Microelectronics-Photonics (microEP) Graduate Program: Lessons Learned at the Five-Year Point University of Arkansas - PowerPoint PPT Presentation


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Microelectronics-Photonics (microEP) Graduate Program: Lessons Learned at the Five-Year Point University of Arkansas


Title: Land Grant Research University Partnerships With HBCUs for Enhanced Undergraduate Research Opportunities Author: Ken Vickers Last modified by – PowerPoint PPT presentation

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Title: Microelectronics-Photonics (microEP) Graduate Program: Lessons Learned at the Five-Year Point University of Arkansas

Microelectronics-Photonics (microEP) Graduate
Program Lessons Learned at the Five-Year
PointUniversity of Arkansas
  • Ken Vickers Director
  • Research Professor, Physics (1998 present)
  • Eng Management, Texas Instruments (1980 1998)
  • 479 575-2875 vickers_at_uark.edu
  • http//microEP.uark.edu
  • ASEE Annual Conference
  • Session 1432 New Trends in ECE Education
  • June 21, 2004 Salt Lake City, Utah

  • Dr. Len Schaper PI IGERT
  • UA Professor, Electrical Engineering
  • Dr. Greg Salamo Co-PI IGERT
  • UA University Professor, Physics
  • National Science Foundation IGERT (DGE-9972820)
  • Department of Education FIPSE (P116B000981A)
  • National Science Foundation REU Site
  • Other NSF programs
  • Any opinions, findings, and conclusions or
    recommendations expressed in this material are
    those of the authors and do not necessarily
    reflect the views of the National Science

Interdisciplinary Case for Action
  • Issues
  • Required knowledge content in degree always
  • State-of-the-art advances often appear at
    degree boundary layers
  • Academic training emphasizes individual
  • Business aspects of technology minimized in
    technical degrees
  • Industrial success requires individual and team
  • Responses
  • Define flexible interdisciplinary degree for
    the boundary layer
  • Maintain vigorous technical content of
  • Add extra course for entrepreneurship of high
    tech research
  • Hire experienced industrial technical manager
  • Organize graduate program as industrial
    technical group
  • Hold each student accountable for all students
    academic success

Comparison of Academic and Industrial
Professional Environments
Practice Industrial Academic
Job goal alignment Management defined to support group goals Individual voluntary alignment to departmental efforts
Creative work Balanced between management assigned tasks and self defined tasks Self defined, with possible voluntary collaborations on large projects.
Work hours Coordinated to optimize group performance Self scheduled to meet personal goals and institutional assignments
Work location All work at common location to support ad-hoc work groups Independently set hours at home and campus to meet personal needs (and office hours).
Compensation system Rewards group performance, then individual contribution Rewards individual accomplishments, not departmental success
Problem solving Collaboration is necessary for success and is strongly coordinated across groups Collaborations are theme based voluntary coordination of individual research projects
microEP Enhancements of Traditional Departmental
Degree Elements
Traditional Departmental Education
Supplemental microEP Elements
  • Technical Knowledge
  • Core classes in undergrad dept
  • Most electives in department
  • Few other technical electives
  • Technical Knowledge
  • Core of interdisciplinary classes
  • Applied technical electives
  • Business classes
  • Research Methods
  • Slow student initiated linkage to research prof
  • Professors group meetings
  • Research Methods
  • Design of Experiments class during summer
  • Quick assignment to research prof
  • Formal research project plan
  • Team Skills
  • Project teams in classes
  • Team Skills
  • Pseudo-industry engineering group
  • Weekly operations management seminars
  • Intro summer camp for all microEP students
  • Invention and innovation
  • Individual mentoring within research group
  • Invention and Innovation
  • Summer inventiveness workshops
  • Personality and learning methods mapping

Results in
  • Broadened technical knowledge
  • Rapid acclimation to first job
  • Early leadership roles
  • Earlier significant personal success

Sound technical graduate degree
microEP Mission
  • The educational objective of the microEP program
    is to produce graduates that create and
    commercialize electronic and photonic materials,
    devices, and systems.
  • This will be accomplished through rigorous
    interdisciplinary science/engineering graduate
    education supplemented with soft skills,
    management, and entrepreneurial training.

Student Recruitment Method
Core Curriculum
  • Pre October 2002
  • Operations Seminar (4)
  • Ethics
  • One course from each of four core areas
    photonics, microelectronics, materials
    processing, commercialization
  • Current
  • Operations Seminar (4)
  • Ethics
  • Proposal Management
  • PHYS 5774 Intro to Optical Properties of Matter
  • ELEG 4203 Semiconductor Devices
  • ELEG 5213 IC Fab Technology
  • MGMT 5383 Intra and Entrepreneurship of Technology

Courses Developed under microEP Influence
  • Commercialization of Research
  • MGMT Intra/Entrepreneurship of Technology
  • Interpersonal and Management Skills
  • MEPH Organizational Management (Physics - 1 hour)
  • PHYS Research Management (Physics - 1 hour)
  • MEPH Proposal Writing and Management
    (Physics/ME - 1 hour)
  • MEPH Ethics for Scientists and Engineers (Physics
    - 1 hour NSF REU financial)

Courses Developed under microEP Influence
  • Interdisciplinary Academic Subjects
  • MEPH Nanotech I (materials Chemistry, Peng)
  • MEPH Nanotech II (devices Physics, Salamo
    FIPSE financial support)
  • ELEG Quantum Structures and Devices (EE,
    Manasreh replaces MEPH Nanotech II)
  • MEEG Nanotech III (manufacturing ME, Malshe)
  • MEEG Introduction to MEMS (ME, Tung/Malsh)
  • MEEG Advanced MEMS (ME, Tung/Malshe)
  • MEPH Integrated Passives (ChE, Ulrich)
  • MEPH Numerical Modeling for Scientists and
    Engineers (Civil Engineering, Selvam)

International/Industrial Co-op
  • Most valued by non-US students as entry way into
    permanent job.
  • Currently lower than 5 participation.
  • International internships financially sponsored
    for IGERT Fellows.
  • IGERT Fellow participation is less than 30.

Student Practice in Management
  • Object is to give real responsibility for microEP
    operational aspects to students
  • Computer network responsibility
  • Listserv maintenance
  • Annual undergrad research conference
  • etc
  • In general, this has not worked in any iteration

Student Research Seminars
  • Objectives
  • To give cross-cohort research exposure for
    resource awareness
  • To give practice in public presentations
  • To use most senior microEP students to inspire
    performance in less senior students
  • Results are good.
  • First Monday of every month, two students
  • Other Mondays are used for operations seminars
  • Presenters receive formal feedback forms from all
    students viewing the presentation
  • Changing to industrial 10 minute format in 04/05

microEP PhD Candidacy Exam
  • Traditional University of Arkansas
    Science/Engineering Process
  • Research proposal presented to committee for
  • Written exam based on content of specific
    undergraduate and graduate course knowledge
  • Oral examination by faculty of all subject
  • Experimental microEP approach
  • To provide guidance to student and faculty on
    likelihood of students success in PhD studies.
  • Research proposal in NSF format submitted to
    committee, and presented in open forum for
    comments and approval.
  • Written exam is a scenario based complex
    technology problem
  • One week duration (spring break), answer limited
    to 15 pages
  • Open written resource, no discussion allowed
  • Includes technical solution, implementation
    method, etc.
  • Oral presentation may be required by committee if

Industrial Advisory Committee
  • Meetings were held in Oct 2002 and Feb 2004
  • Overall assessment was full speed ahead with
    central focus of program
  • Largest concern was lack of a core curriculum
    that defines microEP (Oct 2002) and changing
    nature of technical communication (Feb 2004)

microEP Workgroup Creation Summer Camp Pre
Fall Semester
Camp concepts by Dr. Ed Sobey (www.invention-cente
microEP Workgroup Creation Arkansas The
Natural State
  • Fun in the Ozarks

Lost Valley Eden Falls
Hawks Bill Crag
Buffalo River
microEP NSF REU Site Students
  • Fourteen students attended 2002 REU
  • Four African-American
  • One Hispanic
  • Five Women

K-12 Outreach BEST Robotics Inc (www.bestinc.org)
  • Boosting Engineering, Science, and Technology
  • A sports-like contest between remote controlled
  • Emulates product design to market life cycle
  • Resources are limited to those components issued
    at kickoff
  • Teachers serve as coaches
  • Members of the technical community serve as
  • Community provides financial and administrative
  • Students do all the work with adult mentoring

Microelectronics-Photonics Graduate Program
Funding History
  • Winner of nationally competitive grants
  • 1999 NSF IGERT (2.5 M Total Aug 99/July 04)
  • 2000 NSF MRSEC (3.4 M Total)
  • 2000 NSF Partnership for Innovation (850 K
  • 2000 Dept of Education FIPSE (500 K Total)
  • 2001 NSF RET Supplements (3 teachers)
  • 2001 NSF REU Site (385 K Total for 2001-2003)
  • 2002 NSF GK-12 (2.7 M Total)
  • 2002 NSF RET Supplements (4 teachers)
  • 2003 NSF REU (with 1 RET teacher Funding 2004
    through 2008 - 625k)

microEP Student Prior Degree vs microEP Facultys
Faculty Student Physics ME ChE EE Chem BioAg Open
Physics/ Applied Physics 16 1 6 1
Mechanical Eng 5 1 3 1
Chemical Eng 1 2 1 4
Electrical Eng 4 1 1 8 1 2
Material Science 2 1 2 1
Optical Eng 3
Math 1 2
As of Nov 17, 2003 30 Matching 36
Non-Matching 2 have not picked major professor
Key Attributes of microEP
  • MS in place fall 1999 PhD in place fall 2000
  • Seventy-five current students and alumni (twenty
    percent minority and nineteen percent female)
  • Twenty-seven conferred MS degrees
  • Four conferred PhD degrees (thirty-eight students
    currently on PhD path)
  • Grads at Northwestern U, RF Microdevices, Texas
    Instruments, Intel, AMI, Motorola, Entergy, and
    self-owned SBIR fueled start-up companies

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