The University of North Carolina s2

Appendix G

THE UNIVERSITY OF NORTH CAROLINA Request for Authorization to Establish a New Distance Education Degree Program (through which 50% or more of a degree program is provided)

INSTRUCTIONS: Please submit three copies of the proposal to the Senior Vice President for Academic Affairs, UNC Office of the President. The signature of the Vice Chancellor for Academic Affairs is required.

Date: __ April 23, 2002 ______Constituent Institution North Carolina State University CIP Discipline Specialty Title: __ Aerospace Engineering CIP Discipline Specialty Number: __ 14.0201 Level: B M _ x I D_____ Exact Title of the Proposed Program: _Master of Science in Aerospace Engineering______Degree Abbreviation:_MSAE___ Proposed Date of Initiation: month August year 2002 Date at which assessment will be required (at the end of the fourth year or at least two months prior to program expiration, whichever comes sooner): August 2006

Will this program be completely individual access (e.g., Internet, videocassette)? Y __x_ N____ If “yes,” primary mode of delivery: _ videocassette, CD ROM, Internet

If “no,” list proposed sites (use additional lines as needed):

(1) (city) (county) (state) (2) (city) (county) (state (3) (city) (county) (state)

If cohort-based, length of time to complete the program (e.g., 18 mos., 2 years): not applicable

List any other UNC institution that offers a similar program in the same location (if requesting a site- based program) or a similar program by individual access (if requesting an individual access program): Institution Program title

Does this program constitute a substantive change as defined by SACS/COC? Yes No x__ If “yes,” which substantive change procedure applies? One_____ (prior authorization from SACS) Two_____ (prior notification to SACS) By what date should SACS be notified of authorization to establish?

The following items conform to the information required for SACS Substantive Change Procedure One.

1. Abstract (limit to one page or less) Describe the proposed change; its location; initial date of implementation; projected number of students; description of primary target audience; projected life of the program (single cohort [indicate number of years] or ongoing); and instructional delivery methods.

2. Background information Provide a clear statement of the nature and purpose of the change in the context of the institution’s mission, goals, and strategic plan; evidence of the legal authority for the change (to be provided by UNC Office of the President).

1 3. Assessment of need and program planning/approval

Rationale The Mechanical and Aerospace Engineering Department at North Carolina State University is interested in delivering the existing Master of Science in Aerospace Engineering (MSAE) degree program via individual access distance education starting in August 2002. On Oct. 30, 2001 the MAE faculty voted unanimously to begin the planning process to establish this program. This program will allow students to earn MSAE degrees by taking 10 distance education courses (30 cr. hrs.). The degree requirements will be identical to the MSAE-option B on-campus program. The intended audience is full time employees in state and federal government agencies, military personnel, and industries. Aerospace engineers are distributed throughout the state, particularly at military installations.

Intended Audience The Department of Mechanical and Aerospace Engineering has recently been contacted by Honeywell Aerospace (Rocky Mount, NC), Kidde Aerospace (Rocky Mount, NC), and the Naval Air Systems Command (Cherry Point, NC) to provide distance education programs in Aerospace Engineering. In addition, the Governor’s Office is developing an initiative to create an “Eastern Technology Corridor” for economic development in Edgecombe, Halifax, Nash and Wilson Counties. Distance education programs, provided by the MAE department, are an important part of this initiative. The MAE Department has been actively involved in this development. North Carolina State University offers the only Aerospace Engineering degree programs in the UNC system. As such it is appropriate that NCSU offer a Distance Education degree program in Aerospace Engineering. Honeywell Aerospace and Naval Air Systems Command leaders believe that 50 and 60 students, respectively, will register for Distance Education MSAE programs. There are no competing Master of Science programs in Aerospace Engineering offered via distance education in North Carolina at this time.

Institutional Planning Departmental and College level Compact Plans have identified distance education as an important and necessary delivery mode of graduate degree programs in the State of North Carolina. This change has been included in ongoing planning and evaluation processes.

Review and approval process All levels, from the faculty to the UNC office of the President, have been involved in the review and approval of this plan to develop an MSAE distance education program. The Notification of Intent to Plan a New Distance Education Degree Program in the Master of Science in Aerospace Engineering was approved by the College of Engineering Graduate Studies Committee on Nov. 21, 2001. The North Carolina State University Administrative Board of the Graduate School approved this Intent to Plan on January 24, 2002. It was subsequently forwarded and approved by Distance Education and Learning Technology Applications (DELTA), the Provost, and the Chancellor. Funds ($50,000) have been provided to the MAE department by DELTA to help develop this distance education program. This intent to plan document was sent to the UNC Office of the President and was posted on March 11, 2002 on the New Distance Education website at http://www.northcarolina.edu/aa/reports/mem407/public_page.cfm for access by all constituent UNC institutions. No concerns have been received regarding the intent to plan a New Distance Education Degree Program in the Master of Science in Aerospace Engineering.

Provide projected annual enrollment: Individual access: Years 1 _10__ 2 __15_ 3 __20_ 4 __30_ 5 __30_

Site 1: Years 1 _____ 2_____ 3_____ 4 _____ 5 _____ Site 2: Years 1 _____ 2_____ 3_____ 4 _____ 5 _____ Site 3: Years 1 _____ 2_____ 3_____ 4 _____ 5 _____

2 Projected total SCHs (all sites): Year 1 Student Credit Hours Program Category UG Masters Doctoral Category I Category II Category III Category IV 60

Year 2 Student Credit Hours Program Category UG Masters Doctoral Category I Category II Category III Category IV 90

4. Description of the change

Description of the proposed program

This program will deliver graduate level courses via videotape (or CDROM) through the studios and offices of NCSU’s College of Engineering’s Video Based Engineering Education (VBEE) program, or via the World Wide Web to students throughout North Carolina. This program will allow students to earn MSAE degrees by taking 10 distance education courses (30 cr. hrs.). The degree requirements will be identical to the MSAE-option B on-campus program. The Mechanical and Aerospace Engineering Department has actively participated in Distance Education since 1979 as part of the College of Engineering’s VBEE program. The department currently offers between 8 and 10 VBEE courses per year and thus has the experience and desire for this proposed program to be successful. The department intends to add approximately 10 new courses to the existing VBEE courses so that on the average 20 graduate level MAE distance education courses are offered each year. The VBEE program provides financial incentive for offering new courses, and thus the driver is in place for aggressive development of these new courses. It is expected that students could satisfy the degree requirements in 3 years. The MAE Director of Graduate Programs will administer the application and admission process of this program. The MAE faculty will advise students in this program in the same fashion that MS-Option B students are advised.

3 Specific outcomes and learning objectives

The learning objectives of this distance education MSAE program will be identical to those for the current on-campus MSAE – Option B program. Consistent with the objectives of a graduate education as stated in the NC State Graduate Catalog, a distance education MSAE student should have completed the “reasonable, comprehensive mastery of the subject matter” pertaining to Aerospace engineering. As with on-campus students MSAE students, off-campus students will submit a Graduate study Plan of Work in consultation with a faculty advisor to ensure that this objective in achieved. Most distance education MSAE students will also complete at three-credit hour independent study within their chosen research area of interest to demonstrate their independent investigation abilities.

Curriculum and schedule of proposed course offering

As noted earlier, the degree requirements for the distance education MSAE degree will be identical to the on-campus MSAE-option B program. In both cases, students earn an MSAE degree by taking 10 three-credit hour courses (30 cr. hrs.). The admission process and requirements with will be identical. Each student will have an academic advisor who is a faculty member in the Department. Each student will be required to submit a Graduate Plan of Work which must include a minimum of 30 credit hours. A distance education student will typically take 9 – 3 credit hour courses and a 3 credit hour Aerospace engineering project course. The specific selection of courses is made by the student and the student’s faculty advisor and is approved the Director of Graduate Programs before the Plan of Work is submitted to the Graduate School.

A detailed schedule for offering 20 MAE graduate level engineering courses in the distance education MSAE degree program is proposed. The majority of these are expected to be video-based courses requiring TV studio time. These courses will be delivered through the College of Engineering’s Video Based Engineering Education (VBEE) facilities using resources already available. It is expected that off-campus students could satisfy degree requirements in 3 years. A preliminary six- year schedule for the 20 distance delivered course is given in Table 1. Note that that a full rotation through the 20 graduate courses occurs every three years and that 3 to 5 courses will be offered each semester. Highly enrolled courses will be offered more often, once patterns are established. The courses offering will allow students to concentrate in one of four areas as identified in Table 2.

Describe and provide rationale for any differences in admission, curriculum, or graduation requirements for students enrolled at the new site(s), or any special arrangements for grading, transcripts, or transfer policies.

There will be no difference in admission, curriculum, or graduation requirements for students enrolled in the distance education MSAE degree program compared to those enrolled in the on- campus MSAE degree program. Grading, transcripts, and transfer policies will also be the same.

Describe administrative oversight to ensure the quality of the program or services to be offered.

Administrative oversight will be essentially the same as for the on-campus degree program. Each student will have a faculty advisor who will advise the student regarding course selection. The student must complete a graduate Plan of Work and obtain a signature from the advisor before the end of the student’s first semester. The plan of Work must then be approved the Director of Graduate Programs and then by the Graduate School of NC State University. Courses will be evaluated by student surveys. Since all the proposed distance delivered courses will also be delivered to on-campus students all courses these courses are evaluated every ten years by the department, college and university. New courses are subject to the University Course Action approval process. Student course evaluations will be sought from both on-campus and distance students. The program will be subject to periodic review by the Graduate School as are all programs.

4 Table 1. Preliminary six year Schedule for MAE Courses to be offered via Distance Education Fall Semester Offerings Spring Semester Offerings Fall 2002 Spring 2003 MAE 505 Heat Transfer Theory and Applications MAE 501 Advanced Engineering Thermo. MAE 521 Linear Control & Design for MIMO MAE 545 Metrology For Precision Manufac. MAE 533 Finite Element Analysis I MAE 534 Mechatronics Design MAE 553 Compressible Fluid Flow MAE 561 Wing Theory MAE 742 Mech Design for Automated Assembly Fall 2003 Spring 2004 MAE 504 Fluid Dynamics of Combustion I MAE 534 Mechatronics Design MAE 513 Principles of Structural Vibration MAE 543 Fracture Mechanics MAE 541 Advanced Machine Design I MAE 544 Real Time Robotics MAE 550 Foundations of Fluid Dynamics Fall 2004 Spring 2005 MAE 518 Acoustic Radiation I MAE 501 Advanced Engineering Thermo. MAE 524 Principles of Mechantronic Control MAE 545 Metrology For Precision Manufac. MAE 537 Mechanics of Composite Structures MAE 534 Mechatronics Design MAE 560 Comp. Fluid Mech. & Heat Transfer MAE 561 Wing Theory Fall 2005 Spring 2006 MAE 505 Heat Transfer Theory and Applications MAE 534 Mechatronics Design MAE 521 Linear Control & Design for MIMO MAE 543 Fracture Mechanics MAE 533 Finite Element Analysis I MAE 544 Real Time Robotics MAE 553 Compressible Fluid Flow MAE 742 Mech Design for Automated Assembly Fall 2006 Spring 2007 MAE 504 Fluid Dynamics of Combustion I MAE 501 Advanced Engineering Thermo. MAE 513 Principles of Structural Vibration MAE 545 Metrology For Precision Manufac. MAE 541 Advanced Machine Design I MAE 534 Mechatronics Design MAE 550 Foundations of Fluid Dynamics MAE 561 Wing Theory Fall 2007 Spring 2008 MAE 518 Acoustic Radiation I MAE 534 Mechatronics Design MAE 524 Principles of Mechantronic Control MAE 543 Fracture Mechanics MAE 537 Mechanics of Composite Structures MAE 544 Real Time Robotics MAE 560 Comp. Fluid Mech. & Heat Transfer

Table 2. MAE Graduate Program Concentration Areas Thermal Sciences and Energy Systems Aerodynamics, Fluid Mechanics & Propulsion  Atomization and sprays  Biofluid mechanics  Combustion  Computational fluid dynamics & design opt.  Heat and mass transfer  Experimental aerodynamics & flight research  Renewable energy  High-speed propulsion  Thermal Management  Reactive and multiphase flows  Thermodynamics  Stability, transition and turbulence

Dynamics, Vibration and Controls Structural Mechanics and Materials  Adaptive structures  Control and system identification  Active Materials & Auto-Adaptive Structures  Machine design and dynamics  Composite Materials  Mechatronics and smart systems  Elasticity, Plasticity and Fracture Mechanics  Vibration and acoustics  Manufacturing and Automation  Structural health monitoring  MEMS

5  Stochastic Mechanics

5. Faculty and support staff

Number of faculty expected to deliver instruction: full-time faculty _ 16 part-time faculty

A complete roster (using the SACS “Roster of Instructional Staff” form) of those faculty employed to teach in the program, including a description of those faculty members’ academic qualifications and course load in the proposed program, as well as course work taught in other programs currently offered;

See attached roster

Evidence that adequate faculty members are assigned to support the program;

Initially 16 of the approximately 40 departmental faculty will participate in the delivery of the 20 courses offered for the distance education MSAE program. These courses will be taught by the faculty assigned to teach the on-campus sections and therefore there will not be any additional lectures in order to accommodate distance education courses. Adequate faculty exists to support the distance program as these courses are already offered to on-campus students.

Impact of the initiative on faculty workload; and

Faculty who teach distance students will do so by lecturing to on-campus students in studio classrooms. Thus, some additional faculty effort will be necessary to communicate with distance students via telephone or email in lieu of holding office hours and some incremental increase in grading will be associated with the increased course enrollment from distance students. In addition, special effort to prepare and deliver quality lectures to distances students may be necessary, however, the same can be said for traditional delivery. Presently, faculty receive overload compensation in consideration for any extra time required to deliver a distance education course. For very large sections, resources for teaching assistants have been provided. Thus, the impact on faculty workload is marginal.

Number and responsibilities of support staff (e.g., program coordinator).

The MAE graduate program has approximately 150 graduate students. It is anticipated that the distance education MSAE degree program will generate approximately 30 new students by the 4th year of the program. The responsibilities of the support staff will involve processing admission applications, advising students, processing graduate Plans of Work, and processing paperwork pertaining to graduation. It is anticipated that this increase can be supported with existing resources in the first several years of the program.

Describe means by which the institution will provide support services for students enrolled at the site(s) (e.g., admissions, skills assessment, course registration, academic advising, counseling, etc.).

Distance education students will apply for admission into the MSAE program in the same manner as on-campus students. The student will submit an application to the Graduate School and indicate that the wish to be considered for the distance education MSAE degree program. The student must also submit three letters of recommendation, transcripts, a statement of purpose, and GRE scores. International students are also required to submit TOEFL scores. Students will be evaluated for admission on the basis of merit. There are no skills tests required other that the GRE and, if 6 applicable, the TOEFL exam. Course registration will be handled through the VBEE program and/or through the TRACS system, which are both existing support services. Academic advising will be provided by an assigned MAE department faculty advisor.

7 6. Library and learning resources

Describe library and information resources to support the program, including staffing and services in place to support the initiative.

The NC State Libraries have been proactive in supporting distance education. The libraries have established a procedure by which faculty can have material made available to students electronically via the WWW, such as through Electronic Course Reserves. For example, there is no limit on the distribution of material that is not copyrighted, and up to 25% of copyrighted material may be distributed in the manner. Thus, there is considerable flexibility in identifying materials (e.g., portions of books, articles, technical reports, etc.) than can be distributed to students. The NCSU libraries provide this service using existing staffing and services.

The VBEE program provides a service to faculty and students of scanning lecture materials and handouts on a daily basis and posting them to a course web site. Thus, all students have access to such materials. The VBEE program provides this service using existing staffing.

Instructors have the option of developing their own course web sites and posting material. For example, if an instructor uses PowerPoint or Word for lecture notes, these notes can be posted by the instructor on their web site for distribution to students in the course. The Wolfware system for managing course web sites is an existing service provided by the University.

Describe cooperative agreements with other institutions and include a copy of such agreements in the appendix.

Relative to electronic resources, describe how students and faculty will access information, training for faculty and students in the use of online resources, and staffing and services available to students and faculty.

Electronic resources are typically accessed via the World Wide Web, such as in the case of electronic reserves at the NCSU libraries, VBEE web site, or course web sites.

7. Physical resources

Describe physical facilities and equipment to support this initiative. Assess the impact that the proposed change will have on existing programs and services.

The program will use existing facilities. In particular, the studios and services of the VBEE program will be utilized. There is sufficient studio time available to deliver 3 to 5 courses per semester, as previously discussed.

8. Financial support

Describe financial resources to support the change, including the budget for the first year of the proposed program. Include projected revenues (including tuition and fees receipts, state appropriations based on projected SCHs, grants, etc.) and expenditures, as well as amount of resources going to institutions or organizations for contractual or support services.

The financial resources are in place to support the proposed distance education program. In particular, support from the State of North Carolina for each in-state distance education credit hour will ensure the viability of the program.

8 First year budget projections assuming that eight courses are offered with an average distance enrollment of 10 students per class (some of which may be in the VBEE Master of Engineering program) all who are NC residents. VBEE tuition rates are used here. This budget estimate assumes that 4 of the 8 courses are being offered through distance for the first time and that no TA support is provided.

1st year income

Gross State appropriated enrollment change funding formula: 80 students × $1615/credit hour × 3 credit hours = $387,600 Net program income ~50% of gross income: $193,800

1st year expenditures Support to new distance instructors: 4 × $5,000 = $20,000 Support to previous distance instructors: 4 × $3,500 = $14,000 Support to department for new distance courses: 4 × $3,000 = $12,000 Support to department for previously offered distance courses: 4 × $2,000 = $8,000 VBEE cost per student: 80 × $400 = $32,000 Studio cost (8 courses/year): 8 × $4,000 = $32,000

Total: $118,000

9. Evaluation and assessment

Describe the means used by the institution to monitor and ensure the quality of the degree program and off-campus site(s).

Much of this was addressed in response to question 4. This means used to monitor and ensure the quality of the distance degree program include student course evaluations, review and approval processes for new course actions, review of faculty as part of the promotion and tenure and post- tenure review processes, and period review of individual graduate degree programs by the Graduate School.

Summarize procedures for systematic evaluation of instructional results, including the process for monitoring and evaluating programs at the new site, as well as using the results of evaluation to improve institutional programs, services, and operations.

Not applicable.

10. Appendices

Appendices may include items such as (1) vitae of key faculty; (2) selected letters of support; (3) copies of library and other cooperative agreements, etc.

Roster of Instruction Staff

Name, title, telephone, and e-mail of contact person to respond to questions:

Richard D. Gould, Director of Graduate Programs, MAE Dept., (919) 515-5236, [email protected]

This request to establish a new distance education degree program (or program site) has been reviewed and approved by the appropriate campus committees and authorities.

Vice Chancellor for Academic Affairs 9 ROSTER OF INSTRUCTIONAL STAFF FULL-TIME AND PART-TIME FACULTY

Name of Institution __North Carolina State University______Site Location (if not main Campus) ______

Name of Academic Department/School _Mechanical and Aerospace Engineering______

Academic Term(s) ___1997 - 2002______Date Form Completed __April 25, 2002______

1 2 3 4 5 Name Most Advanced Degree Other Degrees and Courses Taught Other Qualifications and Discipline Academic Credit or Experience MAE 301 (U) Elsayed M. Afify Ph.D., Mechanical Engineering, MS Mechanical Engineering MAE 302 (U) (full-time) University of Michigan Alexandria University, MAE 308 (U) Alexandria Egypt MAE 408 (U) MAE 442 (U) MAE 501 (G) MAE 702 (G)

Michael A. Boles Ph.D., Mechanical Engineering, MS Mechanical Engineering, MAE 310 (U) (full-time) North Carolina State University North Carolina State University MAE 302 (U) MAE 407 (U) MAE 501 (G)

Gregory D. Buckner Ph.D., Mechanical Engineering, MS Mechanical Engineering, MAE 435 (U) (full-time) University of Texas- Austin Virginia Polytechnic Institute

Ndaona Chokani Ph.D., Engineering, Trinity BA Engineering Science, Saint MAE 308 (U) (full-time) College, Cambridge University Catherine's MAE 355 (U) MAE 356 (U) MAE 365 (U) MAE 452 (U) MAE 553 (G) MAE 573 (G)

MAE 261 (U) Fred R. DeJarnette Ph.D., Aerospace Engineering, MS Aeronautical Engineering, MAE 455 (U) (full-time) Virginia Polytechnic Institute and Georgia Institute of Technology MAE 478 (U) State University MAE 479 (U) MAE 550 (G) MAE 554 (G) MAE 774 (G)

10 1 2 3 4 5 Name Most Advanced Degree Other Degrees and Courses Taught Other Qualifications and Discipline Academic Credit or Experience

Thomas A. Dow Ph.D., Mechanical Engineering, MS Mechanical Engineering, MAE 314 (U) (full-time) Northwestern University Case Institute of Technology MAE 415 (U) MAE 416 (U) MAE 541 (G) MAE 545 (G) MAE 741 (G)

Tarek Echekki Ph.D., Mechanical Engineering, MS Mechanical Engineering, MAE 301 (U) (full-time) Stanford University Stanford University

Herbert M. Eckerlin Ph.D., Mechanical Engineering, MS Engineering Science and MAE 406 (U) (full-time) North Carolina State University Mechanics, North Carolina State MAE 421 (U) University

Jack R. Edwards, Jr Ph.D., Aerospace Engineering , MS Aerospace Engineering , MAE 356 (U) (full-time) North Carolina State University North Carolina State University MAE 456 (U) MAE 553 (G) MAE 766 (G) MAE 770 (G)

Jeffrey W. Eischen Ph.D., Mechanical Engineering, MS Mechanical Engineering, MAE 314 (U) (full-time) Stanford University Stanford University MAE 316 (U) MAE 411 (U) MAE 541 (G) MAE 543 (G) MAE 741 (G)

Ashok Gopalarathnam Ph.D., Aeronautical and MS Aerospace Engineering, MAE 462 (U) (full-time) Astronautical Engineering, Indian Institute of Technology, MAE 551 (U) University of Illinois Urbana- Madras MAE 561 (U) Champaign

11 1 2 3 4 5 Name Most Advanced Degree Other Degrees and Courses Taught Other Qualifications and Discipline Academic Credit or Experience Richard D. Gould Ph.D., Mechanical Engineering, MS Mechanical Engineering, MAE 301 (U) (full-time) Purdue University Purdue University MAE 308 (U) MAE 310 (U) MAE 410 (U) MAE 501 (G) MAE 505 (G) MAE 557 (G) MAE 707 (G) MAE 709 (G)

Charles E. Hall, Jr Ph.D., Aeronautical & MS Physics, Ohio State MAE 461 (U) (full-time) Astronautical Engineering, Ohio University MAE 462 (U) State University MAE 469 (U) MAE 478 (U) MAE 525 (G) MAE 526 (G)

Hassan A. Hassan Ph.D., Aeronautical Engineering, MS Aeronautical Engineering, MAE 453 (U) (full-time) University of Illinois Urbana- University of Illinois Urbana- MAE 455 (U) Champaign Champaign MAE 550 (G) MAE 776 (G)

Richard R. Johnson Ph.D., Engineering Science, MS Mechanical Engineering, MAE 301 (U) (full-time) University of Florida University of Capetown, South MAE 302 (U) Africa MAE 308 (U) MAE 410 (U) MAE 412 (U) MAE 505 (G) MAE 707 (G)

Richard F. Keltie Ph.D., Mechanical Engineering, MS Mechanical Engineering, MAE 315 (U) (full-time) North Carolina State University North Carolina State University MAE 415 (U) MAE 513 (G) MAE 713 (G)

Eric C. Klang Ph.D., Engineering Science and M.S., Mechanical and Aerospace MAE 206 (U) (full-time) Mechanics, Virginia Polytechnic Engineering, University of MAE 314 (U) Institute and State University Missouri MAE 371 (U) MAE 416 (U) MAE 472 (U) MAE 473 (U) MAE 537 (G)

12 MAE 734 (G)

1 2 3 4 5 Name Most Advanced Degree Other Degrees and Courses Taught Other Qualifications and Discipline Academic Credit or Experience

Clement Kleinstreuer Ph.D., Chemical and MS Mechanical Engineering, MAE 301 (U) (full-time) Environmental Engineering, Stanford University MAE 308 (U) Vanderbilt University MAE 410 (U) MAE 557 (G) MAE 708 (G)

Andrey V. Kuznetsov Ph.D., Mechanical Engineering, MS Mechanical-Mathematical MAE 310 (U) (full-time) Research Institute of Russian Department, Lomonosov State MAE 557 (G) Academy of Sciences, Moscow University, Moscow MAE 708 (G)

James W. Leach Ph.D., Mechanical Engineering, M.S., Engineering Sciences, MAE 302 (U) (full-time) Rice University Arizona State University MAE 308 (U) MAE 310 (U) MAE 412 (U) MAE 505 (G)

Kevin M. Lyons Ph.D., Mechanical Engineering, M. Phil. Mechanical MAE 301 (U) (full-time) Yale University Engineering, Yale University MAE 310 (U) M. S. Mechanical Engineering, MAE 501 (G) Yale University MAE 702 (G)

Nancy Ma Ph.D., Mechanical Engineering, MS Mechanical Engineering, MAE 310 (full-time) University of Illinois Urbana- University of Illinois Urbana- MAE 709 Champaign Champaign

Clarence J. Maday Ph.D., Northwestern University M.S., Illinois Institute of MAE 206 (U) (part-time) Technology MAE 315 (U) MAE 316 (U) MAE 415 (U) MAE 416 (U)

D. Scott McRae Ph.D., Aerospace Engineering, MS Mechanical Engineering, MAE 301 (U) (full-time) Air Force Institute of Technology University of Missouri – MAE 308 (U) Columbia MAE 355 (U) MAE 456 (U) MAE 465 (U) MAE 560 (G) MAE 766 (G)

James C. Mulligan Ph.D., Tulane University MAE 301 (U) (part-time) MAE 310 (U) MAE 410 (U) MAE 557 (G) MAE 708 (G)

Robert T. Nagel Ph.D., Mechanical Engineering, MS Aerospace Engineering MAE 301 (U) (full-time) University of Connecticut Pennsylvania State University MAE 308 (U) MAE 365 (U) MAE 455 (U) MAE 518 (G) MAE 718 (G) MAE 774 (G) MAE 776 (G)

Mohammad N. Noori Ph.D., Civil Engineering, MS Civil Engineering, Oklahoma MAE 416 (U) (full-time) University of Virginia State University

Kara J. Peters Ph.D., Aerospace Engineering, MA Applied Mathematics, MAE 472 (U) (full-time) University of Michigan University of Michigan MAE 537 (G) MSE Aerospace Engineering, University of Michigan

Afsaneh Rabiei Ph.D., University of Tokyo, MAE 314 (U) (full-time) Japan

M. K. Ramasubramanian Ph.D., Mechanical Engineering, MS Applied Science, Miami MAE 206 (U) (full-time) Syracuse University University, Ohio MAE 416 (U) MAE 534 (G)

Paul R. Ro Ph.D., Mechanical Engineering, MS Mechanical Engineering, MAE 208 (U) (full-time) Massachusetts Institute of Massachusetts Institute of MAE 315 (U) Technology Technology MAE 435 (U) MAE 521 (G) MAE 544 (G)

William L. Roberts Ph.D., Aerospace Engineering, MSE Aerospace Engineering, MAE 310 (U) (full-time) University of Michigan University of Michigan MAE 308 (U) MAE 465 (U) MAE 475 (U) MAE 504 (G) MAE 704 (G)

Stefan Seelecke Dr.-Ing. habil., Thermodynamics, Dr.-Ing. (PhD), Phys. Eng. Sci., MAE 416 (U) (full-time) Technical University Berlin Technical University Berlin Dipl.-Ing. (MS), Phys. Eng. Sci., Technical University Berlin

Albert J. Shih Ph.D., Aerospace Engineering, MS Mechanical Engineering, MAE 316 (U) (full-time) Purdue University National Cheng Kung University, MAE 415 (U) Taiwan MAE 416 (U)

Larry M. Silverberg Ph.D., Engineering Mechanics, MS Engineering Mechanics, MAE 208 (U) (full-time) Virginia Polytechnic Institute and Virginia Polytechnic Institute and MAE 461 (U) State University State University MAE 469 (U) MAE 524 (G) MAE 727 (G)

John S. Strenkowski Ph.D., Applied Mechanics, M.S., Aeronautics and MAE 314 (U) (full-time) University of Virginia Astronautics, Massachusetts MAE 316 (U) Institute of Technology MAE 533 (G) MAE 734 (G)

Fen Wu Ph.D., Mechanical Engineering, M.S Automatic Control, Beijing MAE 208 (U) (full-time) University of California - University of Aeronautics and MAE 435 (U) Berkley Astronautics, Beijing

Fuh-Gwo Yuan Ph.D., University of Illinois Ph.D., University of Illinois MAE 314 (U) (full-time) Urbana-Champaign Urbana-Champaign MAE 371 (U) MAE 472 (U) MAE 473 (U)

T. Zeng ScD., Mechanical Engineering, MS Mechanical Engineering, MAE 301 (U) (full-time) Massachusetts Institute of Huazhong University Science MAE 505 (G) Technology and Technology, China

Mohammed A. Zikry Ph.D., Applied Mechanics, MS Mechanical Engineering, MAE 314 (U) (full-time) University of California -San Johns Hopkins University MAE 316 (U) Diego MAE 533 (G) MAE 730 (G) MAE 734 (G)