problems.

Students will learn concept related to chemical reaction kinetics and rate controlling steps in various processes.

Course Topics

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

Fluxes, Phenomenological laws, and Conservation laws 3.0

Momentum transfer and viscosity 2.0

Convective and diffusive momentum transport 2.0

Momentum transport in turbulent flow 2.0

Modes of heat transfer (conduction, convection, and radiation)

3.0

Steady and unsteady heat conduction 3.0

Heat transfer coefficients 3.0

Ficks law and diffusivity of materials 2.0

Solution of diffusion equation (error function, and numerical) 3.0

Vacancy and interstitial mechanisms of self-diffusion 2.0

Interdiffusion and Darkens equation 2.0

Mass transfer in fluid systems, mass transfer coefficients 3.0

Chemical reaction kinetics, rate controlling steps 6.0

Interface reaction controlled processes 3.0

Diffusion controlled processes 3.0

One homework will be assigned every week. This may consist of problems from the book and/or additional problems on a handout.

The homework may be writing a simple computer program and solving assigned problems.

Aspect Percent

Homework (one per week) 10%

Weekly quiz 10%

Midterm examination 1 25%

Midterm examination 2 25%

Final examination 30%

Title Author

"An Introduction to Transport Phenomena in Materials

Engineering"

David R. Gaskell (Published by Macmillan Publishing Company)

Course Contribution College Outcome

*** 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 data.

Prepared by: Yogeshwar Sahai

Course Contribution College OutcomeCourse Contribution College Outcome

*** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 3189 (Approved): Professional Practice in Industry

Course DescriptionPreparation of a comprehensive report based on employment experience in a co-op or job in industry.

Prior Course Number: 489Transcript Abbreviation: Prof Prac IndustryGrading Plan: Satisfactory/UnsatisfactoryCourse Deliveries: Greater or equal to 50% at a distanceCourse Levels: UndergradStudent Ranks: Sophomore, Junior, SeniorCourse Offerings: Autumn, Spring, May, SummerFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 0.5 - 3.0Repeatable: YesMaximum Repeatable Credits: 8.0Total Completions Allowed: 8Allow Multiple Enrollments in Term: NoGraded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

Course Topics

ABET-EAC Criterion 3 Outcomes

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Preparation of a comprehensive report based on employment experience in a co-op or job in industry.

Course Contribution College Outcome

*** a An ability to apply knowledge of mathematics, science, and engineering.

Prepared by: Yogeshwar Sahai

Course Contribution College OutcomeCourse Contribution College Outcome

** b An ability to design and conduct experiments, as well as to analyze and interpret data.

** c An ability to design a system, component, or process to meet desired needs.

** d An ability to function on multi-disciplinary teams.

* e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

MATSCEN 3261 (Approved): Introduction to the Mechanical Behavior of Materials

Course DescriptionA survey of the mechanical response of solids to forces and stresses. Responses studied include elastic,

viscoelastic, plastic deformation and frature.

Prior Course Number: MSE 361 and MSE 564Transcript Abbreviation: Mech. Beh. Matls.Grading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: JuniorCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE 2010; ME 2040; coreq MSE 3332; or permission of instructorExclusions: Not open to students with credit for BOTH MSE 361 and MSE 564Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Solid Mechanics review including, review of important stress invariants and diving forces and associated response.

6.0

Standard test methods for elastic, viscoelastic, plastic and fracture response and qualitative linkage to associated microstructrual mechanisms.

3.0

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE WorTopic Lec Rec Lab Cli IS Sem FE Wor

Elasticity (continuum, including anisotropic); phenomenology, computations, trends and physical basis.

3.0

Plastic strength of crystals and polycrystals including both phenomenology (stress-strain laws, yield surfaces), mechanisms including dislocation motion and strengthening mechanisms.

6.0

Deformation response of non-crystalline materials including glasses and polymers including time-independent and time dependent responses.

6.0

Creep and deformation mechanisms at elevated temperatures (including deformation mechanism maps)

3.0

Fracture and toughening mechanisms including introduction to engineering methods such as LEFM and Weibull and fracture surface analysis.

6.0

Fatigue basic mechanisms of damage, engineering approaches and fatigue resistant design.

3.0

Case studies and design. 9.0

Aspect Percent

Final Exam 35%

Mid Term Exam 25%

Projects 25%

Homework 15%

Title Author

TBD

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

** d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

Additional Notes or CommentsIn separate lab course, will deal with instrumentation, deformation, fracture as well as

time and size dependences in these phenomena. A design competition may also be included.

Prepared by: Glenn Daehn

MATSCEN 3271 (Approved): Electronic Properties

Course DescriptionIntroduction to electronic materials' structure-property-applications: electronically and ionically conducting

materials, dielectrics, optical and magnetic materials.

Prior Course Number: MSE371Transcript Abbreviation: Electronic PropGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: JuniorCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE2010; Physics 1251 or 1261; Calculus I; or permission of instructorExclusions: Not open to students with credit for MSE 371Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

The students will learn the physical principles of electronically and ionically conducting materials, dielectrics, optical and magnetic materials.

The students will learn the influences of composition, structure and microstructure on conducting, dielectric, optical and magnetic materials.

The students will learn about applications of conducting, dielectric, optical and magnetic materials.

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

Electrical conduction in metals: microstructure and temperature dependence.

6.0

Elementary quantum physics, wave properties and band structures.

6.0

Electrical conduction in semiconductors. N- and p- type doping. Temperature dependence. Photoexcitation of carriers.

3.0

Semiconductor devices. 6.0

Ionic conductivity in materials and applications. 3.0

Low, medium and high permittivity dielectric and applications.

6.0

Optical materials and applications. 6.0

Magnetic materials and applications. 6.0

One homework will be assigned every week.

Aspect Percent

Homework (one per week) 10%

Weekly quizzes 10%

Midterm examination 1 25%

Midterm examination 2 25%

Final examination 30%

Title Author

Principles of Electronic Materials, 7th Edition S. O. Kasap

Course Contribution College Outcome

*** 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 data.

*** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

Prepared by: Patricia Morris

MATSCEN 3321 (Approved): Modeling and Simulation Lab II

Course DescriptionAn introduction to modeling and simulation techniques appropriate to junior-level study in materials science

and engineering.

Transcript Abbreviation: Mod Sim Lab IIGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: JuniorCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 2.0Repeatable: NoTime Distribution: 2.0 hr LecExpected out-of-class hours per week: 4.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Prerequisites: MSE3141, MSE3151, Calculus I & II Co-requisites: MSE3261, MSE3271 or permission of instructor.Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

Visualize phenomena, conduct virtual experiments, and use modeling and simulation techniques that provide quantitative engineering estimates related to material structure, processing, and properties.

Introduce students to transport and kinetics modeling and simulation; elementary case studies.

Introduce students to structural transformations modeling and simulation; elementary case studies.

Introduce students to electronic/optical properties modeling and simulation; elementary case studies.

Introduce students to structural properties modeling and simulation; elementary case studies.

Define limitations to models and simulations and methods by which to assess accuracy.

Course Topics

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

Lab A. Introduction to transport and kinetics modeling and simulation: Representative Examples: Steady-state and non-steady-state diffusion; case studies; e.g., MatLab, COMSOL.

7.0

Lab B. Introduction to structural transformations modeling and simulation: Representative Examples: Prediction of volume fraction of product phase/precipitate during a specified cooling history; case studies; e.g., MatLab, PANDAT/PanPrecipitation.

7.0

Lab C. Introduction to electronic/optical properties modeling and simulation: Representative Examples: Band structures, optical properties, and simple device structures; case studies; e.g., NanoHub.

7.0

Lab D: Introduction to structural properties modeling and simulation: Representative Examples: precipitate strengthening; percolation of yield throughout a polycrystal; yield around a crack tip; case studies; e.g., MatLab, COMSOL.

7.0

Lab A: Diffusion processing of a doped semiconductor or carburized gear.

Lab B: Conditions for optimal precipitate distribution.

Lab C: Real-space band structure at a p-n junction as a function of dopant concentration.

Lab D: Elastic stress state around a hole or a crack tip.

Aspect Percent

In-class assessment 40%

Homework and Course Projects 60%

Title Author

Manual: Comsol Software

Manual: PANDAT Software

NANOHUB Software

MATLAB Software

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

Prepared by: Peter Anderson

Course Contribution College OutcomeCourse Contribution College Outcome

d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 3331 (Approved): Materials Science and Engineering Lab I

Course DescriptionLaboratory experiments related to materials processes, and properties. Introduction to experimental techniques

used in materials fields. Data analysis, presentation and technical writing skills.

Prior Course Number: MSE581Transcript Abbreviation: Mat Sc Eng Lab 1Grading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: JuniorCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 2.0Repeatable: NoTime Distribution: 3.0 hr LabExpected out-of-class hours per week: 3.0Graded Component: LaboratoryCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE 2331 or permission of instructorExclusions: Not open to students with credit for BOTH MSE 581.01 and MSE 581.02Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

Ability to conduct simple experiments in materials synthesis, processing and process control.

Ability to conduct simple experiments in materials continuum property measurement.

Skills in reduction, analysis and presentation of redundant and less accurate data.

Computer data acquisition, analysis and process control.

Ability to write, clear, concise, complete and correct technical reports.

Building students' portfolio of important accomplishments.

Course Topics

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

Materials synthesis and processing. 6.0

Transport: modes, species, continuity. Solid state, and irreversible thermodynamics.

6.0

Process control for temperature, atmosphere, and vacuum. 3.0 6.0

LabVIEW instrumentation. 3.0 6.0

Continuum properties and their analysis in time and frequency domain.

6.0

Data reduction, derivations, error analysis and statistics. 6.0 6.0

Document formatting and processing. 6.0

Temperature measurement, control and heat propagation in thermal processing. Thermal conductivity of solids.

Ceramic powder synthesis for functional materials, for example YBa2Cu3O6+y superconductor.

Irradiation of poly-ethylene leading to embrittlement, and changes of glass transition temperature, color, and thermal properties.

Temperature dependence of conductivity in semi-conductors, metals, insulators, ionic conductors. Effect of composition and structure, DC vs AC measurements.

Assessment of elasticity, anelasticity and mechanical friction in solids. Relation with composition and structure. Acoustic emission and frequency response analysis.

Aspect Percent

Attendance, self-management, and attitude. 10%

Topical quizzes. 15%

Reporting. 75%

Title Author

MSE Guidelines for Technical Writing W.L. Chrisman, J.R. Pepperney, and H. Verweij

Materials Science and Engineering Labs Student Guide M.C. Schillo, H. Verweij and other, future contributors

Background material, videos, models and templates on Carmen Compliled by H. Verweij and other, future contributors

Course Contribution College Outcome

*** 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 data.

c An ability to design a system, component, or process to meet desired needs.

d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and ethical responsibility.

*** g An ability to communicate effectively.

Prepared by: Hendrik Verweij

Course Contribution College OutcomeCourse Contribution College Outcome

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.

MATSCEN 3332 (Approved): Materials Science and Engineering Lab II

Course DescriptionLaboratory experiments related to materials application and performance. Advanced experimental techniques

and analysis in these areas. Technical writing skills at fully professional level.

Prior Course Number: MSE581Transcript Abbreviation: MatScEng Lab2Grading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: JuniorCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 2.0Repeatable: NoTime Distribution: 3.0 hr LabExpected out-of-class hours per week: 3.0Graded Component: LaboratoryCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE3331 or permission of instructorExclusions: Not open to students with credit for BOTH MSE 581.02 and MSE 581.03Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

Ability to conduct advanced experiments in materials application properties.

Ability to conduct advanced experiments in materials performance.

Skills in analysis of limited data that is that is difficult to reproduce.

Experimental design to obtain systematic data at minimal cost/effort.

Experimental data analysis through finite element simulations.

Ability to write effective technical reports that contain a critical analysis of the state-of-the-art, the experiment, recommendations and perspectives.

Course Topics

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Building students' portfolio of important accomplishments.

Topic Lec Rec Lab Cli IS Sem FE Wor

Mechanical strength, deformation and and reliability. 12.0

Mechanical property measurement. 6.0

Structural evolution during annealing, sintering and deformation.

6.0

COMSOL multi-physics finite element data analysis. 6.0

Chemical and mechanical degradation: (stress) corrosion and fatigue. Effect of surface treatments.

6.0

Electrochemical characterization and interfacial transfer phenomena.

6.0

Metal casting and heat treatment, deformation properties. Microstructural characterisation and stereology analysis during processing and deformation.

High temperature oxidation of, and binary diffusion in metals.

Structural dense ceramics and composites from sub-micron powders, and synthetic nano-particles. Effect of microstructure. Mechanical strength and toughness. Weibull analysis and fractography. Microstructural characterisation and stereology analysis.

Metallic corrosion, corrosion rate and Faraday's law. Application of standardized exposure protocols. Passivation.

Functional energy conversion and storage materials: fuel cells, batteries, chemisorbents, and separation membranes. Relation between 1) composition and structure, 2) equilibrium and transport properties.

Aspect Percent

Attendance, self-management and attitude. 10%

Topical quizzes. 15%

Reporting. 75%

Title Author

MSE Guidelines for Technical Writing W.L. Chrisman, J.R. Pepperney, and H. Verweij

Materials Science and Engineering Labs Student Guide M.C. Schillo, H. Verweij and other, future contributors

Background material, videos, models and templates on Carmen Compliled by H. Verweij and other, future contributors

Course Contribution College Outcome

*** 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 data.

c An ability to design a system, component, or process to meet desired needs.

d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

Prepared by: Hendrik Verweij

Course Contribution College OutcomeCourse Contribution College Outcome

f An understanding of professional and 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.

MATSCEN 3333 (Approved): Materials Science and Engineering Laboratory for Welding Engineering Students

Course DescriptionLab experiments related to heat treating, casting, welding, materials characterization, and properties.

Introduction to experimental techniques in materials science. Development of technical writing skills.

Prior Course Number: 581.04Transcript Abbreviation: MATSCENGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: JuniorCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 2.0Repeatable: NoTime Distribution: 3.0 hr LabExpected out-of-class hours per week: 3.0Graded Component: LaboratoryCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE 2010, MSE 3141 (conc.), and junior level standing in engineering.Exclusions: Not open to students with credit for MSE 581.04, and/or MSE students.Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

Develop metallographic preparation skills.

Introduction to heat treating of steels.

Introduction to casting and methods for producing phase diagrams.

Development of techniques for interpreting microstructures.

Introduction to interpretation of weld fusion and heat-affected zones.

Development of technical writing skills.

Course Topics

Grades

ABET-EAC Criterion 3 Outcomes

Prepared by: Katharine Flores

Topic Lec Rec Lab Cli IS Sem FE Wor

Heat treating of steels. 10.0

Metallography. 10.0

Casting. 6.0

Microstructural analysis. 8.0

Weld fusion and heat affected zones. 8.0

Aspect Percent

Lab reports 100%

Course Contribution College Outcome

** 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 data.

c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

* e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 3611 (Approved): Biological Response to Biomaterials

Course DescriptionThe biological response to biomaterials implanted within the human body.

Prior Course Number: 645, 646Transcript Abbreviation: Bio Resp BiomatGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: JuniorCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Bio 113 or the equivalent or permission of instructorExclusions: Not open to students who have taken MSE 645 and MSE 646.Cross-Listings: To be cross-listed within BME

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

General Information

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

Many medical conditions requiring the introduction of a synthetic material into the body. Novel technologies based upon the application of materials science in medicine are producing a renaissance of innovation directed toward improving human health. Unfortunately, even our best technological efforts are regarded as foreign bodies and can induce responses degrading both the material and surrounding physiological functions. This class will review of the basic concepts of the biological response to the implantation of any foreign body. Engineering principles utilized to improve biocompatibility and reduce inflammation will also be covered.

Students will learn the concepts of biology that govern how the body reacts to the presence of modern biomaterials.

Course Topics

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Students will learn concepts relating to how implants are labeled as foreign and the aggressive chemical response that often damages both the implant and surrounding natural tissues.

Students will study materials engineering strategies used to minimize or ignore these biological reactions.

Topic Lec Rec Lab Cli IS Sem FE Wor

The Immune System Self and non-self discrimination; Innate and adaptive immune response; molecular basis of T cell, B cell and antibody responses; inflammatory response, inflammatory mediators; surfaces and protein adsorption

9.0

Foreign body response Resorption, Integration, Encapsulation

6.0

Metals Materials selection, effects of mechanical properties, chemistry and corrosion

4.0

Ceramics Materials selection, effects of chemistry and processing

4.0

Polymers: Natural and Synthetic Materials selection, effects of chemistry, molecular weight, degradation rate, wetting angle

6.0

Surface Engineering Surface morphology, surface chemistry, surface energy

3.0

Tissue Engineered Biomaterials Cell sourcing, tissue typing, use of xenogenic and other naturally derived materials

3.0

Modifying the foreign body response: Case studies Orthopaedic Implants, surgical staples/sutures, dental implants, biosensors, cosmetic implants, tissue engineered skin

9.0

Mini-case studies in groups

Aspect Percent

Midterm 1 25%

Midterm 2 25%

Mini-case study in groups 20%

Final 30%

Title Author

Biological Performance of Materials: Fundamentals of Biocompatibility 3rd Edition Jonathan Black

Prepared by: John Lannutti

Course Contribution College Outcome

** 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 data.

*** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

** f An understanding of professional and 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.

MATSCEN 4181 (Approved): Materials Selection

Course DescriptionThis course provides students with systematic and quantitative strategies for selecting materials and processes

as a foundation for designing with materials.

Prior Course Number: MSE600Transcript Abbreviation: Matls SelectionGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: SeniorCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 2.0Repeatable: NoTime Distribution: 2.0 hr LecExpected out-of-class hours per week: 4.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Senior standing in MSE or instructor permission.Exclusions: Not open to students with credit for MSE 600Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Students will learn how to select the best material to achieve a given performance or functionality from a large database.

Students will learn how to select materials by successive application of property limits and indices with multiple constraints and compound objectives.

Students will learn relationships between processing, properties, structure, and performance of various materials.

Students will learn about process design.

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

Design with Materials, Introductory case study 1.5

Materials data, databases and graphical representation of materials properties

1.5

Deriving material indices and basic materials selection 6.0

Checking and estimating materials data 3.0

Materials selection by successive application of property limits and indices

1.0

Materials Selection problems with multiple constraints and compound objectives. Penalty functions. Value functions

4.0

Selection of material and shape. Shape factors. Structural sections and mechanical efficiency. Material indices that include shape. Material limits for shape factors. Microscopic and microstructural shape factors

4.0

Materials processing and its influence on design, Process attributes, systematic process selection, Process selection diagrams, Process cost and cost modeling

3.0

Designing hybrid materials 3.0

Materials selection for sustainable and environmentally conscious design

3.0

Design Project Presentations 2.0

Elementary homework problems from text.

Advanced homework problems from instructor.

Course project equivalent to two advanced homework sets.

Aspect Percent

Homework and Projects 40%

Mid-term Examination 30%

Final Examination 30%

Title Author

Materials Selection in Mechanical Design, 3rd Ed., Butterworth-Heineman, New York (2005). M.F. Ashby

Course Contribution College Outcome

*** 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 data.

*** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and ethical responsibility.

Prepared by: Yogeshwar Sahai

Course Contribution College OutcomeCourse Contribution College Outcome

* 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.

MATSCEN 4189 (Approved): Professional Practice in Industry

Course DescriptionPreparation of a comprehensive report based on employment experience in a co-op or job in industry.

Prior Course Number: 589Transcript Abbreviation: Prof Prac IndustryGrading Plan: Satisfactory/UnsatisfactoryCourse Deliveries: Greater or equal to 50% at a distanceCourse Levels: UndergradStudent Ranks: Sophomore, Junior, SeniorCourse Offerings: Autumn, Spring, May, SummerFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 0.5 - 3.0Repeatable: YesMaximum Repeatable Credits: 8.0Total Completions Allowed: 8Allow Multiple Enrollments in Term: NoGraded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

Course Topics

ABET-EAC Criterion 3 Outcomes

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Preparation of a comprehensive report based on employment experience in a co-op or job in industry.

Course Contribution College Outcome

** a An ability to apply knowledge of mathematics, science, and engineering.

Prepared by: Yogeshwar Sahai

Course Contribution College OutcomeCourse Contribution College Outcome

** b An ability to design and conduct experiments, as well as to analyze and interpret data.

** c An ability to design a system, component, or process to meet desired needs.

** d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

MATSCEN 4193 (Approved): Individual Studies in Materials Science & Engineering

Course DescriptionInvestigations in areas of advanced non-thesis research. Library and/or research investigations under the

directions of instructors. Comprehensive report required.

Prior Course Number: 493Transcript Abbreviation: Ind Studies MSEGrading Plan: Satisfactory/UnsatisfactoryCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: Junior, SeniorCourse Offerings: Autumn, Spring, May, SummerFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 0.0 - 6.0Repeatable: YesMaximum Repeatable Credits: 12.0Total Completions Allowed: 12Allow Multiple Enrollments in Term: NoGraded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Topics

ABET-EAC Criterion 3 Outcomes

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Investigations in areas of advanced non-thesis research. Library and/or research investigations under the directions of instructors. Comprehensive report required.

Prepared by: Yogeshwar Sahai

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 4194 (Approved): Group Studies in Materials Science & Engineering

Course DescriptionInvestigations in areas of advanced non-thesis research. Library and/or research investigations under the

directions of instructors. Comprehensive report required.

Prior Course Number: 494Transcript Abbreviation: Group Studies MSEGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: Freshman, SophomoreCourse Offerings: Autumn, Spring, May, SummerFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 0.0 - 6.0Repeatable: YesMaximum Repeatable Credits: 12.0Total Completions Allowed: 8Allow Multiple Enrollments in Term: NoGraded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Topics

ABET-EAC Criterion 3 Outcomes

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Investigations in areas of advanced non-thesis research. Library and/or research investigations under the directions of instructors. Comprehensive report required.

Prepared by: Yogeshwar Sahai

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

*** d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 4321 (Approved): Modeling and Simulation-Based Design

Course DescriptionPractical modeling and simulation techniques appropriate to senior-level design in materials science and

engineering.

Transcript Abbreviation: Mod Sim DesignGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: SeniorCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 1.0 hr Lec, 2.0 hr LabExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Senior standing in Materials Science and Engineering; successful completion of MSE 2321 and 3321; or permission of instructor.Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Knowledge of setup and execution of advanced modeling and simulation for materials structure, properties, and process problems.

Apply modeling and simulation techniques to open-ended problem solving involving engineering materials.

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

Modeling and Simulation - Introduction and examples: computation in materials design; basics (Input, equations, execution, output); numerical methods vs. length/time scales and application areas; common features and differences.

4.0

Applied modeling - Properties vs. process modeling: general concepts, independent of specific materials and methods; methods vs. application & materials class; form student project teams; begin development of student project proposals.

2.0

Property modeling - Introduction of computational methods: calculate structural features and properties in the instructors field of expertise (e.g., classical molecular dynamics, phase field modeling, etc).

5.0 12.0

Process modeling - Introduction to practical process modeling (goals, methods) in an area selected by instructor. Hands-on labs with standard software typically used in an industrial environment.

5.0 12.0

Presentation of Student Projects 2.0

Atomic-scale simulation of simple properties such as elastic constants or thermal expansion.

Anisotropic elastic-plastic response in textured polycrystals; porosity development during necking in tension; statistics of fracture during compressive buckling of a glass rod.

Simulation of diffusion and precipitation during annealing.

Simulation of polymer conformation.

Aspect Percent

In-class assessment 10%

Lab/Homework assignments 50%

Course Project 40%

Title Author

Atomistic Simulation - A Practical Introduction Wolfgang Windl

COMSOL software and manual

MATLAB

Course Contribution College Outcome

*** 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 data.

*** c An ability to design a system, component, or process to meet desired needs.

*** d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

Prepared by: Peter Anderson

Course Contribution College OutcomeCourse Contribution College Outcome

f An understanding of professional and 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.

MATSCEN 4381 (Approved): Design and Professional Practice I

Course DescriptionAn in-depth design project to foster independent thinking and to develop problem-solving skills. Design of

experiments, applied statistics, presentation and communication skills will be discussed.

Prior Course Number: MSE695Transcript Abbreviation: Senior DesignGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: Junior, SeniorCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE3141, MSE3151, MSE3331, MSE3261, MSE3271, MSE 3321, and MSE3332 or permission of the instructor.Exclusions: Not open to students with credit for BOTH MSE 695.01 and MSE 695.02Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Students will learn concepts related to materials design including design of experiments, statistical analyses and data mining.

Students will learn how to execute design projects, work in teams and effectively disseminate their findings.

Students will learn methods for material inspection, how to identify modes of failure and to troubleshoot design problems.

Students will learn concepts related to industrial standards, intellectual property and patents.

Representative Assignments

Grades

ABET-EAC Criterion 3 Outcomes

Prepared by: Heather Powell

Topic Lec Rec Lab Cli IS Sem FE Wor

Research Databases 3.0

Statistical Methods in Design (design of experiments, main effects plots, applied statstics, power law, ANOVA, t-tests, statistical significance, data mining)

12.0

Standards and Specifications (Codes, ASTM guidelines, GLP) 3.0

Role of fracture mechanics/failure modes in design, Inspection methods

6.0

Cost and data analyses, Value Engineering 3.0

Quality Tools: Industrial Application of DoE and statistical analyses

3.0

Proposal writing and critiquing 3.0

Presentation/Oral communication skills, interviewing skills 3.0

Patents and Intellectual Properties 3.0

Proposal Presentations 6.0

One homework will be assigned every week. This may consist of small case studies in materials design or applied statistics.

A research proposal will be written by every team describing their engineering design problem, its societal impact and the strategy they have propose to use to solve this problem.

One oral presentation will be given by each group to defend their proposal.

Aspect Percent

Homework (one per week) 20%

Presentation 30%

Proposal 50%

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

*** d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

MATSCEN 4382 (Approved): Design and Professional Practice II

Course DescriptionAn in-depth design project to foster independent thinking and to develop problem-solving skills. Design of

experiments, applied statistics, presentation and communication skills will be discussed.

Prior Course Number: MSE695Transcript Abbreviation: Senior DesignGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: Junior, SeniorCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE4381 or permission of the instructor.Exclusions: Not open to students with credit for BOTH MSE 695.02 and MSE 695.03Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: YesThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: No

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Students will learn how to execute design projects, work in teams and effectively disseminate their findings.

Students will learn materials processing methods, testing techniques and how to interpret experimental datasets.

Students will learn methods for material inspection, how to identify modes of failure and to troubleshoot design problems.

Topic Lec Rec Lab Cli IS Sem FE Wor

Project management (Gannt charts, budgets, tollgates) 6.0

Representative Assignments

Grades

ABET-EAC Criterion 3 Outcomes

Prepared by: Heather Powell

Topic Lec Rec Lab Cli IS Sem FE WorTopic Lec Rec Lab Cli IS Sem FE Wor

Senior project (project execution) 15.0

Senior project (data analysis and functional testing) 9.0

Manuscript writing and critiquing 3.0

Presentation/Oral communication skills 3.0

Project Presentations 6.0

A research report will be written by every team describing their engineering design problem, its societal impact and how they have solved this problem.

One oral presentation will be given by each group to report their findings.

Aspect Percent

Presentation 50%

Report 50%

Course Contribution College Outcome

** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

*** d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

MATSCEN 4891 (Approved): Junior Seminar I

Course DescriptionSeminars on Industrial Experience and on Graduate School by outside invited speakers.

Prior Course Number: 595.02Transcript Abbreviation: Junior Seminar IGrading Plan: Satisfactory/UnsatisfactoryCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: JuniorCourse Offerings: Autumn, Spring, MayFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 1.0Repeatable: NoTime Distribution: 1.0 hr LabExpected out-of-class hours per week: 2.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Topics

ABET-EAC Criterion 3 Outcomes

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Seminars on Industrial Experience and on Graduate School by outside invited speakers.

Course Contribution College Outcome

** a An ability to apply knowledge of mathematics, science, and engineering.

Prepared by: Yogeshwar Sahai

Course Contribution College OutcomeCourse Contribution College Outcome

* b An ability to design and conduct experiments, as well as to analyze and interpret data.

* c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

MATSCEN 4892 (Approved): Junior Seminar II

Course DescriptionSeminars on Industrial Experience and on Graduate School by outside invited speakers.

Prior Course Number: 595.03Transcript Abbreviation: Junior Seminar IIGrading Plan: Satisfactory/UnsatisfactoryCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: JuniorCourse Offerings: Autumn, Spring, MayFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 1.0Repeatable: NoTime Distribution: 1.0 hr LabExpected out-of-class hours per week: 2.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

Course Topics

ABET-EAC Criterion 3 Outcomes

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Seminars on Industrial Experience and on Graduate School by outside invited speakers.

Course Contribution College Outcome

** a An ability to apply knowledge of mathematics, science, and engineering.

Prepared by: Yogeshwar Sahai

Course Contribution College OutcomeCourse Contribution College Outcome

* b An ability to design and conduct experiments, as well as to analyze and interpret data.

* c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

MATSCEN 4998 (Approved): Undergraduate Research

Course DescriptionSupervised undergraduate research on various topics

Transcript Abbreviation: Undergrad ResearchGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: Freshman, Sophomore, Junior, SeniorCourse Offerings: Autumn, Spring, May, SummerFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 0.5 - 3.0Repeatable: YesMaximum Repeatable Credits: 6.0Total Completions Allowed: 6Allow Multiple Enrollments in Term: NoGraded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Topics

ABET-EAC Criterion 3 Outcomes

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Supervised undergraduate research on various topics

Course Contribution College Outcome

*** 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 data.

Prepared by: Yogeshwar Sahai

Course Contribution College OutcomeCourse Contribution College Outcome

*** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 4999H (Approved): Undergraduate Research

Course DescriptionSupervised undergraduate honors research on topics in Materials Science & Engineering

Prior Course Number: 783HTranscript Abbreviation: Ugd Hon Thesis ResGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: UndergradStudent Ranks: Freshman, Sophomore, Junior, SeniorCourse Offerings: Autumn, Spring, May, SummerFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 0.5 - 3.0Repeatable: YesMaximum Repeatable Credits: 6.0Total Completions Allowed: 6Allow Multiple Enrollments in Term: NoGraded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Topics

ABET-EAC Criterion 3 Outcomes

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Supervised undergraduate research on various topics

Course Contribution College Outcome

*** a An ability to apply knowledge of mathematics, science, and engineering.

Prepared by: Yogeshwar Sahai

Course Contribution College OutcomeCourse Contribution College Outcome

*** b An ability to design and conduct experiments, as well as to analyze and interpret data.

*** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 5193.01 (Approved): Individual Studies in Materials Science & Engineering

Course DescriptionInvestigations in areas of advanced non-thesis research. Library and/or research investigations under the

directions of instructors. Comprehensive report required.

Prior Course Number: 693Transcript Abbreviation: Ind Studies MSEGrading Plan: Satisfactory/UnsatisfactoryCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Senior, Masters, DoctoralCourse Offerings: Autumn, Spring, May, SummerFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 0.0 - 6.0Repeatable: YesMaximum Repeatable Credits: 12.0Total Completions Allowed: 12Allow Multiple Enrollments in Term: NoGraded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Permission of instructorExclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

Course Topics

ABET-EAC Criterion 3 Outcomes

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Investigations in areas of advanced non-thesis research. Library and/or research investigations under the directions of instructors. Comprehensive report required.

Prepared by: Suliman Dregia

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 5193.02 (Approved): Individual Studies in Materials Science & Engineering

Course DescriptionInvestigations in areas of advanced non-thesis research. Library and/or research investigations under the

directions of instructors. Comprehensive report required.

Prior Course Number: 693Transcript Abbreviation: Ind Studies MSEGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Senior, Masters, DoctoralCourse Offerings: Autumn, Spring, May, SummerFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 0.0 - 6.0Repeatable: YesMaximum Repeatable Credits: 12.0Total Completions Allowed: 12Allow Multiple Enrollments in Term: NoGraded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Permission of instructorExclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.1801Subsidy Level: Doctoral Course

Programs

Course Topics

ABET-EAC Criterion 3 Outcomes

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Investigations in areas of advanced non-thesis research. Library and/or research investigations under the directions of instructors. Comprehensive report required.

Prepared by: Suliman Dregia

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 5194 (Approved): Group Studies in Materials Science & Engineering

Course DescriptionInvestigations in areas of advanced non-thesis research. Library and/or research investigations under the

directions of instructors. Comprehensive report required.

Prior Course Number: 694Transcript Abbreviation: Group Studies MSEGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Senior, Masters, DoctoralCourse Offerings: Autumn, Spring, May, SummerFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 0.0 - 6.0Repeatable: YesMaximum Repeatable Credits: 12.0Total Completions Allowed: 8Allow Multiple Enrollments in Term: NoGraded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.1801Subsidy Level: Doctoral Course

Programs

Course Topics

ABET-EAC Criterion 3 Outcomes

Abbreviation Description

MATSCEN Materials Science and Engineering

Topic Lec Rec Lab Cli IS Sem FE Wor

Investigations in areas of advanced non-thesis research. Library and/or research investigations under the directions of instructors. Comprehensive report required.

Prepared by: Suliman Dregia

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

*** d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 5431 (Approved): Advanced Metals Laboratory

Course DescriptionAdvanced laboratory covering various topics in metallic materials.

Prior Course Number: MSE669Transcript Abbreviation: Adv Metals LabGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 1.0Repeatable: NoTime Distribution: 3.0 hr LabExpected out-of-class hours per week: 0.0Graded Component: LaboratoryCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE2241, MSE2331, MSE3141, and MSE5441 or permission of instructor.Exclusions: Not open to students with credit for MSE 669; Not open to graduate students in MSE or WECross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

To reinforce principals and topics covered in the advanced metals lecture sequence.

To introduce students to experimental and investigational methods used in the metals field.

To develop skills in data gathering, analysis, and report preparation.

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

In this laboratory students will complete four out of the six typical experiments listed below under "Representative Assignments". Each experiment will be completed in two weeks. Additional experiments will be added when appropriate.

3.0 3.0

The hardenability of plain carbon and alloy steels, and a commercial Ti-6-4 alloy. This is measured using the Jominy end quench method, and accompanied by longitudinal hardness measurements and metallographic analysis to correlate mechanical properties (hardness) to microstructure.

Order-disorder in Cu3Au. Order disorder changes are measured using changes in resistivity as a function of specimen temperature during both heating and cooling cycles. Finally, the lattice parameters of the alloy in the ordered and disordered states will be measured using the Debye-Scherrer technique and compared.

The determination of the orientation of a single crystal, using the back reflection Laue technique. The Laue pattern will be solved for the orientation using a stereographic projection and Greninger chart.

Deformation of metal single crystals. The orientation of a single crystal is first determined using the rotating crystal x-ray method. The crystal is then deformed in tension, and a stress-strain curve plotted. The form of this curve is then correlated with the change in orientation of the crystal under deformation, and the various mechanisms involved.

Recrystallization in aluminum and brass will be studied, in the case of Al by qualitative observation of the resulting grain structure, and in the case of brass by quantitative hardness measurements. The alloys will be deformed by amounts ranging from 0 to 20%, and then recrystallized at two different temperatures. The resulting grain structures will provide insight into the relative contributions of nucleation and growth to the recrystallization process. The hardness measurements on the brass samples will be used to plotted Avrami curves of hardness v. log time for three different temperatures, from which an apparent activation energy for recrystallization will be obtained.

Superplasticity of Pb-Sn alloys: tensile testing of metal samples using a computer-controlled load frame; extensive data analysis to extract strain rate sensitivity exponent from true stress and true strain; obtaining superplastic behavior by limiting tensile instability.

Aspect Percent

Each of the four laboratory reports will contribute 25% of the student's grade. 100%

Title Author

None required - laboratory notes will be distributed as needed.

Course Contribution College Outcome

*** 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 data.

* c An ability to design a system, component, or process to meet desired needs.

*** d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and ethical responsibility.

Prepared by: William Clark

Course Contribution College OutcomeCourse Contribution College Outcome

** 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.

MATSCEN 5441 (Approved): Physical Metallurgy

Course DescriptionPhysical metallurgy of ferrous and non-ferrous alloys. Emphasis on alloy design, processing and structure-

property relations.

Prior Course Number: MSE661 and MSE663Transcript Abbreviation: Phys. Met.Grading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE3141, MSE3261, or permission of instructor.Exclusions: Not open to students with credit for BOTH MSE 661 and MSE 663Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Understanding of principles of alloy design: Effect of alloying elements on phase stability and morphology, transformation kinetics, and alloy properties

Familiarity with major classes of ferrous and non-ferrous alloys

Understanding general principles and specific practices of thermo-mechanical processing of alloys

Understanding processing-structure-property relations in specific alloys

Representative Assignments

Grades

ABET-EAC Criterion 3 Outcomes

Prepared by: Suliman Dregia

Topic Lec Rec Lab Cli IS Sem FE Wor

Review of Liquid-Solid and Solid-Solid Transformations 9.0

The Fe-C System & Plain-Carbon Steels (Austenite Decomposition Reactions, IT, CT)

4.0

Hardenability, HSLA Steels, Surface Hardening 3.0

Stainless Steels 2.0

Tool Steels and other specialty steels (electrical) 2.0

Advanced High-Strength Steels (AHSS) 2.0

Cast Irons 2.0

Aluminum Alloys & Magnesium Alloys (Cast & Wrought, Strain/Solution/Pcpt Strengthened Alloys)

4.0

Titanium Alloys (alpha, alpha-beta, beta) 3.0

Superalloys (Ni-base, Fe-base, Ni+Fe), Oxidation Resistance 4.0

Copper Alloys (Copper, brasses, bronzes, Cu-Be) 2.0

Metallic Glasses 2.0

Periodic homework sets assigned to reinforce lecture materials.

Aspect Percent

Homework & Quizzes 15%

Two Midterm Exams 50%

Final Exam 35%

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

* e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 5451 (Approved): Process Metallurgy

Course DescriptionAn advanced class in application of thermodynamics, kinetics, and macro-transport phenomena to primary

metals production, refining, and solidification processing.

Prior Course Number: MSE667 and MSE668Transcript Abbreviation: Process MetallurgyGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE2251, MSE3151, or Permission of instructor.Exclusions: Not open to students with credit for BOTH MSE 667 and MSE 668Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Students will learn extraction, refining, and processing of metals.

Students will learn metal casting science and technology.

Students will learn Chemical Vapor Deposition science and technology for metal deposition.

Students will learn recycling of metals.

Representative Assignments

Grades

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

Reduction of metal oxides (the iron blast furnace, electric iron smelting, reduction of other iron oxides ores)

3.0

Matte smelting (iron-copper mattes, copper smelting, nickel smelting, other matte smelting processes)

3.0

Electrometallurgy (refining cells, production cells, aqueous winning and refining processes, fused salt processes)

3.0

Refining processes (steel-making reactions, basic oxygen process - BOS, OBM, Q-OBM, electric arc melting process, AOD stainless steel process)

6.0

Ladle metallurgy for steel and cast iron (injection metallurgy, electromagnetic stirring, desulfurization, deoxidation, vacuum degassing)

6.0

Macro-solidification (macroshrinkage, macrosegregation) 3.0

Continuous casting of steel and non-ferrous alloys (tundish metallurgy, molds for horizontal and vertical casting)

1.5

Shaped casting (sand casting, die casting, investment casting) 6.0

Other solidification processes (semi-solid casting, rapid solidification, spray casting)

1.5

Chemical vapor deposition 1.5

Recycling of metals 1.5

One homework will be assigned every week. This may consist of problems from a handout.

The course may include one term paper writing.

Aspect Percent

Homework (including any term paper writing) 10%

Weekly Quiz 10%

Two Mid term exams (25% each) 50%

Final Exam 30%

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

Prepared by: Yogeshwar Sahai

Course Contribution College OutcomeCourse Contribution College Outcome

* j A knowledge of contemporary issues.

* k An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

MATSCEN 5531 (Approved): Ceramics Processing Laboratory

Course DescriptionLaboratory experiments involving synthesis/fabrication and characterization of high performance technical

ceramics.

Prior Course Number: MSE619Transcript Abbreviation: Ceram Proc LabGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Senior, Masters, Doctoral, ProfessionalCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 1.0Repeatable: NoTime Distribution: 3.0 hr LabExpected out-of-class hours per week: 0.0Graded Component: LaboratoryCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Senior standing or permission of instructor.Exclusions: Not open to students with credit for MSE 619Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Students will learn how to synthesize ceramic materials in powder, bulk and film form.

Students will learn how to synthesize ceramics by wetchemical, solid-state and vapor-phase assisted methods.

Students will learn how to characterize crystal phase and structure, microstructure and properties of ceramics.

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Prepared by: Sheikh Akbar

Topic Lec Rec Lab Cli IS Sem FE Wor

Experiment #1: Synthesis and characterization of ceramic particles by wet-chemical systhesis including studies of colloidal stability and sorption experiments.

6.0

Experiment #2: Fabrication and characterization of bulk ceramics by pressing and sintering, molding and extrusion, tape-casting, quenching and glass formation.

6.0

Experiment #3: Synthesis and characterization of nano-structured ceramics by such processes as anodization, VS, VLS, MOM and gas-solid reaction.

6.0

Each laboratory experiment will lead to the submission of a technical report.

Aspect Percent

Three laboratory reports 75%

Final 25%

Title Author

Principles of Ceramic Processing J. S. Reed

Course Contribution College Outcome

** 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 data.

*** c An ability to design a system, component, or process to meet desired needs.

d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 5532 (Approved): Electronic, Optical, and Magnetic Properties Laboratory

Course DescriptionCorrelate electronic, optical, and magnetic properties of materials with structure, composition, and

microstructure. Examples include, resistivity, Hall effect, ferromagnetic/ferroelectric hysteresis.

Prior Course Number: MSE679Transcript Abbreviation: E.O.M. labGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Senior, Masters, Doctoral, ProfessionalCourse Offerings: Flex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 1.0Repeatable: NoTime Distribution: 3.0 hr LabExpected out-of-class hours per week: 0.0Graded Component: LaboratoryCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE2010, MSE2241, MSE3271, or permission of instructor.Exclusions: Not open to students with credit for MSE 679Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

Learn the principle of current/voltage measurement using 4 contact method, intrinsic versus extrinsic properties.

Learn principles of the Hall effect including measurement of charge carrier type, electron or hole, and charge carrier mobility.

Learn principles of optical absorption and photovoltage. Students will measure photovoltage versus wavelength for intrinsic-Si, p+ or n+ Si, and a pn photodiode.

Measure the magnetization of ferromagnetic metals, paramagnetic metals, and diamagnetic insulators.

Measure polarization of ferroelectrics as a function of electric field.

Course Topics

Representative Assignments

Grades

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

4-pt resistivity: Objective: learn the principle of current/voltage measurement using 4 contact method, intrinsic versus extrinsic properties.

2.0

Hall effect: Objective: learn principles of the Hall effect including measurement of charge carrier type, electron or hole, and charge carrier mobility.

2.0

Photovoltage: Objective: learn principles of optical absorption and photovoltage. Students will measure photovoltage versus wavelength for intrinsic-Si, p+ or n+ Si, and a pn photodiode.

2.0

Magnetic memory materials: Objective: measure the magnetization of ferromagnetic metals, paramagnetic metals, and diamagnetic insulators.

2.0

Ferroelectric materials Polarization of ferroelectrics as a function of electric field.

2.0

Experiment 1: 4-pt resistivity measurements. Samples will be dropped in liquid Nitrogen to demonstrate differences in the effect of temperature on resistivity in metals versus semiconductors. Students must complete a written lab report.

Experiment 2: Hall effect measurement. Materials include n-type Si, p-type Si, Al, Cu. Magnetic field will be varied using a permanent magnet on a translation stage. Students must complete a written lab report.

Experiment 3: Magnetic materials. Students will measure the magnetization of ferromagnetic metals, paramagnetic metals, and diamagnetic insulators. Students will observe Meissner effect in a high-Tc superconductor by measuring magnetic susceptibility versus Temperature. Students must complete a written lab report.

Experiment 4: Ferroelectric materials. Students will measure polarization as a function of electric-field in ferroelectrics. Students must complete a written lab report.

Aspect Percent

Lab report 1 25%

Lab report 2 25%

Lab report 3 25%

Lab report 4 25%

Course Contribution College Outcome

*** 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 data.

c An ability to design a system, component, or process to meet desired needs.

d An ability to function on multi-disciplinary teams.

* e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and ethical responsibility.

*** g An ability to communicate effectively.

Prepared by: Roberto Myers

Course Contribution College OutcomeCourse Contribution College Outcome

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.

MATSCEN 5541 (Approved): Structure and Properties of Amorphous Materials

Course DescriptionProvide basic knowledge about the structure and properties of oxide, metallic, semiconducting and polymeric

glasses emphasizing viscosity, glass transition, structural relaxation and microstructure.

Prior Course Number: MSE618Transcript Abbreviation: Amorph MaterGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: Flex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE2241, MSE2251, MSE3151, and MSE3261 or permission of instructor.Exclusions: Not open to students with credit for MSE 618Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

Students will learn basics of atomic level structure and defects of amorphous materials including oxide, metallic, semiconducting, and polymeric glasses.

Students will learn about important theories of the temperature dependence of the viscosity of melts and of super-cooled liquids.

Students will learn about the factors that promote glass formation in systems.

Students will learn about microstructure that is present in many (but not all) glass forming systems.

Students will learn about the factors that influence the properties of amorphous materials.

Course Topics

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

Introduction to amorphous materials 3.0

Glass formation from liquid state 3.0

Formation of amorphous solids from vapor and solid states 3.0

Viscosity and visco-elastic properties of glass forming melts 6.0

Glass transition 3.0

Structural relaxation 3.0

Phase Separation 6.0

Atomic level structure of noncrystalline solids 6.0

Atomic motions in glassy state 3.0

Thermal properties of amorphous solids 3.0

Optical properties of amorphous solids 3.0

Reading assignments, Homeworks and Quizzes

Aspect Percent

In class quizzes and homework 30%

Mid-term exam 35%

Final Exam 35%

Title Author

Fundamentals of Inorganic Glasses A. K. Varshneya

Course Contribution College Outcome

*** 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 data.

* c An ability to design a system, component, or process to meet desired needs.

d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

Prepared by: Prabhat Gupta

Course Contribution College OutcomeCourse Contribution College Outcome

k An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

MATSCEN 5551 (Approved): Ceramic Processing

Course DescriptionThis course provides an overview of ceramics processing, including essential topics of: powder

synthesis/characterization, colloidal/sol-gel processing, shaping/consolidation, sintering, microstructure

development and nanoceramics, thin films/coating

Prior Course Number: MSE615Transcript Abbreviation: Ceramic ProcessingGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE3141, MSE3151, or permission of instructor.Exclusions: Not open to students with credit for MSE 615Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Choose and apply appropriate powder characterization and synthesis methods.

Choose and apply appropriate colloidal and sol-gel processing methods.

Choose and apply appropriate powder consolidation and shaping methods.

Choose and apply appropriate sintering methods.

Design appropriate methods for microstructural and nanoceramics development

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Prepared by: Nitin Padture

Topic Lec Rec Lab Cli IS Sem FE Wor

Introduction and overview 3.0

Powder synthesis and characterization 9.0

Colloidal and sol-gel processing 6.0

Mixing and packing of powders 3.0

Forming, shaping and pre-sintering processing 6.0

Solid state and liquid-state sintering 6.0

Microstructural development and nanoceramics 4.5

Other methods (thin films, coatings, glass-ceramics) 4.5

Weekly homework

Aspect Percent

Homework 20%

Midterm 30%

Comprehensive final 50%

Title Author

Ceramic Processing M.N. Rahaman

Course Contribution College Outcome

*** 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 data.

*** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

MATSCEN 5552 (Approved): Nanoscale Synthesis and Processing of Electronic Materials

Course DescriptionProcessing, structure and stability of materials in micro(nano)electronics. Thin film epitaxy, semiconductor

heterostructures, quantum confinement, bandgap engineering, electronic properties of defects, nanolithography,

self-assembled nano-structures

Prior Course Number: MSE676Transcript Abbreviation: Nano Elec. Matl.Grading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, DoctoralCourse Offerings: Flex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE3271 and MSE3141, or permission of instructor.Exclusions: Not open to students with credit for MSE 676Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

To introduce students to the processing, structure and stability of materials in micro(nano)electronics. Students will learn the technology involved in silicon processing, design of process flow, engineering aspects of nano-micro-fabrication.

To introduce students to thin film epitaxy and semiconductor heterostructures engineering.

To introduce students to quantum confinement and bandgap engineering in modern electronic and optical materials.

To introduce students to the electronic properties of defects, nanolithography techniques, and self-assembled nano-structures.

Course Topics

Representative Assignments

Grades

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

Introduction and Review: Materials in electronic devices; their role/function in the devices; overview electronic materials.

1.5

Crystal Growth and Defects [electronic properties of defects] 4.5

Nanolithography and Etching [photolithography and nanolithography: e-beam, dip pen]

3.0

Thermal Oxidation 3.0

Solid-State Diffusion 3.0

Metallization and Solid-Solid Reactions 3.0

Ion Implantation & Ion-Solid Interactions 3.0

Device Packaging & Yield; process integration 3.0

Materials for non-Si devices vs. Si-based devices 3.0

Band gap engineering in compound semiconductors and oxides

3.0

Introduction to heterostructures: electronic properties at solid-solid interfaces, quantum confinement effects for nanoelectronics and photonics.

3.0

Thin film epitaxy: alloying, lattice matching, strain accommodation, strain relaxation in heterostructures. Misfit and threading dislocations

3.0

Self-assembled nanostructures: nanowires, quantum dots. 3.0

Final design project 3.0

Final design project example: Use process and device simulation software to optimize a device structure. Specific example: Optimize dopant/annealing to simultaneously minimize junction depth and sheet resistance.

Aspect Percent

Weekly quizzes 25%

Mid-term Exams (or Homework) 30%

Student presentation on modern processing topics 20%

Final Design Project 25%

Course Contribution College Outcome

*** 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 data.

*** c An ability to design a system, component, or process to meet desired needs.

*** d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and ethical responsibility.

Prepared by: Roberto Myers

Course Contribution College OutcomeCourse Contribution College Outcome

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.

MATSCEN 5571 (Approved): Electroceramics

Course DescriptionFunctional ceramics covering electrical, magnetic and optical properties of oxides. Emphasis is on the

processing-microstructure-property correlation.

Prior Course Number: MSE614Transcript Abbreviation: ElectroceramicsGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE3271 or permission of instructor.Exclusions: Not open to students with credit for MSE 614Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Students will learn basics of electrical, optical and magnetic properteis of ceramic materials.

Students will learn how processing affect crystal structure, microstructure and properties of functional ceramics.

Students will learn how point defects influence properties of functional ceramics.

Students will learn non-lithographic processing routes to create ceramic nano-structures and their potential applications.

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Prepared by: Sheikh Akbar

Topic Lec Rec Lab Cli IS Sem FE Wor

Review of band theory and electrical conductivity 3.0

Resistors, varistors and thermistors 4.0

Dielectrics, ferro- and piezo-electrics 9.0

Magnetic ceramics, ferro- and ferri-magnetics 8.0

Optical properties, optical waveguides and fiber-optics 8.0

Electro-optics, magneto-optics 6.0

Nano-structured oxides and their applications 4.0

Homework problems will be assigned based on lecture content.

Aspect Percent

Homework and quizzes 25%

Midterm 35%

Final 40%

Title Author

Electroceramics Moulson and Herbert

Course Contribution College Outcome

*** 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 data.

*** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 5572 (Approved): Materials for Energy Technology

Course DescriptionStructure property relationships of materials in energy applications. Photovoltaic materials, solid state photonic

materials, electrochemical devices such as batteries, fuel cells and chemical sensors, superconductors, memory

and nuclear materials.

Transcript Abbreviation: Matl. Energy Tech.Grading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: Flex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE 2241, MSE 3271 or ECE 3030 of ECE 3030.1 or equivalent Solid State physics / device physics or permission of instructor.Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

Introduce students to structure property relationships of materials in energy applications.

Introduce students to the technology and materials involved in photovoltaics. Understand structure property relationships in processing and synthesis of these materials. Understand degradation related to applications.

Introduce students to materials for solid state lighting. Understand structure property relationships in processing and synthesis of these materials. Understand degradation related to applications.

Introduce students to electrochemical devices and materials: batteries, fuel cells and chemical sensors. Understand structure property relationships in processing and synthesis of these materials. Understand degradation related to applications.

Introduce students to high-TC superconductor materials and their application for energy efficient technology.

Course Topics

Representative Assignments

Grades

ABET-EAC Criterion 3 Outcomes

Introduce students to memory materials: ferromagnets, phase change materials and spintronics for low power switching devices. Understand degradation related to applications.

Introduce students to materials for nuclear energy production. Understand structure property relationships in processing and synthesis of these materials. Understand degradation related to applications.

Topic Lec Rec Lab Cli IS Sem FE Wor

Introduction to photovoltaic (solar cell) materials 6.0

Wide Band Gap Materials for energy efficient photonics 6.0

Basics of electrochemical devices [including point defects and ionic conductivity]

3.0

Battery Materials 3.0

Fuel Cell Materials 3.0

Chemical sensors 3.0

Superconductors for Energy Transmission [efficient transformers]

6.0

Memory Materials for Energy: Ferromagnets for efficient generators and transformers, phase change materials and spintronics for low power switching devices.

6.0

Nuclear Materials 6.0

Explain the differences in the optical and structural characteristics between different solar cell materials. Select the appropriate material given a set of design constraints.

Calculate the bandgap, emission wavelength, and lattice constant of a compound semiconductor for a blue LED.

Describe ionic conductivity and the importance of point defects in batteries, fuel cells, and sensor technology.

Aspect Percent

Homework and Quizzes 20%

Mid-term Exam 40%

Final Exam 40%

Course Contribution College Outcome

*** 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 data.

*** c An ability to design a system, component, or process to meet desired needs.

d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

Prepared by: Roberto Myers

Course Contribution College OutcomeCourse Contribution College Outcome

* j A knowledge of contemporary issues.

k An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

MATSCEN 5611 (Approved): Materials in Medicine

Course DescriptionThe materials science of plastics, metals and ceramics currently used to replace or supplement tissues within

the human body

Prior Course Number: MSE645 and MSE646Transcript Abbreviation: Mats in MedicineGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE2010, MSE3611 or permission of instructor.Exclusions: Not open to students with credit for BOTH MSE 645 and MSE 646Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

General Information

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

The science and engineering of biomaterial development can only occur following extensive characterization of microstructure and materials properties to best restore or improve physiological function. A detailed understanding of the challenges that these materials (metals, polymers and ceramics) face during short- and long-term contact with mammalian physiology is critical to their success. This class discusses the success of biomaterial components composed of either natural or synthetic materials as implanted prosthetic devices.

Course Topics

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Students will learn how metals, polymers and ceramics are characterized and how these concepts relate to performance of a given material within the human body.

Students will learn materials concepts relating to (a) what implant surfaces present to their immediate environment within the body and (b) specific techniques used to quantify these surface characteristics.

Students will learn about the consequences of inadequate materials design and the extremely narrow window that exists for the design and application of new biomaterials.

Topic Lec Rec Lab Cli IS Sem FE Wor

Bulk biomaterials metals, polymers (synthetic and natural) and ceramics

6.0

Microstructure and phase control 6.0

Biomaterials characterization 3.0

Corrosion and biodegradation 3.0

Properties and failure metals, ceramics and polymers 3.0

Wear and degradation, legal and societal aspects; demonstration

3.0

Materials for tissue engineering, in vitro and in vivo evaluation

3.0

In vitro control of tissue development 3.0

In vivo synthesis of tissues and organs 3.0

Skin, adipose tissue engineering 3.0

Cartilage tissue engineering 1.5

Bone tissue engineering 1.5

Nervous system, cardiovascular tissue engineering 3.0

ConcepTests designed to gauge/improve student knowledge on a peer-to-peer basis

Selected homework problems from text

Aspect Percent

In-class quizzes, homework 30%

Mid-term Exam 35%

Final 35%

Title Author

Biomaterials Science: An Introduction to Materials in Medicine, 3rd Edition Ratner

Course Contribution College Outcome

* a An ability to apply knowledge of mathematics, science, and engineering.

Prepared by: John Lannutti

Course Contribution College OutcomeCourse Contribution College Outcome

b An ability to design and conduct experiments, as well as to analyze and interpret data.

*** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

MATSCEN 5631 (Approved): Biomaterials Laboratory

Course DescriptionA laboratory experience in the processing and characterization of biomaterials used for the replacement of

human tissues.

Prior Course Number: MSE649Transcript Abbreviation: Biomat LabGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 1.0Repeatable: NoTime Distribution: 3.0 hr LabExpected out-of-class hours per week: 0.0Graded Component: LaboratoryCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE5611 or permission of instructor.Exclusions: Not open to students with credit for MSE 649Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

General Information

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

In this class, the experiments involve materials used for bony tissue replacement, vascular grafts, tissue engineering scaffolds and cell growth on tissue engineering scaffolds. We will also study biomaterials surface characterization techniques and kinetic phenomena important in materials science.

To provide the student with experiences with and an understanding of forming processes used in biomaterials.

To provide the student with experiences with and an understanding of forming processes used in biomaterials.

Course Topics

Representative Assignments

Grades

ABET-EAC Criterion 3 Outcomes

Prepared by: John Lannutti

Students will learn about kinetic phenomena that determine materials behavior under both chemical and mechanical stresses within the human body.

Topic Lec Rec Lab Cli IS Sem FE Wor

Hydroxyapatite formation and sintering. Materials directed toward the replacement of bony tissues.

3.0

Electrospinning and mechanical properties. Generation of tubes of electrospun nanofiber suitable for use as blood vessel replacements.

3.0

Tissue engineering scaffolds and the environment. The mechanical and microstructural behavior of tissue engineering scaffolds exposed to cellular media.

3.0

Cell-scaffold interactions. The effects of cell culture on polymeric scaffolds.

3.0

Surface characterization of biomaterials. XPS, SIMS, mass spectrometry of representative implant materials.

1.0 2.0

Laboratory exercises involving the synthesis and characterization of hydroxyapatite biomaterials and polymeric scaffolds.

Study of scaffold degradation and techniques for quantifying this behavior.

Aspect Percent

Four laboratory reports. 80%

Final exam. 20%

Course Contribution College Outcome

* 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 data.

* c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

* e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 5641 (Approved): Structure-Property Relationships of Polymers

Course DescriptionAn understanding of the structure/property relationships that drive the continued expansion of polymers into a

wide array of applications.

Prior Course Number: MSE642 and MSE643Transcript Abbreviation: Str-Prop PolymersGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE2010, Organic Chemistry for Engineers or equivalent, or permission of instructor.Exclusions: Not open to students with credit for BOTH MSE 642 and MSE 643Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

General Information

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

The light weight, durability, strength, toughness, relatively low cost, chemical resistance, and smaller energy requirements of modern plastics will be discussed using examples taken from a broad range of their applications.

To survey the broad field of polymer science and engineering associated with the behavior of plastics.

Course Topics

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

To introduce the student to important concepts that distinguish plastics from inorganic materials (e.g., ceramics, metals) and govern their behavior as solids.

Students will learn about crystallization and crystallization phenomena important in determining polymer 'architecture.'

Topic Lec Rec Lab Cli IS Sem FE Wor

Introduction to bonding in polymers 3.0

Polymer architecture and microstructure crystallization/thermal analysis

3.0

Recycling and the Big 6 3.0

Mechanical properties and additives 3.0

Unit operations and properties 3.0

Case studies and fracture; diffusion 6.0

Polymer synthesis and chain structure 6.0

Polymer solutions 3.0

Polymer blends 3.0

Polymer surfaces and interfaces 3.0

Modern polymer topics 3.0

In-class ConcepTests enabling peer-to-peer learning and comprehension.

Two midterm exams emphasizing the most recent third of the course.

Aspect Percent

In-class quizzes 10%

Mid-term Exam 1 30%

Mid-term Exam 2 30%

Final Exam 30%

Title Author

Introduction to physical polymer science L.H. Sperling

Course Contribution College Outcome

* 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 data.

* c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and ethical responsibility.

Prepared by: John Lannutti

Course Contribution College OutcomeCourse Contribution College Outcome

* 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.

MATSCEN 5651 (Approved): Biomaterials Processing

Course DescriptionThe relationship between the processing of biomaterials - metals, polymers and ceramics - and the impact the

these steps have on final biomedical properties.

Prior Course Number: MSE642, MSE643, and MSE645Transcript Abbreviation: Biomat ProcessingGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE5611, MSE5641, or permission of instructor.Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.1801Subsidy Level: Baccalaureate Course

Programs

General Information

Course Goals

Abbreviation Description

MATSCEN Materials Science and Engineering

The success of any implant or medical device depends greatly on precise control over the processing and processing conditions used during its manufacture. The goal of this class is to provide up-to-date information on engineering and processing aspects of biomaterials. This includes engineering and biological design philosophy, impacts on biocompatibility, novel tissue engineering methodologies as well as sterilization and quality control issues. The relationship between material properties, processing methods and design will be the primary focus.

Course Topics

Representative Assignments

Grades

ABET-EAC Criterion 3 Outcomes

Students will learn about manufacturing conditions/techniques and how they govern the subsequent mechanical and chemical behavior of modern biomaterials.

Students will learn concepts related to chemical reaction kinetics and rate controlling steps in various manufacturing processes.

Students will learn about concepts of bulk and surface modification widely used in the manufacture of orthopedic implants.

Topic Lec Rec Lab Cli IS Sem FE Wor

Biomaterials processing and performance 3 material classes 3.0

Basic processing methods 3.0

Polymer rheology 3.0

Unit operations and properties 3.0

Particulate-based processing 3.0

Microstructural development 3.0

Case study - total hip replacement: development and processing

3.0

Biomimetics and its limits 6.0

Processing of tissue engineering scaffolds 6.0

Surface Processing 3.0

Homework problems will be assigned to improve comprehension of critical concepts.

Class projects will be assigned to round out the general knowledge of this field.

Aspect Percent

Homework and class projects 30%

Mid-term Exam 30%

Final Exam 40%

Course Contribution College Outcome

** 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 data.

*** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

Prepared by: John Lannutti

MATSCEN 5711 (Approved): Introduction to Composites

Course DescriptionThis course provides and introduction to composite materials, including: fibers, matrices, interfaces, polymer-

matrix composites, metal-matrix composites, ceramic-matrix composites, mechanics, properties, performance,

and composite design.

Prior Course Number: MSE644Transcript Abbreviation: Intro. CompositesGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE3141, MSE3151, MSE3261, or permission of instructor.Exclusions: Not open to students with credit for MSE 644Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Choose and apply types of fibers and processing methods.

Choose and apply types of composites and processing methods.

Design composites for required properties

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Prepared by: Nitin Padture

Topic Lec Rec Lab Cli IS Sem FE Wor

Introduction and overview 3.0

Fibers 3.0

Matrices 3.0

Interfaces 3.0

Polymer-matrix composites 6.0

Metal-matrix composites 3.0

Ceramic-matrix composites 3.0

Mechanics and properties 9.0

Laminates mechanics 4.5

Design of composites 4.5

Weekly homework

Aspect Percent

Homework 20%

Midterm 30%

Comprehensive final 50%

Title Author

Composite Materials K.K. Chawla

Course Contribution College Outcome

*** 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 data.

*** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

MATSCEN 5761 (Approved): Mechanical Behavior of Crystalline Solids

Course DescriptionStrength and Deformation Mechanisms in Crystalline Solids

Transcript Abbreviation: Mech Beh - CrystalGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: SpringFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE 3261, MSE 3332, or permission of instructor. Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Quantitative survey of the deformation characteristics of crystalline solids including metals and ceramics focusing on inelastic deformation mechanisms via dislocation motion or twinning.

Topic Lec Rec Lab Cli IS Sem FE Wor

Introduction/Motivation 1.0

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE WorTopic Lec Rec Lab Cli IS Sem FE Wor

Macroscopic phenomenology Stable and unstable flow Effect of strain hardening and rate sensitivity Yield surfaces Isotropic and Kinematic hardening and the Bauschinger effect

4.0

Introduction to dislocations Basic definitions Dislocation motion Stresses and forces on dislocations Dislocation reactions Intrinsic resistance to motion Taylors equation

9.0

Twinning as a deformation mechanism Geometry and driving forces Micromechanisms

3.0

Flow behavior of single crystals Description of Schmids experiments Resolved shear stress as a key driving force Stage I, II, III and IV hardening Translation to polycrystals

3.0

Classical strengthening mechanisms Superposition of strengthening mechanisms Complications: Tensile-compressive asymmetry and non-Schmid behavior

8.0

Rate effects in plastic flow Possible framework for thermally-activated deformation: Creep High strain rate deformation

8.0

Putting it all together design: Extrapolation to very short or long times.

3.0

Aspect Percent

Exams 67%

Homework / projects 33%

Title Author

TBD TBD

Course Contribution College Outcome

*** a An ability to apply knowledge of mathematics, science, and engineering.

Prepared by: Glenn Daehn

Course Contribution College OutcomeCourse Contribution College Outcome

** b An ability to design and conduct experiments, as well as to analyze and interpret data.

* c An ability to design a system, component, or process to meet desired needs.

d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 5762 (Approved): Mechanical Behavior and Deformation Mechanisms of Noncrystalline Solids

Course DescriptionStudents will gain an understanding of the physical mechanisms by which solids with noncrystalline phases

deform and the corresponding mechanical behavior.

Transcript Abbreviation: Mech Beh NonCrystGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: Flex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Prereq: MSE3261Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Develop an understanding of the deformation mechanisms in various noncrystalline materials and their relation to material structure.

Present experimental measurements of the mechanical response of noncrystalline materials.

Present theoretical models that relate deformation mechanisms in noncrystalline solids to mechanical response.

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

Topic Lec Rec Lab Cli IS Sem FE Wor

A. Mechanics of deformation and stress: small and large strain measures of stress, strain, and rates thereof. Experimental measurement techniques to quantify rate and temperature effects.

3.0

B. Glasses (oxide and metallic based): structure and defects in glasses; mechanisms of deformation as a function of temperature and strain rate; elastic and anelastic response; viscous and non-viscous flow; thermal and chemical stress and tempering.

7.0

C. Polymers: structure/defects in polymers; deformation mechanisms; rubber-like elasticity; linear/non-linear visco-elasticity; observations as a function of temperature, frequency, and structure; anisotropy in sheets and fibers; yield criteria.

8.0

D. Cellular materials: structure of foams and honeycombs; mechanisms of deformation; models and experimental measurements of elastic properties.

7.0

E. Composite materials: polymer/glass reinforcements/matrices; models of stiffness/strength for particle- and fiber-reinforced matrices; long vs. short fibers and unidirectional vs. isotropic orientation; sandwich composite stiffness.

8.0

F. Biological materials: composite structure of bone/soft tissue; mechanical response of elastin/collagen; uniaxial tensile/compressive response of bone; observations as a function of temperature and frequency; internal stress and remodeling.

7.0

Compute measures of large and small strain, strain rates, and stress rates given applied loads and displacements as a function of time.

Predict the thermal or chemical stress arising from surface treatments.

Specify a series of experiments from which to determine elements of a standard linear solid.

Estimate the local stress state and deformation in a honeycomb as a function of the macroscopic stress and strain.

Predict the anisotropic stiffness matrix of a sandwich composite.

Estimate the mechanical dissipation in soft tissue as a function of frequency.

Aspect Percent

Homework 30%

Midterm 30%

Final 40%

Title Author

An Introduction to the Mechanical Properties of Solid Polymers IM Ward and J Sweeney

Biomechanics: Mechanical Properties of Living Tissues YC Fung

Composite Materials: Engineering and Science FL Matthews and RD Rawlings

ABET-EAC Criterion 3 Outcomes

Prepared by: Peter Anderson

Title AuthorTitle Author

Cellular Solids LJ Gibson and MF Ashby

Course Contribution College Outcome

*** 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 data.

* c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 5763 (Approved): Fracture and Fatigue of Engineering Materials

Course DescriptionThe course will provide a background in fracture and fatigue with an emphasis on the mechanisms common in

metals, ceramics, polymers, and composites.

Transcript Abbreviation: Fracture & FatigueGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: Flex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE3261 or permission of the instructor.Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Students will gain an understanding of linear elastic and elastic-plastic fracture mechanics, and apply this knowledge to the analysis and design of structural materials.

Students will consider damage tolerant and total lifetime approaches to fatigue failure. Concepts will be reinforced through case studies.

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

Introduction to Fracture and Fatigue - Fundamental failure modes of materials - Examples of fracture and fatigue failures - Fractography, physical basis for fracture - Griffith fracture theory

3.0

Linear Elastic Fracture Mechanics - Crack tip stress singularity and the stress intensity factor - Plasticity considerations, small-scale yielding - Plane stress vs. plane strain - Resistance curves - Test methods and applications

6.0

Elastic-Plastic Fracture Mechanics - J-integral, HRR singularity - Crack tip opening displacement, JR resistance curves - Test methods and applications

6.0

Fracture Mechanisms of Brittle Materials - Defects and flaws in ceramics - Brittle fracture statistics, Weibull modulus - Toughening mechanisms

6.0

Fracture Mechanisms of Ductile Materials 6.0

Fatigue - Total lifetime approach (crack initiation, stress-life vs. strain-life) - Damage tolerant approach (crack growth, Paris law) - Fatigue mechanisms

9.0

Special topics - Creep fracture - Stress corrosion cracking

6.0

Homework problems: Problems will be designed by the instructor or selected from appropriate texts.

Group project: The project may be a failure analysis case study, a design project, or a short lecture on an advanced topic.

Aspect Percent

Homework 25%

Exam 1 25%

Exam 2 25%

Group project 25%

Title Author

Fracture Mechanics: Fundamentals and Applications T.L. Anderson

Fatigue of Materials S. Suresh

Prepared by: Katharine Flores

Course Contribution College Outcome

*** 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 data.

** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

* f An understanding of professional and 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.

MATSCEN 5951 (Approved): Corrosion and Failure Analysis

Course DescriptionCourse covers fundamentals of environmental degradation of materials, corrosion phenomenology and

corrosion prevention strategies. Also methodologies for root cause analysis of failed components.

Prior Course Number: MSE662Transcript Abbreviation: Corr Fail AnalysisGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: Flex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 2.0 hr Lec, 1.0 hr LabExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: Sr or grad standing in engineering or permission of the instructor.Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

Understand principles behind the environmental degradation of materials. Know forms of corrosion and methods for prevention and control. Gain experience in experimental approaches for the evaluation of corrosion susceptibility.

Learn methodologies, approaches and tools for failure analysis of materials.

Topic Lec Rec Lab Cli IS Sem FE Wor

Introduction and electrochemical basis of corrosion 2.0

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Prepared by: Gerald Frankel

Topic Lec Rec Lab Cli IS Sem FE WorTopic Lec Rec Lab Cli IS Sem FE Wor

Thermodynamics, Nernst Eqn., and Pourbaix diagrams 4.0

Kinetics of corrosion, polarization, mixed potential theory 4.0 2.0

Experimental methods for corrosion rate: Weight loss, Tafel extrapolation linear polarization

4.0 3.0

Corrosion mitigation methods: alloying, coatings, inhibitors, sacrificial protection, cathodic protection

4.0 1.0

Corrosion phenomenology: passivity, localized corrosion, galvanic corrosion, environmental cracking, atmospheric corrosion, oxidation

6.0 4.0

Failure analysis methodology and fractography 4.0 2.0

homework problems assigned from textbook

exams

lab reports

Aspect Percent

Homework 10%

Lab Reports 30%

exams 60%

Title Author

Principles and Prevention of Corrosion Denny Jones

Course Contribution College Outcome

*** 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 data.

* c An ability to design a system, component, or process to meet desired needs.

d An ability to function on multi-disciplinary teams.

* e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

MATSCEN 5971 (Approved): Solid State Science

Course DescriptionIn-depth theory of electronic structure of materials as related to the materials' atomistic structure. The origins

of the mechanical, optical and magnetic properties are discussed.

Transcript Abbreviation: Solid State ScGrading Plan: Letter GradeCourse Deliveries: ClassroomCourse Levels: Undergrad, GraduateStudent Ranks: Junior, Senior, Masters, Doctoral, ProfessionalCourse Offerings: AutumnFlex Scheduled Course: NeverCourse Frequency: Every YearCourse Length: 14 WeekCredits: 3.0Repeatable: NoTime Distribution: 3.0 hr LecExpected out-of-class hours per week: 6.0Graded Component: LectureCredit by Examination: NoAdmission Condition: NoOff Campus: NeverCampus Locations: ColumbusPrerequisites and Co-requisites: MSE2010, MSE3271, or permission of instructor.Exclusions: Cross-Listings:

The course is required for this unit's degrees, majors, and/or minors: NoThe course is a GEC: NoThe course is an elective (for this or other units) or is a service course for other units: Yes

Subject/CIP Code: 14.3101Subsidy Level: Baccalaureate Course

Programs

Course Goals

Course Topics

Abbreviation Description

MATSCEN Materials Science and Engineering

The students will learn the origin of the reciprocal lattice.

The students will learn about phonons and their relationship to thermal properties.

The students will learn about energy bands in materials.

The students will learn surface and interface physics.

The students will learn the origin of some of the mechanical, optical and magnetic properties.

Representative Assignments

Grades

Representative Textbooks and Other Course Materials

ABET-EAC Criterion 3 Outcomes

Topic Lec Rec Lab Cli IS Sem FE Wor

Crystal structures, wave diffraction and reciprocal lattices 6.0

Crystal binding and elastic constants 3.0

Phonons: crystal vibrations and thermal properties 6.0

Free electron fermi gas 3.0

Energy bands 6.0

Semiconductor crystals 6.0

Fermi surfaces 3.0

Surface and interface physics 3.0

Optical properties and excitons 3.0

Magnetism 3.0

Homework problems will be assigned based on lecture and book content.

Quizzes will be given based on lectures and the book.

Aspect Percent

Homework 10%

Quizzes 10%

Midterm 40%

Final 40%

Title Author

Introduction to Solid State Physics, 8th Edition Charles Kittel

Course Contribution College Outcome

*** 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 data.

*** c An ability to design a system, component, or process to meet desired needs.

* d An ability to function on multi-disciplinary teams.

*** e An ability to identify, formulate, and solve engineering problems.

f An understanding of professional and 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.

Prepared by: Patricia Morris