Catalog 2005-06

Catalog 2005–06 Message from the Provost 3

Olin Mission 4

Olin History 5

Program Descriptions 7 Table of Contents Table Course Listings 23

Academics 53

Student Life Overview 73

Admission, Expenses, and Need-Based Aid 77

Faculty Profiles 83

Board of Trustees, President’s Council, and Senior Administration 93

Appendices 101 Academic Partnerships Plans for Accreditation Non-discrimination Statement

Academic Calendar for 2005–06 105

Photo: M.J. Maloney, Mark C. Flannery (aerial photos)

From its inception, Olin College has been about innovation and high standards. Our curriculum is the product of an unusual collaboration among faculty, staff, and students that is aimed at continually improving our academic program. In a sense, our curriculum will never be a finished product. We will always be enhancing it in pursuit of our mission of providing a superb engineering education to the nation’s brightest and most enterprising students.

As you will see when you look through this catalog, Olin’s academic program consists of more than just traditional engineering courses. Olin students often work in interdisciplinary teams in a project-based learning environment. The curriculum provides not only a first-rate engineering education, but also opportunities to explore entrepreneurship and a broad selection of the liberal arts.

Olin offers a “learning continuum” that includes co-curriculars, research, clubs, community service and “Passionate Pursuits,” the study of individual intellectual interests. The learning continuum is vital for the kind of vibrant, student-centered culture we have created here at Olin — a culture that fosters hands-on learning, creativity, entrepreneurial thinking, and discovery. We invite you to explore Olin College.

Dr. David V. Kerns, Jr. Provost College Mission Statement

Olin College prepares future leaders through an innovative engineering education that bridges science and technology, enterprise, and society. Skilled in independent learning and the art of design, our graduates will seek opportunities and take initiative to make a positive difference in the world.

Long-term Aspiration

Olin College aspires to establish and maintain a position as a national leader in the development of new and effective approaches to undergraduate engineering education. It is our intent that, as we realize our mission, the educational and student life concepts and approaches we develop will inspire change at other respected engineering schools. CATALOG 5

Olin, the Vision Olin History Starting in the late 1980’s, the National Science Olin History Foundation and engineering community at- large began calling for reform in engineering Olin, the Man education. In order to serve the needs of the Franklin W. Olin (1860–1951) was an engineer, growing global economy, it was clear that entrepreneur, and professional baseball player. engineers needed to have business and Raised in Vermont lumber camps and lacking a entrepreneurship skills, creativity and an high school diploma, he qualified himself for understanding of the social, political and eco- entrance to Cornell University through self- nomic contexts of engineering. The F. W. Olin instruction. At Cornell he majored in civil engi- Foundation decided the best way to maximize neering and was captain of the baseball team. its impact was to create a college from scratch He even played major league baseball during to address these emerging needs. the summers to finance his education. He went on to found the company known today as the Olin Corporation, a Fortune 1000 company. Olin, the College The Franklin W. Olin College of Engineering received its educational charter from the Olin, the Foundation: F. W. Olin Commonwealth of Massachusetts in 1997, Foundation the same year the Foundation announced its ambitious plans for the college. Planning and In 1938, Mr. Olin transferred a large part of this architectural design work for a state-of-the-art personal wealth to a private philanthropic foun- campus began almost immediately. By the end dation. Over the subsequent two-thirds of a of 1999, the new institution’s leadership team century, the F. W. Olin Foundation awarded had been hired, and site development work grants totaling nearly $800 million to construct commenced on 70 acres adjacent to Babson and fully equip 78 buildings on 58 independent College. Olin’s first faculty members joined the college campuses. Recipients include Babson, college by September 2000. Bucknell, Carleton, Case-Western, Colgate, Cornell, DePauw, Harvey Mudd, Johns The college officially opened in fall 2002 to its Hopkins, Marquette, Rose-Hulman Institute, inaugural freshman class. During the prior Tufts, University of San Diego, University of year, 30 student “partners” worked with Olin’s Southern California, Vanderbilt and Worcester world-class faculty to create and test an inno- Polytechnic. In 2004 the Foundation announced vative curriculum that infused a rigorous engi- its intention to transfer its remaining assets to neering education with business and entrepre- Olin College and close its doors. This final neurship as well as the arts, humanities and grant brings the Foundation’s total commit- social sciences. They developed a hands-on, ment to Olin College to more than $460 million, interdisciplinary approach that better reflects which is one of the largest such commitments actual engineering practice. State-of-the-art in the history of American higher education. facilities matched with first-rate students, nationally renowned professors and unbridled enthusiasm, have quickly established Olin as a nationally recognized center for innovation and excellence in engineering education.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING

Program Descriptions 8 CATALOG

1. They will demonstrate the ability to rec- Objectives, Pedagogy and ognize opportunity and to take initiative. Curriculum They will be able to communicate effec- tively and to work well on teams. They will understand the broad social, eco- Introduction nomic and ethical implications of their work, and will be cognizant of their pro- Engineering education at Olin is in the liberal fessional responsibilities. arts tradition, with a strong emphasis on the Arts, Humanities, Social Sciences, and 2. They will have a solid grounding in Entrepreneurship. Olin is committed to prepar- fundamental principles of science and ing graduates who recognize the complexity of engineering and the ability to apply this knowledge to analyze and diagnose engi-

Program Descriptions the world, who appreciate the relationship of their work to society, and who are dedicated to neering systems. They will be able to creative enterprises for the good of humankind. develop creative design solutions that are Olin College endeavors to provide its education responsive to technical, social, economic at little cost to the student. and other considerations. Olin College strives to foster in students: 3. They will demonstrate the results of a broad education that spans engineering, • a deep appreciation and comprehension the arts, humanities, social sciences, and of the principles of engineering analysis entrepreneurship. They will build on this and design; foundation by engaging in independent • a broad knowledge of social and learning in order to identify and respond humanistic contexts; to emerging technical and social developments. • the ability to identify opportunities, articu- late a vision, and see it to fruition; and • dedication to intellectual vitality, commu- Pedagogy nity involvement and lifelong personal Olin College’s educational perspective provides growth. a distinctive student experience designed to foster student engagement and development. Some of the key features and interesting Objectives aspects of the Olin College experience are Olin’s educational program helps students described in the following paragraphs. become individuals who: Multidisciplinary Integration 1. Can make a positive difference within their profession and their community. Olin experiences are designed to build connections between fundamental science, mathemat- 2. Demonstrate technical competence and ics, and engineering; between different fields creative problem-solving skills that foster of engineering; between the arts, humanities success in a variety of postgraduate envi- and social sciences and technical disciplines; ronments, including professional practice and between business, entrepreneurship, and and graduate school. technology. As a result, the Olin curriculum 3. Are prepared for social, technical and is conceived and taught in a highly interdisci- global change. plinary way. We hope that, after graduation, our students In the first year, students learn in Integrated will increasingly demonstrate achievement of Course Blocks (ICBs) designed to take advan- these objectives as follows: tage of the synergies that exist among mathematics, science, and engineering topics. First

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 9 Program Descriptions year ICBs include coordinated, hands-on ambitious two-semester SCOPE project that modeling projects that provide opportunities engages student teams in significant design for students to apply fundamental math and problems with realistic constraints. science to real engineering problems and that further elucidate important linkages among Competency Assessment disciplinary topics. In addition to course-based graduation require- In addition to the first-year ICBs, Olin builds ments, Olin develops and assesses student multidisciplinary connections through tightly growth in a number of overarching competen- coupled, faculty team-taught courses such as cy areas. Through Olin’s competency learning the Paul Revere: Tough as Nails course block and assessment system, students demonstrate that links history of technology with materials skill in essential areas such as communication, science. Many other courses feature teaching qualitative understanding and quantitative or visits from faculty members who share dif- analysis, teamwork, contextual thinking, ferent perspectives and thereby help students opportunity assessment, and synthesis and understand the broader context and implica- design. tions of their work. Feedback Hands-On Learning Olin College has fostered a culture of continual Olin has a strong commitment to incorporating feedback and improvement. Olin’s curriculum, hands-on educational experiences through lab courses, and extra-curricular activities are and project work in many courses. From the shaped by student input and feedback. Faculty outset of the curriculum, students build techni- solicit student feedback and routinely adjust cal knowledge and develop practical skills by course direction and areas of emphasis to analyzing, designing, or fabricating engineering better address student educational needs. systems. First year ICBs provide experiences in Students are expected to be active learners modeling, simulation, and analysis of engineer- and participants in the process of continual ing systems. Science courses offer opportuni- improvement. ties for experimental design and the use of modern instrumentation and testing tech- Research niques. The design stream offers opportunities for students to study design by actually design- Some students choose to enhance their ing, prototyping, and testing solutions to educational experience through participation authentic problems. in research activities. Olin offers many opportunities for faculty-directed undergraduate Open-Ended Projects research, both during the academic year and during the summer. Students may receive Throughout the curriculum, Olin students grad- either academic credit or pay for a research ually build competency in solving open-ended activity. Students are encouraged to become problems. Open-ended projects are found in involved in research early in their undergradu- all four years of the curriculum, and project ate career, and students may participate in experiences gradually increase in scale, com- research as early as their first year. Research plexity, and realism as students develop their taken for credit is graded Pass/No Credit. knowledge and skills. In open-ended projects, student teams identify and define problems, Self-Study assess opportunities, apply technical knowledge, demonstrate understanding of contextual The Olin Self Study (OSS) is a four-credit factors, muster appropriate resources to solve requirement in which students work independ- problems, and apply skills such as teamwork, ently to select and study a body of literature in communication, and idea generation. Olin’s an area they are interested in. It is an opportu- open-ended project emphasis culminates in an nity to develop the skills and attitudes of life-

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 10 CATALOG

long learning, a competency Olin considers ment plan for the study of topics not covered vital for engineers working in an environment by listed Olin courses. of rapidly-changing technology. Passionate Pursuits. Students are encouraged to undertake non-degree credit activities in the SCOPE form of Passionate Pursuits. These programs A student’s final year at Olin centers on an seek to recognize the diversity of technical, ambitious year-long Senior Consulting artistic, entrepreneurial, humanist, and philan- Program for Engineering (SCOPE) project. A thropic interests that students bring to the typical SCOPE project is undertaken by a team College. The College encourages the pursuit of four to eight students and under the supervi- of such activities for both personal and profession of an Olin faculty member and serves an sional development. Olin supports these endeavors by providing resources as well as

Program Descriptions external partner. The SCOPE Project prepares students for life and work in their chosen pro- recognition on the transcript. fession.

Student-Designed Options Curriculum Olin students may design or customize many The Olin College curriculum provides a strong aspects of their educational experience. Many foundation in engineering, mathematics, and Olin courses include student-designed compo- applied science subjects and promotes devel- nents such as projects, self-study modules, and opment of engineering analysis, diagnosis, selection of emphasis areas. More substantial modeling, and problem-solving skills. In addi- student-designed learning may be found in the tion to student attainment of technical expert- following activities: ise in engineering, the Olin College curriculum Away Experience. The Olin curriculum is emphasizes student growth in other key areas designed so that students who wish to spend described below. a semester away from the College can do so. The away experience may take several forms including experience abroad or at another U.S. Areas of Curricular Emphasis (in institution in a new cultural setting. The away experience can occur during a semester or a addition to Engineering) combination of a semester and summer. Cross Registration. Most students choose to Math and Science complete some degree requirements at Olin’s neighboring institutions. Cross registration Olin’s math and science curriculum serves two agreements are in place at Wellesley, Babson, purposes. First, it provides students with an and Brandeis, enabling Olin students to benefit understanding of the deep and precise ideas from other institutions’ expertise in the arts, that characterize science and math. Second, it humanities, social sciences, natural sciences, teaches fundamental ideas and techniques in and business topics. science and math whose application makes engineering possible. Self-Designed Engineering (E) Degree Concentrations. Besides designated concentra- A student’s math and science education begins tions, the Engineering (E) degree offers stu- at Olin with two Integrated Course Blocks dents the opportunity to design their own con- (ICBs) centered around the modeling, analysis, centration, subject to review and approval by and control of compartment and spatially dis- the Engineering Degree Committee. tributed systems. Math in the ICBs is focused in the first semester on differential and integral Independent Study. In independent study activ- calculus in the context of elementary numerical ities, students work with faculty members to analysis, and Vector Calculus in the second design and implement a learning and assess-

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 11 Program Descriptions semester. Science is focused on Physical to complete additional AHS courses to explore Mechanics in the first semester and on an area of interest. The AHS experience can Electromagnetism and waves in the second culminate in an AHS Capstone, requiring stu- semester. dents to integrate acquired skills and knowledge. Olin also requires all students complete Biology and other Science and Math courses, depending on degree. Entrepreneurship (E!) Entrepreneurship is the process of identifying Design opportunities, fulfilling human needs, and creating value. An understanding of the knowl- Over the course of four years, students com- edge, skills and behaviors re-quired for success plete design projects that enable them to in entrepreneurship will position students to apply technical and non-technical knowledge become better engineers and to make more and skills, develop understanding of design of a difference in the world. To this end, Olin’s processes, identify and define problems, curriculum supports the learning of entrepre- explore contextual factors that contribute to neurship, broadly defined. Olin graduates will design decisions, and muster the resources demonstrate a capacity to identify social, tech- necessary to realize solutions. Students under- nical, and economic opportunities, to predict take open-ended design problems in many challenges and costs associated with the pursuit courses, but design learning is emphasized of opportunities, and to make decisions about and explicitly developed through a sequence of which opportunities are most worthy of pursuit. required design courses. All students complete Design Nature, User-Oriented Collaborative Olin students are required to complete a Design, and a design depth course in an area Foundations of Business and Entrepreneurship of interest. course and the entrepreneurial components of design courses. Students have ample opportunity to enroll in courses relating to business at Arts, Humanities, and Social Babson College, and interested students may design a sequence of courses to explore an Sciences (AHS) entrepreneurship discipline in depth. Olin students study the AHS in order to com- Many students will also explore entrepreneur- plete their liberal arts education, develop broad ship and develop opportunity assessment knowledge of social, cultural, and humanistic abilities through their SCOPE experience contexts, and foster their ability to apply con- and via out-of-class activities such as student textual thinking in the study of engineering club organization, community service, and and other disciplines. A firm foundation in Passionate Pursuits. The Entrepreneurship AHS content, skills, and attitudes is an essen- experience can culminate in an Entrepreneur- tial aspect of an engineering education. ship Capstone, requiring students to integrate Students select AHS courses from offerings at acquired skills and knowledge. Olin and neighboring institutions (Wellesley, Brandeis and Babson) in order to satisfy their Through a special arrangement with the individual needs and interests. All students Babson College Graduate School, Olin students complete a “foundation” AHS course that have the opportunity for a “fast track” to a offers an overview of an AHS discipline, writ- Master’s Degree in Management with a special- ing instruction and practice, an introduction to ization in Technical Entrepreneurship. contextual and critical thinking, and integration of the content and perspectives of different disciplines. In addition, students can design a sequence of AHS courses to provide greater depth in a single AHS field and may also elect

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 12 CATALOG

Communication Arts, Humanities, and Social Sciences that an Olin student can expect communication-inten- Throughout the curriculum, Olin College inte- sive course work. The Olin curriculum reflects grates the instruction and practice of communi- the college’s commitment to the engineer as a cation through written, spoken, visual, and highly skilled communicator. graphical means. Thus, it is not only within the

Sample Four-year Schedule The curriculum provides for considerable flexibility and student choice about how to meet requirements. This chart is an example of one of many ways a student might progress through the four- year program. Program Descriptions

1ST YEAR

ENGINEERING MATH SCIENCE ENGINEERING AHS = 16 or (optionally) 18 credits MC: Calculus Physics: Design Nature Arts, Humanities, Mechanics Social Science Compartment Introductory Foundation Systems Programming (optional) 1st Semester INTEGRATED COURSE BLOCK (ICB)

ENGINEERING MATH SCIENCE SCIENCE E! FOUNDATION

MC: Vector Calculus Physics: e.g., Biology Foundations of Spatially Electromag- OR Material Science Business and = 16 credits Distributed netism Entrepreneurship Systems and Waves 2nd Semester INTEGRATED COURSE BLOCK (ICB)

2ND YEAR

MATH ENGINEERING SCIENCE AHS

Linear Algebra Principles of e.g., Chemistry Arts, Humanities, Engineering OR Math and Social Science = 16 credits Probability and Science Statistics OR Materials Science 1st Semester

MATH ENGINEERING ENGINEERING ENGINEERING

Program Program User-Oriented Specific Specific Collaborative = 16 credits MATH or SCIENCE Engineering Engineering Design 2nd Semester

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 13 Program Descriptions

3RD YEAR

ELECTIVE ENGINEERING ENGINEERING AHS

Program Program Arts, Humanities, Specific Specific Social Science = 16 credits Engineering Engineering 1st Semester

OPTIONAL ENGINEERING OPTIONAL AHS/E!

Program Arts, Humanities, Specific Social Science or = 16 credits Engineering Entrepreneurship 2nd Semester

4TH YEAR

SCIENCE or MATH ENGINEERING ENGINEERING AHS/E!

Design Depth SCOPE Arts, Humanities, Social Science or = 16 credits MATH or SCIENCE Entrepreneurship 1st Semester

ENGINEERING ENGINEERING ENGINEERING AHS/E!

Olin Program SCOPE Capstone Self-Study Specific = 16 credits Engineering 2nd Semester

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 14 CATALOG

in charge of the comparable course before Graduation Requirements applying to the CSTB. Students must satisfy three classes of require- In exceptional cases, students can satisfy ments in order to graduate from Olin: General Course, but not Credit, requirements by Requirements, Program-Specific Requirements demonstrating mastery of course material via and a GPA requirement. General requirements an examination. Students wishing to do this must be satisfied by all students regardless of must receive prior approval by contacting the degree or concentration. Program-Specific CSTB, the relevant course instructor, and their Requirements vary depending on the degree academic advisor. being sought (ECE, ME or E) and, for the E degree, on the chosen concentration. Finally, students must have a GPA of at least 2.0 in

Program Descriptions order to graduate. General Credit and Course General Requirements and Program-Specific Requirements Requirements are further broken down into Credit Requirements and Course Require- General Credit Requirements ments, both of which must be satisfied. All students must complete a minimum of 120 Credit Requirements specify the minimum total credits appropriately distributed among five number of credits that must be completed in areas of study. The table below gives the mini- each of five broad areas (Engineering, Math, mum credits required by area. Science, AHS, and Entrepreneurship). Area Minimum Course requirements specify which courses Credits Required must be completed. Some course requirements Engineering 46 can only be satisfied by completing a particular course. Other course requirements allow more Math and Science 30 of which at least choice. Some courses may be used to satisfy 10 must be Math one of several course requirements and stu- AHS and Entrepreneurship 28 of which at least dents must choose which course requirement 12 must be AHS* such course’s completion is applied towards. A course’s completion can only be applied A credit corresponds to an average of three towards satisfying one requirement. hours of student work each week throughout an academic semester. Therefore, a four-credit Students usually satisfy Credit and Course course (the most common course size at Olin) Requirements by successfully completing generally requires students to spend 12 hours courses at Olin. Students may also satisfy each week attending classes, completing home- Course and Credit Requirements by taking work, participating in laboratory activities, and approved courses at other institutions. fulfilling all other course responsibilities. Approval must be obtained in advance from the Course Substitution and Transfer Board The course catalog lists, for each course, the (CSTB). The CSTB maintains a list of pre- number of credits earned and their area. Most approved courses from other institutions, with courses provide credit in only one area. Some an emphasis on those offered by Babson, courses distribute their credits across more Brandeis, and Wellesley. For courses not on than one area. this list, the CSTB will work with the instructor Some activities, like Passionate Pursuits and a in charge of the comparable course at Olin few classes, provide non-degree credit, which (indicated in the course listings) to determine appears on the transcript, but does not count whether to approve the request. Students toward Credit Requirements. should discuss their request with the instructor Students must register for at least 12 credits but no more than 20 credits each semester. * Note: The AHS Capstone does not count towards the 12 credit AHS minimum. Students typically register for approximately

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 15 Program Descriptions 16 credits per semester. Note that first-year stu- maximum credits per semester, but not toward dents are limited to 18 credits in the first the minimum. semester. Non-degree credit counts toward the

General Course Requirements All Olin students, regardless of degree or concentration, must complete the following courses. Some of these requirements are also satisfied by classes that are no longer offered; these legacy courses are described in previous editions of this catalog.

Integrated Course Blocks (ICBs)

Title Number Notes Integrated Course Block 1 (ICB1) • Math: Calculus MTH 1110 • Physics: Mechanics SCI 1110 • Engineering: Modeling and Control of ENGR 1110 Compartment Systems Integrated Course Block 2 (ICB2) • Math: Vector Calculus MTH 1120 • Physics: Electromagnetism and Waves SCI 1120 • Engineering: Modeling and Control of Spatially Distributed Systems ENGR 1120

Math and Science (in addition to ICBs)

Title Number Notes Linear Algebra MTH 2120 Probability and Statistics MTH 2130 Foundations of Modern Biology (with laboratory) SCI 1210 Introduction to Chemistry SCI 1310 OR Materials Science and Solid State Chemistry (with laboratory) SCI 1410 OR Organic Chemistry (with laboratory) SCI 2320

Engineering (in addition to ICBs)

Title Number Notes Principles of Engineering ENGR 2210 SCOPE ENGR 4190 Olin Self Study ENGR 4198

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 16 CATALOG

Design

Title Number Notes Design Nature ENGR 1200 User-Oriented Collaborative Design ENGR 2250 Design Depth Course — One of: ENGR 3210 Upper-level, four credit design ENGR 3220 course in an area of interest. ENGR 3380

AHS and Entrepreneurship Program Descriptions Title Number Notes AHS Foundation — One of: All AHS foundation courses offer: • History of Technology: A Cultural and AHSE 1100 • an introduction and overview Contextual Approach of an AHS discipline • History and Society AHSE 1101 • writing instruction and practice • Arts and Humanities AHSE 1102 • an introduction to contextual • The Wired Ensemble — AHSE 1122 and critical thinking, and Instruments, Voices, Players • examples of how one might • Seeing and Hearing: Communicating AHSE 1130 integrate the content and with Photographs, Video and Sound perspectives of different • Culture & Difference: an Anthropological AHSE 1140 disciplines. Approach • What is “I”? AHSE 1150 Foundations of Business and Entrepreneurship AHSE 1500 AHS or Entrepreneurship Concentration Students, in consultation with their academic adviser, must design a sequence of at least eight credits of courses in an approved AHS or Entrepreneurship discipline. AHS or Entrepreneurship Capstone Students must design and complete an authentic, four credit AHS or Entrepreneurship project in their area of AHS or Entrepreneurship concentration.

Olin students are allowed to cross-register for Babson, Brandeis, or Wellesley courses to satisfy AHS or Entrepreneurship concentration and elective requirements.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 17 Program Descriptions Self-Study Olin Self Study (OSS) is a four credit self study project in which students work independently to select and study a body of literature in an area they are interested in. It is an opportunity to develop the skills and attitudes of life-long learning, a competency Olin considers vital for engineers working in an environment of rapidly-changing technology. Students normally satisfy the OSS requirement by completing four credits of self-study that is relevant to their SCOPE project and that is advised and evaluated by their SCOPE advisor. Students normally begin and complete the OSS in their senior year. In some circumstances, students can work under the supervision of a faculty member to earn some or all of their OSS credits in an area not related to their SCOPE project.

Independent Study and Research In independent study activities, students work with faculty members to design and implement a learning and assessment plan for the study of topics not covered by listed Olin courses. Olin also offers many opportunities for faculty-directed undergraduate research, both during the academic year and during the summer. Students may receive either academic credit or pay for a research activity, but not both. Research taken for credit is graded Pass/No Credit. The eligibility of Independent Study and Research activities for credit is governed by the Independent Study and Undergraduate Research Board (ISURB), which also funds undergraduate research. ISURB acts as a subcommittee of the ARB with regard to academic policies, while its funding activities are overseen by the Office of Innovation and Research. Independent Study Credit authorized by ISURB may be applied towards credit requirements. ISURB may grant credit in a specific area (Math/Science/AHS/Entrepreneurship/Engineering) or may determine that only general credit is awarded. Research credit is not categorized by area, and may not be used to satisfy credit requirements in particular areas (it may be applied towards the overall 120 credit requirement). Students wishing to satisfy course requirements through independent study or research must obtain prior approval from the Course Substitutions and Transfer Board (CSTB). To be eligible for consideration as a course requirement, an Independent Study must be taken for a grade (not Pass/No Credit). Approval for research to satisfy a course requirement will be granted only in exceptional cases.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 18 CATALOG

Program-Specific Requirements Olin College offers three degrees: Electrical and Computer Engineering (ECE), Mechanical Engineering (ME), and Engineering (E). Course Requirements for each of these degrees beyond the General Requirements are outlined below.

Electrical and Computer Engineering (ECE) Electrical and Computer Engineering is a degree program designed to meet ABET Program Criteria in electrical and computer engineering. Olin’s ECE degree focuses on the devices and structure of computing and communications systems, with an emphasis on hardware design. The Course Requirements of the ECE program beyond the General Course Requirements are listed below: Program Descriptions Requirement Course Name Number ECE Math — All of: Differential Equations MTH 2140 Discrete Mathematics MTH 2110 ECE — All of: Signals and Systems ENGR 2410 Introduction to Microelectronic Circuits ENGR 2420 Software Design ENGR 2510 Computer Architecture ENGR 3410 Analog and Digital Communications ENGR 3420 ECE — One of: Robotics ENGR 3390 OR Digital VLSI ENGR 3430 OR Modern Sensors ENGR 3440 OR Semiconductor Devices ENGR 3450 OR any level 3000 or higher E:C course OR other course approved by ECE program group

Mechanical Engineering (ME) Mechanical Engineering is a degree program designed to meet ABET Program Criteria in Mechanical Engineering. The ME requirements emphasize the design of mechanical and thermal/fluid sys-tems. The Course Requirements of the ME program beyond those of the General Course Requirement are listed below:

Requirement Course Name Number ME Math —All of: Differential Equations MTH 2140 Partial Differential Equations MTH 3120 OR Non-Linear Dynamics and Chaos MTH 3170 OR other math course approved by ME program group ME — All of: Transport Phenomena ENGR 3310 Mechanics of Solids and Structures ENGR 3320 Mechanical Design ENGR 3330 Dynamics ENGR 3340 Thermodynamics ENGR 3350 ME — One of: Topics in Fluid Dynamics ENGR 3360 OR Controls ENGR 3370 OR Design for Manufacturing ENGR 3380 OR Robotics ENGR 3390 OR Failure Analysis and Prevention ENGR 3820 OR Phase Transformation in Ceramic and Metallic Systems ENGR 3830 OR other course approved by ME program group

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 19 Program Descriptions Engineering The Engineering Degree program offers a major in Engineering that is both rigorous and flexible. This program gives students the option to pursue new areas of engineering and interdisciplinary combinations of engineering and other fields. It is also intended to give the college mechanisms for investigating new areas and creating new concentrations. All paths to graduation with the engineering degree provide for all outcomes required by the ABET General Criteria. Students who choose the Engineering degree may specify a concentration, which is a set of classes that constitute a coherent area of study. A student's concentration appears on the diploma but not on the official transcript. The college offers designated concentrations in BioEngineering, Computing, Materials Science, and Systems. Alternatively, students may design a concentration in another area. Students who choose the Engineering degree must submit a course plan along with their declaration of major. The plan lists the courses the student intends to take to fulfill graduation requirements, and demonstrates that these courses (along with additional required courses) constitute a major in engineering that has depth, breadth, coherence, and rigor. The course plan must be signed by the student's adviser and two faculty members whose area of expertise is relevant to the proposed area of study (if the adviser's area is relevant, the adviser can count as one of the two). Course plans are reviewed by the Engineering Degree Committee, which is a subcommittee appointed by the ARB. The Committee is responsible for checking the following criteria: • Do the faculty who approved the course plan have relevant expertise? Should other faculty be consulted? • Do the proposed courses constitute a major in Engineering that has breadth, depth, coherence and rigor? • Is the course plan feasible based on a reasonable forecast of course offerings? The availability of faculty and other resources determines which classes we can offer and their schedule, which may limit a student's ability to complete a particular concentration. • If a student-designed concentration is named, is the proposed plan comparable to the designated concentrations and previous student-designed concentrations? Is the proposed name accurate and appropriate? The designated concentrations are examples of recommended programs, but all course plans go through the same review process. The course plan is provisional. If approved and completed, a student may use it to graduate. Minor substitutions may be made with adviser approval; substan- tive changes require approval of the Engineering Degree Committee.

Engineering: BioEngineering (E:Bio) Bioengineering is an interdisciplinary concentration rooted in engineering, chemistry, and biology. The E:Bio concentration prepares students to approach problems important to biology, medical research, and clinical studies, and some of the background required for medical school. E:Bio students work closely with the Bioengineering faculty at Olin to define individually customized programs of studies that meet Olin's credit requirements. Students interested in graduate programs or medical school should ensure that their course plan meets the requirements of the programs they are considering.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 20 CATALOG

Requirement Course Name Number E:Bio Math Four credits of advanced Mathematics appropriate to the program of study; differential equations is strongly recommended E:Bio Biology Four credits of advanced Biology E:Bio - Chemistry Four credits of Chemistry, Materials Science, or SCI 1310, SCI 1410, /Material Science Organic Chemistry (beyond the Foundation SCI 2320 requirements) E:Bio Bioengineering 12 credits of coursework appropriate to Bioengineering

Program Descriptions Advanced Biology courses include SCI 2210 Immunology, and SCI 3210 Human Molecular Genetics in the Age of Genomics; other courses may also be appropriate. Bioengineering courses include ENGR 3600 Topics in Bioengineering, ENGR 3810 Structural Biomaterials, and additional E:Bio courses under development. E:Bio course plans may include classes at Babson, Brandeis, Wellesley, or study away institutions. Students interested in pursuing medical, dental or veterinary school admission should contact Dr. Janey Pratt, Olin Senior Partner in Health Science, as early in their Olin studies as possible.

Engineering: Computing (E:C) The Computing concentration integrates the study of computer science and software engineering within a broad interdisciplinary context. The E:C concentration offers significant flexibility, particularly with courses taken off-campus. E:C students work closely with the Computing faculty at Olin to define individually customized programs of studies that meet Olin’s credit requirements.

Requirement Course Name Number E:C Math Discrete Mathematics MTH 2110 E:C — All of: Software Design ENGR 2510 16 additional approved credits in computing, to include at least four units of software systems and at least four units of principles of computing, broadly defined.

Software systems courses include ENGR 3525 Software Systems and ENGR 3530 Synchronization (two credits); other courses, including databases and networks, may also be appropriate. Principles of computing courses include ENGR 3520 Foundations of Computer Science as well as approved courses in theoretical computer science, algorithms, artificial intelligence and programming languages. Additional computing credits may include Olin courses such as ENGR 3410 Computer Architecture or advanced computer science courses at Babson, Brandeis, Wellesley, or study away institutions. ENGR 3220 Human Factors and Interaction Design may count toward the course requirements of E:C, but only if it is not used to satisfy the Design Depth requirement. All E:C programs of study should be consistent with the student’s educational goals and must contain sufficient depth, breadth, coherence, and rigor. All programs of study must receive prior approval by E:C faculty.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 21 Program Descriptions Engineering: Materials Science (E:MS) Materials Science is an inherently interdisciplinary field with a strong presence throughout most engineering and science disciplines. Olin's materials science concentration provides an integrated approach to materials, merging a variety of engineering design principles with concepts from solid-state physics and applied chemistry. Students who complete the E:MS concentration will achieve an understanding of structure-property-processing-performance relationships in materials, the ability to apply advanced scientific and engineering principles to materials systems, and the skills to synthesize appropriate technical and contextual information to solve materials selection and design problems.

Requirement Course Name Number E:MS Math Differential Equations MTH 2140 E:MS Twenty credits of engineering subjects appropriate to the program of study with a minimum of twelve credits in materials science subjects.

Students wishing to pursue the materials science concentration within the Engineering major must develop a specific program of study in consultation with materials science and applied chemistry faculty. Such programs may emphasize different aspects of materials science, such as structural materials, solid state properties of materials, processing and manufacturing, or applied chemistry. All materials science programs of study should be consistent with the student’s educational goals and must contain sufficient depth, breadth, coherence, and rigor. All programs of study must receive prior approval by materials science and applied chemistry faculty, be sufficiently supported by the College’s resources (including Babson, Brandeis, Olin and Wellesley — BBOW schools), and be endorsed by the student’s faculty adviser.

Engineering: Systems (E:SYS) The Systems concentration focuses on the de-sign of products that integrate significant technology from multiple disciplines, with a focus on products that merge ECE and ME. Such products are particularly hard to create because designers tend to have specialized, rather than broad, knowledge of disciplines.

Requirement Course Name Number E:SYS Math Differential Equations MTH 2140 E:SYS ECE Signals and Systems ENGR 2410 Any two of: Introduction of Microelectronics Circuire ENGR 2420 Software Design ENGR 2510 Computer Architecture ENGR 3410 Analog and Digital Communications ENGR 3420 E:SYS ME Transport Phenomena ENGR 3310 Any two of: Mechanics of Solids and Structures ENGR 3320 Mechanical Design ENGR 3330 Dynamics ENGR 3340 Thermodynamics ENGR 3350 E:SYS Systems ENGR 3710

FRANKLIN W. OLIN COLLEGE OF ENGINEERING

Course Listings 24 CATALOG

week teaching staff and students will Offerings spend together in scheduled school Information in this catalog is subject to change. facilities. Up-to-date information is available at the StAR • Non-Contact The second number indi- website: http://star.olin.edu. cates approximately the number of hours students will spend each week working on their own in scheduled school facilities. Course Numbering • Preparation The third number indicates Nomenclature approximately the number of hours per Course Listings week a well-prepared student with good Course numbers are composed of an alpha study habits should expect to spend prefix and a numeric suffix. The alpha prefix studying and completing homework, indicates the primary area of the course, reading assignments, projects, etc. according to the following table. Note that For example, the AHSE 1100 History of some courses earn credit for multiple areas Technology: A Cultural and Contextual (see Course Listings Table below). Approach course is described as a 4-0-8 Alpha Prefix Primary Area course, so students in the course can expect to spend four hours in class with an instructor, AHSE AHS and Entrepreneurship and approximately eight hours outside of class ENGR Engineering completing course-related assignments MTH Mathematics SCI Science

The first digit of the numeric suffix indicates Prerequisites and the nominal level of a course according to the Co-requisites following table. Prerequisites and co-requisites may Numeric Suffix Level occasionally be waived with permission of the course instructor. 1XXX Introductory 2XXX Intermediate 3XXX Advanced 4XXX Summative/Capstone/SCOPE

Hours/Week Nomenclature To better allow teaching staff, facilities sched- ulers, and students to manage the time requirements of every course, the number of expected hours per week is indicated by a three part number, as follows: (Contact) – (Non-Contact) – (Preparation) • Contact The first number indicates approximately the number of hours per

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 25 Course Listings Summary Course Listings Number Name Prerequisites Co-requisites Instructor Credits Hours Offered AHSE 0112 The Olin Conductorless Audition Dabby 1 AHS 2-0-1 Fall and Orchestra Spring AHSE 1100 History of Technology: Martello 4 AHS 4-0-8 Fall A Cultural and Contextual Approach AHSE 1101 History and Society 4 AHS 4-0-8 Fall AHSE 1102 Arts and Humanities 4 AHS 4-0-8 Fall AHSE 1122 The Wired Ensemble — Ability to read Dabby 4 AHS 4-0-8 Fall Instruments, Voices, music Players AHSE 1130 Seeing and Hearing: Donis-Keller 4 AHS 4-0-8 Fall Communicating with Photographs, Video and Sound AHSE 1140 Culture & Difference: An Lynch 4 AHS 4-0-8 Fall Anthropological Approach AHSE 1150 What is “I”? Stein 4 AHS 4-0-8 Alt Fall (even years) AHSE 1500 Foundation of Business Bourne, 4 ENTR 4-0-8 Fall and Entrepreneurship Schiffman AHSE 2110 The Stuff of History: Martello 4 AHS 4-0-8 Alt Fall Materials and Culture in (even Ancient, Revolutionary years) and Contemporary Times AHSE 2112 Six Books that Changed AHS Foundation Martello 2 AHS 4-0-8 Spring the World (1st half) AHSE 2114 Science Fiction and AHS Foundation Martello 2 AHS 4-0-8 Spring Historical Context (2nd half) AHSE 2120 Heroes for the Dabby 4 AHS 3-0-9 Alt Spring Renaissance Engineer: (odd Leonardo, Nabokov, Bach, years) Borodin AHSE 2130 The Intersection of Art Donis-Keller 4 AHS 4-0-8 Alt Fall and Science (even tears) AHSE 2140 Anthropology: Culture Lynch 4 AHS 4-0-8 Spring Knowledge & Creativity AHSE 2199 (A) Special Topics in Arts, AHS Humanities & Social Sciences AHSE 3130 Advanced Digital Donis-Keller 4 AHS 4-0-8 Alt Fall Photography (odd years)

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 26 CATALOG

Number Name Prerequisites Co-requisites Instructor Credits Hours Offered AHSE 3500 Entrepreneurship: AHSE 1500 Bourne, 4 ENTR 4-0-8 Alt Fall Real-Time Case Study (FND 2610) Schiffman (even years) AHSE 3599 Special Topics in Business ENTR and Entrepreneurship AHSE 4190 AHSE Capstone Permission of AHS Staff 4 AHS 4-0-8 Fall and AHS Committee Spring AHSE 4199 Special Topics in Arts, AHS

Course Listings Humanities and Social Sciences AHSE 4590 Entrepreneurship Permission of Bourne, 4 ENTR 2-0-10 Fall and Capstone Insturctor(s) Schiffman Spring AHSE 4599 Special Topics in Business ENTR and Entrepreneurship ENGR 1110 ICB1 Engineering: SCI 1110 G. Pratt, 3 ENGR 3-3-3 Fall MC: Compartment and MTH 1110 Storey Systems ENGR 1120 ICB2 Engineering: SCI 1120 G. Pratt, 3 ENGR 3-3-3 Spring MC: Distributed Systems and MTH 1120 Storey ENGR 1200 Design Nature Linder, 4 ENGR 6-4-2 Fall Staff ENGR 1510 Introductory Programming Downey 2 ENGR 2-1-1 Fall ENGR 2210 Principles of Engineering ICB2 Minch, 4 ENGR 4-4-4 Fall and Stolk Spring ENGR 2250 User Oriented Linder, 4 ENGR 4-4-4 Spring Collaborative Design Staff ENGR 2410 Signals and Systems Dabby 4 ENGR 2-2-8 Spring ENGR 2420 Introduction to ENGR 1120 Minch 4 ENGR 4-2-6 Spring Microelctronic Circuits ENGR 2510 Software Design Downey, 4 ENGR 5-0-7 (F) Fall and Stein 6-0-6 (S) Spring ENGR 3210 Sustainable Design ENGR 2250 Linder 4 ENGR 4-0-8 Spring ENGR 3220 Human Factors and ENGR 2250 Stein 4 ENGR 4-4-4 Fall or Interaction Design Spring ENGR 3310 Transport Phenomena ICB2 Townsend 4 ENGR 4-0-8 Fall ENGR 3320 Mechanics of Solids ICB1 Storey, 4 ENGR 4-4-4 Spring and Structures Miller ENGR 3330 Mechanical Design ICB2 ENGR 3320 Barrett 4 ENGR 4-4-4 Fall and Spring ENGR 3340 Dynamics ICB1 Bingham 4 ENGR 4-4-4 Fall and Spring ENGR 3350 Thermodynamics Storey, 4 ENGR 4-4-4 Spring Townsend ENGR 3360 Topics in Fluid Dynamics ENGR 3310 Storey 4 ENGR 4-0-8 Spring

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 27

Number Name Prerequisites Co-requisites Instructor Credits Hours Offered Course Listings ENGR 3370 Controls ENGR 3340 Bingham 4 ENGR 4-0-8 Spring ENGR 3380 Design for Manufacturing ENGR 2250 Barrett 4 ENGR 4-0-8 Spring ENGR 3390 Robotics Barrett, 4 ENGR 4-0-8 Spring G. Pratt ENGR 3410 Computer Architecture ICB2, ENGR 2420 Chang 4 ENGR 4-4-4 Fall Recommended ENGR 3420 Introduction to Analog ENGR 2410 Minch 4 ENGR 4-4-4 Spring and Digital G. Pratt Communications ENGR 3425 Analog VLSI ENGR 2420 Minch 4 ENGR 4-4-4 Fall ENGR 3430 Digital VLSI ENGR 2420 Chang 4 ENGR 4-4-4 Spring Recommended ENGR 3440 Modern Sensors ICB2, ENGR 2410 Somerville 4 ENGR 4-4-4 TBA ENGR 3450 Semiconductor Devices ICB2; SCI 1410 Somerville 4 ENGR 4-4-4 TBA or SCI 3110 ENGR 3520 Foundations of ENGR 2510 MTH 2110 Stein 4 ENGR 4-0-8 Every 3rd Computer Science semester (beginning Fall 04) ENGR 3520A Foundations of Computer ENGR 3520 Stein 2 ENGR 1-0-5 Every 3rd Science Project semester (beginning Fall 04) ENGR 3525 Software Systems Downey 4 ENGR 4-4-4 Every 3rd semester (beginning Spring 05) ENGR 3530 Synchronization Downey 2 ENGR 2-2-2 Every 3rd semester (beginning Spring 05) ENGR 3540 Computational Modeling ENGR 2510 Downey 4 ENGR 4-0-8 Every 3 years (beginning Fall 05) ENGR 3550 Computer Systems and TBA 2 AHS + 4-0-8 TBA Public Policy 2 ENGR ENGR 3600 Topics in BioEngineering Staff 4 ENGR ENGR 3699 Special Topics in ENGR BioEngiineering ENGR 3710 Systems Completion of Bingham, 4 ENGR 4-0-8 Fall ME Core and G. Pratt ECE Core ENGR 3810 Structural Biomaterials SCI 1410 SCI 1210 Chachra 4 ENGR 4-4-4 Fall ENGR 3820 Failure Analysis and SCI 1410 Stolk 4 ENGR 4-4-4 Spring Prevention

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 28 CATALOG

Number Name Prerequisites Co-requisites Instructor Credits Hours Offered ENGR 3830 Phase Transformation SCI 1410 Stolk 4 ENGR 4-4-4 Fall in Ceramic and Metallic Systems ENGR 4190 Senior Consulting Program Must be Staff 4 ENGR 1-10-11 Fall and for Engineering (SCOPE) Senior Spring MEC 1000 Fundamentals of Machine Anderson 4 Non- 6-0-6 Fall and Shop Operations degree Spring MTH 1110 ICB1 Math: SCI 1110 Geddes, 2 MTH 2-0-4 Fall

Course Listings Calculus and ENGR 1110 Tilley MTH 1120 ICB2 Math: SCI 1120 TBA 2 MTH 2-0-4 Spriing Vector Calculus and ENGR 1120 MTH 2110 Discrete Mathematics Adams 4 MTH 4-0-8 Fall MTH 2120 Linear Algebra Moody, 2 MTH 2-0-4 Fall and Adams, Spring Tilley MTH 2130 Probability and Statistics Moody, 2 MTH 2-0-4 Fall and Adams, Spring Tilley MTH 2140 Differential Equations ICB2 Moody 2 MTH 2-0-4 Fall and Spring MTH 2199 Special Topics in MTH Mathematics MTH 3120 Partial Differential MTH 2150 or Tilley 4 MTH 4-0-8 Fall Equations equivalent MTH 3130 Mathematical Analysis ICB2 Moody 2 MTH 2-0-4 TBA MTH 3140 Error Control Codes Adams 2 MTH + 4-0-8 Spring 2 ENGR MTH 3150 Numerical Methods and MTH 2120, Tilley 4 MTH 4-0-8 Spring Scientific Computing MTH 2140 MTH 3160 Introduction to Complex ICB2, Differential Tilley 4 MTH 4-0-8 Fall* Variables MTH 3170 Non-Linear Dynamics MTH 2150 or Geddes 4 MTH 4-0-8 Spring and Chaos equivalent MTH 3199 Special Topics in MTH Mathematics SCI 1110 ICB1 Physics: MTH 1110 Somerville, 3 SCI 3-3-3 Fall Mechanics and ENGR 1110 Christianson SCI 1120 ICB2 Physics: MTH 1120 Christianson, 3 SCI 3-0-6 Spring Electromagnetism and and ENGR 1120 Zastavker Waves SCI 1210 Principles of Modern J. Pratt, 4 SCI 4-4-4 Fall and Biology (with laboratory) Donis-Keller Spring SCI 1310 Introduction to Chemistry TBA 4 SCI 4-4-4 Fall (with laboratory)

* May be offered Spring 06

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 29

Number Name Prerequisites Co-requisites Instructor Credits Hours Offered Course Listings SCI 1410 Materials Science and Chachra, 4 SCI 4-4-4 Fall Solid State Chemistry Stolk Spring (with laboratory) Christianson SCI 2110 Biological Physics ICB1, ICB2 Zastavker 4 SCI 4-0-8 TBA SCI 2120 Biological Thermodynamics ICB1, ICB2 Zastavker 4 SCI 4-0-8 Spring SCI 2210 Immunology SCI 1210 J. Pratt 4 SCI 4-0-8 Fall SCI 2320 Organic Chemistry TBA 4 SCI 4-4-4 Spring (with laboratory) SCI 3110 Modern Physics ICB2 Holt 4 SCI 4-0-8 Fall SCI 3120 Solid State Physics ICB2 SCI 3110 Christianson 4 SCI 4-0-8 Spring, alt years (odd- numbered) SCI 3130 Advanced Classical ICB2, Differential Zastavker 4 SCI 4-0-8 Fall Mechanics Equations, Linear Algebra SCI 3210 Human Molecular Genetics SCI 1210 or Donis-Keller 4 SCI 4-0-8 Fall in the Age of Genomics BISC 219 (Wellesley)

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 30 CATALOG Course Listings ENGR 1110 ICB 1 Engineering: Modeling and Control of Compartment Systems Instructor(s): G. Pratt, Storey Credits: 3 ENGR Integrated Course Block (ICB) 1: Hours: 3-3-3 MTH 1110 Co-requisites: MTH 1110 and SCI 1110 ICB 1 Math: Calculus Usually Offered: Fall Instructor(s): Geddes, Tilley A hands-on class in the modeling and control

Course Listings Credits: 2 MTH of compartment systems, including first and Hours: 2-0-4 second order thermal, mechanical, and electri- Co-requisites: SCI 1110 and ENG 1110 cal systems, the nature of effort and flow Usually Offered: Fall (across and through state variables) as univer- sal concepts, power and energy, impedance, An overview of differential and integral calcu- damping, passivity, qualitative feedback stabili- lus in the context of elementary numerical ty, and hysteretic, P, PI, and PID control. analysis. Students will also learn to use MATLAB, Simulink, and to write basic real-time control and simulation software. SCI 1110 ICB 1 Physics: Mechanics Instructor(s): Somerville, Christianson Integrated Course Block (ICB) 2: Credits: 3 SCI Hours: 3-0-6 MTH 1120 Co-requisites: MTH 1110 and ENG 1110 ICB 2 Math: Vector Calculus Usually Offered: Fall Instructor(s): TBA Credits: 2 MTH This course provides a thorough introduction Hours: 2-0-4 to classical mechanics. We will cover kinemat- Co-requisites: SCI 1120 and ENG 1120 ics, the basis of Newton’s laws, particle dynam- Usually Offered: Spring ics, the concepts of momentum, work, energy, and rotational motion, and oscillations. An overview of differential and integral calcu- Additionally, the course will establish the lus in higher dimensions. Topics include sur- basics of solid and fluid mechanics, concluding faces, partial differentiation, gradients, multiple with introductory topics in thermodynamics. integrals, line integrals, Green's, Divergence, Our goal is to share with you the excitement of and Stokes' theorems, and their applications to discovering the material universe at its most science and engineering. basic levels and to equip you with the basic knowledge and analytical skills necessary to become a scientist or an engineer. SCI 1120 ICB 2 Physics: Electromagnetism and Waves Instructor(s): Christianson, Zastavker Credits: 3 SCI Hours: 3-0-6 Co-requisites: MTH 1120 and ENG 1120 Usually Offered: Spring Electricity and magnetism, including electric charges, forces, and fields, Gauss’s Law, poten-

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 31 tial, electrostatic energy and capacitors, mag- petition to apply up to 4 OCO credits to the

netic fields and energy, mutual and self induc- AHS concentration. Any additional credits, i.e., Course Listings tion, Ampere’s Law, Maxwell’s Equations, more than 4, earned by a student enrolling in acoustic and electromagnetic waves, polariza- OCO will show up as additional AHS credits, tion, interference and diffraction. but will not count towards satisfying the requisite 28 credits in AHSE.)

ENGR 1120 ICB 2 Engineering: Modeling and Control AHSE 1100 of Spatially Distributed Systems History of Technology: A Cultural and Contextual Approach Instructor(s): G. Pratt, Storey Credits: 3 ENGR Instructor(s): Martello Hours: 3-3-3 Credits: 4 AHS Co-requisites: MTH 1120 and SCI 1120 Hours: 4-0-8 Usually Offered: Spring Usually Offered: Fall A hands-on class in the modeling and control This course operates on three levels of inquiry of spatially distributed systems, including ther- and exploration. In the most detailed sense, mal diffusion in 1D and 2D, the heat equation, we look at several major History of Technology the wave equation, characteristic impedance themes, such as Technological Systems, and wave velocity, simple (Cartesian grid) finite Technology and Culture, and Technology and difference analysis, acoustic transmission lines, the Environment. We address larger historical electrical transmission lines, termination and questions, such as the interpretation of evi- wave reflection. dence and the combination of analysis and narrative. Finally, we conduct writing, presentation, creativity, and analysis exercises that contribute to competencies such as communication and contextual understanding. Arts, Humanities, Social Science, and Entrepreneurship AHSE 1101 AHSE 0112 History and Society The Olin Conductorless Orchestra Instructor(s): TBA Instructor(s): Dabby Credits: 4 AHS Credits: 1 AHS Hours: 4-0-8 Hours: 2-0-1 Usually Offered: Fall Prerequisites: Audition Usually Offered: Fall + Spring That the United States is a “nation of immi- Next Offered: Fall 05 + Spring 06 grants” is a truism ingrained in American cul- Pass/No Credit Grading Type ture and public disclosure. To it we might add another: Americans are people “on the move”. The Olin Conductorless Orchestra (OCO) — If such characterizations are commonplace, an ensemble, minus conductor — features however, unpacking them is anything but sim- instrumentalists in leadership and collaborative ple. This course endeavors to unpack these roles. Dedicated to orchestral performance in ideas, introducing students to college-level the concerted spirit of chamber music, the work in the Liberal Arts through an exploration orchestra forges individual participation, active of the construction of “American” identity in listening, and group-motivation into perform- the 20th century. ances that have established it as the only conductorless orchestra of its kind at an American college. (A student can apply up to 4 OCO credits to the 28 required credits in AHSE, or can

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 32 CATALOG

AHSE 1102 As composers and performers, students con- Arts and Humanities centrate on instruments, voices, and the sym- bolic language that brings them to life. They Instructor(s): TBA compose music for every family of instruments Credits: 4 AHS (woodwinds, brass, strings, percussion) and Hours: 4-0-8 for voices, with semiweekly performances of Usually Offered: Fall original compositions by fellow musicians. In AHSE 1102 we will observe, explore, and Students also have the opportunity to hear analyze how art (literary and visual) and their works performed in concert settings by philosophy grapple with self-identity and the professional and student musicians with

Course Listings boundaries of the self in the last 200 years. whom they have collaborated. Seminar trips to More specifically, we will explore the following Boston and New York enable the class to gath- questions: er musical and inspirational material, as well as to hear some of the finest orchestral and vocal • How do artists and philosophers imagine ensembles in performance. While actively both the possibilities and the boundaries engaged in composition, performance, and available to the self? recording — all geared to an end-of-term pro- • How do artists and philosophers interro- duction — students examine the worlds of gate sets of values associated with identi- earlier composers in order to provide context ties available to the self? for their own lives and work. To read many of the denumerable biographies of a Mozart, • How do the forms and voices that artists Schubert, Debussy, or Bartók presents these and philosophers take up or invent enable luminaries through the scholarly lens of a story new ways of being? teller. Yet, to peruse their letters ushers the In the first half of the course, we will focus on reader into a rarefied world of personal artists and philosophers from 19th century thoughts, goals, desires, in conjunction with Europe and America grappling with powerful the prosaic affairs of everyday life. For anyone political, economic, social, and cultural forces. who has dreamed of charting a creative path In the second half we will focus on contempo- through life — whether as engineer, artist, sci- rary artists and philosophers who explore entist, and/or entrepreneur — these musicians, these same powerful forces from postcolonial with their triumphs, setbacks, and emotional and postmodern perspectives. highs and lows, provide mentors for a lifetime. The Wired Ensemble is sponsored by Toscanini’s Ice Cream. AHSE 1122 The Wired Ensemble: Instruments, Voices, Players AHSE 1130 Seeing and Hearing: Communicating with Instructor(s): Dabby Photographs, Video and Sound Credits: 4 AHS Hours: 4-0-8 Instructor(s): Donis-Keller Prerequisites: Ability to read music Credits: 4 AHS Usually Offered: Fall Hours: 4-0-8 Usually Offered: Fall Two concurrent streams comprise The Wired Ensemble: Seeing and Hearing is a foundation course that is about the communication of ideas developed • composition and performance of original by research, reflection, and evolving thought, works for instruments and voices using as a vehicle for expression contemporary • exploration of composers through their digital media tools. In this project-based letters. course, students will have opportunities for hands-on learning in audio recording and edit-

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 33 ing, photography and printing, and video AHSE 1150

recording and editing. Science and engineering What is “I”? Course Listings content are integrated in order to provide a Instructor(s): Stein reasonably comprehensive understanding of Credits: 4 AHS the devices we use to gather sound and Hours: 4-0-8 images and in order to understand more fully Usually Offered: Alt Fall (even years) the properties of seeing and hearing. A major goal is to enlarge our awareness of the envi- This interdisciplinary exploration of identity ronment we inhabit and to respond to the per- draws on a diverse range of genres in the ceived environment by producing original visu- Humanities, Social Sciences, Arts and al and sonic artwork. Students will complete Sciences. Prior offerings have drawn from projects including a self-portrait, a sound-piece Anthropology, Artificial Intelligence, Biology, that is used as an audio track for a short video, Film, History, Literature, Memoir, Neuroscience, a video documentary, and a staged narrative. Philosophy, Psychology, Political Science, Our process is to share work through discus- Science Fiction, Sociology, and Visual Arts. Our sion sessions as we follow projects from their goal is to understand how individual perspec- initial stages to completion and final presenta- tive (or the illusion of same) comes into being tion. Additional context for Seeing and Hearing and how our own unique perspectives shape is provided by selected readings, visits by the way that we see the world. Emphasis is guest lecturers, additional faculty and staff par- placed on communication and context. ticipation and by viewing work of other professional practitioners. This course does not require prior experience with image/sound AHSE 1500 gathering or editing. Foundations of Business and Entrepreneurship

AHSE 1140 Instructor(s): Bourne, Schiffman Culture & Difference: an Anthropological Credits: 4 ENTR Approach Hours: 4-0-8 Usually Offered: Fall + Spring Instructor(s): Lynch The course is designed to provide Olin stu- Credits: 4 AHS dents with experience in planning and growing Hours: 4-0-8 a business venture. The learning experience is Usually Offered: Fall centered on “doing" (e.g., engaging in a busi- This course introduces students to key con- ness simulation) while building a student’s cepts and methods in cultural anthropology. competence in the functional areas of business Cultural anthropology is the study of how including accounting, finance, marketing, and humans organize their lives as members of strategy. society, and the ways in which they make these lives meaningful. Through readings on such diverse topics as adolescence in Samoa, AHSE 2110 epilepsy among Hmong-Americans, and The Stuff of History: Materials and Culture McDonald's in Hong Kong, this course will in Ancient, Revolutionary and explore contemporary anthropological Contemporary Times approaches to three central questions: 1) What Instructor(s): Martello is culture? 2) Does “culture” explain why peo- Credits: 4 AHS ple do what they do and believe what they Hours: 4-0-8 believe? 3) What fate and value do cultural dif- Co-requisites: SCI 1410 Section 2 ferences have in today's interconnected world? Usually Offered: Alt Fall (even years) The lion’s share of our history of technology course features a series of readings, lectures, FRANKLIN W. OLIN COLLEGE OF ENGINEERING 34 CATALOG

and discussions on the relationship between AHSE 2114 materials, science, society, and the environ- Science Fiction and Historical Context ment in three historical periods. We start with Instructor(s): Martello the material practices and paradigms of Copper Credits: 2 AHS and Bronze Age societies, shift to Paul Revere’s Hours: 4-0-8 “Revolutionary” work with various metals and Pre/Co-requisites: AHS Foundation fabrication processes, and conclude with a look Usually Offered: Spring (first half) at the technologies and challenges of tomor- row. We will emphasize the development of Science fiction is a wonderful genre that some- three skills that are vital to our studies: contex- how captures a society’s ideals, fears, assump-

Course Listings tual thinking, communication (both written and tions, and major challenges. In the same way oral), and historical research methods pertain- that a historian attempts to piece together ing to source evaluation and narrative con- complex cause-effect chains to make sense of struction. the past, science fiction writers project the values, technologies, and beliefs of their own societies into alternate or future realities. Our AHSE 2112 class will work together to understand the con- Six Books that Changed the World ventions of science fiction and explore science fiction works (books, short stories, film) pro- Instructor(s): Martello duced in different times, across various cul- Credits: 2 AHS tures, and in different sub-genres of this field. Hours: 4-0-8 Students will have the opportunity to analyze Pre/Co-requisites: AHS Foundation different works of science fiction through writ- Usually Offered: Spring (first half) ings and class discussions, and can also Why and how do certain books reshape the choose to develop a science fiction idea of their course of human history? In this course we will own. NOTE: this course will be offered during explore six books, selected from different the second half of the spring semester, will times, societies, and genres, that have had an meet twice a week, and will require approxi- unquestionably major impact upon the world mately 12 hours of student effort each week. in which we live in. Class meetings will alternate between contextual studies of the historical context of each book (including the author’s AHSE 2120 background, the political and social setting, Heroes for the Renaissance Engineer: and other factors) and careful analyses of the Leonardo, Nabokov, Bach, Borodin works themselves. Our discussions will investi- Instructor(s): Dabby gate each book’s contemporary and modern Credits: 4 AHS impact while also exploring the qualities that Hours: 3-0-9 caused all of our selections to have such an Usually Offered: Alt Spring (odd years) enduring and global effect. Students will be expected to contribute to class discussions, To what extent have artists exhibited extraordi- make presentations, and write a report on an nary knowledge and ability in science? Does additional book of their choosing. NOTE: this this necessarily infuse their art, and if so, how? course will be offered during the first half of Source documents provide the key focus for the spring semester, will meet twice a week, analysis and critical thought. Artists in the and will require approximately 12 hours of stu- fields of literature, art, and music include dent effort each week. Vladimir Nabokov (writer and lepidopterist), Leonardo da Vinci (artist and engineer), Alexander Borodin (composer and chemist), and J. S. Bach (composer, performer, and acoustician). Each of these achieved a self- sufficiency enabling the articulation and real-

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 35 ization of work that reveals a singular vision, us understand human behavior and values.

shaped in part by fluency in both technical and Broadly speaking, anthropologists ask, “Why Course Listings artistic disciplines. Class trips to concerts and do people do what they do and believe what museums in Boston and New York enable stu- they believe?” Today anthropologists study a dents to explore firsthand the works of these wide range of contemporary social issues, such individuals. Students also have the opportunity as international development, garment manu- to realize projects that meld the arts and sci- facturing, the production of scientific knowl- ences in order to experience firsthand the satis- edge, female “circumcision,” and intellectual faction and challenges faced by Bach, Borodin, property. In this course, we will read about, Nabokov, and Leonardo in their desire for debate, and discuss these and other issues in knowledge, discovery, and creative expression. order to probe into the meanings of culture, knowledge, and creativity. • What do anthropologists mean by culture? AHSE 2130 The Intersection of Art and Science • What does it mean to take cultural difference seriously? Instructor(s): Donis-Keller Credits: 4 AHS • Does culture have an influence on what is Hours: 4-0-8 considered legitimate “knowledge”? Usually Offered: Alt Fall (even years) • If knowledge is “situated,” what happens Science and Art are often considered entirely when one form of knowledge comes in different worlds inhabited by practitioners who contact with another (for instance in dis- have nothing in common. In this course we will cussions of global human rights)? debunk this myth by closely examining the discovery process in both disciplines and by com- • What is the relationship between cultural paring the culture of science to that of art, his- difference, situated knowledge, and torically and in the present. We will consider human creativity? the influence of scientific discoveries, from • Does globalization threaten to destroy optics to “new media” on the production of art creativity, stifle innovation, and erase and discuss the corollary question “Has art difference? influenced the progress of science?” We will also consider ways in which science allows us After we learn how anthropologists deal with to understand artists and the work they create. these questions at a range of research sites, In contemporary society artists have begun to we will end the course with our own anthropo- comment on science, sometimes with disas- logical studies that utilize what we have trous results, which leads us to ask, “What is learned earlier in the course. Students will needed in order to establish a meaningful dia- conduct short research projects that examine logue between scientists and artists, and, does social issues pertaining to the use of the it matter?” Internet in the United States. By ending with a study of ourselves, students will see how creative we really are; that we, too, have AHSE 2140 culture; and that what we consider legitimate Anthropology: Culture, Knowledge and knowledge is culturally situated. Creativity The professor will assume no prior knowledge Instructor(s): Lynch of anthropology. Skills to be developed include Credits: 04 AHS critical reading, critical thinking, writing and Hours: 4-0-8 analysis, presenting arguments in oral and Prerequisites: AHS Foundation visual form, and working on projects in small Usually Offered: Spring groups. Anthropological theories and methods help The following texts will be used, among others: Jean Davison, Voices from Mutira: Change in

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the Lives of Gikuyu Women, Daniel Miller and its problems, and making input. You will be Don Slater, The Internet: An Ethnographic participating in an in-depth, real-time case Approach, Jeremy MacClancy, Exotic No More: study. Unlike traditional case studies, this real- Anthropology on the Front Lines. time case will dig deeply into one company during an entire semester. At this moment, a case writer is stationed full-time at the case AHSE 3130 company. Each week the writer will provide Advanced Digital Photography us with the information we need to analyze a particular problem or question about the com- Instructor(s): Donis-Keller pany. But our goal is not analysis for its own Credits: 4 AHS

Course Listings sake. Instead, we want to go beyond critiquing, Hours: 4-0-8 and make valuable recommendations to the Pre/Co-requisites: AHSE1130 (AHS 1130) company. This course is cross-listed with Seeing and Hearing; Permission of the Babson College. Instructor(s) Usually Offered: Alt Fall (odd years) In this course students will develop a personal AHSE 4190 photographic vision and become acquainted Arts, Humanities, Social Science (AHS) with the work of leading contemporary photog- Capstone raphers. A critical awareness of the medium of Instructor(s): Dabby, Lynch, Martello, Stein photography and the history of the still photo- Credits: 4 AHS graphic image will also be fostered through Hours: 4-0-8 selected readings, discussions, and visits to Prerequisites: Permission of the AHS galleries and museums. While communication Committee with visual images is paramount, technical Usually Offered: Fall + Spring issues will be addressed in some depth. For example, there will be instruction and practice The AHS Capstone is an advanced, self- with color management methods, advanced designed AHS project that builds upon a stu- Adobe Photoshop, basic bookbinding methods, dent’s prior experience in one or more AHS and lighting techniques. Regular assignments disciplines. All students must complete either and group critiques will help monitor progress an AHS Capstone or an Entrepreneurship and inspire new directions. The culminating Capstone in order to graduate. AHS Capstones project will be the design and construction of must be proposed to the AHS Committee and an artist’s book by each member of the class. approved by the end of the academic year prior to the Capstone (in this case, by spring of 2005) except in extenuating circumstances. AHSE 3500 Additional information on the AHS Capstone is Entrepreneurship: Real-Time Case Study available at http://projects.olin.edu/ahs. AHS Capstone students will complete a proposal, a Instructor(s): Bourne, Schiffman journal, a disciplinary deliverable, an analysis Credits: 4 ENTR of their deliverable, and a presentation. Class Hours: 4-0-8 sessions will vary between “plenary” meetings Prerequisites: AHSE 1500 (FND2610) of all students and faculty, small group work- Usually Offered: Fall (even years) shops, and individual meetings. Please contact As you read this, the managers of a new high- the AHS Committee at [email protected] with tech company, (to be announced), are striving any questions. to achieve the entrepreneurial dream. On a special website you will follow that company, and see their progress week by week. But you will do more than just watch. You will be actively engaged with the company, analyzing

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AHSE 4590 Engineering

Entrepreneurship Capstone Course Listings ENGR 1110 Instructor(s): Bourne, Schiffman Credits: 4 ENTR See ICB 1 (top of listings) Hours: 2-0-10 Prerequisites: Permission of the Instructor(s) Usually Offered: Fall + Spring ENGR 1120 The Entrepreneurship Capstone is an See ICB 2 (top of listings) advanced, self-designed project that builds upon a student’s prior experience in business and entrepreneurship. All students must ENGR 1200 complete either an AHS Capstone or an Design Nature Entrepreneurship Capstone in order to gradu- Instructor(s): Linder, Staff ate. Entrepreneurship Capstones must be pro- Credits: 4 ENGR posed to the Entrepreneurship Committee and Hours: 6-4-2 approved by the end of the academic year prior Usually Offered: Fall to the Capstone (in this case, by spring of 2005) except in extenuating circumstances. Normally, We take nature, an important source of inspira- an Entrepreneurship Capstone student will tion and understanding, as a theme and devel- engage in a team or individual project to build op bioinspired ideas into functional prototypes. and/or execute a plan to bring a new organiza- Our focus is on the general principles and tion, product or service into being. For this rea- methods that shape the practice of engineering son, a course on Entrepreneurship and New design. Students complete individual and team Ventures is normally expected as a prerequisite projects in a studio environment where we to enrolling in the Entrepreneurship Capstone. seek to develop a shared practice and under- Courses that satisfy this prerequisite include standing of engineering design. Students also Babson’s EPS3501 or EPS3501T and Olin’s gain experience in visualization, experimenta- AHSE 3599 Special Topics in Business and tion, estimation, fabrication, and presentation Entrepreneurship: Technology and New as they relate to designing. Ventures. If you are planning to enroll in the Entrepreneurship Capstone, and have not yet completed this prerequisite, it is strongly sug- ENGR 1510 gested you enroll in AHSE 3599. Class sessions Introductory Programming for the Entrepreneurship Capstone will consist Instructor(s): Downey of seminar style “plenary” sessions as well as Credits: 2 ENGR other pedagogical modalities as appropriate. If Hours: 2-1-1 choosing the Entrepreneurship Capstone track, Usually Offered: Fall a student must also complete 8 additional “depth” credits in business or entrepreneur- This class is an introduction to basic program- ship. The New Ventures course counts for 4 of ming intended for students with little or no those credits. Please contact Steve Schiffman programming experience. It develops basic with any questions. programming and debugging skills, and covers concepts including variables and values; procedures, parameters and arguments; lists, dic- tionaries and other collections; and basic algorithms including map, filter and reduce. Many examples and exercises include graphics. In Fall 2004, we will be using the Python programming language, which is particularly well- suited for beginners, but also similar to MAT-

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LAB and many languages used in other class- ENGR 2410 es. Students completing this class successfully Signals and Systems will be well-prepared for Software Design. Instructor(s): Dabby Credits: 4 ENGR ENGR 2210 Hours: 2-2-8 Principles of Engineering Usually Offered: Spring Signals (functions of one or more independent Instructor(s): Minch, Stolk variables) and Systems (devices that perform Credits: 4 ENGR operations on signals) presents fundamental Hours: 4-4-4 Course Listings concepts that arise in a variety of fields. The Prerequisites: ICB2 ideas and techniques associated with these Usually Offered: Fall + Spring concepts inform such diverse disciplines as Through a significant project experience, stu- biomedical engineering, acoustics, communica- dents will learn to integrate analysis, qualita- tions, aeronautics and astronautics, circuit tive design, quantitative optimization, experi- design, and the arts, humanities, and social ments, and simulations to improve their ability sciences. Topics include transforms (Z, LaPlace, to engineer real systems. Two course sections Fourier), frequency analysis, convolution, FIR will be offered, each one focusing on a particu- and IIR systems, stability, generalized func- lar type of engineering system. Section 01 will tions, modulation (AM and FM), sampling, focus on electrical systems and components. and digital filtering. Section 02 will focus on mechanical systems and material properties. Students need not enroll in a section corresponding to their ENGR 2420 intended major. Introduction to Microelectronic Circuits Instructor(s): Minch ENGR 2250 Credits: 4 ENGR User Oriented Collaborative Design Hours: 4-4-4 Prerequisites: ENGR 1120 Instructor(s): Linder, Staff Usually Offered: Spring Credits: 4 ENGR This course will cover the design of comple- Hours: 4-4-4 mentary metal-oxide-semiconductor (CMOS) Usually Offered: Spring electronic circuits in the context of modern Students develop detailed concepts and mod- integrated-circuit technology. The course will els of authentic new products and services. include an introduction to the fabrication and Our focus is on user-oriented, collaborative operation of metal-oxide semiconductor (MOS) approaches to design seeking holistic solutions transistors and to the design and operation of integrating user and functional perspectives. the basic building blocks of both analog and The importance of process and the develop- digital integrated circuits. Analog circuit topics ment of strategies are emphasized. Students will include single-transistor amplifier stages, observe and engage people to develop a deep current mirrors, cascodes, differential pairs, understanding of their values and the patterns and single-stage operational amplifiers. Digital of their lives. They work collaboratively in a circuit topics will include the design of comple- studio environment to create a shared under- mentary CMOS logic gates and latches. standing of the product users they design with Throughout the course, an emphasis will be and the product concepts they develop. Topics placed on design-oriented circuit analysis tech- covered include design thinking, user research, niques and developing circuit reasoning skills. concept development and interaction design including usability engineering.

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ENGR 2510 tainability, investigate existing products and

Software Design develop numerous small to medium scale Course Listings product ideas. Instructor(s): Downey, Stein Credits: 4 ENGR Hours: 5-0-7 (Fall); 6-0-6 (Spring) ENGR 3220 Usually Offered: Fall + Spring Human Factors and Interaction Design This course is an introduction to software Instructor(s): Stein design. This course focuses on a model of Credits: 4 ENGR computation as a set of simultaneous ongoing Hours: 4-4-4 entities embedded in and interacting with a Prerequisites: ENGR 2250 User Oriented dynamic environment, for example: computa- Collaborative Design (required); ENGR 2510 tion as it occurs in spreadsheets, video games, Software Design or other software develop- web applications, and robots. A major compo- ment experience (recommended) nent of the class is a weekly three hour in-class Fulfills Design Depth requirement laboratory. Much of this laboratory is spent in Usually Offered: Fall + Spring collaborative work on program development, with an emphasis on student-student interac- A hands-on exploration of the design and tion and student-student teaching, facilitated development of user interfaces, taking into and enriched by the course staff. In addition, account the realities of human perception and design and implementation work is supple- behavior, the needs of users, and the pragmat- mented with observational laboratory assign- ics of computational infrastructure and applica- ments, inviting students to consider not only tion. Focuses on understanding and applying how to build a program, but how to anticipate the lessons of human interaction to the design its behavior and how to modify that behavior. of usable computer applications; will also look at lessons to be learned from less usable sys- Both students with no prior background and tems. This course will mix studio (open project students with background comparable to the working time) and seminar (readings and dis- CS AP should both find this course interesting cussion) formats. and worthwhile.

ENGR 3310 ENGR 3210 Transport Phenomena Sustainable Design Instructor(s): Townsend Instructor(s): Linder Credits: 4 ENGR Credits: 4 ENGR Hours: 4-0-8 Hours: 4-0-8 Prerequisites: ICB2 Usually Offered: Spring Usually Offered: Fall This course provides a comprehensive This course introduces the basic physics and overview of sustainable product design. applications of the transport of heat, mass, and Emphasis is placed on learning and using momentum. Topics in fluid dynamics include green design principles, methods, tools and kinematics, conservation laws, dynamic simi- materials. Examples include life cycle assess- larity, and laminar flow solutions. Topics in ment, biomimicry, efficient design and design heat and mass transfer include internal and for disassembly. A system perspective high- external convection, free convection, boiling lighting material and energy flows over the and condensation, and the analogy between complete product life cycle is used to structure heat and mass transport. Applications in aero- the course material. Case studies in product dynamics, geophysical flows, manufacturing design, architecture and renewable energy are processes, and biological systems will be dis- presented. Students will complete substantial cussed. reading, develop a personal statement on sus-

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ENGR 3320 This course contains the analytical and concep- Mechanics of Solids and Structures tual tools for understanding how mechanical, electrical, and electromechanical systems Instructor(s): Storey, Miller undergo changes in state. To analyze such Credits: 4 ENGR systems we will apply both momentum and Hours: 4-4-4 variational principles to derive the equations of Prerequisites: ICB1 motion. Hands-on demonstrations will illustrate Usually Offered: Spring the concepts behind these fundamental tools, This course covers the principles of statics of and students will work on real-world examples structures and mechanics of materials. Topics from robotics, vehicle systems, spacecraft, and

Course Listings include tension, compression, shear, torsion, intelligent-structures. bending, stresses, deflection, and strain in Building on the ability to derive the equations loaded members. Students will use a combina- of motion for rigid bodies, we extend the tion of analysis and simulation to understand analysis to lumped parameter and continuous the principles of mechanics. The course systems. This course will deliver generic tools includes applications in structural engineering for characterizing linear and non-linear system and machine elements. Students are intro- behavior in the time and frequency domains. duced to the use of finite element methods The hands-on component of the course will as a tool for design and analysis. explore the fundamental concepts of system dynamics: system modes (eigenvalues and vectors), spectrum analysis, and time response. ENGR 3330 Mechanical Design Instructor(s): Barrett ENGR 3350 Credits: 4 ENGR Thermodynamics Hours: 4-4-4 Instructor(s): Storey, Townsend Co-requisites: ENGR 3320 Credits: 4 ENGR Usually Offered: Fall + Spring Hours: 4-0-8 This design course introduces new topics in Usually Offered: Spring machine design and applies and integrates the This course covers the fundamental principles basic mechanical and thermal engineering sci- of thermodynamics and physical chemistry as ences. Topics in machine element design applied to engineering systems. This course include stress, strain, deflection, stiffness, and provides a foundation in fundamental thermo- failure of mechanical components, steady and dynamic phenomena, including the first and variable loading, mechanical fastening and second laws of thermodynamics, thermody- joining, and the design of mechanical compo- namic properties, equations of state in real and nents, including springs, bearings, gears, ideal gases, and chemical equilibrium. The shafts, and axles. The course includes a major basic laws are used to understand and analyze design component that involves the fabrication the performance and efficiency of systems and physical testing of mechanical compo- such as automobile engines, gas turbines, nents. steam power plants, and refrigerators.

ENGR 3340 ENGR 3360 Dynamics Topics in Fluid Dynamics Instructor(s): Bingham Instructor(s): Storey Credits: 4 ENGR Credits: 4 ENGR Hours: 4-4-4 Hours: 4-0-8 Prerequisites: ICB1 Prerequisites: ENGR 3310 Usually Offered: Fall Usually Offered: Spring FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 41

This course will build upon the fundamentals product components for machining, casting,

learned in ENGR 3310 (Transport Phenomena) molding, sheet metal working and inspection. Course Listings and discuss modern applications of fluid Design for assembly principles will be covered dynamics. He theme for the course will be for streamlining the general assembly process advertised during course registration and will with coverage balanced between manual vary from year to year. assembly and robotic and automatic assembly. Student design projects and case studies of existing commercially available products will ENGR 3370 be incorporated. Controls Instructor(s): Bingham ENGR 3390 Credits: 4 ENGR Robotics Hours: 4-0-8 Prerequisites: ENGR 3340 Instructor(s): Barrett, G. Pratt Usually Offered: Spring Hours: 4-0-8 Usually Offered: Spring This course explores the techniques for changing the dynamics of a system using feedback Course Under Development control. The first portion of the course covers methods for analyzing the open-loop dynamics of generic systems in the frequency-domain ENGR 3410 (transfer functions) and time-domain (state- Computer Architecture space equations). Then we will develop feed- Instructor(s): Chang back techniques for shaping the system Credits: 4 ENGR response. Students completing this course will Hours: 4-4-4 have the analytical tools for controller design Prerequisites: ICB2, ENGR 2420 Recommended (both classical and modern) as well as a funda- Usually Offered: Fall mental understanding of the concepts behind feedback control (stability, performance, con- This course introduces a broad range of com- trollability, observability, etc.). Students will putation structures used in computation, from have ample opportunity to experiment with logic gates to specialized (e.g. DSP, cellular control design by implementing their own automata) as well as general purpose architec- designs in analog and digital hardware. tures. Design techniques for quantitatively opti- Examples from field robotics, aircraft, and intel- mizing performance are also taught. Students ligent-structures will be used for both in-class build a computer from the ground up. and hands-on demonstrations.

ENGR 3420 ENGR 3380 Introduction to Analog and Digital Design for Manufacturing Communication Instructor(s): Barrett Instructor(s): Mur-Miranda Credits: 4 ENGR Credits: 4 ENGR Hours: 4-0-8 Hours: 4-4-4 Prerequisites: ENGR 2250 Prerequisites: ENGR 2410 or permission of Usually Offered: Spring Instructor Usually Offered: Fall This course will provide a comprehensive overview of product design for manufacturabil- This course teaches students design tech- ity including design principles, strategies for niques for analog and digital communications, material selection and optimal process selec- including elementary coding and information tion. Techniques will be presented to optimize theory. Topics also include modulation

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schemes, data compression, error detection ENGR 3440 and correction, encryption, transmitter and Modern Sensors receiver design, and routing protocols. Instructor(s): Somerville Students build an operative communications Credits: 4 ENGR link over an unreliable channel. Hours: 4-4-4 Prerequisites: ICB2, ENGR 2410 ENGR 3425 Usually Offered: TBA Analog VLSI Modern topics in sensors, including sensor fabrication, physics, signal conditioning, and Instructor(s): Minch Course Listings “smart” sensors. Students will conduct Credits: 4 ENGR research on sensor technologies of their choos- Hours: 4-4-4 ing, and implement a sensor system of their Prerequisites: ENGR 2420 or permission of own design. Instructor Usually Offered: Fall This course will provide an overview of devices ENGR 3450 available to analog integrated circuit designers Semiconductor Devices in modern complementary metal-oxide-semi- Instructor(s): TBA conductor (CMOS) technologies: resistors, Credits: 4 ENGR capacitors, metal-oxide-semiconductor (MOS) Hours: 4-4-4 transistors, and bipolar junction transistors. It Prerequisites: ICB2; SCI 1410 or SCI 3110 will cover the transistor-level design of linear Usually Offered: TBA analog integrated-circuit modules, such as operational amplifiers and operational Introduction to semiconductor device fabrica- transconductance amplifiers as well as layout tion, operation, and design. Emphasis on techniques for analog integrated circuits. diodes and transistors, with some exploration Students will work in small teams on a series of speculative technologies. Students will con- of projects involving the design of analog inte- duct a project of their own choosing involving grated circuit modules, culminating in the either device characterization or device simula- design of an analog system of moderate com- tion using modern tools. plexity, such as a filter or a data converter.

ENGR 3520 ENGR 3430 Foundations of Computer Science Digital VLSI ENGR 3520A Instructor(s): Chang Foundations of Computer Science Project Credits: 4 ENGR Instructor(s): Stein Hours: 4-4-4 Credits: 4 ENGR (ENGR 3520); 2 ENGR (ENGR Prerequisites: ICB2, ENGR 2420 Recommended 3520A) Usually Offered: Spring Hours: 4-0-8 (ENGR 3520); 1-0-5 (ENGR 3520A) An introduction to digital CMOS design. Prerequisites: ENGR 2510 Students will learn design techniques and lay- Co-requisites: MTH 2110 out their own custom integrated circuit, which Usually Offered: Every 3rd Semester (begin- will be fabricated by MOSIS. ning Fall 04) This course uses applications as vehicles for exploring the formal analytic toolkit of the computer scientist as well as aspects of algo- rithmic computing and intelligent software design. The course combines elements of

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 43 automata theory, data structures and algo- ENGR 3540

rithms, programming languages, artificial Computational Modeling Course Listings intelligence, information management, Instructor(s): Downey internet programming. Credits: 4 ENGR Students may optionally enroll only in ENGR Hours: 4-0-8 3520; these students will be excused from the Prerequisites: ENGR 2510 or equivalent programming / project component of the Usually Offered: Every three Years (beginning course. Students wishing to register for the full Fall 05) six credit course should register for both ENGR The availability of cheap computation has cre- 3520 and ENGR 3520A. ated a new way of understanding the world. Along with experiment and theory, computa- ENGR 3525 tional modeling provides new tools for analy- Software Systems sis, explanation and prediction. This class looks at the history of this revolution and the tech- Instructor(s): Downey nology that underlies it. We will survey a range Credits: 4 ENGR of literature, from the skeptical to the exuber- Hours: 4-4-4 ant, and make a critical evaluation of this puta- Usually Offered: Every 3rd Semester (begin- tive paradigm shift. Students will learn the ning Spring 05) skills of computational modeling, with an emphasis on discrete and stochastic models, An introduction to the design and implementa- and apply them to problems in a range of tion of system-level software, including operat- fields including engineering and the natural ing systems, networks, and databases. Topics and social sciences. Basic programming ability, include processes and threads, memory and in any language, is a prerequisite. storage management, networking and inter- process communication, scheduling and synchronization. ENGR 3550 Computer Systems and Public Policy ENGR 3530 Instructor(s): TBA Synchronization Credits: 2 AHS + 2 ENGR Hours: 4-0-8 Instructor(s): Downey Usually Offered: TBA Credits: 2 ENGR Hours: 2-2-2 How do technical decisions influence human Usually Offered: Every 3rd Semester (begin- lives? How can engineering solutions change ning Spring 05) the terms of public policy debate? Through a series of case studies, this course looks at When multiple programs run at the same time, these questions in specific fields where com- they can interact in complex ways, yielding puter technology and public policy intersect. In unpredictable behavior at best and impenetra- questions of privacy, security, safety (including ble bugs at worst. Synchronization is the public health), pornography, intellectual prop- process of imposing timing constraints in erty and free speech, developments in comput- order to guarantee the correct execution of er systems technology either raise or offer programs. This class presents a series of syn- solutions to significant public policy questions. chronization "puzzles" and gradually develops This course builds ethics and context compe- a set of tools for dealing with even the hairiest tencies and breadth in AHS. It also covers synchronization problems. topics normally found in classes such as Operating Systems, Databases, Distributed Systems, Cryptography, Web Computing, and other Computer Science offerings.

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ENGR 3600 This course introduces students to the art and Topics in BioEngineering science of interdisciplinary design. Students analyze the process used to develop example Instructor(s): Staff products that required expertise in many areas Credits: 4 ENGR and creativity and trade-off consideration Hours: 4-4-4 amongst all. Students learn about overarching Usually Offered: Fall principles that enable creators of broad inter- This interdisciplinary course will introduce stu- disciplinary systems to succeed. Students will dents to concepts and problems encountered also work in teams and take on roles as design when applying fundamental concepts and specialists in a variety of fields. Each team is

Course Listings quantitative methods in engineering and sci- given the task to design in detail a hypothetical ence to problems in biology and medicine. The product that can succeed only if interdiscipli- breadth of bioengineering will be surveyed, nary creativity is fostered and trade-offs are focusing on tools and techniques used by prac- made by every team member, as well as the ticing bioengineers, current scientific and tech- group as a whole. nical status, and emerging trends and directions. Topics to explored include: What is “bioengineering?;” biosignals and bioprocesses as ENGR 3810 the basis for human physiology and other bio- Structural Biomaterials logical systems; biological & medical imaging; Instructor(s): Chachra biomaterials; biomechanics; bioinstrumenta- Credits: 4 ENGR tion; drug development, delivery, and pharma- Hours: 4-4-4 cokinetics; biotechnology; medical devices; Prerequisites: SCI 1410 emerging technologies such as gene therapy Co-requisites: SCI 1210 and tissue engineering, and commercializing Usually Offered: Fall life science products. The application of experimental, mathematical, and computational tools How is a blood vessel like a garden hose? from biology, chemistry, physics, and math to Why are seashells strong (and beautiful) even describe, analyze, and predict the behavior of though they are made of chalk? How can your living systems and solve open-ended design- pink and squishy tendons be made of the same oriented problems will be practiced. Examples material as your transparent corneas? This from the Instructor’s experience in academic course focuses on the materials science of nat- research and industrial R&D will be used to ural tissues, primarily ones that fill structural motivate problem solving and discussion. This roles, including bone, teeth, tendon, nacre, and course will provide students with the back- wood, with an emphasis on how they are simi- ground for subsequent study (e.g., advanced lar and different to 'engineering' materials. courses and/or independent research) in bio- Additional material may include scaffolds for engineering and quantitative biology. tissue engineering, biomimetic materials and mechanical properties of individual cells.

ENGR 3710 Systems ENGR 3820 Failure Prevention and Analysis Instructor(s): Bingham, Pratt, G. Credits: 4 ENGR Instructor(s): Stolk Hours: 4-0-8 Credits: 4 ENGR Prerequisites: Completion of Systems ME core Hours: 4-4-4 and ECE core requirements, or permission of Prerequisites: SCI 1410 instructor(s) Usually Offered: Spring Usually Offered: Fall Students will complete projects and case studies to gain practical experience in the analysis

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 45 of fractured and failed engineering materials ENGR 4190

and components. The course focus will be on Senior COnsulting Program for Course Listings material microstructure and the micromech- Engineering (SCOPE) anisms of fracture, and topics will include fail- Instructor(s): Staff ure analysis methodology, mechanisms of Credits: 4 ENGR failure, fracture classifications, corrosion and Hours: 1-0-11 environmental factors, fractography, and Co-requisites: must be a senior design for failure prevention. Students will Usually Offered: Fall + Spring learn advanced materials characterization techniques including scanning electron microscopy This course is a requisite for all Olin seniors. It (SEM), energy dispersive spectroscopy (EDS) incorporates formal, team-based, year -ong and compositional dot mapping, x-ray diffrac- engineering projects done in conjunction with tion (XRD), Fourier transform infrared spec- 10 to 14 external companies. Each project will troscopy (FTIR), optical microscopy, and frac- be executed by a single student team, support- ture surface sample preparation. ed by a dedicated faculty member, in partnership with one of these companies. Each student team will have between 3 and 8 members ENGR 3830 from the senior class. Students may conduct Phase Transformations in Ceramic and advanced research, perform market analysis, Metallic Systems develop experimental prototypes, design new products or redesign existing products in the Instructor(s): Stolk execution of this project. Credits: 4 ENGR Hours: 4-4-4 Prerequisites: SCI 1410 Usually Offered: Fall How can two brittle ceramics combine to make Machine Shop a toughened structure? How does a machin- MEC 1000 able steel transform into a high strength cut- Fundamentals of Machine Shop ting tool? What drives solid-state reactions in Operations powdered materials? Since properties of alloys and ceramics are largely determined by intrin- Instructor(s): Anderson sic material properties and microstructure, an Credits: 4 Non Degree (will not meet degree understanding of phase transformations is requirements) essential for materials design and performance Hours: 6-0-6 optimization. This course focuses on the ther- Prerequisites: Preference will be given those modynamics and kinetics of phase transforma- with prior machining and CAD experience tions in the bulk and at interfaces and surfaces Usually Offered: Fall + Spring of multi-component materials systems. Topics The course focuses on the fundamentals of include binary and ternary phase equilibria, machine shop operations, the foundations for atomic mobility, transformation kinetics, nucle- all classical machining techniques. In addition, ation and growth, heterogeneous reactions, we will cover necessary mechanical design ele- surface and interfacial energy, diffusional and ments and CAD techniques to equip you with diffusionless transformations, phase stability, the skills to help other students. No basics will and microstructural development. Examples be skipped! We will cover topics in proper and laboratory activities highlight fundamental breadth and depth to ensure that you come concepts and reinforce the practical importance away with a sound understanding of machine of phase transformations in engineering shop safety, bench work, measurement, part ceramics and alloys. layout, machine setup, operation and mainte- nance. We will also focus on design techniques and drawing creation using SolidWorks.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 46 CATALOG

Projects will be assigned to enforce these con- a matrix, determinants, and eigenvalues and cepts and also provide many hours of machine eigenvectors. time. There will be incentives to entice you to work professionally, learn how to interpret and establish appropriate design requirements and MTH 2130 make parts to specification. Additionally you Probability and Statistics will learn how to inspect parts to ensure they Instructor(s): Moody, Adams, Tilley meet specification. Time permitting - there will Credits: 2 MTH be field trips to local establishments to expand Hours: 2-0-4 your horizons. Usually Offered: Fall + Spring Course Listings An introduction to probability and statistics, with applications to science, engineering, and social science. Topics include discrete and con- Math tinuous probability distributions; moments; MTH 1110 conditional probability; Bayes’ Rule; point and interval estimation; hypothesis testing. See ICB1 (top of listings)

MTH 2140 MTH 1120 Differential Equations See ICB 2 (top of listings) Instructor(s): Moody Credits: 2 MTH Hours: 2-0-4 MTH 2110 Usually Offered: Fall + Spring Discrete Mathematics An introduction to the solution techniques of Instructor(s): Adams differential equations. Topics include mathe- Credits: 4 MTH matical modeling, solution techniques to linear Hours: 4-0-8 and nonlinear first-order differential equations, Usually Offered: Fall characteristic solutions to linear constant coef- Topics for this course include combinatorics, ficient second-order differential equations, number theory, graph theory, an emphasis on solutions to homogeneous (unforced) and creative problem solving, and the ability to inhomogeneous (forced) second-order linear read and write rigorous proofs. systems. Applications include modeling of physical systems.

MTH 2120 Linear Algebra MTH 3120 Partial Differential Equations Instructor(s): Moody, Adams, Tilley Credits: 2 MTH Instructor(s): Tilley Hours: 2-0-4 Credits: 4 MTH Usually Offered: Fall + Spring Hours: 4-0-8 Prerequisites: MTH2150 or equivalent; permis- An introduction to the fundamental mathemati- sion of Instructor(s) cal techniques and concepts used in solving Usually Offered: Fall linear systems of equations. Topics include matrices and vectors, Gaussian elimination, An introduction to the solution methods of par- matrix inverses, transposes and factorizations, tial differential equations that arise in describ- column, row, and nullspace of a matrix, rank of ing a wide variety of problems in engineering, such as in fluid dynamics, elasticity, electro-

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 47 magnetic wave propagation, and transport MTH 3150

phenomena. The course begins with the solu- Numerical Methods and Scientific Course Listings tion of boundary-value problems in ordinary Computing differential equations (Sturm-Liouville theory), Instructor(s): Tilley and then develops into the fundamentals of Credits: 4 MTH Fourier analysis and the solutions to the heat, Hours: 4-0-8 wave, and Laplace's equations on finite and Prerequisites: MTH 2120, MTH 2140 infinite domains. Additional topics will be Usually Offered: Spring addressed at the discretion of the Instructor(s), examples of which include systems of hyper- The speed of modern computers has allowed bolic equations, similarity solutions in infinite simulation to become a very powerful tool in domains, or a brief introduction to numerical the design and analysis of systems in science solutions. and engineering. This power is easily misused and scientific computing is full of pitfalls. This course introduces students to methods useful MTH 3130 for accurately simulating complex systems in Mathematical Analysis the physical sciences and engineering. The first half of the course will focus on iterative tech- Instructor(s): Moody niques for solving algebraic systems, interpola- Credits: 2 MTH tion of functions, and advanced techniques for Hours: 2-0-4 solutions to ordinary differential equations. The Prerequisites: ICB2 second half of the course focuses on an intro- Usually Offered: TBA duction to solutions to boundary-value prob- An introduction to real analysis; construction lems and solutions to partial differential equa- of the real number system; metric spaces and tions, with the students required to choose an metric topology; compactness; connectedness; application in science and engineering to solve functions. Emphasis on mathematical rigor, in detail. logic, and proof.

MTH 3160 MTH 3140 Introduction to Complex Variables Error Control Codes Instructor(s): Tilley Instructor(s): Adams Credits: 4 MTH Credits: 2 MTH + 2 ENGR Hours: 4-0-8 Hours: 4-0-8 Prerequisites: ICB2, Differential Equations, or Usually Offered: Spring permission of Instructor(s) Usually Offered: Fall* Error-control codes are used to detect and correct errors that occur when data are transmit- This course provides an introduction to the ted across a noisy channel. This course pro- analysis of functions in the complex plane. vides an introduction to error-control codes, Topics include the Cauchy- Riemann equations, including linear, cyclic, binary, and non-binary conformal mapping, Cauchy-Goursat theorem, codes. Mathematics such as modular arith- Taylor-Laurent series, the residue theorem, metic and introductory ring and field theory Nyquist criterion, continuation of analytic will be introduced and used extensively. functions, and applications t in science and engineering.

* May be offered Spring 06

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MTH 3170 SCI 1310 Nonlinear Dynamics and Chaos Introduction to Chemistry (with laboratory) Instructor(s): Geddes Credits: 4 MTH Instructor(s): TBA Hours: 4-0-8 Credits: 4 SCI Prerequisite: MTH2150 or equivalent Hours: 4-3-5 Usually Offered: Spring Usually Offered: Fall This course will focus on the modern theory This course introduces students to the funda- of dynamical systems including both discrete mental aspects of aqueous and solid state

Course Listings and continuous processes. The course will chemistry. Topics include stoichiometry, gas emphasize both theory and applications. laws, atomic structure and bonding, atomic Theory topics might include, for example, theory, quantum theory, acid/base chemistry, linear and nonlinear stability theory, periodic solubility, electrochemistry, kinetics, thermody- solutions, bifurcation theory, chaos, and namics, and reaction equilibria. strange attractors. Applications discussed might include, for example, mechanical oscillators and biological oscillators. SCI 1410 Materials Science and Solid State Chemistry (with laboratory) Instructor(s): Chachra, Stolk, Christianson Science Credits: 4 SCI Hours: 4-4-4 SCI 1110 Usually Offered: Fall + Spring See ICB 1 (top of listings) This laboratory-based course introduces students to the relationships among structure, SCI 1120 processing, properties, and performance of See ICB 2 (top of listings) solid state materials including metals, ceramics, polymers, composites, and semiconductors. Topics include atomic structure and bond- SCI 1210 ing, crystallography, diffusion, defects, equilib- Principles of Modern Biology rium, solubility, phase transformations, and (with laboratory) electrical, thermal, and mechanical properties. Students apply materials science principles in Instructor(s): Donis-Keller, J. Pratt laboratory projects that emphasize experimen- Credits: 4 SCI tal design and data analysis, examination of Hours: 4-3-5 material composition and structure, measure- Usually Offered: Fall + Spring ment and modification of material properties, This course introduces students to the funda- and selection of materials for engineering mental aspects of biological science including applications. biochemistry, molecular biology, human molecular genetics, and cellular communication. Students gain experience with contemporary SCI 2110 research methods and scientific reasoning Biological Physics through laboratory experiments. The relevance Instructor(s): Zastavker of Biology to the environment and health is Credits: 4 SCI emphasized. Hours: 4-0-8 Prerequisites: ICBI and ICB2 Usually Offered: TBA

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In this course, we will look at life as one of the Thermodynamics, the Second Law of

many phenomena displayed by the universe Thermodynamics, Gibbs Free Energy, statistical Course Listings in its evolution, and apply the laws of physics thermodynamics, binding equilibria and reac- to understand these phenomena. In doing so, tion kinetics, and a survey of other interesting we will take a “reductionist” or simplified areas of biological thermodynamics, particular- approach to investigate the big picture, i.e., we ly the origin of life on Earth. Statistical devel- will explore basic biophysical mechanisms that opment of entropy and a more extensive cov- make various living organisms and biological erage of chemical kinetics and ligand binding assemblies interesting to scientists and useful to macromolecules will provide students with for engineers. We will aim to achieve an intu- knowledge of thermodynamics and kinetics itive and a semi-quantitative understanding of that they will be able to apply to biological sys- physical phenomena ranging from electrosens- tems and use for research in scientific and bio- ing (the ability of some animals to sense exter- engineering fields. nal electric fields for navigation and the detection of prey and communication) and obesity to biomechanics of athlete performance and SCI 2210 scaling theory, which provides us with informa- Immunology tion about beasts we have never seen, for Instructor: J. Pratt example, dinosaurs. Based on physical laws, Credits: 4 SCI we will examine diseases ranging from the Hours: 4-0-8 cataract of the eye to the formation of gall- Prerequisites: SCI 1210 or equivalent stones in gall bladder bile. In order to gain Usually Offered: Fall knowledge of these various phenomena, we will systematically investigate the properties of Immunology is a relatively new science, and water, Brownian motion, dynamics and physi- our understanding of our immune system is ology of fluids, thermodynamics, biomechanics evolving at a rapid pace. When the immune and bioenergetics, and the electrochemical system functions properly, infectious pathogens potential. Although engineers spend their and potential cancer cells are destroyed. When entire careers solving and optimizing various our immune system malfunctions, normally problems, nature has been doing this for much harmless microorganisms can cause serious longer; therefore, a deep understanding of bio- infections, autoimmune diseases or allergies physical processes in nature can yield unfore- can develop and cancer cells can evade seen solutions to countless scientific and engi- immune surveillance and grow unchecked. In neering problems. In this course, we will learn this lecture and discussion-based class, we will how to learn from nature. investigate the molecular and cellular mechanisms that control our immune responses. Current research in immunology will be SCI 2120 emphasized through analysis of primary Biological Thermodynamics literature and media articles. Instructor(s): Zastavker Credits: 4 SCI SCI 2320 Hours: 4-0-8 Organic Chemistry (with laboratory) Prerequisites: ICBI and ICB2 Usually Offered: Spring Instructor(s): TBA Credits: 4 SCI This course provides an introduction to the Hours: 4-4-4 study of energy transformations in biological Usually Offered: Spring systems as well as thermodynamics and kinetics of structure formation and association of An introduction to the fundamentals of organic biomolecules. Topics covered include energy chemistry with an emphasis on applications and its transformation, the First Law of in biology, biotechnology, synthetic polymers,

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and the environment. Topics include structure SCI 3130 and bonding in organic compounds; chemical Advanced Classical Mechanics and physical properties of organic molecules Instructor(s): Zastavker and bulk organic materials; reaction mecha- Credits: 4 SCI nisms and kinetics; structure-reactivity relation- Hours: 4-0-8 ships; chemical and physical transformations; Prerequisite: One year of physics; vector calcu- synthesis of organic molecules; and characteri- lus, ordinary differential equations, and linear zation techniques. algebra Usually Offered: Fall

Course Listings SCI 3110 Classical mechanics revisited with the use of Modern Physics mathematical formulation that makes the “old and dusty” Newton’s laws shine in all their Instructor(s): Holt beauty. Using differential equations and linear Credits: 4 SCI algebra tools, we will venture to look at things Hours: 4-0-8 only hinted at in introductory physics: varia- Prerequisites: ICB2 tional principles, the two-body problem, Usually Offered: Fall motion in accelerated frames, rigid body Modern Physics is based upon a few funda- dynamics, oscillations, Lagrangian and mental ideas that allow the explanation of Hamiltonian mechanics, continuum mechanics, phenomena that seem to defy consistency non-linear dynamics, and chaos. with traditional (Newtonian) physics. The most important of these (in the context of engineering applications) are the principles of quantum SCI 3210 mechanics and statistical mechanics. This Molecular Genetics in the Age of course will introduce the basic concepts of Genomics Modern Physics, with particular application to Instructor(s): Donis-Keller atoms, molecules and the materials utilized in Credits: 4 SCI modern electronics. Hours: 4-0-8 Prerequisites: SCI1210 (Olin); BISC219 SCI 3120 (Wellesley); or permission of the Instructor(s). Solid State Physics Usually Offered: Fall It is now understood that many, if not the Instructor(s): Christianson majority, of human disorders, including can- Credits: 4 SCI cers, have an underlying genetic component. In Hours: 4-0-8 this modern age of healthcare, we are expected Prerequisite: SCI 3110 to choose amongst an array of therapeutic Usually Offered: Spring, alternate years (odd- options for ourselves and for our children numbered) rather than respond to specific directives from Why do metals conduct heat well while insula- the medical establishment. In addition, we are tors do not? Why is silicon a better semicon- called upon as voting citizens to make ethical ductor than diamond, even though they have decisions, e.g. the appropriateness of stem cell the same structure? Why is lead a good super- cloning. Therefore, it is in the interest of each conductor at low temperature, while copper is person to learn more than the fundamentals of not? We will explore the current understanding biology and genetics in order to make educat- of insulators, metals, semiconductors and ed choices. In this course we will be concerned superconductors through some of the basic with the traditional concepts of human genetics tools of solid state physics, and will learn how including pedigree analysis, linkage mapping, to apply these tools to the novel materials Mendelian, multi-locus and complex traits, and being developed today. genetic testing. However, for the most part, the

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 51 course will view human genetics through a

molecular lens. For example, the molecular Course Listings basis of pathological conditions such as Huntington’s disease, hypercholesterolemia, Fragile-X and others will be examined in detail, as will gene imprinting and imprinting-related abnormalities (e.g. Angelman and Prader-Willi syndromes). Comparative genomics will be applied to the study of heritable traits in humans. The structure, function, and evolution of the sex chromosomes will also receive special attention. Gene therapy, cloning (stem cell, germ line) and the associated ethical issues will be considered in some depth. Students who are interested in bioengineering or medical school should find this course useful as well as those who have a general interest in the human as an organism.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING

Academics 54 CATALOG

Class Standing Academic Class standing is determined by the number of degree credits a student has earned in relation Policies to the 120 required for graduation. The following table is a breakdown of earned degree credits and their corresponding class year and One of Olin’s highest priorities is the well being represents a reasonable expectation of of its students, and Olin recognizes that indi- progress toward a degree over four years. vidual circumstances often call for individual Academics approaches. Olin’s faculty, staff, and administration will always attempt to do what is right, Class Earned Degree Credits regardless of the formal rule. The following Freshman 0–30 guidelines will help to ensure that students are Sophomore 31–60 treated fairly. Junior 61–90 Senior > 90 This academic policy section describes the guidelines by which Olin College will operate during the 2005–06 academic year. College Withdrawal Policy Students may wish to leave Olin College prior AP Exams and Advanced Study to completing their degree. Such a decision may be difficult to make. Therefore, we encour- Olin College does not accept AP Exam credit age students to discuss the situation with their for incoming students. Olin College does, how- faculty adviser and the Assistant Dean of ever, recognize that many students enter Olin Student Life for Advising. A student should with a strong background in mathematics and consider whether a Leave of Absence might physics. First-year students may take a place- provide a more suitable means for them to ment exam in the subjects of the first year address the underlying circumstances for the mathematics or physics courses during orienta- withdrawal. The student’s decision to withdraw tion. Placement exams at Olin are calibrated to indicates he or she does not intend to return. If a high standard. This standard is stated prior to a student needs a leave of absence, he or she taking the exam. If a student passes the place- should follow the procedures described below ment examination for a course, he or she is for requesting a leave. Dropping all registered exempt from that course, awarded credits for courses does not automatically result in an offi- the subject matter and a grade of “Pass.” This cial withdrawal from the college. information is noted in the Examinations section of the student’s transcript. Voluntary Withdrawal A student can voluntarily withdraw from Olin Attendance Policy College. The student must file a College Withdrawal Form with the Assistant Dean of Students are expected to attend all classes at Student Life for Advising. Withdrawing for non- Olin. Each instructor will establish and publish medical reasons during a semester will yield the class attendance policies for reporting grades of W, Withdrew, on the student’s aca- anticipated absences and making up missed demic record. If Voluntary Withdrawal occurs work, including lab experiences, and project after the last instructional day of the semester, work. The Dean of Student Life will grant grades from that semester will appear on the exceptions for illness, religious observance, transcript. or other reasons deemed appropriate.

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Medical Withdrawal 1. A Leave of Absence Mid Semester: This type of leave is requested when a semester is in Students who need to withdraw from Olin active session*. In this case, all courses for College for medical reasons should complete a Academics which the student is registered will be desig- College Withdrawal Form with the Assistant nated as Incomplete/Leave of Absence. If a stu- Dean of Student Life for Advising. If a student dent needs to retake a course from that semes- intends to return to the College, he or she ter, a grade of Leave/No Record will be record- should follow the procedure outlined in the ed for that course. Leave/No Record grades do Leave of Absence policy. Medical Withdrawals not affect the student’s grade point average. during a semester (i.e., by the last instruction- The effective date of this leave is the approval al day of a semester) will result in deletion date of the leave. of the semester’s registration from the student’s record. Students may be entitled in Incomplete/Leave of Absence grades must be these circumstances to a full or partial completed no later than 90 days after the stu- refund of certain expenses and fees accord- dent’s return date, or at another date deter- ing to the guidelines of the College’s refund mined by the faculty member and adviser. policy. Medical documentation may be 2. A Leave of Absence Between Semesters: required to complete the process. This type of leave is requested when a semester is not in active session and there is a cir- Required Withdrawal cumstance that impacts the student’s ability to At times, the college may require a student to continue in the next semester. In this type of withdraw from Olin College for academic or leave, there are no grade entries made. The other reasons. Students who are required to student’s schedule for the ensuing semester withdraw may not reenroll at Olin without will be deleted. The student will be placed on approval from the Office of Student Life leave effective the first day of the upcoming semester for up to 180 days in any 12-month period. Leave of Absence Policy If a student does not return from a leave of absence, the student will be withdrawn from A student may request a leave of absence for the college as of the date of expected return. up to 180 days in any 12-month period. All Incomplete/Leave of Absence grades will To initiate a leave of absence, a student should be changed to Leave/No Record (a non-punitive meet with his or her adviser and complete a grade). Leave of Absence Form. The request is then forwarded to the Assistant Dean of Student Life for Advising for approval. Documentation of Committee on Student Academic the reason for the leave of absence (medical Performance or otherwise) should accompany the student’s request for a leave. The request, when approved, The Committee on Student Academic and any accompanying documentation will be Performance is charged by the Dean of Student forwarded to the Registrar for processing and Life and is empowered to review, interpret, and placed in the student’s academic file. propose academic performance policies. This committee will consider petitions to waive In the event a Leave of Absence is approved, existing academic performance regulations the student’s status will be noted as “On Leave.” If a leave is not approved, students have the right to appeal the decision to the * This active session does not include the Dean of Student Life within two weeks of the study or final exam period. If a student has an date of the denial of leave. There are two kinds unexpected event that impacts his or her ability of leaves: to take a final exam, he or she should refer to the Final Exam Policy for Excused Absences.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 56 CATALOG

and act as an appellate body for students with exceed 20 total credits in a given semester. academic performance grievances. The com- For information on Registration, see the mittee will also examine the records of stu- Registration Policy section of this Handbook. dents who are not making satisfactory progress Students taking courses at another school toward a degree. should be careful to follow all academic policies, deadlines, etc. related to the host school. This committee is chaired by the Dean of Olin College has cross-registration agreements Student Life or the Dean’s designee (non-vot- with Babson College, Brandeis University and ing, except in the case of a tie) and consists of Wellesley College (BBW). Students are remind- the Registrar (non-voting), the Assistant Dean Academics ed that they are guests on the Babson, of Student Life for Advising, and three Faculty Brandeis and Wellesley campuses. members. Students wishing to appeal a decision on policy must submit their appeal to the Registrar within one week of the original decision. Grading at Olin Note: During the 2005–06 academic year, an experiment will continue with a supplementary Course Overload Policy grading system based on competencies (e.g., teamwork, communication). Olin students may register for a maximum of 20 credits each semester.*The maximum load of 20 credits is a total of degree and non- degree activities. In exceptional circumstances, Philosophy students may petition COSAP with the consent Standards-based Grading: Course grading at of their adviser for approval of a course over- Olin will be based on student progress toward load. This reflects Olin’s commitment to rea- defined course goals. Summary metrics (e.g., sonable expectations. Non-degree credits result GPA) will be provided on the student’s tran- from Passionate Pursuits. script, but relative summary metrics (e.g., class rank) are neither published nor tabulated. The Dean of Faculty will annually conduct a review Cross-registration Policy of grade distributions and grading procedures. Olin College students, except first-semester freshmen, may take Arts, Humanities, Social Grading Rules and Regulations Science or an elective course at other schools 1. Privacy: Olin will not publicly post either with which we have cross-registration policy grades or summary metrics (e.g., GPAs) in any agreements. Students may enroll for only one form that allows identification of any particular course each semester at each such school. individual’s performance. It is expected that Generally, first-semester freshmen are not students will respect the privacy of each other’s eligible for cross-registration, unless Olin grades. designates specific courses designed for the first-semester experience. Taking a course at 2. Clarity Requirements: On the first day of another school will count toward your total instruction, each Olin class will publish the fol- degree credit load at Olin. Students cannot lowing information: a. Learning Objectives that specify the knowledge, skills, and attitudes that stu- * First Year, First Semester Credit Limit: First dents are expected to develop or attain in year, first semester students are limited to tak- the class. The learning objectives should ing a maximum of 18 credits. This typically rep- be an effective instrument for students to resents sixteen credits of standard first year understand what they will learn and how curriculum and an optional two credit their learning will be evaluated. Introductory Programming course.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 57

b. Grading Criteria that specify how the Grade Assessment Point final course grade is determined. Some Description Value aspects of grading are necessarily based Academics on the professional judgment of instruc- A Excellent 4.0 tors, informed by their experience, and A- 3.7 are subjective. B+ 3.3 3. Feedback: Olin expects instructors to pro- B Good 3.0 vide students with feedback on their perform- B- 2.7 ance. If an instructor feels a student will not C+ 2.3 pass a course, or if the instructor is otherwise concerned about a student’s performance, he C Fair 2.0 or she will issue an academic warning notice in C- 1.7 a timely manner. Copies of this notice will be D+ 1.3 sent to the student, the student’s faculty advi- D Poor 1.0 sor, and the Assistant Dean of Student Life for Advising. F Failing 0.0 4. End of Semester Feedback to the Adviser: I Incomplete (temporary grade) n/a Olin advisers have real-time access to advisee’s IF Incomplete Failing 0.0 course grades through the Student Information IL Incomplete / Leave of Absence System. In addition, instructors will notify (temporary grade) n/a advisers of any significant concerns noted IP In Progress (temporary grade) during the semester. L/NR Leave/No Record n/a 5. Pass/No Record First Semester: In the first- NC No Credit for Pass/No Credit Option n/a semester, freshman year, Olin instructors will report P/NR to the Registrar. In subsequent NR No Record n/a semesters, Olin instructors will report the stu- P Pass n/a dent’s final course grade, according to the R Course Repeated n/a scale outlined below, to the Registrar. TR Transfer Credit n/a 6. Course Grades: Course grades at Olin pro- W Withdrew from Course n/a vide students, their advisers, potential employ- ers and graduate schools information about During the first semester of the freshman year, overall performance. Course grades are deter- instructors may report the student’s grade to mined based upon a mix of demonstrated the student and to the adviser, but will report comprehension, skill, participation, and effort. only a Pass/No Record to the Registrar. 7. Grading Scale: For the 2005-06 academic 8. Grade Replacement: If a student successful- year, the Olin College grading scheme contains ly achieves remediation of an eligible course letter grades with a resulting grade point aver- (see remediation policies) between semesters age (GPA) on a four-point scale. Students will or in a subsequent semester by the remedia- be assessed using the following interpretation: tion exam, the course grade will be changed. The grade given as a result of remediation activities may be a pass for a first year, first- semester course remediation or no higher than a C for other course remediation. No additional information will be noted on the transcript. If a student achieves successful remediation via retaking the course the transcript will include the letter R for the first attempt. The new grade or transfer credit will appear on the transcript.

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The new grade, but not the original grade, will final grades in those classes. First-semes- be factored into the student’s GPA. ter freshman transcripts will show only classes that were passed. In some circumstances, a student may choose to retake a non-ICB course at Olin. The new b. Classes taken Pass/No Credit appear grade will appear on the transcript in the either as a Pass or as a No Credit. semester in which the course was retaken. c. The student’s GPA. The original grade will remain, but will not be factored into the student’s GPA. d. A list of non-degree activities taken each semester with a cumulative total of cred- Academics 9. Minimally Sufficient Grades: A grade of D or its earned. There are no grades associat- Pass is sufficient to earn credit for a course. ed with non-degree activities. A grade of D is sufficient to satisfy a course e. Co-Curricular Offerings in which the spon- requirement. soring staff or faculty member reported A grade of C- or Pass is sufficient to satisfy a sufficient student participation for a tran- prerequisite requirement script notation. 10. Pass/No Credit: Up to 12 credits of a stu- 13. Grading and Credits of Cross-registered dent’s credit requirements may be satisfied by Courses: Olin students who take a course at taking classes that are usually offered for Babson, Brandeis, or Wellesley (BBW) will grades as Pass/No Credit. In such cases, a Pass receive credit for the course if they receive a is given for performance equivalent to a grade passing grade. The grade will be recorded on of C- or higher. Courses taken Pass/No Credit their transcript and be factored into their grade may not be used to meet course requirements point average. Credits from these schools will unless the course is not offered for grades (e.g. be counted on a one for one basis at Olin. For first-semester freshman P/NR courses). example, if a three credit course is taken at Babson, it will count as three Olin credits. A Courses that are only offered Pass/No Credit one unit Brandeis or Wellesley course is equal and Independent Study opportunities do not to four Olin credits. Courses that use other count towards the 12 credit limit. Students accounting schemes may be translated into must declare their Pass/No Credit grading equivalent Olin credits rounded to the closest option by the drop date of each semester. The integer. Pass/No Credit option does not impact the GPA; either Pass or No Credit will appear on the transcript. Once a student decides to take a course Pass/No Credit, he or she cannot revert Honor Code back to receive a letter grade. It is expected that students will behave with 11. Passionate Pursuits (including Research as integrity and according to the Honor Code. Passionate Pursuit): Passionate Pursuits are non-degree credit, and will be listed on the transcript if the nature of the activity and the Incomplete Policy level of completion are sufficient to merit cred- In extenuating circumstances, a student may it. In exceptional cases, the faculty supervisor request an incomplete grade by petitioning the may include an official letter of commendation Dean of Student Life. If an incomplete grade is in the student’s file. This commendation letter approved, the student will be granted an exten- will be available to external parties. sion period to complete the coursework. The 12. The Olin Transcript: A student’s academic period of the extension will be determined by transcript at Olin will include the following the Dean of Student Life but will not be greater information for 2005–06: than the end of the subsequent semester. A grade of I will be listed as a temporary grade a. A list of classes the student took in each and will not affect the grade point average. semester, and a record of the student’s Temporary grades must be converted to a FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 59 permanent grade by the end of the subsequent Students who feel that individual tutoring semester. If the work is not completed by this would be helpful to them should contact the time, the incomplete grade of I will be changed Assistant Dean of Student Life for Advising to Academics to IF, Incomplete Failing, or an alternate grade discuss academic concerns and possibilities for upon approval of the instructor and the Dean individual tutoring help as early in the semes- of Faculty. An IF grade does affect a grade ter as the need becomes apparent. point average. Incompletes may not be used Remediation Exam: In order to remediate an for remediation purposes. NR, D+, D or F, a student needs to study inde- An Incomplete is generally approved only pendently and pass a standard written/oral when some specific event or illness prevents remediation exam within one year of the origi- the student from completing a specific part of nal course grade. These standardized remedia- the course (such as completing a paper, project tion exams, offered during the first and last or exam.) An Incomplete will not be approved weeks of each semester, will be prepared and in instances where a student is demonstrating evaluated by groups of faculty who have an overall difficulty covering or understanding taught the Physics, Math, and Engineering the course materials and appears to need more components of the ICB. Assistance is available time or additional instruction to learn the mate- from designated peer tutors for Physics, Math, rial. If such general difficulty occurs in one of and Engineering. Students may retake this the first year ICB courses, the student should exam each time it is administered; however, if attempt to complete the course. If the student a student does not pass the remediation exam receives a NR in the first semester or a D or within the year, s/he will be required to retake below in subsequent semesters, he or she will and pass the original course before graduation. proceed according to the remediation policy Students passing this remediation exam will (see below). For all other courses, the student have their grade changed for the original should discuss available options with his or her course grade. For letter graded courses, the course instructor and adviser. grade can be no higher than a “C.”

Remediation at Olin Grade Change Policy The objective of remediation is to allow students to keep pace academically with their Dispute of a Grade peers in the first year. This is driven by the Students wishing to dispute a grade should eight-semester tuition scholarship and the first have a discussion with the instructing fac- tightly coupled Integrated Course Block (ICB) ulty member. If the student and faculty are in structure. disagreement after the discussion, the student All faculty members have office hours and pro- may appeal to the Dean of Faculty. The Dean vide extra help for students as appropriate for of Faculty will meet with the student within 14 all courses. In addition, for ICB courses in the days of the appeal and will solicit a statement first year, Olin provides a more intensive reme- from the faculty member. Following this diation system described below. process, the Dean of Faculty will review the case and submit a recommendation to the fac- Remediation During a Semester: ICB faculty ulty member. The faculty member will then members develop a remediation policy specific make a final decision, in consultation with the to the courses they are teaching. At the discre- Dean of Faculty. tion of the faculty member, students may be allowed to retake a test, re-write a paper, or After one calendar year (from the end of the re-do other projects or assignments. Students original grading period), all grades are final. may get remedial assistance from faculty, peer This applies to clerical errors, grade disputes, tutors, or individual tutors. Individual tutors are remediation, and the grade replacement policy. assigned by the Office of Student Life.

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All grade changes must be made in writing and be obtained due to extenuating circumstances, signed by the Dean of Faculty. students should contact the Office of Student Life and the instructor(s) as soon as they are able. If the exam is not completed prior to Declaration of Major/Change of the end of the grading period, a grade of Incomplete, I, will be recorded on the student Major record. An incomplete grade is a temporary Students are expected to declare their major grade that does not affect a grade point average. not later than the time of registration for the

Academics fourth semester. Major declaration forms are available at the StAR website: Registration Process, Add Period, http://star.olin.edu and must be signed by the student and his or her adviser. Students declar- Drop Period, Course Withdrawals ing the Engineering major must also complete Prior to each semester, there will be a designat- and submit a major course planning form at ed registration period in which students will the same time. The instructions and form can speak with their adviser and make choices for also be found on the StAR website. course selection. Registration is done on-line. Instructions are available each semester in the Change of majors can be submitted using a published registration booklets. declaration of major form and a major course planning form (if appropriate). Students that change their major should be aware of their remaining degree requirements. Additionally, Cross-Registration they are responsible for tuition, room/board Eligible Olin students may choose to take and fees for any semesters beyond the eight courses at Babson College, Brandeis covered by the Olin scholarship. University, and Wellesley College (BBW schools). Students are allowed to take one course at a host school per semester. Students Definition of Full-Time Status are responsible for all deadlines and registration procedures related to the host school. Enrollment at Olin College is for full-time study Information regarding procedures for cross- in engineering. Students are expected to follow registration is provided in the semesters’ regis- the curriculum design for each class year and tration booklet. Note: Due to the variation of carry a usual load of 16 degree credits. The grading deadlines at BBW schools, seniors are definition of full-time study is a minimum of 12 strongly encouraged not to cross-register dur- attempted degree credits each semester and a ing their final semester at Olin. maximum of 20 attempted degree credits each semester. Part-time study is generally not available at Olin College; however, special cases will be considered by the Assistant Dean of The Add Period Student Life for Advising. During the first 10 instructional days of a semester, a student may alter his or her schedule by adding and/or dropping courses with Final Exam Policy for Excused approval from the appropriate instructing Absences faculty and his or her adviser. Requests for changes must be made during the 10-day peri- Students who are unable to take their final od. Students are responsible for submitting exams for legitimate reasons and wish to their request electronically or in person at the request a make-up exam generally must obtain Student Accounts and Records Center no later advance authorization from the instructing fac- than the 10th class day. Courses cannot be ulty members and the Office of Student Life. In added after the 10th class day. Special circum- the event that advanced authorization cannot stances may be granted for BBW sponsored

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 61 courses when there is a variation in the aca- Return from Leave or Withdrawal demic calendars. Students wishing to return from a leave of absence or voluntary withdrawal, leave of Academics The Drop Period absence or medical leave from the college should contact the Office of Student Life. After the add period, a student may decide to “drop” a course from his/her schedule without penalty as long as he/she maintains a mini- Special Accommodations Policy mum of 12 degree credits. The drop date is the 45th instructional day of the semester. The fall It is Olin College’s policy to comply fully with 2005 drop date is November 8, 2005 and the all state and federal disability laws. Olin does spring 2006 drop date is April 4, 2006. not discriminate against applicants or students with disabilities, and will consider modification to academic programs where necessary to Course Withdrawal ensure that our requirements are not discrimi- natory, as long as the modifications do not fun- Students may not withdraw from courses with- damentally alter the nature of our programs. in the Integrated Course Blocks during their The Office of Student Life coordinates services first year at Olin. Students may withdraw for students with learning disabilities, sensory from other courses up through the last day impairments, psychological disabilities, and of instruction in the semester, provided they medical conditions. Students are responsible remain enrolled in 12 degree credit hours. To for identifying themselves to the Assistant withdraw from a course, students need written Dean of Student Life for Advising and provid- approval from the instructing faculty member ing appropriate documentation of their disabili- and their adviser. Students must then process ty and need for accommodation in a timely the course withdrawal at the Student Accounts manner. Students requesting accommodation and Records Center. A grade of Withdrawn, W, should contact the Assistant Dean of Student will be entered for the course and will not Life for Advising as soon as possible after affect a grade point average. Credits attempted matriculation. Services for students with learn- will be noted, but course credit will not be ing disabilities may include, but are not limited earned. Students are responsible for meeting to, academic accommodations, coaching on with their adviser to determine how the credits, organizational and time management skills, and/or requirement will be completed in the faculty notification, and academic advising. future. Services for students with physical, sensory, or psychological impairments as well as medical Olin students enrolled at another college must conditions may include, but are not limited to, follow the academic policy on course with- academic accommodations, assistance with drawals for the host school. adaptive technology, accessibility accommodations, and academic advising. Any specific modifications granted will be based on detailed Half Semester Courses discussions with each student about their par- The Add, Drop and Course Withdrawal periods ticular situation, and on information from a are prorated for half semester courses. The medical care provider concerning the student’s Add Period is the first five days of the semes- disability and related needs ter. The Drop Period is 10 days prior to the last day of instruction. Course withdrawals can be done up through the last day instructional day Student Academic Performance of the half semester course. The Committee on Student Academic Performance will use the following guidelines during the 2005–06 academic year in determin-

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ing the academic status of students. Students a declared major. The program groups will not in Good Academic Standing will be placed work with students and their faculty advisors on probation. Students not in Good Academic if performance in program-specific course Standing for two consecutive semesters will requirements is unsatisfactory or if trends indi- be reviewed by the committee and may be cate that such performance may become unsat- required to withdraw. The committee may con- isfactory. sider extenuating circumstances in applying these general guidelines. Qualitative Measure of Academic Performance: Student Employment Academics Student’s First Semester: Good Academic Olin College students in good academic stand- Standing is defined as receiving Pass grades in ing may work a maximum of fifteen hours per all courses by the start of the second semester. week at Olin during an academic semester. Student employment procedures are available Subsequent Semesters: Good Academic from the Office of Human Resources. Standing is defined as having a minimum Directions and required forms for student cumulative grade point average of 2.00 by the employment can be found on Blackboard. end of the semester. Reminder: you cannot begin work until all Quantitative Measure of Academic paperwork has been approved and processed. Performance: If you have questions about the process, contact Human Resources at x2429. In order to complete the degree in four years (eight semesters), each student will normally take 16 credits (four courses) per semester. Hourly Pay Rates (subject to periodic review) Olin College expects students to make reason- Freshman Rate = $8 able progress toward their degree each semes- Sophomore Rate = $8.50 ter. As a result, to remain in good standing Junior Rate = $9 a student must complete a minimum of 12 degree credits each semester. The Committee Senior Rate = $9.50 on Student Academic Performance will review this quantitative measure in addition to the The increase in pay rate will occur for the first qualitative measure of a minimum grade point full pay period following the academic year. average. Academic Readmission Summer Student Employment In making decisions on readmission petitions, To qualify for summer housing on-campus, stu- the Committee on Student Academic dents will be required to work a minimum of Performance (COSAP) will expect the former 30 hours/week. A $150/week rent equivalency student to produce timely evidence of good as a taxable fringe benefit will be reflected on academic performance in college courses com- the student’s pay stub and W-2. Students with parable to Olin courses, employment and/or internships or working for the College less than community service references, and a formal 30 hours/week will be charged $150/week in statement explaining changes that will con- rent. The maximum number of hours a student tribute to their academic success at Olin. Credit can work is 40 hours per week. for courses taken elsewhere while a student is withdrawn from Olin will be transferable to Olin only if approval is obtained from the CSTB prior to enrollment in each course. Study Away Program Program Group Recommendations One of the founding principles of Olin College was that each student should have the oppor- The Program Groups (ECE, ME, E) will periodi- tunity to have a learning experience “away” cally review the progress of every student with from the College. This ideal was articulated

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 63 early in the creation of the college with the In order to receive a degree from Olin, students expressed objective of having students learn must earn at least 60 of their credits from Olin to be citizens of the world. The Olin Away or BBW courses. Academics Program was created to deliver on this princi- ple, and provide students with the opportunity to broaden their perspective and views of the world. Passionate Students in their junior year can choose between three types of away experiences: Pursuits a Direct Exchange Program, a Pre-Approved Program, or a Student-Designed Program. For additional information please refer to Frequently Asked Questions http://awayprograms.olin.edu/. Q: What is a “Passionate Pursuit” as men- tioned in the curriculum model? A: Success, whether personal or more widely Transfer Credit recognized, occurs most often in those who Olin College generally does not accept transfer have a passion for their work. Olin believes credit for incoming students, but the Course that learning to be passionate about one’s Substitution Transfer Board (CSTB) may grant work, to persevere through difficult times, exceptions on a case by case basis for incom- and to enjoy play freely, are all tremendously ing students who have demonstrated strong important life lessons. In contrast to most performance in rigorous courses taken at educational institutions, we actively and explic- accredited institutions. itly promote this integrated approach to learning, work, and life. Our support of passionate Enrolled students wishing to take a course at pursuits promotes the idea that hobbies can be another college and transfer the credits to Olin more than pastimes — they can become gate- must obtain prior approval from the CSTB. ways to life-long learning and passionate A student will need to provide detailed infor- endeavors. This is one of many ways in which mation about the course including, but not Olin College gives acknowledgement to well limited to, a course description and syllabus. roundedness and personal initiative. A passion- Pre-approval forms can be found at ate pursuit is an activity in which students pro- http://star.olin.edu. pose a semester-long project,* solicit faculty The CSTB will ask appropriate faculty to review participation, and establish objectives (i.e., the course materials before granting approval learning goals, a deliverable, and/or a presenta- and determine the minimum grade standard tion or performance) that constitute satisfacto- for transfer of the specific course. If approved, ry completion of the pursuit. the CSTB will notify the student in writing. Q: How much time is devoted to Passionate Once the course is completed, it is the stu- Pursuits in the Olin curriculum model? dent’s responsibility to have an official tran- A: We are committed to limiting academic work script sent to Olin College. Provided the stu- to no more than 20 credits per semester. dent meets the minimum grade requirement Students typically take four courses or 16 cred for transfer, the course and the credits will appear on the student’s Olin transcript. The * A student can extend the end of semester grade does not transfer. The Olin College cur- Passionate Pursuit deadline if she/he believes riculum is for eight full semesters. Transfer more time is necessary. Please note that you credit does not imply that a student is able may only undertake one pursuit each semester, to finish his or her degree in less than eight so postponing completion of a pursuit requires semesters. you to either continue the same pursuit the following semester or cancel the pursuit without receiving credit.

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its each semester. The remaining four credits receive funds must submit a grant proposal to may be used for a Passionate Pursuit, an inde- the Passionate Pursuits Board (consisting of pendent study, research, or a fifth course (see faculty and students). The proposal should section on Academic Policies). This time com- explain the pursuit, describe the deliverables to mitment implies that students have sufficient be presented at the conclusion of the activity, time to pursue their passions. Although we propose an assessment process, and identify expect a wide range of variance from student and justify the resource requirements of the to student and from week to week, we antici- activity. The Board, administered by the Office pate a rough time commitment of approxi- of Student Life, meets throughout each semes-

Academics mately 6–12 hours per week. ter to review proposals and allocate available funds. Different pursuits require different levels Q: Are Passionate Pursuits credit bearing? of funding, so not all students will receive the A: We recognize that students’ Passionate same amount of funding. Pursuits can involve substantial learning and creative components. Therefore, we offer non- Q: What’s this I hear about a presentation or degree credit to students who can demonstrate performance at the end? such learning and creativity. Students can grad- A: In order to earn credit for a Passionate uate without earning any credits for passionate Pursuit, students must give an assessed pres- pursuits. Students wishing to get non-degree entation or performance at the conclusion credit for their passionate pursuits must, at the of the activity. This might take the form of a onset of the activity, submit a credit proposal recital, an exhibition or demonstration, a tech- to at least one faculty member (we encourage nical talk, or a combination of the above. you to select two or three faculty) and get them Note that this requirement does limit the scope to agree that the work is meritorious and that of eligible activities — the activity must be they will ultimately judge its quality. Outside amenable to a meaningful presentation or per- experts may also play a role. The Safety formance. The overseeing faculty will deter- Committee will review Passionate Pursuits mine whether non-degree credit is merited deemed to have a unique level of risk. Credit after viewing this presentation or performance. proposals should explain the pursuit, describe It is possible that the presentation will be held the deliverables to be presented at the conclu- privately due to intellectual property issues or sion of the activity, and propose an assessment concerns about issues of community accept- process. ance, but all of your faculty “judges” must attend. Q: Will my Passionate Pursuits be listed on my transcript? Q: Can you provide a hypothetical example of A: Yes, indeed, Passionate Pursuits will be list- a Passionate Pursuit? ed on your transcript in the same section as A: Yes, let’s follow Polonius, an exuberant, other curricular offerings. Faculty will be asked witty, and hypothetical Olin student, through to report assessment of your performance at his pursuit. In early September, Polonius the same time grades are submitted for other decides he wants to do pottery as a Passionate curricular offerings. Pursuit. He writes a Passionate Pursuit proposal and convinces three faculty members that Q: May I pursue a passion away from Olin his plan to carve and burnish hand-built pieces and have non-degree credits posted on my is meritorious. They agree that he will receive academic record for this pursuit? three units of non-degree credit when he A: Sorry, no. Passionate Pursuits are Olin spe- completes his pieces. With faculty assistance, cific and must occur while you are on campus Polonius revises his proposal to address some and with Olin supervision. specifics. He also writes a short grant proposal to cover tool and clay costs and states that his Q: How are Passionate Pursuits funded? deliverable will be an exhibition of four fin- A: We recognize the need to provide financial ished pieces and a presentation in which he support, via a grant process, for supplies and discusses some of the history of this type of other related expenses. Students wishing to

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 65 pottery. He estimates a budget of $200 and express interest, it would be logical to notes that he will need to use the Sorenson approach the student government (Council Family Visual Arts Center kiln at least twice. of Olin Representatives) for recognition and Academics In late September, a committee of faculty and funding. students reviews and approves Polonius’s Q: What are the advantages of the Passionate funding proposal. By December, he has made Pursuit program? some significant progress on his pottery and A: The Passionate Pursuit program offers many research but does not feel ready to show. He benefits to students, including: practice at sell- notifies the three faculty that he will not show ing ideas and convincing others about the until the spring. While somewhat disappointed, merit of one’s passions, experience in securing the faculty understand that this work is on funding through proposal writing, practice at Polonius’s own time table. In April, he feels teaching and presenting one’s work, intrinsical- ready to show his work, organizes an exhibi- ly motivated learning, an avenue for infinite tion and gives an exhibition talk. The three student choice, student control over a compo- faculty members attend the talk and exhibition nent of their education, a prototype for lifelong and provide positive written feedback to learning, and the possibility of team activities. Polonius. Based on this feedback and Polonius’s exhibition, the three faculty promptly and proudly approve Polonius’s promising and provocative Passionate Pursuit for three hours of non-degree credit and notify the Co-Curriculars Registrar. Q: How do Passionate Pursuits differ from Frequently Asked Questions co-curricular offerings? Q: What is a co-curricular offering? A: Co-curricular offerings are typically group A: Co-curricular offerings are (1) non-credit activities while Passionate Pursuits will typical- activities combining fun and intellectual aware- ly be individual pursuits. Co-curricular offerings ness, (2) scheduled for a limited time (e.g., one are guided by faculty/ staff; Passionate Pursuits semester), (3) led by a staff or faculty member will be student-directed (with some faculty or by a student working in concert with a facul- input and feedback). Co-curricular offerings ty/staff member, and (4) funded by the Office of focus on fun, and may provide great opportuni- Student Life. They differ from curricular offer- ties for students to participate in entirely new ings in that they are not graded and attendance experiences (i.e., no prerequisites other than is not strictly enforced. They differ from extra- student interest in the activity); Passionate curricular activities in that they have an intel- Pursuits, although fun, are driven by individual lectual component, faculty/staff leadership, passions. Co-curricular offerings will generally and limited lifespan. require a smaller time commitment than Passionate Pursuits. Co-curricular performance Q: What are some examples of co-curricular will not be formally assessed. offerings? A: The following co-curricular activities were Q: How does a Passionate Pursuit differ from a offered during 2004-05: student club? A: A student club is an extra-curricular activity • Away Re-Entry through Discussion and and is not required to have a faculty or staff Writing (Annie Vinik) adviser. Passionate Pursuits are part of the cur- • Cognitive Science Reading Group (Lynn riculum and, as such, faculty members will Andrea Stein) assess academic performance. Q: Can a Passionate Pursuit evolve into an • Current Events Table (Ellen Cooney) extra-curricular club? • Green Olin: The Low Power Living A: Yes, a Passionate Pursuit might stimulate Challenge (Mark Chang) the creation of a student club. If other students

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• Gender and Engineering (Caitrin Lynch, Q: Will my co-curricular participation be listed Debbie Chachra, Lynn Andrea Stein, on my transcript? Zhenya Zastavker) A: Yes, assuming the sponsoring faculty or staff member notifies the Registrar that your • Introduction to Origami (Nick Tatar) involvement has been worthy of notation. • Know Contest: Preparation for the Faculty and staff will be asked to report such Putnam and the MCM/ICM Contests (John participation at the same time grades are sub- Geddes, Mike Moody, Sarah Adams, Burt mitted for curricular offerings. Tilley) Q: May I pursue a Co-curricular interest away Academics • La Vie Bohème – French Conversation from Olin and have this experience posted on (Joanne Pratt and Burt Tilley) my transcript? A: Sorry, no. Co-curriculars are uniquely Olin • Olin Dance Project (Sarah Adams) and must occur while you are on campus and • Olin Gallery of Philanthropists (Mike with Olin supervision. Moody) Q: How do co-curricular offerings differ from • Ornithology for Engineers (Rod Crafts) the Passionate Pursuits? A: Co-curricular offerings are typically group • Producing a Short Film on a Micro Budget activities while Passionate Pursuits will typical- (Steve Sherrick) ly be individual pursuits. Co-curricular offerings • ¡Por supuesto! – Spanish Conversation are guided by faculty/ staff; Passionate Pursuits (Linda Canavan) will be student-directed (with some faculty input and feedback). Co-curricular offerings • Preparation for the Mathematical Contest focus on fun, and may provide great opportuni- in Modeling and the Interdisciplinary ties for students to participate in entirely new Contest in Modeling (John Geddes, Mike experiences (i.e., no prerequisites other than Moody, Sarah Adams and Burt Tilley) student interest in the activity); Passionate • Rape Aggression Defense Training (Emily Pursuits, although fun, are driven by individual Roper) passions. Co-curricular offerings will generally require a smaller time commitment than • Readings in Leadership and Ethics (Rick Passionate Pursuits. Co-curricular performance Miller) will not be formally assessed. • The Art of Public Speaking (Michelle Q: How does a co-curricular offering differ Knight) from a student club? • The Art and Traditions of Middle Eastern A: A student club is an extra-curricular activity Dancing (Zhenya Zastavker) and is not required to have a faculty or staff adviser. Clubs may be funded by the student • The Olin Story (Dee Magnoni) government (i.e., the Council of Olin • The Practice and Politics of Needlework Representatives = CORe). Participation in a stu- (Jessica Townsend, Lynn Andrea Stein, dent club may be self-reported for posting on Caitrin Lynch) a student transcript but will be listed in a sepa- rate section (not for any particular semester). • The Triumph of Individual Style (Leslie Also, while co-curricular activities are time- Larocca) limited (e.g., one semester), student clubs can be perpetual. • Training for Intervention ProcedureS — ˇTIPS (Nick Tatar) Q: May students lead co-curricular offerings? A: Yes, but only in concert with a faculty or staff member.

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Q: Can a co-curricular offering evolve into an • Establish agreements with other area col- extra-curricular club? lege libraries to permit borrowing and A: Yes, if a co-curricular offering is likely to access to material from Babson, Bentley, Academics extend beyond a semester and/or becomes stu- MIT, Pine Manor, Regis, and Wellesley. dent led, it would be logical to approach the • Promote information fluency through student government (Council of Olin library instruction. Representatives) for recognition and funding. • Conduct research consultations individual- Q: How are co-curricular offerings scheduled? ly and in groups. A: After Dean of Student Life approval, the faculty or staff sponsor announces an initial • Provide reference assistance. organizational session where participants • Maintain space for group and individual compare schedules and select regular meeting study. times. The Registrar does not schedule these offerings. • Acquire or borrow materials not owned Q: Can a co-curricular offering be repeated in by Olin from other libraries or document subsequent semesters? providers. A: Yes, so long as the faculty/staff sponsor is • Inform community about current issues willing and any necessary conditions are met. and hot topics. • Organize the library website to maximize ease of use and information retrieval. Library • Build and manage Olin archives. The library creates an information environ- • Partner with faculty on special projects ment, both virtual and physical, that supports such as semantic web research and digiti- discovery and innovation within the Olin com- zation of historical collections. munity. Located on the ground floor of the Olin Center, the physical library space encourages thought, discovery, serendipity, play, tranquili- ty, and inspiration. Our virtual space strives to Assessment provide cutting edge access to information. The library staff achieves these goals through Olin is committed to continual feedback and the development of outstanding resources and improvement in all areas of the institution. This services, as well as the cultivation of spaces to commitment brings with it certain responsibili- work in groups, tinker with realia, and find soli- ties for all community members. Because of tude — any time of day or night. Access to this commitment to continual improvement, electronic library resources and information students and other community members are about library services and policies can be frequently asked to provide assessment infor- found on the Library’s website at: mation. It is each individual’s responsibility to http://library.olin.edu/ respond honestly, promptly, and fully to such requests. What we do: • Build collections of books, journals, realia, and other resources in electronic and physical formats. Book collections focus Academic on engineering, science & technology, math, photography, art, design, creativity, Advising ethics, philosophy, and pedagogy. Coursework and advising are different aspects • Administer access to indexes and data- of the same process — developing a well-edu- bases, and provide guides to navigate cated person. Olin College views advising as a these resources. central role of our faculty. Students’ relation-

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ships with their advisers are among the most advisees. Students will often meet individually important ones they will establish here and can or in advising families with their primary advis- have a significant impact on their Olin educa- er. Other times they will meet with some or all tion. The advising system includes individual of the other advisers and students in their advising, advising families, the Sibbs program, extended families. Families and extended fami- and Annual Reports and CVs. lies vary in their activities, but all provide a structure for incoming students to meet upper- classmen, allow for cross class meetings and Individual Advising discussions, give students multiple faculty per- Academics spectives, and plan periodic social activities. Every student has an Olin faculty member as Students are strongly encouraged to take part an adviser. Every adviser’s goal is to facilitate in initiating and organizing family and extend- students’ academic and personal development ed family activities; funds are available from throughout their education at Olin. Although the Office of Student Life. they help students with courses and other academic choices, their most vital responsibility is to help advisees manage the difficulties and stresses inherent in any academic setting. Sibbs Program Students meet with their advisers regularly all The Sibbs program builds bridges (hence the four years, at a rate determined by the student double “b”) between freshmen and upper class and the adviser. students. Volunteer upper class Sibbs (often from the same advising family) adopt a fresh- Advisers are not around just to approve cours- man to help him or her adjust to the unique es or discuss academics. They serve a variety culture, quirks and inside secrets of Olin. They of functions including mentoring, crisis aware- contact their incoming Sibb over the summer ness and support, discussing Annual Reports to answer questions before arrival. Early in the and CVs, providing institutional and career year, Sibb pairs get together for a meal at least information, and helping students find a bal- weekly. Upper class Sibbs also introduce their ance among curricular, co-curricular and freshmen Sibbs to people and places in the extracurricular activities. Students should view area by inviting them to do several activities advisers as helpful resources for whatever during the fall. The most important role, how- issues they are dealing with — academic, ever, is to talk with, answer questions from, social or personal. When advisers do not have give information to, and generally be available the needed information or expertise, they help to the incoming student. If either member of find someone who does. the Sibb pair feels that the relationship is not Students may remain with one adviser working well, they should discuss this with throughout or change advisers at the formal each other or contact Assistant Dean of “adviser request period” at the end of each Student Life Ellen Cooney. year. A student wishing to switch advisers at other times may discuss this with the Assistant Dean of Student Life for Advising. Olin wants Annual Reports and CVs advising to be successful and will do whatever we can to make this relationship supportive, Throughout their time at Olin, students will positive and effective. write and revise Annual Reports and CVs and submit them periodically to their advisers. The purpose of writing these documents and discussing them with advisers is to help students Advising Families choose wisely from the myriad of curricular, Individual advising relationships are set within co-curricular and extracurricular options avail- advising families consisting of all a faculty able and make adjustments to get the most out member’s advisees, and extended families con- of their Olin experience. The CV is a listing of sisting of three faculty members and their the activities across the Learning Continuum

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 69 the student has participated in each semester. ing about courses, majors or careers in differ- CVs provide a helpful background for meeting ent ways. Seeing your adviser is not just about with advisers to plan for the future as well as dealing with problems. Academics for writing resumes for job or internship appli- Q: My time management skills are, shall we cations. In the Annual Report, students reflect say, a little lacking. What does the advising on the challenges and successes of the year system have to do with this? and set goals for the future. A: Lots. Advisers can help you find ways to Some advisers will meet with students individ- manage your time better. They often have tips ually to discuss Annual Reports and CVs. to share, and may have useful perspectives on Others may do this as part of a mini-family or what’s going wrong. Other students in your family meeting. However this is done, students family have probably run into some of these are required to keep these up to date and sub- same problems. This might be a good issue to mit them to their adviser regularly. Certain raise in a family meeting. Lots of students find activities, such as registering for courses or that time management skills are an important passionate pursuits, are contingent on having annual report goal. Writing this into your annu- Annual Reports and CVs up to date. Students al report may help you focus consciously and who change advisers must submit recent consistently on this issue. In the long run, time copies of these documents to their new adviser management skills can be one of the most by their first meeting important things you learn in college. Q: Things don’t seem to be working out with my adviser. What should I do? Frequently Asked Questions A: If your adviser match just doesn’t seem to Q: There is so much good stuff to choose from, be working out, try talking with your adviser or I don’t know where to start. Can my adviser one of the other faculty in your advising family. help? Maybe they can help you figure out what to do. A: Absolutely. One of your adviser’s jobs is to Also, you can always talk with Ellen Cooney, help you think through your goals and plans the Assistant Dean of Student Life for Advising. and see how coursework and other activities fit She can help you sort out the problem or into these. Reviewing the reflections in your arrange a switch to a different adviser who Annual Report can also help guide these deci- may be a better match. The main point is — sions. don’t just sit there, do something to change it. Q: I thought that all a college adviser did was Q: I’m so busy and overwhelmed, why do I to sign course sheets? Right? have to take the time to write an Annual A: Wrong, wrong, wrong. True, advisers do Report or meet with my adviser? help with course selection. But they also do all A: Sometimes it’s just when you seem the sorts of other things. Just see the description most confused or overwhelmed that taking the above and you’ll get an idea of all the ways time to reflect on what you are doing here is you can relate to your adviser. If you just see most important. It’s easy to get caught up in your adviser about academics, you’re missing day to day activities and pressures. The Annual out on one of the most important relationships Report and CV is geared to help you step back you can establish here. Don’t do this. from this periodically and look at the big picture. Doing this may help you put things in per- Q: Things are going fine. Does my adviser real- spective and redirect your efforts. You may ly want to see me? want to cut out some activities that are taking A: Yes. Your adviser wants to stay in touch lots of time but not contributing enough to whether things are going well or not. It’s your experiences here or even add something important to develop and maintain this rela- new that would help you accomplish your tionship. Also, your adviser may challenge goals better. your thinking about your education in ways you haven’t even considered or start you think-

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Q: I just broke up with my girlfriend and am feeling terrible. My adviser, who after all is a Student Accounts professor, really doesn’t want to know about that, does he? A: Absolutely. Advising at Olin is not just about and Records courses and academic progress. Olin is focused on the whole person. If you are struggling (StAR) Center emotionally or socially, that is important — not only because it impacts your learning, but Campus Center, Suite 300 Academics because you, as a whole person, matter here. Email: [email protected] Your adviser can think things through with you, Phone: 781-292-2340 or help you find someone formally trained to Fax: 781-292-2344 do this. You don’t have to do this alone — we Web: http://star.olin.edu are here to help. The mission of the StAR Center is to provide Q: My adviser doesn’t seem to know much Olin students with excellent customer service about my planned major. Should I switch with one stop shopping. From registration, bill advisers? payments, ID cards to transcripts, it all happens A: That depends. Some students want to stay through the StAR Center. with an adviser because they like the relationship and feel they get valuable non-academic advice. If your adviser doesn’t know the answer, feel free to ask someone else. There Bill Payment are many people around willing and eager to Fall 2005 bills were mailed to students’ perma- offer advice. If you don’t know where to go, ask nent address July 1st and are due August 1st, your adviser to direct you to someone. Other Spring 2006 bills are sent to the students’ local students might prefer to switch to an adviser mailbox November 1st and are due December who works in their area of academic interest. 1st. For a complete schedule of Tuition and Both ways work fine. It’s up to you. Fees please refer to the ‘Notification of Costs’ Q: I like my advising family, but we don’t seem for your respective class distributed to students to find time to get together. Is there anything I Spring 2005. Late payments are subject to a can do? $150 late fee per semester A: Absolutely! Most advisers are delighted to have students take a lead in planning such activities. Make a suggestion, or, better yet, Interest-Free Monthly Payment make a plan and invite your advisers. Money is Option available for these activities from the Office of Student Life. If you have an idea, feel free to To help you afford education expenses, Olin talk with any of the advisers in your advising College is pleased to make the services of family, or with Ellen Cooney. We can help make Tuition Management Systems available to you this happen. and your family. Tuition Management Systems’ 2005–06 Interest-Free Monthly Payment Option Q: I have a great idea about improving the allows you to spread your education expenses advising system. Whom should I talk to? over ten installments for only a small enroll- A: Great. Talk with your adviser or with Ellen ment fee. There is no interest and no pre-quali- Cooney. We’re always eager for new ideas. fication or credit check for this service. With this payment option you have 24-hour access to account information through Tuition Management Systems’ web site, www.afford.com, toll-free automated account information through InfoLine, and personal account service Monday through Saturday.

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Education Payment Counselors are available to ID Cards help you determine the best payment option for your education costs. Replacement identification cards are available at the StAR Center. Payment of the replace- Academics ment ID fee is due at time of issuance. Course Registration Course registration takes place in November Incidental Charges for the spring semester and in April (or August for new students) for the fall semester. In addition to Tuition and Fees, Olin College Materials are distributed to students and advis- reserves the right to charge the following to a ers approximately 10 days prior to registration. student’s account: For additional information, please reference Returned Check Fee $25 Registration Process in the Academic Policies Replacement ID $25 section of this handbook. Replacement Key $25 Students are responsible for any damages Enrollment Certifications assessed by Campus Services to residence rooms. Payment is due upon receipt. Enrollment certifications for Olin students are Public Safety notifies the StAR Center of any available at the StAR Center. Certifications are parking fines which are charged to the stu- often required for health insurance and schol- dent’s account and are due immediately. arship notification. You may request a certifica- tion in writing, via Olin e-mail to [email protected] or via fax. Phones and cable are available to each student. Prices are set yearly and sent for review with the Fall semester bill. Health Insurance The Commonwealth of Massachusetts requires Convenience Dollars students to be covered by a comprehensive health insurance program. Accordingly, the Convenience Dollars Debit Account Service is a College makes available a general health insur- feature of your Olin ID/OneCard. Flex Dollars ance program to meet the state standards acts as a debit service for students to purchase through Aetna/Chickering Group. This policy items/services. The current program is small begins in the fall semester and continues for and involves only laundry services and Coca- 12 months. Insurance information is mailed in Cola vending, however, the plan is to expand late May. Students will be irrevocably enrolled the program on campus. in this plan unless a waiver is completed and Presently, Convenience Dollars can be pur- received by the Student Accounts and Records chased by check, or cash, at the StAR Center Center prior to July 1st. The waiver stipulates (account management via the web will be com- that personal coverage will be maintained during). The minimum amount to start a flex ing the enrollment period. If a waiver is not on account is $10. Convenience Dollars work like a file by July 1st, the student will be billed for the true debit system for things purchased. No fees insurance premium and will remain responsi- or service charges are debited from your ble for payment of said premium. The waiver account. Funds may be rolled over from must be renewed annually. semester to semester and year to year. You may also request a refund of unused funds for accounts that have more than $10 in them. All requests for refunds of Convenience Dollars must be made in writing and within 90 days of departure from Olin College or the funds will

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be forfeited to Olin College. Refunds may take nary reasons will forfeit the remaining portion up to two weeks to process. of the scholarship. Study away (which requires pre-approval) or an internship for credit counts Convenience Dollars program details are sub- as one of the eight scholarship semesters; ject to change. the student is expected to pay for costs associated with any such activity, including host institution tuition and fees (if required). For mid- Refund Policy semester leaves of absence, the partial semes- Students who leave Olin College without ter counts as one of the eight scholarship Academics approval are not entitled to a refund. A Refund semesters; payment of tuition is required for is made on billed expenses* and does not any semester(s) beyond eight before gradua- include the Student Activity Fee or the Health tion. For end-of-semester leaves of absence, Insurance Premium. Students are not eligible the semester on leave does not count as one of to receive cash or credit for any unused tuition the eight scholarship semesters (unless the stu- in their scholarship under any circumstances. dent requests transfer credit for this semester). Approved withdrawals or leaves may be eligi- Olin College provides accommodations for ble for a refund on billed expenses based on documented disabilities. In extenuating circum- the following schedule: stances, exceptions may be granted by the Provost. Leave prior to the 1st Day of Instruction 100% refund Leave prior to the 20th Day of Instruction 75% refund Leave up to the 33rd Day of Instruction 50% refund Transcripts Leave after the 33rd Day of Instruction 0% Official and unofficial transcripts are available at the StAR Center. Transcripts represent all The refund policy also applies to any need work within the Olin Learning Continuum. based aid that was previously awarded for the Transcripts contain confidential information semester. Need based aid is refunded to the and can only be requested in writing from the college using the percentages above. Olin student. Students can request a transcript in College will adhere to any provisions and one of four ways: complete a transcript request refund policies set forth by outside scholarship form (found at http://star.olin.edu) and submit it agencies. Any balance created by scholarship in person, by mail, by fax or by e-mail (from an refunds is immediately due by the student. Olin account) to [email protected]. Please allow a minimum of two days for processing. *The expense of the Laptop Purchase program is billed over a two-year (4 payment) period. The student is responsible for full payment of the laptop as contracted by the promissory note signed on the day the student receives the laptop. Therefore, if a student leaves Olin College, he or she must make a full payment for the laptop according to the terms of the promissory note. Included in the total cost of the laptop is a 5% Massachusetts sales tax.

Scholarship Policy The Olin College tuition scholarship is for eight consecutive semesters of full-time study. Anyone permanently disqualified to attend or return to Olin College for academic or discipli-

FRANKLIN W. OLIN COLLEGE OF ENGINEERING Student Life 74 CATALOG Student Life (general overview)

The first few classes at Olin College have the rare ability to help create the campus culture.

Student Life Each student has the chance to make a real impact on the direction of programs, available opportunities and the overall atmosphere of the new college. While still new, Olin already offers the support, flexibility and services students need for a successful, well-rounded college career—from a wide-range of clubs and activities to academic advising and health services. The Office of Student Life also takes student development one step further with the Olin College Learning Continuum. While nearly every college in America offers academic courses and student organizations, rarely is much thought given to the unstruc- tured zone between the curriculum and extra-curriculum, or the connections between them. At Olin, we have given this zone a lot of thought. The Olin College Learning Continuum consists of courses, undergraduate research opportunities with faculty, non-degree Honor Code credit Passionate Pursuits, transcript noted A fundamental element of Olin's culture is co-curricular offerings, community service, trust. As such, our Honor Code requires all committee work or other service to the college, members of the Olin community to conduct clubs and organizations, recreation, and free themselves with honor and integrity. The code, time. The Office of Student Life staff encour- drawn from a few core values, consists of a ages student participation along the full range small set of intentionally broad standards by of opportunities in the Learning Continuum which every action must be measured. While a and works to foster connections among the small number of policies illuminate Olin's prin- elements on the continuum. ciples, students live by the core values embedded in the code. To read the full code, visit the For more detailed information about policies student life page of the Olin website, and services, please refer to the Student http://www.olin.edu/student_life/. Handbook.

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SERV is governed by five elected student offi- Community Service cers and three faculty/staff advisers who foster

community awareness, increase involvement Student Life in community service activities and generally Mission work to support and coordinate community One of the guiding missions of Olin College is service activities at Olin. They coordinate with to instill a spirit and practice of “giving back” outside groups seeking volunteers, plan one- among students through significant and ongo- time and whole community events, maintain ing service to the community. the website (http://volunteer.olin.edu), charter projects, make budgeting decisions and gener- Philanthropy has been the central force in the ally deal with community service concerns that F. W. Olin Foundation since its inception and arise throughout the year. Olin College is committed to supporting and continuing this tradition among its students, faculty and staff. Olin College encourages community service by providing financial support through the Office of Student Life and reserv- ing time dedicated to community service weekly in the schedule. To learn more about community service at Olin and how you can be involved, read on! More information is available on the website at http://volunteer.olin.edu.

Structure The organization Support, Encourage, and Recognize Volunteerism (SERV) helps students, faculty and staff get involved with a variety of community service activities at Olin. SERV consists largely of individual community service projects, groups of students, faculty and staff who meet regularly to do community service. Any member of the Olin community may start a project. Each project selects its own leader who is responsible for all aspects of the project including getting volunteers, determining budget needs, coordinating with the appropriate outside organizations and making necessary practical arrangements. SERV is available throughout to provide advice and support. Project leaders attend periodic meetings of the Association of Project Leaders (APL). At APL meetings, project leaders report on individual projects and discuss common issues and concerns across projects. They consider ways to coordinate projects and generally support and improve the functioning of community service at Olin.

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Admission, Expenses and Need-Based Aid 78 CATALOG Applying to Olin The Olin Application The Olin College admission application is available on-line. A .PDF version of the application, printable from the Admission web site, is also Admission Statement available, but candidates are strongly encouraged to apply on-line. There is no Early Action Olin College will enroll approximately 75 stu- or Early Decision at Olin College. dents who rank among the top in the country

Admission for the Class of 2010. By traditional measures (course rigor, test results and achievement) the quality of students we seek will be outstanding; Admission Process however, we place equal importance on personal character, creativity, risk-taking, unusual The application for admission consists of seven life experiences and an entrepreneurial spirit. parts. Specifically, what we look for in applicants is: 1. Basic biographical information • Exceptional academic ability and perform- 2. $60 U.S. application fee and signed Affidavit ance, especially in math and science; 3. Secondary school report (returned by your • Strong written and oral communication counselor with official transcripts) skills; 4. Two teacher recommendations — one from • Excellence in co-curricular and a math or science teacher and one from a extracurricular activities; teacher of your choice • Evidence of leadership and collaboration; 5. Results of the SAT with Writing or ACT, plus • Understanding of Olin College’s mission; three SAT Subject Tests (Math 1 or 2, the science exam of your choice, and any third • Adventurous and entrepreneurial spirit; Subject Test). Our CEEB code is 2824; the • Energy, commitment to high standards, ACT code is 1883. perseverance and a sense of humor. 6. Two essays — one 500 words and the other Olin College will strive for gender balance and 300 words a student body that is multidimensional, repre- 7. Personal résumé of activities, honors, senting a broad range of cultural, economic awards, employment, etc. and geographic backgrounds. At the present time, Olin College is not approved by the INS After applications have been reviewed, approx- to issue I-20 forms (student visas). However, imately 175 top applicants will be selected to we will strive for a multicultural presence on attend one of our two “Candidates’ Weekends” campus by enrolling international students in late February and early March. During these with U.S. citizenships and other students with weekends candidates will participate in group significant international experience. U.S. per- design exercises, interviews and informal dis- manent residents and green card holders are cussions with Olin faculty and students. From eligible for admission. this group of candidates we will select the incoming class.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 79 Application Timetable Admission Visits and 2005–06 Tours Admission December 2005 Tours and information sessions are available All standardized testing must be completed by appointment only. Please email [email protected] or call the Office of Admission January 6, 2006 at (781) 292-2222 to make a reservation. Deadline for submitting applications and supporting materials Day and Overnight Visits February 6, 2006 Day visits allow prospective students to attend Applicants notified if they have achieved a class, meet current students and faculty, and “Candidate” status enjoy a meal in our Dining Hall. Class visits are scheduled by appointment on Mondays February 24-25, 2006 through Thursdays from early-to-mid fall. Candidates' Weekend #1 Overnight visits for high school seniors can be March 3-4, 2006 scheduled on Monday and Wednesday nights Candidates' Weekend #2 from early-to-mid fall. Space is limited, so Late March 2006 please contact the Office of Admission well in Notification letters are mailed advance to schedule your stay. In the spring, overnight visits are limited to admitted stu- May 1, 2006 dents. National Candidates‘ Reply Date Office of Admission Hours Monday through Friday: 9:00 a.m.–5:00 p.m. Selected Saturdays in the fall: 9 a.m.–12:00 p.m. Please see the Visit page on our website (www.olin.edu) for information about trans- portation, lodging and dining in the area.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 80 CATALOG Costs and Aid Need-Based Assistance Families interested in applying for additional assistance in excess of the Olin College Scholarship are urged to: Scholarship Policy • After admitted, submit a copy of the Olin’s generous scholarship policy stems from FAFSA (Free Application for Federal one of the founding principles of the college — Student Aid). For more information go to to provide a world-class engineering education http://www.fafsa.ed.gov/index.htm Costs and Aid at significantly reduced cost to students and • Submit a copy of the parents’ and their families. All admitted students who enroll student’s federal tax forms. at Olin College receive an Olin Scholarship covering tuition during the four years of the bac- Note: Olin College only needs copies of the calaureate program. This scholarship is cur- above documents; this scholarship is subject rently valued at approximately $130,000. to change depending on approval to receive Federal Funding. Students do not have to Estimated Cost: Academic Year 2005–06 process the FAFSA with the government at this Below are estimated costs for the upcoming point. Simply fill out the form and submit the academic year. We expect nominal increases in hard copy to Olin. We will make a determina- these figures for subsequent years. tion of need for each student based on the information provided. Please send initial aid information to the Admission Office and Unbilled Expenses renewal applications to the StAR Center. To Tuition $30,600 (covered by determine eligibility by the fall billing cycle, scholarship) information must be received by mid-April. Room $7,000 Students receive all relevant information in Meal Plan $3,870 their ‘Notification of Costs.’ Students applying for need-based financial aid are expected to Computer $1,250 (estimate of $2,500 provide $3,500 in self-help — $2,000 from Purchase paid over two years) summer savings and $1,500 from on-campus Health Insurance $682 (if needed) employment. Any demonstrated need beyond Student Activity $150 self-help may be met with outside scholarships Fee and loans. An Example of Need-Based Aid Unbilled Expenses Books & Supplies $750 Cost of Attendance $45,802 Travel & $1,500 Olin Scholarship –30,600 Incidentals Net Cost $15,202 Total Student $45,802 Summer Earnings –2,000 Budget Campus Employment –1,500 Olin Tuition Scholarship – 30,600 Balance $11,702 Balance $15,202 Minus family contribution = Unmet need

Eligibility for need-based aid is determined by the FAFSA which calculates a family’s ability to contribute. If the Family Contribution Figure is less than $11,702, the student is eligible for need-based aid from Olin College and other

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 81 sources, including outside merit scholarships provides accommodations for documented dis- which can be applied toward non-tuition abilities. In extenuating circumstances, excep- expenses. tions may be granted by the Provost. Costs and Aid

Outside Scholarship Policy All students are expected to pursue outside merit scholarships (local, regional, and national). These scholarships bring distinction to the student and to Olin. If the scholarship is non- restricted, the funds can be applied to billed expenses including room, meal plan, required laptop purchase and other educational expenses. If the scholarship is restricted to tuition only, it reduces the amount of the Olin Scholarship accordingly. The total of all scholarships, grants, and self-help cannot exceed the total Olin College student budget. Note: National Merit and National Achievement Scholarships cannot be used at Olin until the college receives regional accreditation, even though a high percentage of Olin students are designated as Finalists or Scholars.

Olin Scholarship Policy The Olin College tuition scholarship is for eight consecutive semesters of full-time study. Anyone permanently disqualified to attend or return to Olin College for academic or disciplinary reasons will forfeit the remaining portion of the scholarship. Study away (which requires pre-approval) or an internship for credit counts as one of the eight scholarship semesters; the student is expected to pay for costs associated with any such activity, including host institution tuition and fees (if required). For mid-semester leaves of absence, the partial semester counts as one of the eight scholarship semesters; payment of tuition is required for any semester(s) beyond eight before graduation. For end-of- semester leaves of absence, the semester on leave does not count as one of the eight scholarship semesters (unless the student requests transfer credit for this semester). Olin College

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Faculty, Instructors, and Consultants 84 CATALOG

Brian Bingham, Ph.D. Faculty Profiles Assistant Professor of Mechanical Engineering Dr. Bingham joined the Olin College faculty after completing his postdoctoral investigation Sarah Spence Adams, Ph.D. in the Deep Submergence Laboratory at Woods Assistant Professor of Mathematics Hole Oceanographic Institution. At the Deep Dr. Adams, an expert in communications topics Submergence Laboratory, Dr. Bingham investi- such as coding theory and cryptography, com- gated autonomous underwater navigation and pleted her Ph.D. and M.S. in mathematics at manipulation while supporting at-sea opera- Cornell University and holds a B.S. (summa tions and remotely operated vehicles. In addi- Faculty Profiles cum laude) in mathematics from the University tion to being a member of the IEEE and the of Richmond. Dr. Adams has conducted Marine Technology Society, Dr. Bingham has research at the National Security Agency, authored several conference publications and the Institute for Defense Analyses Center for spoken at many seminars and colloquia. He Communications Research, and most recently earned his Ph. D. and M.S. from MIT in at the University of Wollongong in New South mechanical engineering and a B.S. from the Wales, Australia. Her recent research was sup- University of Missouri-Rolla. Dr. Bingham’s ported by an AWM Research Grant from the research focus is autonomous field robotics. NSF. Dr. Adams developed a passion for teaching during her years at Cornell, and she recently received an NSF grant to develop a new, multi- John R. Bourne, Ph.D. faceted coding theory and cryptology course. Professor of Electrical and Computer Engineering, Professor of Technology Entrepreneurship (Babson College) and David Barrett, Ph.D. Director of the Sloan Center for Online Associate Professor of Mechanical Engineering Education at Olin and Babson Colleges and Design and Director of the Capstone An expert in online learning, Dr. Bourne joined Project Program Olin from Vanderbilt University in 2000, where Prior to joining the Olin faculty, Dr. Barrett was he was professor of electrical and computer vice president of engineering at iRobot engineering and professor of biomedical engi- Corporation, where he was responsible for neering. At Vanderbilt he pioneered an innova- identifying new business opportunities, estab- tive learning methodology, the asynchronous lishing strategic partnerships, directing project learning network (ALN). He headed Vanderbilt’s teams and developing a wide range of robotic Center for Innovation in Engineering Education systems. Before iRobot, Dr. Barrett founded and the ALN Center. He established the and directed a division of the Walt Disney ALN Web in 1996 and launched the Sloan Imagineering Corporation. In addition to his Consortium, a group of over 1000 institutions many published articles, Dr. Barrett holds eight supported by the Alfred P. Sloan Foundation. patents with previous colleagues on a variety He currently serves as Executive Director of the of robotic systems. He is a member of numer- Sloan Consortium. Dr. Bourne recently received ous professional societies including IEEE the Education Activities Board Meritorious Robotics and Automation, Vehicular Achievement Award in Continuing Education Technology, and Ocean Engineering Societies. from the IEEE. He received the Sloan Dr. Barrett received his Ph.D. and M.S. in ocean Consortium 2001 Award for “Most Outstanding engineering and M.S. in mechanical engineer- Achievement in ALN by an individual.” Dr. ing, all from MIT and a B.S. in mechanical Bourne received his Ph.D. in electrical engi- engineering (summa cum laude) from the neering from the University of Florida. He is University of Lowell. a fellow of the IEEE and the American Institute of Medical and Biological Engineers. He is founder and editor-in-chief of the Journal of

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Asynchronous Learning Networks and editor- Rebecca Christianson, Ph.D.

in-chief of the Critical Reviews in Biomedical Assistant Professor of Applied Physics Faculty Profiles Engineering. Dr. Christianson joined the Olin College faculty from Harvard University, where she was completing her postdoctoral research in light scat- Debbie Chachra, Ph.D. tering and microscopy studies of self-assembly Assistant Professor of Materials Science kinetics in two-component colloidal systems, Dr. Chachra's current research has two main anisotropic colloids, and surfactant systems. foci. One focus is the materials science of Dr. Christianson recently received a teaching bone; in particular, studying the effect of thera- award from the Derek Bok Center for Teaching pies for osteoporosis on the mineralization and and Learning at Harvard University. Among the mechanical properties of bone. She is also published journals and reviews, she and interested in understanding how bone cells her colleagues have recently submitted interact mechanically with their underlying Crystallization Kinetics of Binary Colloidal substrate - for example, why your bones get Alloys, which contains results from the Physics stronger if you exercise, or how bone cells at a of Colloids in Space experiment that flew on fracture site “know” that the bone is in a cast. the International Space Station in 2001. Dr. Prior to joining the faculty of Olin College, Dr. Christianson received her Ph.D. from MIT and Chachra was a postdoctoral associate at MIT her B.S. in physics and B.A. in music both from in the Department of Materials Science and Stanford University. Engineering. She joined MIT from the University of Toronto, where she received her M.S. and Ph.D. in materials science. Dr. Jill Crisman, Ph.D. Chachra earned a B.S. in applied science, Associate Professor of Electrical and Computer also from the University of Toronto. She Engineering was a recipient of a National Sciences and (on leave 2005–06) Engineering Research Council of Canada post- Before joining Olin, Dr. Crisman was a tenured doctoral fellowship and a Medical Research associate professor and the director of the Council of Canada graduate fellowship, as well Robotics and Vision Systems Laboratory in as numerous other academic honors. the Department of Electrical and Computer Engineering at Northeastern University. She also held adjunct appointments in the College Mark L. Chang, Ph.D. of Computer Science and the Department of Assistant Professor of Electrical and Computer Industrial Engineering and Information Engineering Systems and co-advised students in the Dr. Chang received his Ph.D. in electrical engi- Biology Department. Her research at neering from the University of Washington. He Northeastern focused on using color vision received his M.S. in electrical and computer systems in aiding robots in navigation. Dr. engineering from Northwestern University Crisman received a Ph.D. in electrical and and his B.S. from Johns Hopkins University. computer engineering from Carnegie Mellon During his studies Dr. Chang earned an Intel University. She holds M.S. and B.S. degrees Foundation Graduate Fellowship. Dr. Chang in electrical engineering from the University o has conducted research in developing comput- f Pittsburgh. er-aided design tools and methodologies for easier implementation of arithmetic hardware onto FPGA devices. His research interests Diana Dabby, Ph.D. include FPGA arithmetic and architecture, Assistant Professor of Electrical Engineering computer-aided design tools, reconfigurable and Music computing and VLSI design. Dr. Dabby has taught at MIT, Tufts University and Juilliard. She received her Ph.D. and M.S.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 86 CATALOG

degrees in electrical engineering and computer Allen Downey, Ph.D. science from MIT and a B.S. in electrical engi- Associate Professor of Computer Science neering from City College of New York. In addi- Before coming to Olin, Dr. Downey taught tion, she holds an M.F.A. in music from Mills at Colby College and Wellesley College and College as well as a B.A. in music from Vassar held research positions at the San Diego College. While at MIT, Dr. Dabby combined Supercomputer Center and Boston University. music and engineering in her application of His research is based on the application of the chaos theory to musical variation. She has tools of empirical science to computer systems given a number of concert/lectures on her work and networks. Dr. Downey is the author of sev- sponsored by various institutions, including eral textbooks, including three versions of How

Faculty Profiles MIT, Princeton, Cornell, Dartmouth, IEEE, FIRST to Think Like a Computer Scientist, an introduc- Place of New Hampshire, New Horizons in tion to computer science using Java, C++ or Science and more recently, Harvard and UC Python. He received his Ph.D. in computer sci- Irvine. She has been heard on NPR member ence from University of California, Berkeley. station WBUR-FM as well as at the Siemens His B.S. and M.S. degrees are from MIT in civil Foundation “Beautiful Minds, Beautiful Music” engineering. Symposium at Carnegie Hall. As a concert pianist, Dr. Dabby has performed solo concerts in New York's Weill (Carnegie) Recital Hall, Ozgur Eris, Ph.D. Merkin Concert Hall and at venues in Budapest Assistant Professor of Mechanical Engineering and Hong Kong, among others. As a chamber and Design musician, and as a composer, she has performed at Boston's Jordan Hall, Symphony Dr. Eris joined Olin from Stanford University, Hall and at Tanglewood. She is currently work- where he was the associate research director ing on September Quartet, a 5-movement work of the Center for Design Research. His current scored for voices, winds, brass, percussion, research is in design cognition and information violin and piano, commissioned to commemo- systems. He has authored several award win- rate the 150th anniversary of the founding of ning NSF and NASA research proposals, and a Tufts University. recent book on the question asking processes of design teams. Professionally, he has designed systems ranging from a pneumatic Helen Donis-Keller, Ph.D. sample delivery machine to a railroad control Professor of Biology and Art center. He earned a B.S. (cum laude) from the University of Washington in mechanical engi- Dr. Donis-Keller was previously at the neering, and M.S. and Ph.D. degrees from Washington University School of Medicine, Stanford University in mechanical engineering where she was a professor of surgery and design. director of the Division of Human Molecular Genetics. She has also held leadership positions in the biotechnology industry, where she John Geddes, Ph.D. led a group that developed the first genetic Associate Professor of Mathematics linkage map of the human genome. Dr. Donis- Keller holds an M.F.A. in studio art from the Prior to joining the Olin faculty, Dr. Geddes School of the Museum of Fine Arts in Boston was an assistant professor of mathematics at and Tufts University and a Ph.D. in molecular the University of New Hampshire, where he biology and biochemistry from Harvard worked on laser-based chaotic communication University. She also received an honorary schemes and pulse dynamics in mode-locked doctor of science from Lakehead University. lasers. He currently receives funding from the Dr. Donis- Keller enjoys combining her inter- NIH for a project on the mathematics of ests in art and science. Her “scientific” artwork microvascular blood flow. Dr. Geddes graduat- is featured in exhibits across the nation. ed from Heriot-Watt University, Edinburgh, Scotland with a B.Sc. in physics. He received

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 87 his Ph.D. in applied mathematics in from the Sherra E. Kerns, Ph.D.

University of Arizona. Vice President for Innovation and Research Faculty Profiles and F. W. Olin Professor of Electrical and Computer Engineering Stephen S. Holt, Ph.D. Dr. Kerns is the past president of the American Professor of Physics and Babson College Society for Engineering Education (ASEE). She Director of Science has authored over 100 published technical jour- The former director of space sciences at the nal papers and made original contributions to NASA-Goddard Space Flight Center, Dr. Holt is enhancing information integrity in digital a leader in the field of X-ray astronomy. He microelectronics in space. She serves as a was the NASA project scientist on eight NASA commissioner for the Accreditation Board for missions, including cooperative scientific mis- Engineering and Technology (ABET) and is a sions with the UK, Germany, Japan and Russia; member of the Executive Committee for the he was also chief scientist for the Space Engineering Accreditation Commission. She is Station Project at NASA. Dr. Holt’s many acco- a fellow of the IEEE and ASEE, an acclaimed lades include NASA’s highest civilian honor, the teacher, and recipient of the 1999 Harriet B. Distinguished Service Medal. Since coming to Rigas Outstanding Woman Engineering Olin, he has received COSPAR's International Educator Award and the IEEE Millennium Scientific Cooperation Medal, has been elected Medal, among other honors. Dr. Kerns was to fellowship in the International Academy of previously chair of the Department of Electrical Astronautics, and has been elected Chair of and Computer Engineering at Vanderbilt both the Astrophysics Commission of COSPAR University. She received her A.B. from Mount and the Division of Astrophysics of the Holyoke College, M.A. from the University of American Physical Society. Dr. Holt received a Wisconsin and Ph.D. from the University of B.S. degree with honors in engineering physics North Carolina, all in physics. and a Ph.D. in physics from New York University. Benjamin Linder, Ph.D. Assistant Professor of Mechanical Engineering David V. Kerns, Jr., Ph. D. Dr. Linder is a designer and researcher current- Provost and Franklin and Mary Olin ly investigating approaches to new product Distinguished Professor of Electrical and development and sustainable product design. Computer Engineering and Babson College He is also actively involved in entrepreneurship Professor of Technology Entrepreneurship and is studying business structures for social Dr. Kerns formerly held the Orrin Henry ventures. Recently, he co-founded a software Ingram Distinguished Professorship in the company focused on delivering product devel- Department of Electrical Engineering at opment tools to large manufacturing firms. Vanderbilt University, where he also directed Dr. Linder received a B.S.E. in Mechanical the Management of Technology Program. A Engineering and a B.S.E. in Electrical fellow of IEEE, author of numerous technical Engineering from the University of Michigan papers, and holder of ten patents, his research where he studied engineering design. He interests include MEMS devices, analog circuit received his M.S. and Ph.D. in Mechanical design and engineering education. Acclaimed Engineering from MIT, where he studied for outstanding scholarship and teaching, he product design and design education. is the co-author of two successful textbooks, Introduction to Electrical Engineering and Essentials of Electrical and Computer Engineering. He received his B.S., M.S., and Ph.D. degrees from Florida State University.

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Caitrin Lynch, Ph.D. Richard K. Miller, Ph.D. Assistant Professor of Humanities and Social President and Professor of Mechanical Sciences Engineering Dr. Lynch received her Ph.D. and M.A. in cultur- As dean of the College of Engineering at the al anthropology from the University of Chicago University of Iowa where he served before join- and her B.A. in anthropology from Bates ing Olin, Dr. Miller created the nation’s first College. Prior to joining the Olin faculty, Dr. Technological Entrepreneurship Certificate Lynch was an assistant professor of anthropol- Program for engineers. His research interests ogy at Drew University. Additional professional include structural dynamics and nonlinear experience includes several fellowships, includ- mechanics. He is the author or co-author of 100 Faculty Profiles ing a Mellon Postdoctoral Fellowship at Johns reviewed journal articles and other technical Hopkins University. Her research interests publications. Other interests include innovation include gender, labor, nationalism and global- in undergraduate education and entrepreneur- ization; her areas of focus are South Asia ship. Dr. Miller has won five teaching awards at (specifically, postcolonial Sri Lanka) and the two universities. He earned his B.S. degree in United States. She is co-founder of the Rebuild aerospace engineering from the University of Sri Lanka Solar Initiative, a non-profit group California, Davis. He earned his M.S. degree in working with the Solar Electric Light Fund mechanical engineering from MIT, and his (SELF) to bring solar power to the tsunami- Ph.D. in applied mechanics from the California ravaged coast of Sri Lanka. Dr. Lynch speaks Institute of Technology. Sinhala and Tamil.

Bradley A. Minch, Ph.D. Robert Martello, Ph.D. Associate Professor of Electrical and Computer Assistant Professor of the History of Science Engineering and Technology Prior to joining the Olin College faculty, Dr. Dr. Martello previously served as a lecturer at Minch was an assistant professor at Cornell MIT and as the digital history annotations and University in the School of Electrical and features producer for the Sloan Foundation’s Computer Engineering. During his time at American history textbook, Inventing America, Cornell, he was the recipient of three teaching published by W.W. Norton in 2003. His primary awards and one freshman advising award. In research interests include the interdisciplinary 2000 he received an Early CAREER Award from examination of historical narratives from tech- the NSF. Dr. Minch’s research interests are in nological, environmental and entrepreneurial the areas of analog and mixed-signal integrat- perspectives. Dr. Martello’s current research ed circuit design. Dr. Minch received his Ph.D. uses Paul Revere’s career to tell the story of from the Computation and Neural Systems pro- America’s progress through simultaneous gram at the California Institute of Technology, political and industrial revolutions, and he where he worked in the laboratory of Professor has offered public lectures on these topics at Carver Mead. He received his B.S. in electrical various Boston-area institutions. Dr. Martello engineering from Cornell University. received his Ph.D. from MIT's program in the History and Social Study of Science and Technology. He received an M.S. degree from Michael Moody, Ph.D. MIT's Department of Civil and Environmental Dean of Faculty and F. W. Olin Professor Engineering and a B.S. degree from MIT in of Mathematics the field of earth, atmospheric and planetary Dr. Moody was previously the Diana and science. Kenneth Jonsson Professor of Mathematics, and chairman of the Department of Mathematics at Harvey Mudd College. He is recognized nationally for his work in mathe-

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 89 matics curriculum development. His research Stephen Schiffman, Ph.D.

is in the area of theoretical population genetics Associate Professor of Entrepreneurship at Faculty Profiles and evolutionary biology. Prior to serving at Olin and Babson Colleges Harvey Mudd, Dr. Moody spent 13 years on the Prior to joining the Olin faculty, Dr. Schiffman faculty of Washington State University, where was the dean of the Undergraduate Program he held a joint appointment in mathematics at Babson College and a senior partner at Olin and genetics. He received his Ph.D. in applied College. In his two years as a Senior Olin mathematics from the University of Chicago Partner, Dr. Schiffman worked closely with the and his B.A. in mathematics and chemical faculty to develop and improve the Olin cur- physics from the University of California, riculum. He has been a Babson faculty member San Diego. in Entrepreneurship, Mathematics and MIS since 1986. He was the architect of Babson’s revised undergraduate curriculum, which Gill Pratt, Ph.D. launched in the fall of 1996. In 1997, the Pew Associate Professor of Electrical and Computer Charitable Trusts recognized this effort by Engineering selecting Babson for a Pew Leadership Award Dr. Pratt was previously an associate professor for renewal of undergraduate education. Dr. of Electrical Engineering and Computer Science Schiffman holds a Ph.D. in mathematics from at MIT. During his time at MIT, he was the Dartmouth College as well as an M.S. in man- recipient of an award for excellence in teaching agement from the Sloan School at MIT. He and an NSF CAREER award. Dr. Pratt's research has taught at the University of Colorado and is in the area of robotics. He also has a strong Colorado College. Prior to joining Babson, interest in early engineering education and the he worked at Digital Equipment Corporation. societal aspects of technology. Dr Pratt received his B.S., M.S., and Ph.D. in Electrical Engineering and Computer Science from MIT. Mark Somerville, Ph.D. His Ph.D. work was in the area of signal encod- Associate Professor of Electrical Engineering ing in the nervous system. and Physics Dr. Somerville joined Olin from Vassar College, where he was assistant professor of physics. Joanne C. Pratt, Ph.D. He strongly believes in the educational value Assistant Professor of Biological Sciences of involving students in hands-on research and Dr. Pratt joined Olin from the National Jewish in integrating communication skills into the Medical Research Center (NJC) in Denver, curriculum. His research focuses on the physics where she was an instructor in the Division of of semiconductor devices. Dr. Somerville holds Cell Biology and the Department of Pediatrics. M.S. and Ph.D. degrees in electrical engineer- Before NJC, she was an instructor in pediatrics ing from MIT, as well as an M.A. in physics at Dana-Farber Cancer Institute and Harvard from Oxford University. He earned a B.S. in Medical School. Funded in part by the electrical engineering and a B.A. in English Association for International Cancer Research, from the University of Texas at Austin. He her immunology research is relevant to certain was a Rhodes Scholar. forms of cancer, such as leukemia and lym- phoma, as well as AIDS and autoimmune diseases. Dr. Pratt holds a Ph.D. in immunology Lynn Andrea Stein, Ph.D. from the University of Pennsylvania and an Professor of Computer Science and A.B. in biology from Smith College. Engineering Dr. Stein joined Olin from MIT, where she was an associate professor of computer science and directed a research group on interactive intelligent computer systems. Dr. Stein's pioneering

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approach to the teaching of computer science Burt Tilley, Ph.D. is based on this interactive model rather than Associate Professor of Mathematics the traditional linear view of computation. She Dr. Tilley joined Olin College from the New is the recipient of the NSF Young Investigator Jersey Institute of Technology. He was the Award and MIT’s Spira Teaching Award. Dr. recipient of an NSF NATO postdoctoral Stein was recently elected a Senior Member of research fellowship at the Hydrodynamics the IEEE (Institute of Electrical and Electronics Laboratory at the École Polytechnique in Engineers) and is among a select few (less than France. Dr. Tilley’s general research interests 10 percent of the membership) to achieve this include the stability and pattern formation of level of professional membership. She has a the interface between two fluids, as well as the

Faculty Profiles B.S. (cum laude) in computer science from dynamics of fluid systems in the presence of Harvard and Radcliffe Colleges and M.S. and large electric fields. Dr. Tilley received a Ph.D. Ph.D. degrees in computer science from Brown in applied mathematics from Northwestern University. University, a B.S. in electrical engineering and a B.A. in modern languages from the University of Lowell. Jonathan Stolk, Ph.D. Assistant Professor of Mechanical Engineering and Materials Science Jessica Townsend, Ph.D. Dr. Stolk joined Olin College from Bucknell Assistant Professor of Mechanical Engineering University, where he was a visiting assistant Before joining Olin, Dr. Townsend was a professor in the Chemical Engineering research associate in the Department of Department. He was voted “Bucknell’s Favorite Aeronautics and Astronautics at MIT. Her Professor” by first and second-year Bucknell doctoral work was also done at MIT in the Gas students, and he received several teaching Turbine Laboratory where she developed, test- awards from the University of Texas at Austin. ed and modeled evaporatively cooled turbine Dr. Stolk holds M.S. and Ph.D. degrees in blades for advanced aircraft engines. Prior to materials science and engineering from the returning to school for her doctorate, Dr. University of Texas at Austin and a B.S. in Townsend spent three years in industry at mechanical engineering from the University Hamilton Sundstrand Power Systems, a manu- of Texas at Arlington. His current research facturer of auxiliary power units for commer- activities include the development of ionic cial and military aircraft. Her research interests polymer-metal composites for artificial muscles include turbine blade cooling, nanofluids, and and the chemical synthesis and processing of aviation noise and emissions mitigation. She nanoscale metal powders with specialized received her M.S. in mechanical engineering thermal and electrical properties. from the University of California, Davis and B.S. in mechanical engineering from the Brian D. Storey, Ph.D. University of Massachusetts Amherst. Assistant Professor of Mechanical Engineering

Dr. Storey received his Ph.D. in mechanical Yevgeniya V. Zastavker, Ph.D. engineering from the University of California, Assistant Professor of Physics Berkeley, and holds an M.S. from the University of Illinois at Urbana-Champaign and Before joining Olin, Dr. Zastavker was a visiting a B.S. from the University of Texas at Austin. assistant professor of Physics at Wellesley Dr. Storey’s current research interests are in the College where she taught physics and per- areas of fluid mechanics and computational formed biophysics research. Born and raised i science. Current projects involve electrokinetic n Kiev, Ukraine, she came to the United States flows in microfluidics, geophysical fluid in 1990 having received two years of education dynamics and chemical reactions occurring at the Kiev Pedagogical College and a degree in cavitation. from one of Kiev’s Schools of Music. She

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 91 Instructors/Consultants graduated from Yale University with a B.S. in School. She holds a B.A. degree from physics and holds a Ph.D. in biological physics Wellesley College in chemistry and an M.D. from MIT. Her current research interests are from Tufts University School of Medicine. twofold: Dr. Zastavker is investigating physico- Dr. Pratt advises Olin students interested in chemical properties of various biological and pursuing health science post-graduate careers, synthetic self-assembling membranes that including M.D. and M.D./Ph.D. degrees. Using have significant biomedical and industrial her background in innovative medical technol- applications; she also performs science and ogy and surgery, Dr. Pratt is a resource for stu- engineering education research in collabora- dents interested in medical technology. She is tion with colleagues from the Harvard also involved in an advising family at Olin and Graduate School of Education. Dr. Zastavker assists classes when medical topics arise. recently represented the United States at the IUPAP (International Union of Pure and Applied Physics) First International Conference on Women in Physics. She continues to work on Instructors and the issues of women and minorities in science and engineering both through her research and Consultants active participation in various professional societies. Dr. Zastavker has received numerous outstanding reviews for her teaching both at David Anderson MIT and Wellesley College. Master Instructor of Mechanical Design and Fabrication Prior to joining Olin, Mr. Anderson was an Academic optomechanical engineer with Network Photonics, a start-up company developing all- optical switches for Dense Wavelength Division Partners Multiplexing (DWDM) Networks. He was a founding employee and played an instrumental role in engineering the product from initial Woodie Flowers, Ph.D. concept to production. Mr. Anderson’s areas of Distinguished Olin Partner interest and expertise include design, analysis Dr. Flowers is the Pappalardo Professor of manufacturing and testing of precision Mechanical Engineering at MIT. He received a mechanical systems. Mr. Anderson frequently B.S. from Louisiana Tech University and S.M., contributes software reviews to mechanical M.E. and Ph.D. degrees from MIT. His current engineering trade journals. While at Olin, he research includes work on the creative design has designed and developed a number of pro- process and product development systems. totypes including an underwater device for At MIT, he is a MacVicar Faculty Fellow, an freeing whales from lobster trap buoy line honor bestowed for extraordinary contributions entanglement, initial concept robot prototypes, to undergraduate education. Currently, Dr. optical sensing devices and structures for Flowers is a director of four companies and is marine applications. He received his B.S. in on the board of Technology Review magazine. mechanical engineering from the University of Colorado at Boulder.

Janey Pratt, M.D. Senior Olin Partner in Health Sciences Bruce Andruskiewicz Instructor of Machining Dr. Pratt is a general surgeon, specializing in bariatric and oncologic surgery at the Before joining Olin College, Mr. Andruskiewicz Massachusetts General Hospital, and an worked in industry at Packard Machinery, instructor in surgery at Harvard Medical where he served as a service applications

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manager and applications engineer. In this role he was responsible for providing technical programming support and customer training, as well as ordering and installing new machinery, including CNC machining centers, turning centers, manual mills, lathes, and support equipment. Mr. Andruskiewicz is a Class A machinist who has held industry positions for over twenty years with companies such as Laurel Brooke, Inc., Minuteman Labs, and Tech-Ridge. He is a graduate of the University of Massachusetts Amherst. Instructors/Consultants

Gillian Epstein, Ph.D. Consultant in Writing Prior to joining Olin College, Dr. Epstein was a senior consultant and instructor for FreshPond Education, a professional development company. While at FreshPond Edu cation, she developed and led team-driven development programs that trained participants to create chal- lenging curriculum projects in the humanities, implement a vigorous peer review process and use online publishing tools to share curriculum research and lesson development. Prior to her position with FreshPond Education, Dr. Epstein was an instructor of composition and literature at the University of California, Berkeley, where she won a teaching award in 1999 and a Mellon research fellowship in 1999-2000. Dr. Epstein earned her Ph.D. from the University of California, Berkeley and her B.A. from Wesleyan University, both in English. Her academic interests include nineteenth-century American literature, novel theory and feminist theory.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING Board of Trustees, President’s Council, and Senior Administration 94 CATALOG

mental organizations. He is a graduate of Board of Trustees Harvard College (A.B. 1958) and Harvard Law School (J.D. 1961).

Lawrence W. Milas, L.L.B. Chairman of the Board Tamara P. Davis, M.A. President and Director, F. W. Olin Foundation, Managing Director, Levin & Company, Inc. Inc. Tamara P. Davis is the Managing Director and Mr. Milas has been a Director of the F. W. Olin leads the Corporate Governance Practice at Foundation, Inc. since 1974 and has served Levin & Company, Inc. in Boston, where she consults with CEOs of entrepreneurial life sci- Board of Trustees as President since 1983. During his tenure, 42 building grants have been made by the ence and technology companies relating to Foundation totaling more than $200 million. In board composition, governance best practices, 1993 Mr. Milas proposed the establishment of and building boards as strategic assets. Olin College to the Foundation Board, and he Previously, Ms. Davis served as President, has led the development effort since the Board Chief Executive Officer, and Director of UST approved the concept in 1997. He was a part- Leasing Corporation, an investment ner in the New York City law firm of Baer banking/financial services company in Boston. Marks & Upham, where he specialized in tax She was also formerly an Assistant Dean of and trusts and estate law. He has received hon- Humanities at Santa Ana College in California orary degrees from Washington and Jefferson and an educator within the Los Angeles City College, Whitman College and Roanoke Schools System. Ms. Davis is Chairman of College. He is a recipient of the Babson Medal the Massachusetts State College Building from Babson College and served several terms Authority, a former Vice Chairman of the on Babson’s Board of Trustees. A 1958 gradu- Massachusetts Educational Financing ate of Babson College (with distinction), he Authority, and a former board director of the received his L.L.B. degree from Columbia Massachusetts Board of Higher Education. University in 1963. She also serves on several corporate, academic and nonprofit boards. Ms. Davis earned an M.A., summa cum laude, from California William R. Cotter, J.D. State University and a B.A. from University President, Oak Foundation of California, Los Angeles. President Emeritus, Colby College

Mr. Cotter is President of the Oak Foundation C. Scott Gibson in Boston, MA, an international philanthropic CEO, Gibson Enterprises organization focusing on social and environmental issues around the globe. He served Mr. Gibson is CEO of Gibson Enterprises, a from 1979-2000 as president of Colby College venture capital firm. He has spent the last 11 in Waterville, Maine, where he remains a life years as an investor and serving as Chairman trustee. Prior to joining Colby, Mr. Cotter was of Radisys Corporation and four other public president of the African-American Institute in companies as well as a director of several non- New York. He has also served as assistant profits. Prior to founding Gibson Enterprises, attorney general in northern Nigeria, as an Mr. Gibson was the co-founder and president associate with a law firm in New York, as of Sequent Computer Systems, which reached Representative of the Ford Foundation for $800 million in annual sales before being sold Colombia and Venezuela, and as a White to IBM. Previously, Mr. Gibson was employed House Fellow. He has received numerous for seven years by Intel Corporation, where he honors and awards, including four honorary held various management positions, including degrees. Mr. Cotter serves on the boards of General Manager of the Memory Components several academic, philanthropic, and govern- Operation and Marketing Manager for the

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Development Systems Operation. Mr. Gibson porations and academic institutions. He Board of Trustees received his M.B.A. in Finance and his B.S. received his B.S. from The College of the in Electrical Engineering from the University Holy Cross and his M.B.A. from the Wharton of Illinois. He was awarded the Lifetime School of the University of Pennsylvania. Achievement Award from Oregon Entrepre- neurs Forum in 2001 and was recognized as American Electronics Association’s Oregon Richard K. Miller, Ph.D. High Tech Executive of the Year in 1990. Ex-Officio Founding President, Franklin W. Olin College of Engineering Carla L. Gude, M.A. Professor of Mechanical Engineering Former Vice President of Technology, IBM Before joining Olin College as its Founding Ms. Gude was Vice President of Technology, President, Dr. Miller served as Dean of the IBM Corporate Staff, Somers, NY. She is an College of Engineering at the University of experienced executive and information sys- Iowa from 1992-99. He spent the previous tems professional with 32 years of experience 17 years on the faculty of the University of with IBM in a wide variety of management and Southern California in Los Angeles and the executive positions for software product devel- University of California, Santa Barbara. He has opment, information technology and corporate published extensively in the field of applied technical strategy. In her many years with mechanics and has been recognized for teach- IBM she served in various positions including ing excellence. He serves on the board and Vice President of Systems Software, Director advisory councils of several academic institu- of Enterprise Workgroup Networking Software, tions and one corporation. He received the Director of Process Support and Application Distinguished Engineering Alumni Award from Architecture, and Manager of Information the College of Engineering at the University of Systems. She is a member of the Board of California, Davis, where he received a B.S. Directors of the National Technological (with highest distinction) in 1971. He also University. Ms. Gude received her B.A. from received an M.S. from MIT in 1972 and a Vassar College and her M.A. from Cornell Ph.D. from Caltech in 1976. University, both in mathematics.

William B. Norden, J.D. William F. Glavin, M.B.A. Director, Secretary and Counsel, F. W. Olin President Emeritus, Babson College Foundation, Inc. Partner, Brown Raysman Millstein Felder and Mr. Glavin retired in 1997 as President of Steiner LLP Babson College, where he served for eight years. As Babson's ninth President, he is credit- Mr. Norden is a partner in the law firm of ed with advancing the school's curriculum and Brown Raysman Millstein Felder and Steiner national reputation. Mr. Glavin joined Babson LLP in New York City and has extensive experi- after holding several leadership positions, ence in legal matters related to trusts and including Vice Chairman, at the Xerox estates and charitable organizations. He has Corporation. Prior to joining Xerox in 1970, he been a Director of the F.W. Olin Foundation, held a number of senior executive positions Inc. since 1988 and has served as Secretary with IBM. Mr. Glavin has received numerous and Counsel to the Foundation since 1983. Mr. honors and awards, including honorary Doctor Norden also serves on the Board of the Samuel of Laws degrees from both The College of the and Rae Eckman Charitable Foundation, Inc., Holy Cross and Babson College, as well as the New York City Fire Museum and the Honor the Distinguished Alumni Award from the Emergency Fund of the Fire Department of the University of Pennsylvania. He has served on City of New York. He received his B.S. in eco- the board and advisory councils of several cor- nomics from Brooklyn College in 1967 and his

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J.D. from the New York University Law School in 1969. President’s

John W. Prados, Ph.D. Council Vice President Emeritus and University Professor, University of Tennessee The President's Council is a group of distin- President Emeritus, Accreditation Board for guished advisors who volunteer their time to Engineering and Technology (ABET) counsel the president on a full range of issues Dr. Prados is Vice President Emeritus and relating to curriculum, student life, administra- University Professor in the Department of

Board of Trustees tion and finance, governance, admission and Chemical Engineering at The University of other topics important to the college. Tennessee, where he spent more than 45 years. He is a former editor of the Journal of Engineering Education of the ASEE and is a John E. Abele past President of the Accreditation Board for Founder Chairman of Boston Scientific, a Engineering and Technology (ABET). Dr. Prados $6 billion medical device company known for is Director and current Treasurer of AIChE, and pioneering “less invasive medicine” has served as Executive Counselor of Tau Beta Pi, President and Treasurer of Sigma Xi, Chair of the Engineering Accreditation Commission James E. Ashton, Ph.D. of ABET, Senior Education Associate at the NSF, and advisor and consultant to more than Chairman of five companies in Materials, 30 universities and state education agencies in Software, and Manufacturing and President of the U.S. and abroad. His awards and honors Ashton Capital Partners, a small private equity include the L.E. Grinter Distinguished Service firm Award of ABET. He received his B.S. at the University of Mississippi and his M.S. and Ph.D. at The University of Tennessee, all in Stephen W. Director, Ph.D. chemical engineering. Provost and Senior Vice President, Drexel University; former Dean of Engineering at the University of Michigan; and Chair of the National Academy of Engineering Committee on Engineering Education

George N. Hatsopoulos, Ph.D. Founder and CEO Pharos, LLC and Founder and Chairman Emeritus of Thermo Electron Corporation

Paul C. Jennings, Ph.D. Provost and Professor of Civil Engineering and Applied Mechanics, California Institute of Technology. Formerly Caltech's Vice President and Provost, Acting Vice President for Business and Finance, and Chairman of the Division of Engineering and Applied Science

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 97

Wayne C. Johnson Lee S. Shulman, Ph.D. President Vice President, University Relations Worldwide, President of the Carnegie Foundation for the Hewlett-Packard Company Advancement of Teaching and Charles E. Ducommun Professor of Education Emeritus, Stanford University R. Mike Lockerd, P.E. ’ s Council Principal, Mike Lockerd Associates Ralph Z. Sorenson, D.B.A. General Partner of the Sorenson Limited Robert N. McBurney, Ph.D. Partnership and President Emeritus, Babson Senior V.P., R & D, and Chief Scientific Officer College of BG Medicine, Inc.; former President of CeNeS Pharmaceuticals, Inc.; and a biophysi- B. Samuel Tanenbaum, Ph.D. cist who taught in medical schools in Australia Chair and the U.K. before forming and managing start-up biotech companies. Professor Emeritus and former Dean of Faculty at Harvey Mudd College in Claremont, CA

Melvin R. Ramey, Ph.D. Gregs G. Thomopulos Professor Emeritus of Civil and Environmental Engineering at the University of California President and CEO, Stanley Consultants, Inc. at Davis and renowned teacher and student adviser Jeffry A. Timmons, D.B.A. Franklin W. Olin Distinguished Professor of Kwan Rim, Ph.D. Entrepreneurship and Founding Director of the Chairman of Samsung Advanced Institute of Price-Babson Fellows Program at Babson Technology in Korea, Chairman of the Board College of Directors of Korea Advanced Institute of Science & Technology, and Chairman of IMS International (International consortium for Carol Tomlinson-Keasey, Ph.D. cooperation in intelligent manufacturing Founding Chancellor of University of California systems) at Merced, the UC’s 10th campus located in the Central Valley of California Gregory S. Shelton Vice Chair David A. Walker Vice President of Engineering, Technology Retired President, CEO, and Founder of Manufacturing and Quality for Raytheon Pharaoh Corporation in Rochester, NY Company

Lilian Wu, Ph.D. Sheri D. Sheppard, Ph.D. Program Executive, University Relations and Professor of Engineering at Stanford and Innovation, IBM Corporate Technology Senior Scholar at the Carnegie Foundation for the Advancement of Teaching William A. Wulf, Ph.D. President of the National Academy of Engineering, Washington, DC

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 98 CATALOG

David V. Kerns, Jr., Ph.D., P.E. Senior Provost and Franklin and Mary Olin Distinguished Professor of Electrical and Administration Computer Engineering Dr. Kerns, formerly the Orrin Henry Ingram Distinguished Professor of Engineering Richard K. Miller, Ph.D. Management and professor of electrical engi- President and Professor of Mechanical neering at Vanderbilt University in Nashville, Engineering Tennessee, became provost and the Franklin and Mary Olin Distinguished Professor of President and Professor of Mechanical Electrical Engineering on September 1, 1999. Engineering Before joining Olin, Dr. Kerns served at Senior Administration Dr. Miller was appointed founding president of Vanderbilt University for 12 years as chair of the Franklin W. Olin College of Engineering on the Department of Electrical Engineering, direc- February 1, 1999. He also holds an appoint- tor of the Management of Technology Program, ment as a professor of mechanical engineering. associate dean for administration of the School Before joining Olin College, he served as dean of Engineering, and acting dean of the School of the College of Engineering at the University of Engineering. He has published extensively, of Iowa from 1992-99. At Iowa he initiated a has patents in microelectronics, MEMS, and comprehensive curriculum revision, a major optics and has directed large, funded research facilities expansion and modernization project, programs. He is a fellow of the IEEE, recipient the first major private capital campaign for of IEEE's Millennium Medal, and the founder of the College of Engineering, an innovative two successful technology start-up companies. Technological Entrepreneurship Certificate pro- Recognized for outstanding undergraduate gram, and an increase in external research teaching and author of an undergraduate text- funding by more than 50 percent. He spent the book in electrical engineering, Dr. Kerns is an previous 17 years on the engineering faculties officer of the IEEE Education Society and for- at the University of Southern California (where mer chairman of the international Frontiers he held the position of associate dean for aca- in Education Conference. Dr. Kerns served demic affairs) and the University of California, as founding chairman of the Department Santa Barbara. With research interests in earth- of Electrical Engineering at Florida State quake engineering and aerospace structural University/Florida A&M University, and was design, he has served as a consultant to many also on the faculty at Auburn and Bucknell aerospace companies and directed research Universities. He also served for several years programs funded by the National Science as a member of the technical staff at Bell Foundation, NASA, and industry. Dr. Miller has Laboratories. published extensively in the field of applied mechanics, and has won five awards for teaching excellence. He earned a B.S. in aerospace Sherra Kerns, Ph.D. engineering from the University of California, Vice President for Innovation and Research Davis in 1971, and is the recipient of the 2002 and F. W. Olin Professor of Electrical and Distinguished Engineering Alumni Award from Computer Engineering that institution. He received an M.S. in mechan- Dr. Sherra E. Kerns joined Olin College on ical engineering from MIT in 1972, and a Ph.D. September 1, 1999 to assume a position in applied mechanics from Caltech in 1976. unique in higher education: she is responsible He is a member of the Board of Trustees of for providing opportunities for students to Babson College, the Board of Directors of The learn through discovery, enhancing faculty and Stanley Group, and serves on several advisory student intellectual vitality, and helping the boards for the government, non-profit organi- Olin community continually improve its effec- zations and universities. He is also a member tiveness in supporting learning. Dr. Kerns came of AIAA, ASCE, ASEE, and ASME.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 99 Senior Administration to Olin from Vanderbilt University, where she ment of the college's state-of-the-art campus. chaired the Department of Electrical and His areas of responsibility include financial and Computer Engineering and directed the multi- strategic planning, human resources, public disciplinary, multi-institutional University safety, risk management and campus services, Consortium for Research on Electronics in as well as campus planning and construction. Space. She has also served on the faculties of North Carolina State University and Auburn University. Dr. Kerns serves on the Advisory Duncan C. Murdoch, M.A. Committee for the National Academy of Vice President for External Relations and Engineering's Center for the Advancement of Enrollment Scholarship on Engineering Education and the Mr. Murdoch, the former associate dean and Steering Committee for the NAE Engineer of director of admission at the University of 2020 Phase II: Engineering Education in the Southern California in Los Angeles, California, New Century initiative. She currently serves as became the vice president for external relations member of the ABET Engineering Accreditation and enrollment on June 1, 1999. With 38 years Commission (EAC) and its Executive of experience in the field of admission and Committee. Her work has been recognized by recruiting, Mr. Murdoch is nationally known for local, national and international awards, both creative marketing and innovative recruiting for excellence in research and for inspirational strategies in higher education. At USC, he led teaching. A Fellow of the IEEE, Dr. Kerns is the programs which increased the average SAT recipient of IEEE's Millennium Medal and the scores of entering freshmen at the 28,000- IEEE Education Society’s Harriet B. Rigas student campus by 200 points and established Award. An award-winning teacher and author USC as one of the top 10 universities in the of an undergraduate textbook, Dr. Kerns has nation in enrollment of National Merit published more than 100 technical journal Scholars. Prior to his appointment at USC, Mr. papers. Dr. Kerns is a Fellow of the American Murdoch served as vice president for planning Society for Engineering Education. She recent- and development and dean of admission at ly completed a one-year term the President of Harvey Mudd College and as dean of admis- ASEE. sion at the Rose-Hulman Institute of Technology. Stephen P. Hannabury, M.B.A. Vice President for Administration and Finance Michael E. Moody, Ph.D. Mr. Hannabury, the former assistant dean and Dean of Faculty and F. W. Olin Professor of chief financial, administrative and information Mathematics officer at the School of Management at Boston Dr. Moody joined Olin College from Harvey University, became vice president for adminis- Mudd College, an engineering-focused mem- tration and finance on August 11, 1999. A ber of the Claremont colleges in California. At member of the BU staff for 14 years, Mr. Harvey Mudd, Dr. Moody was the Diana and Hannabury was project manager for the Kenneth Jonsson Professor of Mathematics design, construction and operation of the and chair of the mathematics department. School of Management's $110 million class- While there, he played a major role in a com- room and office building, one of the most prehensive curriculum design effort and built ambitious projects of its kind in the country. the mathematics department into one of the He restructured the school's financial adminis- finest in the country. Dr. Moody received his tration to provide new standards for quality B.A. degree from the University of California control, productivity, and customer service. He at San Diego in 1975, and completed a Ph.D. also led changes which transformed the school in applied mathematics at the University of into a leader in computer technology at BU and Chicago in 1979. In 1981 he joined the faculty nationally. At Olin he is responsible for finan- at Washington State University. His appoint- cial and administrative affairs and the develop-

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 100 CATALOG

ment at Harvey Mudd began in 1994. Dr. Moody's research in biomathematics focuses on genetic models for evolving populations. His developmental work in teaching is concen- trated on designing and implementing curricular models and technological tools to improve mathematics education for engineers and scientists. At Olin, he is responsible for creating a strong academic and administrative infrastructure to advance the college's unique educational mission. In particular, he is focused on developing Olin's innovative curriculum and recruit-

Senior Administration ing outstanding faculty.

Roger (“Rod”) C. Crafts, Jr., Ed.D. Dean of Student Life Dr. Crafts joined Olin College in August 2000 from Brandeis University, where he was dean of student affairs. He has also held student affairs positions at the University of Rhode Island and Indiana University. Dr. Crafts is known nationally for his creative innovations in the delivery of student services, his dedicated and cohesive staff, and his leadership in professional organizations. Under his leadership, Brandeis revamped its student judicial system, joined the prestigious University Athletic Association, established an Intercultural Center and combined the functions of residence life and student activities into one office. At Olin, he is responsible for helping to establish and preserve a rich and diverse campus life that enhances student academic experiences. Among the areas reporting to him are academic advising, residence life, athletics and recreation, student activities, judicial affairs, health services, spiritual life and personal counseling. Dr. Crafts holds a B.A. from Earlham College and a M.A. in education and Ed.D. from Indiana University.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING Appendices 102 CATALOG Cross-registration Academic Agreements Partnerships Olin has cross-registration agreements with Babson College, Wellesley College, and Brandeis University to increase the academic The purpose of Olin's academic partnerships offerings available to Olin students in the natu- is to enhance Olin students' opportunities for ral sciences, arts, humanities, and social sci- learning, growth, and career development. ences. Through international study opportuni- Appendices A close partner is also our closest neighbor: ties — including a number of joint agreements Babson College. Babson, known for its commit- and special arrangements coordinated by the ment to innovation and entrepreneurship, is Olin Study Away Program — the opportunities the perfect partner for an engineering college for learning and growth literally extend from that wants to incorporate business and entre- the Olin campus to the whole world. preneurial thinking into its curriculum. Wellesley College is a strong partner and provides our students access to a wide range of exceptional courses, particularly in the Partnerships with humanities and social sciences. Wellesley Industry students also take courses at Olin in topics such as introduction to design. Vital relation- As students move through the Olin program, ships also exist with other local colleges, such the college’s hands-on approach is designed to as Brandeis University and an array of local provide increasing opportunities for corporate industries. experiences and real-world learning. Olin has reached out to the local high-tech community, home to some of the most innovative companies in the world, to provide these learning Babson College experiences, including internships and corporate sponsorship of research and design proj- Partnership ects. Moreover, Olin is seeking to involve cor- The Olin/Babson partnership builds on exciting porations and corporate leaders in the develop- synergies between business and engineering ment of the college in such areas as curricu- to enhance the resources and opportunities lum, career planning, and student recruitment. available to both institutions for innovative Many of the most innovative companies have teaching, learning and research. For example, representatives on Olin’s President’s Council. Babson faculty members are collaborating with Olin to provide liberal arts instruction in the Olin "foundation" (the first two years of Olin's academic program). Additionally, Olin faculty continue to work closely with the Babson faculty to develop modules in entrepreneurship and business basics that are integrated into the Olin curriculum. Babson College has recently introduced a Master of Science program in Entrepreneurship, tailored for Olin students. The two institutions have also made several joint faculty appointments, and sponsor a joint academic center, the Sloan Center for Online Education (SCOLE).

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 103 Plans for Policy on Equal Accreditation Opportunity Appendices

Olin’s curriculum provides the depth, breadth, IIn accordance with its own values and with cohesion and rigor necessary to produce fully federal and state regulations, Franklin W. Olin qualified engineering graduates. The three College of Engineering does not discriminate major degree programs (Mechanical on the basis of race, color, creed, national or Engineering, Electrical and Computer ethnic origin, gender, religion, disability, age, Engineering, and Engineering) have been sexual orientation, disabled veteran status, vet- designed to meet the general criteria outlined eran of the Vietnam Era status, marital or citi- by the Accreditation Board for Engineering and zenship status (except in those special circum- Technology (ABET). stances permitted or mandated by law). This nondiscrimination policy encompasses the In addition, Olin’s Mechanical Engineering and operation of the College’s educational pro- Electrical and Computer Engineering degree grams and activities including admission poli- programs have been designed to meet the spe- cies, scholarship program, athletic and other cific ABET program criteria for these areas. College-administered programs. It also encom- Although the ABET does not accredit programs passes the employment of College personnel until degrees are conferred, accreditation sta- and contracting by the College for goods and tus is extremely important to Olin College. Olin services. The College is committed to taking plans to request formal ABET evaluation as affirmative action to employ and advance in soon as possible after graduation of the Class employment qualified women and members of of 2006. minority groups identified in state and federal At the institutional level, Olin has worked to Affirmative Action laws and executive orders, conform to the requirements of the New persons with disabilities (including qualified England Association of Schools and College special disabled veterans), and veterans of the (NEASC), Commission on Institutions of Higher Vietnam Era. Further, the College pledges to Education, the pertinent regional accreditation provide all members of its community with a body. As with ABET, a full accreditation review work and academic environment free of intimi- cannot take place until after Olin‘s first class dation, coercion, unfair treatment or discrimi- has graduated. However, Olin completed a pre- nation. The College seeks to create and main- liminary review with NEASC and was granted tain an environment that is free from inappro- “Candidacy” status during the 2003-04 aca- priate discrimination including harassment. demic year. “Candidacy” establishes a formal The College’s policy of nondiscrimination is relationship with NEASC and indicates that consistent with Title IX of the Educational Olin is progressing toward accreditation. Amendments of 1972, Title VI of the Civil Rights Act of 1964, Title VII of the Civil Rights When ABET or NEASC grants accreditation to Act of 1964, Executive Order 11246, the Equal an institution, it normally becomes retroactive, Pay Act, the Age Discrimination in Employment applying to degrees conferred in previous Act, the Americans with Disabilities Act, years. Section 504 of the Rehabilitation Act of 1973, Section 503 of the Rehabilitation Act of 1973, Section 402 of the Vietnam Era Veterans Readjustment Assistance Act of 1974, the Immigration Reform and Control Act of 1986, the relevant Governor’s Executive Orders, and Chapter 151B of the Massachusetts General Laws. If any member of the College community

FRANKLIN W. OLIN COLLEGE OF ENGINEERING 104 CATALOG

feels that he or she has been discriminated against by a student, s/he should contact the Office of Student Life at 781-292-2323 to discuss possible referral of the matter to the Honor Board. If any member of the College community feels that they have been discriminated against by an employee, s/he should contact the Manager of Human Resources at 781-292-2429 to discuss investigation of the

Appendices matter.

FRANKLIN W. OLIN COLLEGE OF ENGINEERING CATALOG 105 Academic Calendar for 2005–06 As of August 15, 2005 For the most current calendar visit http://www.olin.edu/student_life/calendar2004-2005.asp Calendar August 27(Sa) Arrival Day for Class of 2009. Residence Halls open at 9:00 a.m. Welcoming luncheon, afternoon program and dinner for new students and parents. Farewell to parents; Orientation begins after dinner August 28(Su)-31(W) Orientation: Academic Advising, Team Building and Leadership Skills August 30(Tu) Upperclass students begin arriving after 5:00 p.m. September 1(Th) First day of instruction, First Semester. Convocation: Mountains Beyond Mountains (summer reading) September 5(M) [Labor Day – no classes] September 17(Sa) Constitution Day October 6(Th) Career Initiatives Day – no classes October 10(M) [Columbus Day – no classes] October 11(Tu) Olin Monday – Monday class schedule in effect October 20(Th) 33rd instructional day October 21(F)-23(Su) Family Weekend October 23(Su) Admission Open House November 2(W) Big Conversation Series – no classes November 4(F) Olin Wednesday – Wednesday class schedule in effect November 21(M)–25(F) [Thanksgiving Recess – no classes] December 13(Tu) Last day of class December 14(W) Study Day December 15(Th) Study Day, Final Exams (4:00–7:00 p.m.) December 16(F)-18(Su) Final Exams December 19(M)- Exposition Preparation Day December 20(Tu)-21(W) Olin Exposition (ending at noon) December 22(Th) Residence Halls close at 5:00 p.m. for intersession December 23(F)-January 23(M) [Intersession – no classes] January 22(Su) Residence Halls open at 5:00 p.m. January 24(Tu) First day of instruction, Second Semester February 20(M) [Presidents’ Day – no classes] February 21(Tu) Olin Monday – Monday class schedule in effect February 24(F)-25(Sa) Candidate Weekend I for Class of ‘10 March 3(F)-4(Sa) Candidate Weekend II for Class of ‘10 March 10(F) 33rd instructional day March 20(M)-24(F) [Spring Break – no classes] April 5(W) Big Conversation Series – no classes April 17(M) [Patriot's Day – no classes] April 20(Th) Olin Monday – Monday class schedule in effect May 4(Th) Last day of instruction, Second Semester May 5(F) - 8(M) Study Days May 9(T) - 12(F) Final Exam Period May 15(M) - 16(T) Olin Exposition Preparation Days May 17(W)- Noon 19(F) Olin Exposition May 20(Sa) Residence Halls close at 5:00 p.m. for Classes of ’07, ’08 and ’09 unless a student has made payment to the Office of Student Life for the Commencement Meal Plan and, thereby, been authorized to stay through Commencement May 21(Su) Commencement for Class of ‘06 MayFRANKLIN 22(M) W. OLIN COLLEGE Residence OF ENGINEERING Halls close at 5:00 p.m. for Class of ‘06 106 CATALOG Student Absence for 2005 October 3(sundown)–5 Rosh Hashanah Religious Observances October 4 Ramadan begins Massachusetts state law regarding student October 12(sundown)–13 Yom Kippur absence due to religious beliefs has been October 17(sundown)–19 Sukkot adopted by Olin College as follows: “Any October 24(sundown)–25 Shmini Atzeret student who is unable to attend classes or November 3 Eid-al-Fitr participate in any examination, study, or work (Ramadan ends,

Calendar requirement on a particular day because of approximate) his or her religious beliefs is excused from December 8 Immaculate any such activity. The student will be given the Conception opportunity to make up the work that was December 8 Bodhi Day missed, provided that the makeup work does December 25 Christmas not create an unreasonable burden upon the College. The College will not level fees or charges of any kind when allowing the student 2006 to make up missed work. In addition, no January 10–13 Id-al-Adha (day of adverse or prejudicial effects will result sacrifice) because students have made use of these March 1 Ash Wednesday provisions.” The following partial listing is March 13(sundown)–14 Purim provided for your information: April 12(sundown)–20 Passover April 13 Holy Thursday April 14 Good Friday April 16 Easter May 13 Buddha Day May 25 Ascension Thursday June 1(sundown)–3 Shavuot

FRANKLIN W. OLIN COLLEGE OF ENGINEERING