aerospace engineering - Department of Aerospace and Mechanical ...

Program Self-Study Report 

for the Degree of Bachelor of Science in 

AEROSPACE ENGINEERING 

Submitted by the 

COLLEGE OF ENGINEERING 

UNIVERSITY OF ARIZONA 

to the 

ENGINEERING ACCREDITATION COMMISSION 

Accreditation Board for Engineering and Technology, Inc. 

111 Market Place, Suite 1050 

Baltimore, MD 21202-4012 

ATTACHMENTS

Attachments - Page 2 Aerospace Engineering

TABLE OF CONTENTS 1 

1.a Student Recruitment and Admission Requirements ................................................ 1 

1.3.a A Few Pages from the University Orientation Booklet for New Freshmen 

(2004) .........................................................................................................................5 

1.3.b Times and Locations of Orientations Hosted by the College of Engineering 

and Mines During the Summer of 2003 ................................................................... 10 

1.3.c Evaluation of Transfer Students ...............................................................................13 

1.3.d Advising Activities .................................................................................................... 15 

1.3.e Advising—College of Engineering and Mines ........................................................ 18 

1.3.f Student Support System of the College of Engineering .......................................... 23 

1.3.g Advanced Standing ................................................................................................. 27 

1.4.a Launching Your Engineering Career ....................................................................... 29 

2.2.a AME Committee Structure and Members 2003-2004 .............................................. 32 

2.2.b Sample Agenda and Minutes for an AME Faculty Meeting ..................................... 34 

2.2.c Members of the College of Engineering and Mines Industrial Advisory 

Council (IAC) ........................................................................................................... 38 

2.2.d Agenda for a College of Engineering and Mines Industrial Advisory 

Council (IAC) Meeting ............................................................................................. 40 

2.2.e Members of the AME Advisory Council (IAC) and New AME Advisory Board ........ 42 

2.2.f Agenda for an AME Industrial Advisory Council (IAC) Meeting ............................... 45 

3.2.a Minutes for Undergraduate Studies Committee Meeting ......................................... 47 

3.2.b Senior Exit Survey—Cover Letter and Survey ........................................................ 50 

3.2.c Sample Letter of Solicitation to AME Alumni and Feedback ................................... 55 

3.2.d Sample Alumni Survey Used by the College of Engineering and Mines ................. 62 

3.2.e Senior Design Project Evaluation Form .................................................................. 66 

3.2.f Teacher-Course Evaluation: Short Form ................................................................. 68 

3.2.g Sample Survey Form for Assessment of Graduates by Industry ............................ 71 

3.2.h Ratings of Overall Educational Experience in Aerospace Engineering .................. 73 

3.2.i Evaluations of How Aerospace Students Were Taught .......................................... 75 

3.2.j Criterion Chosen as Most Important by Aerospace Students .................................. 78 

3.2.k COEM Alumni Survey ............................................................................................. 80 

8.2.a Bylaws of the Faculty of Aerospace and Mechanical Engineering .......................... 90 

1 Attachment numbers refer to the section where they were first mentioned in the report (Chapters A and B). 

Aerospace Engineering Attachments - Page iii

Attachments - Page iv Aerospace Engineering

ATTACHMENT 1.a 

Student Recruitment and Admission Requirements 

Aerospace Engineering Attachments - Page 1

Partnering to Recruit a Better Engineering Freshman Class 

While focus is on its own college-wide recruitment activities, the College partners with the Multicultural 

Engineering Program (MEP), the Math, Engineering and Science Achievement (MESA) program, the 

Women in Science and Engineering (WISE) program, and the UA admissions office to assure a diverse and 

excellent student body. The activities of this partnership are outlined in the following flowchart. 

Pre-college 

partner 

outreach 

activities: 

•Engr 

•MEP 

•MESA 

•WISE 

•UA 

SEA 

MESA 

db 

WISE 

db 

UA 

db 

Engr 

Db 

(w/eth) 

MESA 

Prgm 

WISE 

Prgm 

UA 

Prgm 

MEP 

Prgm 

Engr 

Prgm 

UA 

Engr 

fresh 

class 

Engineering College Activities 

The College of Engineering is taking many strides to help promote the field of engineering. Through visits 

to elementary, junior high and high schools Engineering Ambassadors, faculty and staff educate young 

people on the many opportunities in engineering. Engineering Ambassadors are students who volunteer 

their time to educate middle and high school students on the diversity of engineering careers and enhance 

student recruitment to the College of Engineering. They represent all majors in the College and share 

information about the university and college experience from a student’s perspective. Specific recruitment 

activities include: 

National Merit and Flinn Scholars’ receptions 

Senior day – All admitted engineering students are invited to campus 

Mailings to students requesting information from our outreach materials 

Mailings to National Merit semifinalists 

High school visits as requested 

Multicultural Engineering Program Activities 

• Proyecto Access - NASA sponsored program for economically disadvantaged middle school students. 

• Summer Engineering Academy (SEA) - Pre-college engineering program, recruits minority students 

through MESA program counselors. 

• Members of SHPE, NSBE, SWE and AISES visit local schools and present MEP programs and invite 

students to campus events. These ambassadors stay in touch with middle and high school students by 

e-mail and phone calls and they invite the students to Engineering sponsored campus activities. 


UA Admissions Office sponsored Activities 

• Junior Day – Top 5% of high school seniors are invited to campus. 

• Minority Senior Day – Top 25% of high school seniors are invited to campus. 

• Presidential scholars’ receptions 

• UA101 

• Phoenix Wildcat exploration 

Women In Science and Engineering Sponsored Activities 

• Futurebound - NSF funded program for women students attending Pima Community College. WISE 

and the engineering college’s Virtual Development Center work together to recruit these women into 

engineering. 

MESA Sponsored Activities 

• Counselors in high-percentage minority high schools provide engineering projects and experiences 

along with encouragement to prepare academically for engineering careers. 

• Annual MESA Day events on campus, track students from middle school to graduation, prepare 

students to be college bound, train teachers and counselors. Sponsor engineering design competitions. 

40 engineers from Raytheon participate in various activities. 

Admission requirements (Refer to Appendix II - Institutional Profile) 

Students entering the College of Engineering must meet the following qualifications: 

Required high school competency courses: 

• English: 4 units (composition, literature) 

• Mathematics: 4 units (algebra, geometry, algebra II, trigonometry) 

• Laboratory science: 3 units (biology, chemistry, physics) 

• Social science: 2 units (American history, other social science) 

• Fine arts: 1 unit (art, dance, music, or drama) 

Arizona residents: To be eligible for unconditional admission, Arizona residents must meet one of the 

following qualifications: 

• Top 25% class rank 

• 3.0 unweighted GPA in the 16 required courses (on a 4.0 scale) 

• 1040 SAT score 

• 22 composite ACT score. 

Students may be admitted conditionally if they have: 

• no more than one deficiency in any two subjects listed in course work requirements and 

• top 50% class rank or 

• 2.5 minimum unweighted GPA in the 16 required courses 

Out-Of-State Residents: Admission for out-of-state students is competitive. Good grades, high 

test scores and a strong curriculum increase a candidate’s chance of acceptance. However, they 

will not be considered without: 

• test scores ( sat or act ) 

• 3.0 unweighted GPA in the 16 required courses (on a 4.0 scale) 

• a complete application 

• required course work (see below) 


Transfer Students: All transfer students must present a 2.5 GPA for all collegiate work. 

• Arizona residents may be admitted unconditionally with a cumulative GPA of at least 2.5 on a 4.0 

scale in at least 24 transferable semester credits and completion of all high school competency 

requirements. They may be admitted conditionally with a cumulative GPA of at least 2.5 on a 4.0 

scale in at least 24 transferable semester credits and no more than one deficiency in a maximum of two 

areas as indicated in the high school competency requirements 

• Out-Of-State residents will be admitted based upon the overall qualifications of the entire non-resident 

applicant pool. 


ATTACHMENT 1.3.a 

A Few Pages from the University Orientation Booklet for New 

Freshmen (2004) 






ATTACHMENT 1.3.b 

Times and Locations of Orientations Hosted by the College of 

Engineering and Mines During the Summer of 2003 




ATTACHMENT 1.3.c 

Evaluation of Transfer Students 


Evaluation of transfer students (Refer to Appendix II - Institutional Profile) 

An engineering articulation task force consisting of representatives from each engineering program in 

Arizona (UA, ASU, NAU, and all community colleges) meets at least annually to review and update 

transfer agreements. This has led to a statewide articulation of the freshman engineering experience so 

students taking the appropriate course at any one school will be assured applicability of material and credit 

at all other schools. In addition, this articulation task force (and similar articulation task forces in other 

subject areas) have created the Arizona Higher Education Course Equivalency Guide 

(http://az.transfer.org/cgi-bin/WebObjects/Admin_CEG) which lists all courses taught in community 

colleges and their transfer equivalencies at the three universities. They have also been instrumental in the 

creation of the Community College Transfer Guide (http://transferguides.arizona.edu/) that lists articulated 

transfer agreements between the academic programs at The University of Arizona and academic programs 

in the community colleges. These documents outline carefully articulated agreements for all in-state 

transfer work. 

Since most transfer students come from Pima Community College, articulation is strengthened by having a 

member of the engineering faculty serve on the College’s Curriculum Development Committee. All 

courses transferred from institutions where there is not an established transfer articulation agreement, 

whether or not accredited by the EAC, are evaluated by a faculty advisor in consultation with the student. 

Out of state transcripts represent only about one-third of the transfers and are evaluated by a faculty advisor 

in consultation with the student. 

Grades of "D" do not transfer into the University of Arizona, and the student's GPA is determined only by 

courses taken at the University of Arizona. 


ATTACHMENT 1.3.d 

Advising Activities 


• High-School Students—Advising team provides student/family tours along with a presentation 

of the AE and/or ME programs and information on student clubs, and emphasizes 

the research strengths of the faculty. We actively work with high-school counselors to 

involve top AP students in AME clubs/activities. 

• Freshman Orientation—Registration/Orientation sessions are designed to assist newly 

admitted students and their parent(s). These sessions last two days and offer new students 

an opportunity to learn about all aspects of campus life so they can enjoy a smooth 

transition to The University of Arizona. The Ddepartment’s role in these sessions 

emphasizes the following: 

Introduction to the departmental advising team 

Information on the AME Department and facilities 

Discussion of AE and ME curricula 

Advice on time management in planning their course loads 

Discussion of Student Link, the APRR (Academic Program Requirements Report) 

and the SAPR (Student Academic Progress Report) 

Description of freshman curriculum 

A description of student chapters of engineering societies 

Information on student clubs 

Advise AP students regarding which Math, Physics, and English courses they need to 

take based on their Advanced Placement test scores 

Sign course registration forms after completion by student 

• Continuing Students (freshman, sophomores, juniors, seniors)—The undergraduate 

advisor helps the continuing students determine their course schedules given the 

objectives of the program and the sequence of prerequisites. Students are provided help 

on their course selection, advanced standing application and issues, technical elective 

selection, minors advising, double majors advising, and academic probation and 

disqualification issues. 

• Transfer Student Orientation—These sessions are specifically designed for transfer 

students to provide academic advising and help with the registration process. During the 

advising session with each student, the advisor must consider the student’s transcript 

from his/her previous university/college and must assign an equivalent AME course 

number to all accepted engineering courses. 

• Published/On-line Curriculum—The APRR 1 and SAPR are available to the students online. 

The APRR provides the degree requirements for any degree program. The SAPR 

provides the student with a detailed listing of the courses that the student has taken during 

his/her academic studies. Information on what schools the student attended, how many 

course credits have been completed, major, minor, and UA GPA, required courses needed 

to be completed for graduation, and a standard transcript on completed courses are 

included. The SAPR helps the student stay “on course” in their academic program. 

• Senior Degree Check—The advisors are responsible for the senior degree checks. Each 

senior meets with one of the two advising team advisors (Dr. Champagne or Arvind 

Ramon) and reviews his/her SAPR to determine if all the requirements are satisfied for 

1 http://www.arizona.edu/academic/oncourse/data/034/EGzAEExzAEEzxxx.html 


graduation. If any adjustments or substitutions are necessary in the major or minor 

curriculum, the advisor makes them. The advisor then completes a college degree check 

form, which is forwarded with the SAPR to the College of Engineering and Mines 

Associate Dean for Academic Affairs for further processing. 

• Dean of Academic Affairs—The office of the Associate Dean of Academic Affairs in the 

College of Engineering and Mines also participates in the advising of undergraduates. 

They are in charge of all general education requirements in the engineering curricula and 

assist in performing the senior checks. The Dean also advises students having unique and 

sometimes serious difficulties. 

• Faculty Advisor--Aerospace and Mechanical Engineering students are assigned a faculty 

advisor for each level of their undergraduate program. The principal role of the faculty 

advisors is to provide guidance with regard to career choices, the selection of technical 

electives to meet the students’ goals, graduate school, and job opportunities. 

• Job Placement/Career Services—The University Career Services Staff offer the 

following services to students of all majors: 

campus interviewing program 

career search CDROM program 

career fair 

co-op program 

career information center (company information, reference books, job listings, etc.) 

resume critiques 

resume referrals 

services for students with disabilities 

wildcat job line 

workshops (interviewing skills, job search, mock interviews, resume writing) 


ATTACHMENT 1.3.e 

Advising—College of Engineering and Mines 






ATTACHMENT 1.3.f 

Student Support System of the College of Engineering 


Flow chart describing the engineering education and support system of the College of Engineering 

Student success in progressing into, through, and out of the undergraduate engineering education program 

are monitored according to the flow chart shown below, where: 

Seek 

Info 

Apply 

(Admission 

& $ aid) 

Meet 

Criteria? 

Y 

Admitted 

Recruitment 

Activities 

Orient? 

Leave 

w/o 

Att 

entry and exit 

decision 

process step (major process step are bold boxes) 

data collected by the College’s date center to meet needs of the collegiate education strategies 

N 

UA 

Recr 

N 

Y 

Not 

Admit 

Orientation 

adv/reg 

# Admitted 

Attend 

? 

N 

Y 

Begin 

Semester 

Education Activities, 

Career Activities, 

Update 

Education/Career Plan 

# Attend 

# Return 

Education activities 

Career Activities 

Complete 

Semester 

Change 

Registration 

Attachments - Page 24 Aerospace Engineering 

Comp 

Sem? 

Y 

Y 

Reg 

Still 

OK? 

Cont 

in Engr? 

Disq? 

N 

Grad 

N 

Y 

N 

N 

Y 

Y 

Stay 

at UA? 

N 

Placed in 

Career Job 

or Grad Sch 

# Grad 

# Sem to Grad 

# Placed in 

Career Positions 

This flow chart is built to support student education/career activities and planning. From a student’s 

perspective this process is outlined by the following flow chart that is introduced to students in the 

freshman Introduction to Engineering course where they are encouraged to develop an education/career 

plan. Transfer students are provided a similar planning document during the Transfer 

Registration/Orientation. 

N 

Y 

Cont 

as UA 

Stud 

Leave 

UA w/o 

Degr 

Engr 

Career

Personal 

mission, 

values 

and goals 

Career Mentor 

Journal, Portfolio, 

Resume 

Probation workshop 

Education / Career 

Plan 

Students who achieve a semester average GPA less than 2.0 are required to attend a workshop to assist 

them in understanding why they are not achieving their educational goals, what they need to do to become 

successful, and they are introduced to appropriate personal management and learning skills. The workshop 

is presented by the college’s associate dean for academic affairs and the member of the University Learning 

Center assigned to work with engineering students. At the workshop students are required to prepare a plan 

sufficient to support their future success, and to meet with an academic advisor prior to pre-registration for 

the next semester. 

Engineering Academic Center 

Project / 

Semester 

Plan 

Progress 

Assessment 

Courses / Workshops 

teach / motivate / assign 

Projects / OJT 

train / motivate / assign 

In order to enhance its ability to attract and retain students, the College must provide an environment that is 

attractive to students and prepares graduates for the practice of engineering at a professional level. Early in 

their educational experience, freshmen students must develop a sense of belonging. This sense of 

belonging, along with appropriate support services to assure success, must then continue throughout the 

undergraduate experience. These support services include academic information, recruitment, orientation 

and retention activities, as well as tutoring and career preparation. Additionally, feedback from industry 

representatives indicates a concern that new graduates lack experience in working on teams and need 

improved communication skills. The Smerdon Engineering Academic Center attempts to support all of 

these needs with a focus that is consistent with being a student centered research university. 

Following are brief descriptions of the functional areas of the Center: 

Analyze 

Formulate Apply 

Engineering Student Communications Laboratory 

This facility is for teams and individual students to prepare oral presentations and written reports. It is a 

multi-media facility where students can make overheads, take digital pictures of their projects and make 

them a part of their PowerPoint presentations or scan in a picture. They can also make color 

transparencies. The available software includes Dreamweaver, Excel, Power Point, Word, Web access. 

Hours: Monday-Thursday (8am – 11pm); Friday (8am – 5pm), Sunday (5pm – 11pm). 

Team Rooms 

The four team rooms are similar in structure and function to what is found in industry. They provide 

areas where students can schedule time to meet and discuss their team projects, assignments, or 

presentations. Available by reservation, these rooms serve all College student teams from the freshman 

introductory design course to the senior capstone-design experience. Rooms have a computer, 

table/chairs, flip chart & a whiteboard. Team rooms can be reserved over the Web. Hours: Monday- 

Thursday (8am – 11pm); Friday (8am – 5pm), Sunday (5pm – 11pm). 

Aerospace Engineering Attachments - Page 25 

Learn 

Professional 

Vitality

Study/Tutoring Room 

This space is available for group study and tutoring. It is also used for business meetings of some of the 

College’s student organizations and numerous faculty committees. This room provides a central 

location for assistance with engineering assignments. Tau Beta Pi students sponsor a Homework Help 

Desk Tuesdays through Thursdays 6:00pm - 8:00pm. Drop by! Hours: Tuesday-Thursday (6pm – 8pm). 

Engineering Courtyard 

The courtyard is an excellent facility for use by students, student organizations, and for freshman 

engineering design project construction and test stand placement. This area also provides an outdoor 

focus area for students to meet and relax or enjoy lunch. 

Motorola Multicultural Engineering Center 

This facility provides students with many valuable resources while they are on campus. These include a 

study, meeting and social environment that is supportive of the cultural and academic needs of 

engineering students. This center supports the activities of the College’s Multicultural Engineering 

Program (MEP) for minorities and women. This program provides peer assistance, career development 

through workshops, employment assistance, social activities, referrals for financial aid, academic 

advising, and tutoring. In addition, the MEP provides group tutoring for all engineering students in 

courses with sufficient needs. Hours: Monday-Thursday (8am – 11pm); Friday (8am – 5pm), Sunday 

(5pm – 11pm). 

Virtual Development Center 

This lab was developed to recruit and retain women engineering students. The VDC is sponsored by the 

Institute for Women and Technology, a public interest corporation dedicated to increasing the influence 

of women on technology and how it influences women around the globe. UA has one of nine sites in 

the country of this type. Women can participate in this center and work on real issues. Hours: Monday- 

Thursday (8am – 11pm); Friday (8am – 5pm), Sunday (5pm – 11pm). 


ATTACHMENT 1.3.g 

Advanced Standing 


Name 

GPA 

ADVANCED STANDING – Aerospace Engineering 

(last) (first) (middle) 

ENGLISH Action 

101 

102 Approved 

CHEMISTRY Denied 

103a 

104a Temporary 

103b (or MSE 110 or 103b/104b) 

PHYSICS 

141 (old 110; older 103a & 180a) 

241 (old 116; older 103b & 180b) 

MATHEMATICS 

125 (or 124/125a or 126a) 

129 (or 125b or 126b) 

223 

254 

CIVIL ENGINEERING 

214 

ELECTRICAL AND COMPUTER ENGINEERING 

207 

ENGINEERING 

102 

AEROSPACE AND MECHANICAL ENGINEERING 

230 (old 240, older 340a) 

250 (old 232) 

Signed 

WPE or ENGL 102 (grade of A or B) Date 



Launching Your Engineering Career 


“Launching Your Engineering Career” 

A survey regarding the quality of academic advising in the College of Engineering was designed to identify 

which attributes of academic advising were important to students and how well they felt their needs were 

being met. The results identified where the College should focus improvement efforts to better serve the 

needs of engineering students. Survey data identified the following priorities for improvement: 

1. Assistance with career and/or educational planning 

2. Providing advice about career experience opportunities 

3. Providing advice about permanent career employment 

In response to this identified student need the College hired a career development specialist who provides 

direct liaison with the University Career Services office and offers the following services specifically 

oriented for engineering students: 

• workshops (resume writing, job search skills, cover letter writing, interviewing skills). 

• careersEngr list serve (provides announcements concerning internships, co-ops, full and part-time 

positions, workshops, Career Services information, presentations, web site information, etc.) – About 

1600 engineering students subscribe. 

• resume checks and critiques (over 350 resumes during 2003-04). 

• assistance for students interested in the Global Engineering Educational Exchange Program. 

• resume referrals to employers. 

The support services offered to engineering students have been formalized into the “Launching Your 

Engineering Career” program that is administered in accordance with the following flow chart: 

Freshmen 

Transfer 

students 

Education/Career 

Plan & Career 

Connection 

Job 

search 

Department 

invitation 

ENGR 102 Sophomore 

Course 

Career experience: 

co-op, research proj., 

part-time, summer 

Career 

experience 

yes 

? 

no 

Register with 

Career Services 

Career Launch 

Refresher/update 

Launch Your 

Engineering Career 

Job 

search 

Department career 

experience seminar 

Department 

exit interview 

Professional 

society 

Career 

position 

Attachments - Page 30 Aerospace Engineering 

$30 ? 

yes 

Sophomore 

Course 

The actual content of the two-hour “Launching Your Engineering Career” program is: 

• resume writing (how to create a resume; resume format; resume content; and the scannable resume. 

Students write a resume and submit it for a critique)

• finding a career experience (job search skills and strategies; using Career Services; how to find an 

internship, co-op, research internship with faculty, part-time or full-time job; and self-directed job 

search) 

• interviewing skills (do’s and don’ts; researching company information; questions you’ll be asked; 

questions you should ask; group vs. one-on-one interviews; and information interviews. Students 

conduct a mock informational interview) 

• cover and thank you letters (anatomy of a cover and thank you letter; responding to advertised 

positions; and helpful examples) 



AME Committee Structure and Members 

2003-2004 


Advisory Committee 

W. Chen (Elected; AE: 02-03, 03-04), Kerschen (Appointed; AE: 03-04, 04-05), Ganapol 

(Appointed; ME: 03-04), A. Ortega (Elected; ME: 03-04, 04-05), Champagne (ex officio, 

Associate Dept Head), Williams (ex officio, Associate Dept Head) 

Faculty Status Committee (P&T) 

Nikravesh (01-02, 02-03, 03-04), Kerschen (03-04, 04-05, 05-06), Simon (03-04, 04-05) 

Faculty Evaluation Procedures Committee 

Jacobs (02-03, 03-04), Williams (02-03, 03-04), Kerschen (03-04, 04-05) 

Undergraduate Studies Committee 

Champagne (Chair, Assoc Dept Head) 

AE: Shkarayev; ME: Ortega, Ganapol 

Ara Arabyan (appointed by department head) 

Arvind Raman (ex officio), Keith Gawronski (ex officio), 2 undergraduate students (1 yr each) 

Graduate Studies Committee 

Williams (Chair) 

Shkarayev, Jacobs, Balsa 

Barbara Heefner (ex officio) 

Chakravarthy Akella (Graduate Student; Fall 2003-Spring 2004) 

ABET Committee 

Arabyan, Balsa, Chan, Madenci, Nikravesh and Tumin 

ME (Arabyan, Chan, Nikravesh); AE (Balsa, Madenci, Tumin) 

Computer Committee 

Arabyan, Fasel, Ortega, Tumin 

Space Use Committee 

Ganapol, Williams, John Reagan (Electrical and Computer Engineering) 

Undergraduate Laboratory Committee 

Bailey, Champagne, Enikov, Ortega, Blair (ex officio) 

Search Committee--Aerospace 

Madenci, Tumin, Kerschen (Chair), Ramohalli, Bill Boynton (Lunar & Planetary Sciences), 

Helen Reed (Mechanical and Aerospace Engineering, Arizona State University) 



Sample Agenda and Minutes for an AME Faculty Meeting 


Sample Agenda for a Faculty Meeting 

**** FACULTY MEETING **** 

Tuesday, November 4, 2003 

3:30 to 5:00 pm 

AME Conference Room 

• Department Head Remarks 

o New Hires 

Zohar 

Aerospace Search 

Biomedical Search 

o AME Space 

Recent CoEM Developments 

• New Engineering Building 

• Renovation of Old Engr Bldg 

• Possible move of SIE into AME Bldg 

AME Space Use Committee 

• AME Bdlg Space utilization inventory 

• Definition of policies/guidelines 

• Strategic plan to defend space use and plan for 

future 

o AME Business Manager & Staff Reorganization Status 

• Undergraduate Studies Committee Report- Frank Champagne 

o 2+2 Manufacturing Program with Pima Community College 

(PCC) 

o Machine Shop classes at PCC 

• New Business 

• Adjourn 


Sample Minutes for a Faculty Meeting 

Department of Aerospace and Mechanical Engineering 

Meeting Held on Tuesday, November 4, 2003 




Members of the College of Engineering and Mines 

Industrial Advisory Council (IAC) 



College of Engineering and Mines 

Membership as of Spring 2003 

Bruce N. Allen Honeywell Engines, Systems & Services 

David Areghini Salt River Project 

Mike Arnold Community Investment Business Center 

Bill Assenmacher T.A. CAID Industries, Inc. 

Bob Barksdale Delta Renewable Resources & Energy LLC 

Ed Biggers Hughes Missile Systems (Retired) 

Alan Boeckmann Fluor Corp. 

Jon Bork Intel Corp. 

Ken Boyd IBM Storage Systems Division 

A. Paul Brokaw Analog Devices 

Gerald Brown Raytheon Systems Co. 

Herb Burton Madera Consulting, Inc. 

Mark Dean IBM Corp., Systems Research 

Dick DeSchutter Searle (Retired) 

Robert Eagan Sandia National Labs 

Michael S. Gering Global Solar Energy 

Joe Gervasio Gervasio & Assoc., Inc. 

Peter Gill Motorola (Retired), Chandler-Gilbert Community College 

Craig Goehring Brown & Caldwell 

Pete Harrison Honeywell Engines, Systems & Services 

Daniel Hartley Sandia National Labs (Retired) 

Steve Lasswell Lockheed Martin, Management and Data Systems 

Ken Henry Honeywell Engines, Systems & Services 

Ted Landis Accenture 

Peter Livingston Westland Resources, Inc. 

Anthony Lovato Honeywell 

John Marietti Cleaves-Bessmer-Marietti, Inc. 

Jim Melsa Iowa State University (Engineering College) 

Don Martin Competitive Engineering, Inc. 

Larrry McNeese Lockheed Martin Technical Operations 

Anthony Mulligan Advanced Ceramics Research 

Ed Nowatzki UA Civil Engineering & Engineering Mechanics (Emeritus) 

Paul Peercy University of Wisconsin-Madison 

Brian Perry Raytheon Missile Systems 

Stuart Roth Raytheon Missile Systems 

Don Ruedy Raytheon Missile Systems (Retired) 

Ronald Schott AOL Technologies (Retired) 

Greg Shelton Raytheon Corporation 

Subhas Sikdar NRMRL, Environmental Protection Agency 

Daniel Stephens Daniel B. Stephens & Assoc. Inc 

Belle Tom National Alumni Board 

Steven Waters Microsoft Research 

Albert Winn Boeing 

Steven G. Zylstra Pittsburgh Technology Council/Catalyst Connection 



Agenda for a College of Engineering and Mines 

Industrial Advisory Council (IAC) Meeting 


UNIVERSITY OF ARIZONA 

COLLEGE OF ENGINEERING AND MINES 

INDUSTRY ADVISORY COUNCIL 

7:45 – 8:15 Breakfast 

FALL 2003 MEETING 

Agenda for Saturday’s Business Meeting 

8:15 – 8:45 Introductions and Dean’s Presentation 

8:45 – 9:45 Focused Excellence and Review of College Roadmap 

9:45-10:00 Definition of Breakout Groups/Objectives 

10:00-10:15 Break 

10:15-11:15 Breakout Groups 

11:15-11:45 Report Back/Summary 

11:45-12:30 Lunch 

12:30-1:30 Student Project Presentations 

1:30 Adjourn 



Members of the AME 


and 

New AME Advisory Board 




Membership as of May 2001 

Ms. Isadore T. Davis 

Manager, Engineering University Relations 

Raytheon Missile Systems Company 

Tucson, AZ 

Mr. Gary W. Burke 

Center Manager 

Airframe, Mechanical Design and Analysis 

Center 

Raytheon Missile Systems Company 

Tucson, AZ 

Mr. Don Martin 

President 

Competitive Engineering, Inc. 

Tucson, AZ 

Dr. Joyanto K. Sen 

Boeing Technical Fellow 

Structures Technology 

The Boeing Company 

Mesa, AZ 

Mr. Manny Teran 

Sargent Controls and Aerospace 

Tucson, AZ 

Mr. Tony Mulligan 

President 

Advanced Ceramics Research 

Tucson, AZ 

Mr. Steve G. Zylstra 

Director, Business Development 

Simula Technologies, Inc. 

Phoenix, AZ 

Mr. Bryan Guenther 

Assistant Product Manager 

Veeco Process Metrology 

Tucson, AZ 

Colonel Collin Flynn 

Air Force ROTC 

University of Arizona 

Tucson, AZ 

Mr. Bill Darmitzel 

Director of Engineering 

Tucson Electric Power 

Tucson, Arizona 

Dr. Vijay Sarihan 

Engineer/Scientist Staff Principal 

ISL, DDL 

Semiconductor Products Sector 

Motorola 

Tempe, AZ 


AME Advisory Board 


Membership as of May 2004 

Adnan Akay 

Lord Professor and Head 

Carnegie Mellon University 

Department of Mechanical Engineering 

401 Scaife Hall 

5000 Forbes Avenue 

Pittsburgh, PA 15213 

412-268-2501 

Fax: 412-268-3348 

akay@cmu.edu 

Gary Burke 

Raytheon Missile Systems 

Center Manager for Mechanical Engineering 

TU, Bldg., 805, M/S C4 

1151 Hermans Road 

Tucson, AZ 85706 

Phone: (520) 794-4227 

gwburke@raytheon.com 

Richard Goldstein 

University of Minnesota, Regents Professor 

ME232 

Department of Mechanical Engineering 

University of Minnesota 

Minneapolis, MN 55455 

Head, Department of Mechanical Engineering, 

1977-97 

National Academy of Engineering 

Past President, ASME 

612-625-5552 

Fax: 612-624-5230 

rjg@me.umn.edu 

Kendall Hendrick 

Vice President & General Manager 

Ventana Medical Systems, Inc. 

1910 Innovation Park Drive 


Phone: (520) 229-3807 

Fax: (520) 229-4074 

khendrick@ventanamed.com 

Michael Kaiserman (AE ’67) 

Senior Principal Systems Engineer 

Raytheon Missile Systems 

PO Box 11337 

Building 805, Mail Station C3 

Tucson, AZ 85734-1337 

Phone: (520) 794-8415 

Fax: (520) 794-0803 

mjkaiserman@raytheon.com 

Lee Matsch 

Vice President (Retired) 

Aeromechanical Systems 

Allied Signal 

Member, Technology Advisory Council 

Pratt & Whitney 

8372 S. Homestead Lane 

Tempe, AZ 85284 

480-777-0360 

Fax: 480-777-5663 

"Lee A. Matsch" 

Tony Mulligan (ME ’88) 

President 

Advanced Ceramics Research, Inc 

3292 E. Hemisphere Loop 

Tucson, AZ 85706-5013 

Phone: (520) 573-6300 

Fax: (520) 573-2057 

a.mulligan@acrtucson.com 

Ron Rich (ME ’82) 

Director, Advanced Technology 

Engines, Systems & Services 

Honeywell 

111 S. 34 th St., M/S 503-319 

PO Box 52181 

Phoenix, AZ 85072-2181 

Ronald.rich@honeywell.com 



Agenda for an AME 


Meeting 


AGENDA FOR AME-IAC MEETING 

MAY 24, 2001 

10:00 – 10:30 Statistics (students, faculty) 

Curriculum and Changes 

Current Focus Areas 

Design Projects 

10:30 – 10:45 ABET Visit 

10:45 – 11:00 Academic Program Review Committee Report 

11:00 – 11:30 Discussion: Proposal for B.S. Degree in Manufacturing 

Engineering 

11:30 – 12:00 Suggestions for Curriculum Improvement, Assessment, and 

Feedback 

12:00 – 13:00 Lunch and Discussion: AME-Industry Partnership 



Minutes from an Undergraduate Studies Committee Meeting 


Minutes 

Undergraduate Studies Committee Meeting 1/28/04 

1) Alignment of AME412 with ENGR498 

Our Department Head is very supportive of the Meredith Aronson proposal to bring the capstone 

design course offerings into chronological alignment. One of he difficulties in the past has been 

the perceived effort required to rearrange the 7 or 8 classes so that alignment is possible. To start 

this process, BDG will meet with the AME course coordinator, KG, to generate several scenarios 

to bring to the next faculty meeting. The second issue is quality assurance. To address this issue, 

Meredith has been asked if she would be willing to share the AME498 course evaluations with 

the UGSC. In any case, we should propose an oversight committee to re-evaluate the course on a 

semester or yearly basis. 

Action Item: BDG to develop a choice of alignment scenarios to 

present to faculty 

2) Status of Manufacturing Engineering 2+2 and 2+2+ Degrees 

Pima is anxious to commence with the 2+2 and 2+2+ degree programs that have been recently 

proposed. In this regard, AA has contacted two officials in the University Curriculum 

Development Office to inquire what is necessary to bring the (unaccredited) manufacturing 

engineering degree to a reality. AA outlined the steps from the department to ABOR. We were 

also informed that approval will come no earlier than in ’06. It seems that we may be able to 

expedite the process if we are on the President’s agenda for cooperation with PCC. It was also 

strongly suggested that the stakeholders-PCC, UA: AME, SIE, EngMgt, Curriculum 

Development and Raytheon meet to discuss the situation. It was also noted that the 2+2+ degree 

is what we have now with PCC transfer students, so nothing much needs be done. It was 

suggested that we provide, in detail, the specific courses that are transferable from the current 2 

year PCC manufacture engineering program; and in addition, identify the courses from our 

program that will lead to the BSME with a manufacturing emphasis. 

Action Item: JMC to arrange a meeting of all the stakeholders. 

Action Item: SVS to list the courses from the PCC and UA programs 

for the 2+2+ degree 

3) Status of Pima Course: MAC 110 Manual Machine Shop 

PCC has developed a 4-unit course to teach shop to our students on their campus. This is more 

than we offer now (AME413: 1-unit) but is tailored to our ME student who is not training to be a 

machinist. The faculty will need to make some choices such as-- Should we 

+ do this at all? 

+ allow 1 shop unit from the 4-unit course in our program? 

+ allow 1 shop unit and 3-units of technical elective? 

+ ask students to attend just 1 unit’s worth of course material? 

+ ask PCC to development a 1-unit shop course specifically for us? 

Upon this decision, we need to arrange the logistics. 

Action Item: BDG to bring choices to faculty for discussion. 


4) Faculty directive of 1/12/04: New Prerequisite Check Process and filing of syllabi 

The JMC directive of 1/12/04 asked the faculty to request students in undergraduate courses to 

obtain their SAPR to verify that they indeed have taken the prerequisites for the course (if any). 

To close the loop, the faculty should be queried as to compliance. In addition, the faculty should 

be made aware that in the near future this will be done automatically at the time of course 

registration. Also the faculty should be asked in another directive to register their syllabi with 

Keith, as the syllabus is the legal course contract with the student and should be available upon 

request. This is also true for both undergraduate and graduate courses. 

Action Item: JMC will release a directive 

Action Item: BDG will inform the faculty 

5) Faculty advisors 

Some question was raised concerning the faculty advisor’s role in the overall AME experience. It 

was mentioned that the faculty should be reminded who is a faculty advisor and of their role. 

JMC suggested, that to make the advisor a more meaningful part of process, all students be 

requested to see a faculty advisor sometime during the semester. JMC also indicated that faculty 

advisors should spend some effort if they expect service credit. 

6) Proposed Summer school courses 

Action Item: BDG to mention this at faculty meeting. 

Action Item: BDG to ask faculty which course should be offered 

during the summer session. 

7) 3+2 Program 

The GSC asked for an opinion on going forward with the 3+2 program that would lead to both a 

BSME/AE and MSME/AE. After some discussion of the fairness of the program, the UGSC 

unanimously recommended that we endorse the program. 

Action Item: SVS to report to GSC 

Items for future consideration: 

+ Student and alumni surveys: Dissemination and analysis 

+ Is there a better way to do advanced standing? 

+ Revisiting the AME minor. 

+ Sharing the advising load. 



Senior Exit Survey—Cover Letter and Survey 


Dear Senior Student: 

Spring 2004 

Congratulations! You are close to graduating and embarking on the next step in your life, be it a 

good job or further studies in a graduate program. 

As the Head of the Department of Aerospace and Mechanical Engineering, I am asking for your 

help to improve the quality of the education that is delivered in this department. There are two 

components to your education, both important: teaching and learning. By far the most difficult 

and demanding component is learning—this is your responsibility. 

The responsibility of teaching belongs to the faculty. I can assure you that this is not easy. It is 

very difficult to be an excellent teacher. 

As department head I am responsible for assuring that faculty members deliver the very best 

teaching that they are capable of providing to you. I came to the UofA from Michigan State 

University where I won a College of Engineering Teaching award. While I am not as gifted as 

some faculty teachers, I believe that I know the elements of good teaching and I am committed to 

making it clear to the faculty in AME that I have high expectations for teaching in this 

department. 

I would like to do what I can to continuously improve the quality of the education that students 

receive in this department. To do that, I need feedback from each of you. I am asking that you 

please fill out the attached anonymous survey to provide feedback on our strengths and 

weaknesses. I know that I can count on your objective and constructive evaluation as you look 

back on your entire educational experience. 

Finally, do remember that as you embark on the next step in your life, you must be eager to learn. 

You may be a few units away from graduating, but there is a world of new knowledge welcoming 

you. 

My sincerest wishes and hopes for a successful career and a satisfying life. Please feel free to 

contact me directly if you would like to. 

Sincerely, 

John J. McGrath 

Professor and Head 

Enclosures 


DEPARTMENT OF AEROSPACE AND MECHANICAL ENGINEERING 

SENIOR EXIT SURVEY: Spring 2004 

Degree: BS Aerospace Engineering BS Mechanical Engineering 

Date of Graduation: Fall Spring __________ Year 

Please rate your overall educational experience in Aerospace/Mechanical Engineering: 

Engineering Design Experience Excellent Good Fair Poor 

Computer Labs (hardware & software) Excellent Good Fair Poor 

Physical Labs Excellent Good Fair Poor 

AME Faculty Excellent Good Fair Poor 

AME Teaching Assistants Excellent Good Fair Poor 

AME Office Staff Excellent Good Fair Poor 

AME Shop Staff Excellent Good Fair Poor 

AME Advising Excellent Good Fair Poor 

Please use the following eleven criteria to evaluate how the AME program has taught you to: 

(7 = extremely well; 1 = not at all; NA = not applicable) 

A. Apply mathematics, science, and engineering principles 7 6 5 4 3 2 1 NA 

B. Design and conduct experiments and interpret data 7 6 5 4 3 2 1 NA 

C. Design a system, component, or process to meet desired needs 7 6 5 4 3 2 1 NA 

D. Function on multidisciplinary teams 7 6 5 4 3 2 1 NA 

E. Identify, formulate, and solve engineering problems 7 6 5 4 3 2 1 NA 

F. Understand professional and ethical responsibility 7 6 5 4 3 2 1 NA 

G. Communicate effectively 7 6 5 4 3 2 1 NA 

H. Understand the impact of engineering solutions in a global context 7 6 5 4 3 2 1 NA 

I. Recognize the need for and to engage in life-long learning 7 6 5 4 3 2 1 NA 

J. Know contemporary issues 7 6 5 4 3 2 1 NA 

K. Use the techniques, skills, and modern engineering tools 

necessary for engineering practice 

7 6 5 4 3 2 1 NA 

From criteria A-K above, circle three that you think will be the most important in your career. 


OPTIONAL COMMENTS: 


Please help us identify those members of AME who have made a strong positive impact on your 

education. These individuals will be recognized at pre-commencement. 

Faculty 

List faculty members who have contributed the most to your educational growth and maturity by 

providing a stimulating and challenging environment: 

Name Course Comments 

Teaching Assistants 

List TA’s who were the most helpful in guiding you through the understanding of a problem. 

Name Course Comments 

Office and Shop Staff 

List the staff members who were the most helpful in answering your questions. 

Name Comments 



Sample Letter of Solicitation to AME Alumni 

and Feedback 



FEEDBACK 

• After finishing Air Force career in satellite development/acquisition, am now with Motorola 

Computer Group in Tempe, AZ, as Manufacturing Engineer/Process Development. 

• I pursued a master's degree in Aeronautics immediately upon completion of my ME degree. 

I have worked in a variety of domains since then. After five years in the aerospace industry, 

I migrated to IT systems and have worked on the procurement of Dept. of Defense IT 

systems every since. Although I never actually used the design engineering I learned at 

UofA, the problem solving techniques have stood the test of time! 

• I graduated from UA May 1980. I have worked all 20+ years for McDonnell Douglas (now 

Boeing) in St. Louis. I am glad to see the new crop of students receiving such useful handson 

training in addition to their usual coursework. I would like to see the University become a 

partner with industry, providing industry with research/lab facilities and receiving valuable 

training. Although I am a little far away, I would enjoy the opportunity to work with the AME 

Dept. in this endeavor. 

• I'm glad things are progressing. There was NO CAD in the mid-80's when I graduated and 

the machining was out of the 60's. 

• I am working as a Process Engineer for an environmental engineering company (scrubbing 

systems, process waste water treatment, etc.). I feel that my education was in some 

respects superior to my European counterparts, especially with regard to 

theoretical/mathematical understanding. However, I was at a REAL disadvantage when it 

came to practical knowledge (i.e., which is a better type of pump for this situation, etc.). I 

am glad to hear that the senior design project is being revamped. However, I hope that the 

practical part of the AME program starts well before senior year. I remember feeling rather 

lost--after so many theoretical classes and minimal hands-on tooling/machining labs., I was 

suddenly told to go out and make something! It was hard enough to design, but to then be 

expected to do (possibly) precision machining . . . At any rate, I look back fondly at my 

years in sunny Tucson and hope I can someday return for a visit. With that in mind, I wish 

the college all the best and send my kind regards. 

• I have retired from engineering (being 68 now) and am attending local colleges in their 

senior programs. Keep developing projects like this as they are very helpful for design 

engineers. 

• I was able to visit your facility recently. Dr. Perkins showed me the new buildings and the 

machine shop with projects in process. UofA AME department has come a long way since I 

graduated in 1986. I worked as an industrial designer (medical instruments) for six years, 

then moved into environmental engineering, earning an MA in Enviro. Engr. while working. I 

took early retirement last year due to health reasons. I am doing well now, if a little slower! I 

enjoyed my career and am grateful to UofA for my beginnings. 

• After graduating W'94 as an ME, I was commissioned into Naval Service. I was active duty 

until Jan'01 then started working for General Dynamics in Redmond, Washington. I work in 

the Ordinance and Tactical Systems Division as a Component Engineer. We work closely 

(sometimes) with U. of Washington on senior project support. We have two interns from 

their ME department. 

• As one of "Baldy" Thornberg's boys (BSME 1957), I had a rewarding ME career with 17 yrs 

building power plants then 17 yrs in aerospace--flight testing rockets and jet aircraft. My 

UofA engr's background (Prof. Thompson's thermodynamics) was the key to success for 

good and exciting jobs! 


• Due to long-term medical problems I am unable to provide financial assistance at present 

and for the foreseeable future. Please remove me from your list to save mailing costs. 

• I am using my engineering in medical research [attached a resume] 

• Retired, Senior Staff Engineer, Hughes Aircraft Co. (now Raytheon). Good luck with your 

Senior Design Projects. 

• I am a senior manager at Mercedes-Benz Engineering for Powertrain Design with Catia 

V4.x. Currently, I supervise 30 people. My experience is that still too few students graduate 

without being exposed to 3D-design projects, 3D-design and rapid prototyping should be 

the core of every engineering training, which may help graduates to start their own business 

right after school. Please use my donation to support and realize your ideas. 

• Currently, I am working for Lockheed Martin as a project engineer with extravehicular 

activity tools at NASA's Johnson Space Center. I will be graduating from the University of 

Houston in May with an M.S. in Mechanical Engineering. 

• Because I recently purchased a home, a financial contribution to your program is not in my 

budget. However, I can offer feedback. (1) Since I have been involved in R&D as well as 

project development, I have observed a gradual movement away from Pro-C. SolidWorks is 

becoming the tool of choice for 3-D solid modeling at small-to-midsize companies. (2) In 

addition to rapid prototyping, I strongly encourage you to provide education/training in 

Virtual prototyping, i.e., the use of FEA, CFD, and thermal analysis tools to decrease the 

costs associated with product development. After three years employment at Boeing 

(during which time I was responsible for inlet design and testing as well as integration of the 

joint strike fighter engine), I moved on to the biotech industry. I have been employed at 

Illumina, Inc. in San Diego for one year. My current responsibilities revolve around the 

development of machines to synthesize DNA. I use 3D solid modeling, CFD, etc. to produce 

virtual prototypes. I have those prototypes fabricated, then assemble and test them. This is 

followed by design iteration (if necessary) and release for production. 

• I have already contributed $1000 last month to the UofA earmarked for the engineering 

school. I graduated in '93. Say hi to Dr. Perkins if he is still there. He was/is the best. Went 

to MBA school. Did investment bank, now do venture capital. 

• Keep up with your good work. Like to learn more about the activities. 

• I remember your Finite Element Analysis class well! I am happy to make a donation to 

support the Senior Design Projects. As a student, I thought the Senior Project was one of 

the most valuable courses in the AME curriculum. Having to work as part of a team was 

good preparation for the real world. At the present time I am a Software Test Engineer for 

Inter-Tel, a small telecommunications company in Chandler. After graduating in 1991, I 

moved to Dallas hoping to find work in the Aerospace industry. But I ended up starting a 

career in telecommunications with MCI and moved into R&D and testing with Nortel 

Networks. I enjoy what I am doing now, and my husband (also a US grad) and I are very 

happy to be back in Arizona. Good luck with the new facility and courses. 

• It is nice to hear that our AME Department is making good progress. I am very glad to be 

able to contribute. Moreover, please keep me on your list. Furthermore, I graduated in 1984 

for my BS and in 1987 for my MS. I returned to Brazil in 1989 when I joined Vesuvius 

Refractory. I have been with them since. I am Plant Manager for the Rio Plant. Vesuvius 

has 95 plants worldwide, 35 in the USA. I married my wife Marillia in 1984 in the USA and 

my American born son, Ibrahim, is 14 years old now and we are planning for him to attend 


the U of A in a few years down in the road. Finally, I usually travel three to four times to the 

US per year but I have not been able to go back to Arizona. 

• I graduated under Reaganomics in 87 and the job situation was really bad. My experience 

in M.E. from 81-87 was very prehistoric by today’s Engineering standards. My Senior 

Project design and concept was for a HPA-human powered aircraft but the project head, 

Karl Pattison, refused to grant it. He instead voted for a group of his "shining stars" to go 

ahead with their ideas for a 2-man submarine. They built it and displayed it on the mall 

before trials. I walked up to it and knew right away it would never work. Sure enough, they 

couldn't get it to dive at Patagonia Lake, and it was on channel 9. I remember sitting on the 

couch and laughing as I watched. I still laugh. They violated Archamedis principal. Pretty 

basic for submarines, don't you think? Anyway, from then on whenever I passed Pattison in 

a hall he never looked at me. My idea would have worked, and even Nelson Zabik was 

eager to work on it. That’s pretty much what I remember about 86-87. All the studies were 

pure theoretical and not of much use in industry. Grind-em through and weed-em out was 

the core philosophy then. I would someday like to get a masters but it won't be in 

engineering. If I had to do it all over again I might have gone into Civil Engineering. Polypor 

hosted an AME Senior Design Group about 5 years ago or so. The kids build a wire cutting 

machine with our help. I was their mentor/overseers. They didn't even know what a tap was. 

Watching your spread grow in front of a computer all day isn't my idea of engineering. Getem 

ready for the real world, for they won't all work for the Johnson Space Center. And in 

today’s industrial world, it would be a great asset to give them some environmental and 

safety training. WRT the donation: you don't need my money, you got enough when I was 

there. 

• My concern is the current educational experience, rather than my experience of 15 years 

ago. To this point, what's with the rioting after the loss to Duke? What is the administration 

doing to ensure that nothing like this ever happens again? The University is shamed and 

something needs to be done. 

• I, too, hope you are in good health and that the AME Department is in good standing. As for 

me, a 1996 graduate in mechanical engineering, I now work as a manufacturing engineer 

for a wire and cable company. My job function includes working directly with the machinery 

and techniques used to bring raw materials together to form the wire and cable used 

throughout industry--be it from simple hook-up wire used in electronic devices to high 

temperature, high performance applications in aerospace. Thank you for this letter and 

providing me with the opportunity to contribute to the AME Department. It would be my 

pleasure to provide a monetary donation in hopes of expanding and improving the 

department and the University of Arizona. I submit my donation with one stipulation; please 

update my address so that future correspondence will reach me directly. 

• Retired 1981. Sold Precision Inc which I founded in 1959. The company was made up of a 

complete machine shop, heavy fabrication, and electric foundry. It serviced the aluminum 

industry with products needed in the smelting process. 

• I am pleased you are creating a more reality based curriculum in A.E. The most significant 

weakness in my undergraduate AE work at the UofA was the complete lack of meaningful 

"application" courses. As a new engineer in 1991, I found the lack of this type of 

engineering integration to be a handicap. I am currently on active duty with the Air Force 

working in the area of nuclear weapons plans and programs. I also teach a Master's level 

space operations course for Embry Riddle Aeronautical University. 

• I completed my PhD from U of WA in 1970 and spent 26 years at Sandia Labs in a variety 

of "careers." I recently (1996) retired and started my latest career--developing the 

engineering department at a new campus of Washington State University in Vancouver, 


WA. Raising support is a large part of the effort, as you know. I can't do the same job for UA 

that I am doing for WSU. But good luck in your pursuit. 

• I went on to obtain my PhD in Chemical Engineering (with a Master's in Materials Science 

on the way). I completed my doctorate in December 99. I am presently a member of the 

technical staff at Bell Laboratories-Lucent Technologies. My research efforts have focused 

on laser ablaton time-of-flight mass spectrometry for chemical characterization of airborne 

nonoparticulates, and the use of optical emission spectroscopy for measuring electron 

temperature in inductively coupled plasmas. On the business side, I have been involved in 

providing optical backplane solutions for next generation hardware which will go into the 

core of the optical network. Although I don't use my aerospace background in a "traditional" 

way--the tools I learned have served me well--Thank you! P.S. Lucent matches my 

contributions.--go to www.lucent.com. e-mail me if you have questions-schabel@bell~labs.physics.com 

• The senior design class and the machine shop/hand on class were 2 of my most valuable 

classes at the U of A. Professor Perkins was also invaluable as an encouraging mentor to 

me. I am currently working at Flip Chip Technologies in Phoenix as a licensing engineer. I 

help to transfer our semiconductor technology to fabs primarily in Asis and assit with the fab 

start-ups. Good luck in raising funds for the new center. P.S. Sorry for the delay in sending 

this check--I just had a baby girl. 

• Good luck with your program. Personally my career has evolved toward the area of 

computers, communications and the Internet. My education has been helpful even though 

the area is markedly different. Communication systems need designs with feedback control, 

hysterisis, and clearly defined state machines. Principal Engineer, Alcatel Internetworking 

Division, Calabasas, CA. carlos.navarrette@alcatel.com 

• Thank you for taking the trouble to contact me. First, I'm in the Graduate College. Second, 

using donations to fund "Integrated Design and Manufacturing with Pro-E" may not be 

appropriate. Drafting and NC are technician issues best taught at a Trade School or 

Community College. The money is better spent on courses on manufacturing and reliability 

(design). Thank you for your note. 

• After working for 5 years as an engineer (including 3 years designing on Pro-E), I went back 

to school full time. I am attending Thunderbird, The American Graduate School of 

International Management. Currently, I am in my last term studying in France. 

• Class of 1972: After 29 years in the automotive industry, I am learning something new in the 

microelectronics field. Automotive (manufacturing) was and still is a male-dominated 

industry. I love my work--but it has not been easy. Is Dr. Larry Scott, former AME Dept. 

Head, still around? A wonderful mentor to all of us!!! 

• I work in accident reconstruction and crash testing, and every engineer candidate we 

interview from U. of AZ (myself included, 11 years ago) can't tell us what a transducer is, or 

even a channel of data. This is information that I would hope any engineer would learn in 

school. 

• I think we (alumni) should have more information on the research the dep't is doing. Every 

once in a while I read something about the department but I'd like to hear more. This will 

increase the department's visibility and reputation. 

• Best wishes 


• After leaving Tucson in December 1999, I went back to school in Stuttgart and I graduated 

in December 2000. I'm currently working at MTU Aero Engines GmbH in Munich/Germany, 

a company which is developing and manufacturing jet engine components. I'm in the 

structural mechanics division (composite materials and impact dynamics). I wish you good 

success in the Rapid Prototyping Center. 

• This gift is from both my husband, David Raasch (also an AME graduate, '85) and me. I'm a 

consultant working in the Biomechanics Practice at Exponent Failure Analysis Associates. I 

currently manage the crash test dummy lab and have been the principal engineer on 

dozens of vehicular tests (I hold a PhD from Stanford--ME). My husband, David, is a 

Certified Software Test Engineer and Certified Quality Analyst, and is a consultant at Tier 

Technologies. (He holds a PE license from California in ME and an MBA in Info Systems 

from Santa Clara University. 

• See above 

• Sorry I did not donate more, but I am giving a bit more to the Annual Fund than usual. Sorry 

to see Dr. Perkins retire. He gave us students a great foundation in Thermodynamics. A 

better foundation than many students I have met from other universities. 



Sample Alumni Survey Used by the 

College of Engineering and Mines 



Based on your experiences in the College of Engineering and Mines (COEM) and your 

department, please respond to the following by circling the most appropriate number. 

Thank you in advance for your honesty in sharing your feelings. 

A. How satisfied were you with your education in the COEM at 

The University of Arizona in helping your ability to: highly medium unsatisfied 

1.Apply required mathematics to engineering problems 5 4 3 2 1 

2.Apply physics to engineering problems 5 4 3 2 1 

3.Apply chemistry to engineering problems 5 4 3 2 1 

4. Understand contemporary issues? 5 4 3 2 1 

B. To what degree did your engineering education enhance your 

ability to high moderate not at all 

1 Analyze and interpret data? 5 4 3 2 1 

2. Design experiments? 5 4 3 2 1 

3. Conduct experiments? 5 4 3 2 1 

4. Function on multidisciplinary teams? 5 4 3 2 1 

5. Formulate engineering problems? 5 4 3 2 1 

6. Solve engineering problems? 5 4 3 2 1 

7. Understand ethical responsibilities of an engineer? 5 4 3 2 1 

8. Understand the impact of engineering solutions in a 

global context? 5 4 3 2 1 

9. Communicate via oral reports? 5 4 3 2 1 

10. Communicate via written reports? 5 4 3 2 1 

11. Recognize the need to engage in lifelong learning? 5 4 3 2 1 

12. Design a system component or process to meet a need? 5 4 3 2 1 

C. To what degree did your design experience at the university 

1. Build on knowledge from previous coursework? 5 4 3 2 1 

2. Incorporate engineering standards? 5 4 3 2 1 

3. Address economic issues? 5 4 3 2 1 

4. Address environmental issues? 5 4 3 2 1 

5. Address health and safety issues? 5 4 3 2 1 

6. Address socio/political issues? 5 4 3 2 1 

7. Use techniques, skills, and tools 

encountered in modern engineering practice. 5 4 3 2 1 

D. To what degree did laboratory experiences at the university 

1. Correlate with lecture courses? 5 4 3 2 1 

2. Allow you to learn to use modern tools in your field? 5 4 3 2 1 

3. Enhance your understanding of basic operations or 

phenomena in your field? 5 4 3 2 1 

E. Did your college experience meet your career needs? 5 4 3 2 1 

What would you have changed? ________________________________________________________ 

_____________________________________________________________________________________ 

F. What have you learned on the job that should have been included in your formal education? 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

G. Do you feel that at graduation you were adequately prepared for 

1. initial career employment yes no. (circle one) 

2. graduate school ? yes no 


H. To what degree did the academic climate in AME 

encourage or permit you to: high medium low 

1. participate in research 5 4 3 2 1 

2. participate in independent studies 5 4 3 2 1 

3. participate in internships 5 4 3 2 1 

4. participate in extra activities (such as ASME 

or AIAA projects) 5 4 3 2 1 

I. How well are you prepared to engage in life-long learning? 5 4 3 2 1 

J. How important are the general education courses 

(humanities, etc.) to your education? 5 4 3 2 1 

K. How important are the general education courses 

(humanities, etc.) to your career? 5 4 3 2 1 

L. Rate the academic standards in the AME department? 5 4 3 2 1 

M. How important would it be to include business, finance, 

or management courses in the AME curriculum? 5 4 3 2 1 

N. Please rate your overall educational experience in 

Aerospace/Mechanical Engineering: excellent poor 

1. Engineering Design Experience 5 4 3 2 1 

2. Computer Labs (hardware & software) 5 4 3 2 1 

3. Physical Labs 5 4 3 2 1 

4. AME Faculty 5 4 3 2 1 

5. AME Teaching Assistants 5 4 3 2 1 

6. AME Office Staff 5 4 3 2 1 

7. AME Shop Staff 5 4 3 2 1 

8. AME Advising 5 4 3 2 1 



Senior Design Project Evaluation Form 



The University of Arizona 


CONTINUING ASSESSMENT SURVEY FORM 

SENIOR AEROSPACE ENGINEERING DESIGN PROJECTS 

SPRING 2002 

Evaluator’s Name/Title: 

Company: 

Address: 

Telephone: 

Email: 

Please rate each of the projects according to the following scale in each of the six categories: 

4 = excellent 3 = good 2 = fair 1 = poor 

Projects 

Micro-Air Vehicles Without 

Control Surfaces 

A Better MAV: Novel 

Construction and 

Prototyping Methods 

BD-5 Restoration Project 

MAV Team (Radio) 

Design of a Robotic Aerial 

Vehicle 

Aircat 2002 

MAV Structure 

Insect Flight 

Low Sonic Boom Design 

Methodologies for Future 

Supersonic Aircraft 

Degree 

of 

Difficulty 

Categories 

Creativity 


Quality of 

Design Design Hardware 

Level of 

Engineering 

Analysis 

Effectiveness 


Presentation 



Teacher-Course Evaluation: Short Form 




ATTACHMENT 3.2.g 

Sample Survey Form for Assessment 

of Graduates by Industry 



ATTACHMENT 3.2.h 

Ratings of Overall Educational Experience 

in Aerospace Engineering 


OVERALL EDUCATIONAL EXPERIENCE IN AEROSPACE ENGINEERING 

Semester 

Excellent Good Fair Poor 

Number of 

Responses 

Engineering Design Fall 1998 3 6 3 0 12 

Fall 1999 4 10 3 0 17 

Spring 2000 4 11 4 0 19 

Spring 2001 9 2 0 2 13 

Spring 2003 1 6 1 0 8 

Spring 2004 3 6 5 2 16 

Totals 24 41 16 4 85 

Computer Labs Fall 1998 4 5 2 1 12 

Fall 1999 5 8 1 3 17 

Spring 2000 5 8 5 0 18 

Spring 2001 1 9 1 2 13 

Spring 2003 3 3 0 2 8 

Spring 2004 4 8 3 1 16 

Totals 22 41 12 9 84 

Physical labs Fall 1998 1 7 2 2 12 

Fall 1999 1 13 3 0 17 

Spring 2000 5 9 5 0 19 

Spring 2001 1 12 0 0 13 

Spring 2003 0 3 5 0 8 

Spring 2004 1 7 8 0 16 

Totals 9 51 23 2 85 

Faculty Fall 1998 3 6 2 1 12 

Fall 1999 7 7 3 0 17 

Spring 2000 4 10 5 0 19 

Spring 2001 2 10 1 0 13 

Spring 2003 2 4 2 0 8 

Sprin g2004 1 10 4 1 16 

Totals 19 47 17 2 85 

TAs Fall 1998 0 4 7 1 12 

Fall 1999 1 6 9 1 17 

Spring 2000 3 10 4 2 19 

Spring 2001 1 7 5 0 13 

Spring 2003 5 3 0 0 8 

Spring 2004 2 7 4 3 16 

Totals 12 37 29 7 85 

Office Staff Fall 1998 0 9 3 0 12 

Fall 1999 4 10 3 0 17 

Spring 2000 3 10 6 0 19 

Spring 2001 3 9 0 1 13 

Spring 2003 3 5 0 0 8 

Spring 2004 5 9 1 1 16 

Totals 18 52 13 2 85 

Shop Staff Fall 1998 0 6 4 0 10 

Fall 1999 4 10 2 0 16 

Spring 2000 8 9 2 0 19 

Spring 2001 4 7 0 0 11 

Spring 2003 3 3 1 0 7 

Spring 2004 6 5 4 1 16 

Totals 25 40 13 1 79 

Advising Fall 1998 4 3 3 1 11 

Fall 1999 2 11 3 1 17 

Spring 2000 2 14 2 1 19 

Spring 2001 0 10 1 2 13 

Spring 2003 1 2 5 0 8 

Spring 2004 5 4 4 3 16 

Totals 14 44 18 8 84 

*Data not available for Spring 2002. 


ATTACHMENT 3.2.i 

Evaluations of How Aerospace Students Were Taught 


EVALUATIONS OF HOW AEROSPACE STUDENTS WERE TAUGHT* 

Semester Criterion 7 6 5 4 3 2 1 N/A Totals 

Fall 1998 A 2 1 8 1 0 0 0 0 12 

B 0 1 6 3 2 0 0 0 12 

C 1 2 5 3 0 1 0 0 12 

D 3 3 4 2 0 0 0 0 12 

E 2 4 4 2 0 0 0 0 12 

F 1 3 5 2 1 0 0 0 12 

G 1 1 6 2 1 0 0 1 12 

H 0 2 3 7 0 0 0 0 12 

I 2 3 3 3 0 0 1 0 12 

J 1 3 3 3 1 0 0 1 12 

K 0 3 6 1 0 1 1 0 12 

Fall 1999 A 1 8 3 2 0 0 0 0 14 

B 1 4 2 4 2 0 1 0 14 

C 2 3 2 2 4 0 1 0 14 

D 1 1 2 3 4 0 1 2 14 

E 3 4 2 2 3 0 0 0 14 

F 1 5 2 2 1 2 0 1 14 

G 1 2 5 2 2 1 0 1 14 

H 2 3 0 5 3 1 0 0 14 

I 2 2 1 3 4 0 2 0 14 

J 2 3 2 3 1 2 1 0 14 

K 3 2 3 2 3 0 1 0 14 

Spring 2000 A 3 7 3 1 2 0 0 1 17 

B 2 3 7 2 2 1 0 0 17 

C 1 4 8 1 1 2 0 0 17 

D 3 5 6 0 1 1 1 0 17 

E 3 7 2 4 1 0 0 0 17 

F 2 5 3 3 2 1 1 0 17 

G 3 3 5 4 1 1 0 0 17 

H 2 5 5 2 1 1 0 1 17 

I 3 4 3 2 1 3 1 0 17 

J 3 4 1 4 3 2 0 0 17 

K 3 3 5 3 2 1 0 0 17 

Spring 2001 A 2 5 4 2 0 0 0 0 13 

B 2 1 5 2 2 1 0 0 13 

C 2 2 5 0 2 2 0 0 13 

D 5 3 2 2 0 0 0 1 13 

E 4 5 3 1 0 0 0 0 13 

F 3 5 3 0 1 0 0 1 13 

G 3 3 4 1 2 0 0 0 13 

H 2 1 4 4 1 1 0 0 13 

I 5 1 4 1 1 0 0 1 13 

J 3 2 1 3 2 1 1 0 13 

K 5 1 2 2 3 0 0 0 13 

Spring 2003 A 2 3 3 0 0 0 0 0 8 

B 2 0 3 3 0 0 0 0 8 

C 1 2 3 2 0 0 0 0 8 

D 0 2 2 3 0 0 0 1 8 

E 3 3 1 1 0 0 0 0 8 

F 2 3 1 1 1 0 0 0 8 

G 1 1 2 2 1 1 0 0 8 

H 1 1 2 1 2 1 0 0 8 

I 0 1 3 1 1 2 0 0 8 

J 1 2 2 1 2 0 0 0 8 

K 0 3 2 3 0 0 0 0 8 

Spring 2004 A 3 2 5 6 0 0 0 0 16 

B 2 2 6 3 1 1 1 0 16 

C 2 4 3 3 1 2 1 0 16 

D 0 2 6 3 1 2 2 0 16 

E 2 5 4 4 0 1 0 0 16 

F 3 3 4 1 2 2 1 0 16 

G 1 3 5 2 3 1 1 0 16 

H 0 1 6 3 0 2 4 0 16 

I 3 3 2 4 1 0 3 0 16 

J 0 3 2 8 0 1 1 1 16 

K 1 4 3 4 2 1 

d 

Data not avaible for Spring 2002. 

1 0 16 

A - apply mathematics, science, and engineering principles 

B - design and conduct experiments and interpret data 

C - design a system, component, or process to meet desired needs 

D - function on multidisciplinary teams 

E - identify, formulate, and solve engineering problems 

F - understand professional and ethical responsibility 

G - communicate effectively 

H - understand the impact of engineering solutions in a global context 

I - recognize the need for and to engage in life-long leaning 

J - know contemporary issues 

K - use the techniques, skills, and modern engineering tools necessary for engineering practice 

where 7 = extremely well, 1 = not at all, and N/A = not applicable. 

Data not available for Spring 2002. 


Fall 1998, Fall 1999, Spring 2000, Spring 2001, Spring 2003, Spring 2004 

7 = extremely well, 1 = not at all, and N/A = not applicable 

Total No. 

Criterion 7 6 5 4 3 2 1 N/A Responses Average 

A 13 26 26 12 2 0 0 1 80 5.4 

B 9 11 29 17 9 3 2 0 80 4.7 

C 9 17 26 11 8 7 2 0 80 4.7 

D 12 16 22 13 6 3 4 4 80 4.6 

E 17 28 16 14 4 1 0 0 80 5.5 

F 12 24 18 9 8 5 2 2 80 4.9 

G 10 13 27 13 10 4 1 2 80 4.7 

H 7 13 20 22 7 6 4 1 80 4.4 

I 15 14 16 14 8 5 7 1 80 4.6 

J 10 17 11 22 9 6 3 2 80 4.5 

K 12 16 21 15 10 3 3 0 80 4.8 


ATTACHMENT 3.2.j 

Criterion Chosen as Most Important by Aerospace Students 



ATTACHMENT 3.2.k 

COEM Alumni Survey 






Responses to the question “What would you have changed about your 

college experience in terms of meeting your career needs?” 

Survey 

Responses 

Year 

2001 * Definitely, need to require more computer programming course work. 

* The undergrad curriculum must be tailored for the practical engineer in industries more 

focused on practical vs. theoretical knowledge. 

* I would choose different general education courses more relative to my field. 

* More opportunity for research. Also, one or two more math courses, any one in complex 

variables. 

* Allowing us to use the latest software to write projects, not FORTRAN 7x because “the 

processors used this” more tech electives 

* More technical design vs. theory. 

* Incorporated some management courses into the program. 

* Added more upperdivision courses in structures, power, aerodynamics, general aviation. 

* Instead of humanities as a gen ed requirement, economics or business management would have 

been more useful. 

* I would have liked to take more elective courses. Also labs for classes, such as, fluids or heat 

transfer would have been useful. 

* Some of the 400 level Aerospace courses were too lax in their standards, especially design 

courses. 

* More design courses. 

* Add linear algebra, numerical methods for math. In control systems, cover algorithm design, 

control system calibrations. 

*More exposure to modern engineering tools. Class on 1C engines. 

* Require engineering economics. 

* Start each lecture with a practical problem, then supply the theory needed to solve it. 

* School is much different than the real world. More real world applications. 

* Teach solid modeling tools and more modern analysis tools, i.e., PRO/E, Solid Works, Math 

Cad, Matlab and Ansis. 

* Drafting course (CE 210?) was out of date. 

* More presentations; more writing; more group projects; management/finance/businesss classes 

needed. 

* If possible, make passing the EIT a requirement for graduation. Easy way to assess general 

education standards of the department and to boost academic merits of new graduates. 

* More hands on with industry tools, i.e., Pro-E vs. AutoCAD. 

* More interest and support of co-op/intern involvement. 

* More emphasis in developing well rounded individuals. 

* More emphasis on Mechanical drawings and Machine projects. 

* More experience “in the field” would have made the transition to work much easier. I was 

expected to know more about construction materials and equipment. 

* Not to rush so quickly through book work because I’m visual and doing type of learner, not a 

reading learner. 

* Included the following in mandatory coursework: Design of experiments, galvanic corrosion. 

* More statics, more exposure to graduate level projects, classwork. 

* I would have taken longer than 3 years to complete the degree. 

* More “real world” problems solving. More issues with multidisciplinary terms and cost issues. 

2002 *More emphasis on real-world problems rather than “ idealized” textbook problems which only 

have one answer. 

*More emphasis on designing experiments, more info on designing for manufacture. 

*Incorporate more multidisciplinary teamwork, focus more on basic problem solving 

methodologies, more availability of internships. 

(continued on next page) 


*More coordination w/school of business to allow students to see the big picture outside the 

engineering box. 

*More attention should be placed upon HOW to design and WHAT resources are available in 

industry. 

*Computer programming courses. 

*Less gen eds and more technical electives. 

*More writing emphasis. More courses like Dr. Perkins’ senior laboratory. 

*More opportunity to take humanities/business courses. 

*Include engineering business classes. Add class projects to the lower level classes. After ENG 

101, classes don’t include projects until students are in upper division courses. 

*More classes in the area of satellite design. 

*More hands on training and labs. 

*1. Realistic view of daily duties of engineer in large and small companies. 2. Ability to teach 

req’d of all professors. 

*More consilience [sic]. It seemed that there was a lack of communication between professors as 

to what was being taught in each other’s classes. 

*Concentrated more on the fundamentals of engineering. 

*Incorporate more labs rather than lectures. 

*Don’t know yet--not much job experience. 

*More design work and more computer simulation courses. 

*The courses need to be more associated with real world applications. 

*Educate students on the design process in a manufacturing contextt, i.e., How a design gets 

from drawing to manufacturing. Make team members individually responsible. NO GROUP 

GRADES!!! 

*Need requirements on actual work environment experience, (i.e., co-op/internship) 

*Nothing, if anything I was over-qualified. 

*Give the instructor more power in getting rid of disruptive, disrespectful students. 

2003 * A lot of my classes were completely irrelevant to what I do at work. Personally I think some 

classes were irrelevant, period. 

* More hands-on labs that are practical. 

* I would like to have had more contact with industry members in engineering jobs as a regular 

part of coursework. 

* More difficult curriculum. More focus on students and getting them involved in research. 

* Actual engineering problems encountered everyday. 

* More CADD, more on understanding and using military/commercial standards (MILSTD, 

ISO, ASME, etc.). 

* I would have included more mandatory design courses. 

* Not as much weight on test material. 

* I believe that more cooperative learning would have been beneficial. Also, I’m upset that 

programing was removed from the AME curriculum. 

* More interaction w/engineering students from other disciplines--teams combining mechanical, 

systems, electrical . . . 

* More business/finance/acct.; exposure to politics of working in an organization. 

* At my current location I have had the opportunity to use many techniques and principles 

learned/developed during my college experience. 

* The graduate classes ME500a and ME500b were really needed before I left school. I sat in on 

ME500b and it helped me a lot; they should allow students to take it as an undergraduate. 

* Need CAD courses for the aero. Technical writing. NO general education ??????? of time 

* Better practical training. 

* The economy; no jobs right now. 

* Fewer weed-out courses. 

* Emphasis on environment/society. 


Responses to the question “What have you learned on the job that should 

have been included in your formal education?” 

Survey 

Responses 

Year 

2001 * Fundamental business education, project planning/management. 

* More focus on communication skills: technical reports/presentations. 

* More experience with how graduate school works, allowing for better preparation to go to graduate 

school. 

* More training in ethics/environment issues. More lab and computer experience. 

* Brng fits; tolerances; new technology. 

* Understand the life cycle for engineering projects. Please note that the life cycle mainly falls under 

systems engineering so taking electives under the industrial engineering program would have 

helped. 

* Automotive engineering. 

* The technical skills, not appropriate for undergraduate education, best taught at community college, 

tech schools, or on the job. 

* Design, more practical computer skills. 

* Again dealing with budgets and business considerations are the weakest area of my education. 

* As a mechanical engineer, geometric dimensioning and to lerancing would have been useful. 

* Not so much “team” work but doing your job and needing to communicate with many others to get 

a final product. 

* Optics. 

* Add linar algebra, numerical methods for math. In control systems, cover algorithan design, control 

system calibrations. More exposure to modern engineering tools. Class on IC engines. 

* Economics & real applications like piping & ductwork to allow us to interface better with skilled 

laborers. 

* Importance of understanding personality types and maximizing a teams productivity by taking 

advantage of each persons strengths. 

* Organizations Structure 

* GD + T. 

* Teach solid modeling tools and more modern analysis tooks ie, PRO/E, Solid Works, Math Cad, 

Matlab and Ansis 

* 1. Use of more software that is used in the field. Examples are Pro-Engineering, SAS, Minitab 

Visio, Auto Cad, etc. Had good college experience with Office (Exel, Word, Power Point) but these 

others I use much more often! 

2. More group stuff. Since working as an engineer, most everything I have done has been in concert 

with othere engineers work. I do have work that “is mine” but seldom do I have projects that don’t 

requrie fitting into someone else’s design. 

3. Add finance/business management course work. I have leaned quickly that cost varies most designs 

where I work. 

* More hands on with industry tools, ie Pro-E vs. AutoCAD. More multi-person projects without 

being able to choose teams. 

* Nothing is ever as cut and dry in work experience as it is in textbook examples. More often than not 

there is no right answer. 

* How to deal with people more efficiently. (communications skills). 

* Working with Mechanical drawings/Pro-E and geometric diminsioning and tolerances. 

* Hands on experience with specific pieces of equipment like pumps, boilers, chillers, turbo jet 

engines. 

* More application start to finish of a project (conception to built product) learning. 

* Included the following in mandatory coursework: Design of experiements, galvanic corrosion. 

* Statistics, CAD design basics - screws, belts, etc. 

* Project planning skills. Cost modeling. Decision making. 

(continued on next page) 


2002 * Time management, effective meetings, project financing (the budget and cost estimation of projects), 

prototyping. 

* More electrical engineering hands on. 

* Basic problem solving techniques, dealing with various cross sections of people. 

* I would have liked to learn Geometric Dimensioning andTolerancing in the drafting class (CE 210). 

* The business aspect vs the world of academia. 

* CAD design, dimensioning and tolerancing, design for manufacture. 

* Research methods--how and where to get help solving technical problems when your boss or team 

leader doesn’t know. 

* I find that employers expect a knowledge of specific processes and practices which I was not 

exposed to in my college experience. 

* More hands on experimentation. 

* Corporate/business motives, techniques, policies, economics, and politics. Also, more writing 

emphasis: clear and concise. 

* Politics in the work place. Working w/customers (both internal and external). 

* The need to apply learned knowledge to real problems. 

* Current tools. 

* There are a world of standards and protocols in place that my education did not include. 

* N/A 

* The COEM has prepared me for my current position. 

* Program management and budgeting. 

* ”How to be effective”--working with difficult people (i.e. engineers versus production managers), 

stuff like that. Maybe a “7 habits of highly effective people” course? 

* Statistics. 

* How to design a project from a certain set of specifications (customer and design specs). 

* How to specify materials and associated commercially available items. 

* Educate students on how requirements drive design. 

* Experience during college w/a company. 

* Being a pilot now, it would have been nice to have been taught the “real world” (performance) aero 

I now know next to the theoretical. 

* ”How to deal with idots!) Joke. Need to teach students that engineers do not have an unlimited 

budget and need to make compromises even though the result may be a less desirable design. No one 

wants to spend money! 

2003 * Codes of standards, learning how things work, rather than just analyzing the theory and math behind 

it. 

* Statistics. 

* I’m not sure the college experience, as it stands now, can actually prepare anyone, in any field, for 

work outside of the classroom. 

* English units, Excel, Unix. 

* FEA. 

* Economic considerations, design trade study methods, application-oriented statistics (design of 

experiments, measurement system analysis), task/project scheduling and budgeting. 

* More on the importance that economics plays in engineering. 

* Technical writing. 

* Not much honestly. 

* More experience in technical writing and literature searching. 

* Business/finance courses; well structured labs. 

* More communication/interaction skills--Possibly add a course on ethics and communication--How 

to handle difficult people, etc. 

* How to deal with some of the political aspects that come with working in a business. 

* I think more emphasis would be useful in the program/project budgeting/cost analysis arena. 

* We need more applied math and modeling experience. We also need to solve more realistic 

problems; Dr. Perkins did a great job with this!!! 

* Business aspects, project management. 

* CAD like CAT’A or PROE, technical writing 

* Practical training. 

* More career placement. Be more involved, sooner. 

* Nada. 

* Multidisciplinary work. Impact on environment. 




Bylaws of the Faculty of Aerospace and Mechanical Engineering 


THE UNIVERSITY OF ARIZONA 

DEPARTMENT OF AEROSPACE AND MECHANICAL ENGINEERING 

BYLAWS OF THE FACULTY OF AEROSPACE AND MECHANICAL ENGINEERING 

PREAMBLE 

Adopted by the Faculty: November 25, 1997 

Amendments Proposed: April 14, 2003 

Amendments Approved: April 23, 2003 

These are the articles by which the Faculty of Aerospace and Mechanical Engineering (herein 

referred to as the Faculty) at The University of Arizona (herein referred to as The University) 

shall function as a professional organization, exercising its authority and responsibility subject to 

the constitution and statutes of the State of Arizona and the regulations of the Arizona Board of 

Regents and The University. The purpose of these bylaws is to assure orderly means for reaching 

and expressing agreement among the Faculty on the governance of the Department of Aerospace 

and Mechanical Engineering (herein referred to as the Department). 

These Bylaws shall be accompanied by procedures and policies developed and to be developed 

by the Faculty that provide more detailed interpretations of these Bylaws and support the Faculty 

and Administration of the Department in governance of the Department. 

ARTICLE 1—OBJECTIVES 

A. To provide a framework by which the Faculty and Administration shall govern the 

Department. 

B. To provide mechanisms by which the Faculty may function in matters such as: establishment 

of goals of the Department, implementation of new degree programs, awarding of 

professional and honorary degrees, organization for interdisciplinary studies, resolution of 

curricular matters of concern to the Department as a whole, formulation of policies for 

promotion and tenure, creation of Faculty recommendations on strategic planning and 

resource allocation, and formulation of general policies and procedures. 

C. To provide means by which the opinions and needs of the classified staff and students may be 

solicited and taken into consideration. 


ARTICLE 2—FACULTY 

The Faculty shall consist of Members and Associate Members. 

2.1 Members 

Only Members shall be eligible to vote. Persons holding 51% or greater appointments in the 

Department who have appointments as tenured or tenure-eligible with professor, associate 

professor, or assistant professor in their title will be Members in the Department. 

2.2 Associate Members 

Associate Members of the Faculty are members in every sense except for the privilege of voting 

and, thus, are eligible to participate in Department meetings and other Departmental activities. 

Associate Members are: 

i. Persons holding appointments equivalent to those of Members from other departments 

who have joint appointments in Aerospace and Mechanical Engineering. 

ii. Instructors, lecturers, and non-classified employees who are academic professionals 

holding continuing-eligible positions in the Department. 

iii. Emeritus Faculty of the Department. 

iv. Persons with the rank of adjunct professor or visiting professor in the Department. 

2.3 Power of Appointment 

Members may designate other individuals as Associate Members. The designation shall be 

determined by a majority vote of the Members. By majority vote of the Members, an Associate 

Member may be granted Member status. 

ARTICLE 3—AEROSPACE AND MECHANICAL ENGINEERING STUDENTS 

3.1 Student Constituency 

The student constituency shall be all undergraduate and graduate students who have declared 

majors in the Department. 

3.2 Student Representation 

The students of this constituency shall be responsible for selecting, according to procedures of 

their own choice, their representatives on committees to which they are a party. 


ARTICLE 4—ADMINISTRATION 

The Administration shall consist of a Department Head, who is assisted by an Advisory 

Committee, and one or more Associate Heads. The Department Head shall be selected according 

to the procedure given in these Bylaws (see Article 4.1.3). 

Governance of the Department shall be shared by the Faculty and Administration, subject to the 

restrictions specified in the Preamble, unless otherwise specified herein. The Faculty and the 

Administration shall each have authority to initiate actions concerning matters of the Department. 

The Administration can veto any action by the Faculty, unless otherwise specified herein. The 

Members can override any veto or action by the Administration if approved by two thirds of the 

quorum basis (see Article 7.4). 

The Administration is responsible for developing and implementing a business plan and an 

operating budget for the Department. This plan and budget shall be presented to the Faculty 

during the fall semester. Any major change to the business plan and operating budget during the 

course of the academic year shall also be presented to the Faculty at an appropriate meeting. 

4.1 Department Head 

4.1.1. Definition 

The Department Head is a Member who serves as the academic and administrative head of the 

Department. 

4.1.2. Responsibilities 

The Head of the Department is appointed by the President. Therefore, the Department Head is 

responsible to the President through the Dean of the College and the Provost. 

The Head has the following duties: 

i. The appointee is in charge of planning the programs of the Department in teaching, 

research, and other functions—all with Faculty input. The Head is expected to keep the 

curricula of the Department under review and to maintain a climate that is hospitable to 

creativity and innovation. 

ii. The appointee is responsible for the recruitment, selection, evaluation, and mentoring of 

both the Faculty and the staff personnel of the Department. In consultation with colleagues 

and with input from appropriate committees, the Department Head recommends 

appointments, promotions, merit advances, and terminations. The appointee is expected to 

make sure that Faculty and other appointed personnel are aware of the criteria prescribed 

for appointment and advancement, and to make appraisals and recommendations in 

accordance with the procedures and principles stated in the University Handbook for 

Appointed Personnel, the College and Departmental guidelines on promotion and tenure, 

and relevant memos and directions from the Provost and President. The Head has 

analogous responsibilities for classified staff in accordance with the University Staff 

Personnel Policy Manual. 

iii. The appointee should be receptive to questions, complaints, and suggestions from 

members of the Department, both Faculty and staff personnel, and from students, and 

should take appropriate action on them. 


The Department Head’s administrative duties include the following (special assignments may be 

added from time to time, and the President or Dean may specify additional duties): 

i. To make teaching assignments in accordance with College policy and to make other 

assignments of duties to members of the Department faculty and staff. 

ii. To prepare the schedule of courses to be offered each term. 

iii. To establish and supervise procedures to assure Faculty, staff, and students are informed 

regarding University regulations and provide for compliance with all University 

regulations and policies. 

iv. To develop with Faculty input a Departmental strategic plan that considers and helps 

fulfill the strategic objectives in the strategic plans of the College and University. 

v. To make arrangements and assignments of duty for the counseling and mentoring of 

students, and for the training and supervision of teaching assistants and others involved in 

the instructional programs. 

vi. To prepare the budget and administer the financial affairs of the Department in accordance 

with University procedures, including sharing such information with the Faculty. 

vii. To schedule and recommend to the Dean sabbatical leaves and other leaves of absence for 

members of the Department, assuring that normal Departmental operations are not 

adversely affected. 

viii. To report promptly the resignation or retirement of any member of the Department. 

ix. To be responsible for the custody and authorized use of University property assigned to 

the Department, and for assigning Departmental space and facilities to authorized 

activities in accordance with University policy, rules, and regulations. 

x. To be responsible for Departmental observance of proper health and safety regulations, in 

coordination with The University of Arizona Department of Risk Management and Safety. 

xi. To maintain records and prepare reports in accordance with University procedures. 

xii. To report any failure of a Faculty or staff member to carry out responsibilities and to 

recommend appropriate corrective or disciplinary action. 

In performing these duties, the Department Head is expected to seek the advice of Faculty 

colleagues in a systematic way, and to provide for the conduct of Departmental affairs in an 

orderly fashion through Department meetings and the appointment of appropriate committees. 

The Department Head also is expected to seek student advice on matters of concern to students 

enrolled in the Department’s programs. In carrying out the tasks involved in the responsibilities 

outlined above, the Head may be assisted by Associate Head(s) or other colleagues, and shall be 

assisted by an Advisory Committee. However, the responsibilities themselves may not be 

delegated. 

4.1.3. Selection of Department Head 

The Department Head may be selected by an external search or an internal search. 


4.1.4. External Search Process 

In the event of an external search, standard University procedures shall be followed. 

4.1.5. Internal Search Process 

Details of the Internal Search Process are described in APPENDIX A. 

4.1.6. Annual Review Procedure 

The Department Head shall be reviewed according to the procedures described in the University 

Handbook for Appointed Personnel. An Internally selected Head shall be reviewed at the end of 

his/her term. An Externally selected Head shall be reviewed at the intervals specified by the 

University Handbook for Appointed Personnel. In either case, it is understood that input from the 

Members is to be solicited and used in the performance assessment of the Head. 

4.2 Associate Department Head 

The Department Head in consultation with the Advisory Committee and the Faculty at-large, may 

appoint one or more Associate Department Heads. The duties of the Associate Head(s) will be 

defined by the Head. 

ARTICLE 5—RESPONSIBILITIES 

Consistent with common practice at The University, authority vested in the Department to 

establish curricula, curriculum policies, and student academic requirements rests with the 

Members of the Faculty. In other matters, the Members and Administration are together 

responsible for implementing these Bylaws, establishing procedures thereunder, and 

implementing those policies and procedures. They shall be responsible for the governance of the 

Department, subject to the constitution and statutes of the State of Arizona and the regulations of 

the Arizona Board of Regents and The University. 

Faculty in the Department have individual responsibilities in three areas: (1) teaching, (2) 

research, and (3) service. 

Teaching responsibilities include the following: course and curriculum development, classroom 

instruction, advising and mentoring of students, supervision of individual studies, and 

development of pedagogical and technological innovations that enhance learning. 

Research responsibilities include the following: the creation of new knowledge; the dissemination 

of this knowledge through peer-reviewed publications; the financial support of students through 

grants, endowments, and sponsored research; and advising and mentoring of students engaged in 

research. 

Service responsibilities include internal service at the Department, College, and University levels, 

and external service to the engineering profession and to local, regional, national, or international 

organizations. 


ARTICLE 6—FACULTY MEETINGS AND VOTING 

6.1 Code of Procedure 

All meetings shall be conducted according to Robert’s Rules of Order. 

6.2 Regular Faculty Meetings 

Not fewer than two regular meetings of the Faculty shall be held during each academic semester, 

at a time and place determined and announced by the Department Head at least one week in 

advance of the meeting. The Department Head, in consultation with the Advisory Committee, 

shall set the final agenda, which shall be circulated to all Faculty at least two working days in 

advance of the meeting. Additionally, written material to be discussed shall be disseminated to all 

Faculty at least two working days prior to the date of the meeting. The Department Head or 

Department Head’s designee shall preside at all regular meetings. 

6.3 Special Faculty Meetings 

Special meetings shall be called at the Department Head’s discretion or when requested in writing 

by at least five Members of the Faculty. Notice of a special meeting must be made at least one 

week in advance. Such notice must indicate the reason for calling a special meeting, and no 

business shall be transacted except the business stated in the notice. Additionally, written material 

to be discussed shall be disseminated to all Faculty members at least two working days prior to 

the date of the meeting. When appropriate, a member of the Advisory Committee, selected by that 

group, may chair a special meeting. 

6.4 Quorum for Faculty Meetings 

The quorum required for the purpose of transacting business at a regular or special Faculty 

meeting or in a vote by mail shall be one half of the quorum basis. 

The quorum basis shall include the Members of the Faculty, excluding those who are on leave. A 

Member of the Faculty who is on paid leave shall also be included in the quorum basis if he or 

she is present at the meeting or, in the case of a vote by mail, if he or she submits a valid mail 

ballot. 

6.5 Voting Procedures 

Votes shall normally be taken by show of hands during meetings. However, voting on a motion 

by mail (including electronic mail) shall be permitted if that is the method requested by one or 

more Members of the Faculty. Voting on a motion by mail shall be permitted only if requested 

before the vote on the motion is taken. Abstention must be explicitly listed as an option in every 

mail ballot. A reasonable deadline for turning in the completed ballot shall be stated on the 

ballot. A mail ballot vote is not valid unless the number of valid ballots (including abstentions) 

turned in constitutes a quorum. 

6.6 Minutes of Faculty Meetings 

A person designated by the Department Head shall take minutes of each meeting of the Faculty. 

The Department Head shall be responsible for maintaining a file of transcribed minutes for 

inspection by the Faculty. Copies of resolutions and other actions that effect changes in general 

policy shall be distributed by the Department Head to all Faculty, and kept in a Departmental file 


for inspection by the same. 

ARTICLE 7—ORGANIZATION OF THE DEPARTMENT 

7.1. The Head shall seek the counsel of the Members of the Department in formulating major 

policy decisions affecting the personnel and the program of the Department, especially 

matters pertaining to appointments, promotions, tenure, research, and curriculum. 

7.2. The Members of the Department shall establish an Advisory Committee and any other 

procedures it considers appropriate to counsel the Head. 

7.3. The Members and Head shall also establish the following standing committees: 

7.3.1. An Undergraduate Studies Committee shall exist for the purpose of providing means 

to continually review and improve the undergraduate curriculum. Other 

responsibilities of this committee are prescribed by College and University 

regulations. 

7.3.2. A Graduate Studies and Research Committee shall exist for the purpose of advising 

the faculty on matters of graduate education and research in the Department. 

7.3.3. A Faculty Evaluation Procedures Committee shall exist for the purpose of proposing 

changes and additions to guidelines and policies regarding the annual mandatory peer 

review and post-tenure review procedures. 

7.3.4. A Faculty Status Committee shall exist for the purpose of advising the faculty and 

Head on matters of promotion and tenure and to assist candidates for promotion and 

tenure in the preparation of their dossiers. 

7.4. The Bylaws of the Department shall be reviewed by the Members at regular intervals not to 

exceed five years. 

7.5. The Chairpersons of all committees shall be elected each year by the members of the 

committee during the first meeting. 

ARTICLE 8—STANDING COMMITTEES 

There shall be at least five standing committees of the Department: the Advisory Committee, the 

Faculty Evaluation Procedures Committee, the Faculty Status Committee, the Undergraduate 

Studies Committee, and the Graduate Studies and Research Committee. 

Except where specified otherwise, members of standing committees will be appointed by the 

Head. If a committee position is vacant due to resignation, sabbatical leave, or other cause for less 

than a year, then a temporary replacement shall be appointed by the Head with the counsel of the 

Advisory Committee. If the leave of absence is for more than one year, a replacement will be 

appointed by the Head. A student member vacancy will be filled by the appropriate student 

constituency. 


8.1. The Advisory Committee 

8.1.1. Function of the Advisory Committee 

The primary function of the Advisory Committee shall be to provide Faculty representation on 

planning and budget issues. In addition, the Advisory Committee shall function as general 

advisor to the Department Administration, shall initiate, promote, and stimulate study and action 

dealing with and looking toward solutions of problems concerning the welfare of the Department, 

shall act as advocate(s) for the Faculty in ways authorized by the Faculty, and shall investigate 

matters of concern to the Department upon the request of the Department Head or a Member of 

the Faculty. 

8.1.2. Policies and Operating Procedure 

Many of the Department policies and operating procedures are dictated by The University and the 

College. Important policies and operating procedures peculiar to the Department should be 

defined by the Faculty as a whole. The Department Head and the Advisory Committee shall 

define those items to be brought to the Faculty. 

8.1.3. Composition 

The Advisory Committee shall consist of four Members. Two of the committee members shall 

be appointed by the Head. The remaining committee members shall be elected from among all 

the Members by the Members. Each member shall serve a two-year term. Terms shall be 

staggered with one (or two) new member(s) elected or appointed each year. Reelection or 

reappointment is possible; however, after two terms of continuous service, membership is not 

possible for at least two years. 

The elected members will be elected from a pool of candidates who are willing to serve. An ad 

hoc election committee will present eligible candidates to the faculty by first determining if there 

are any faculty who may be unable or unwilling to serve. 

At the discretion of the Department Head, the Associate Department Head(s) may also be 

appointed as ex-officio member(s) of the Advisory Committee. The Department Head may 

appoint a member-at-large to achieve a better balance, more representative of the department as a 

whole. 

8.1.4. Meeting Schedule 

The Department Head is required to meet with the Advisory Committee when at least two 

members of the Committee request a meeting. 

8.1.5. Minutes 

The members of the Committee shall designate a Committee member to take minutes of each 

meeting. The Department Head shall be responsible for maintaining a file of transcribed minutes 

for inspection by the Faculty. Copies of resolutions and other actions that affect changes in 

general policy shall be distributed by the Department Head to all Faculty, and kept in a 

Departmental file for inspection by the same. 


8.2. Undergraduate Studies Committee 

8.2.1. Purpose 

The Undergraduate Studies Committee shall deal with matters involving curriculum 

development; ABET preparation and visits; assessment and improvement processes; and 

individual student issues that are of an unusual nature. Other matters of wide concern about the 

undergraduate program shall also go before this committee. 

Major curriculum changes shall be approved by the Members. Actions taken by this Committee 

shall be communicated to the Faculty and may be repealed by that body. 


The Undergraduate Studies Committee shall consist of four Members, two each from the 

Aerospace and the Mechanical Engineering programs, the undergraduate advisor, and two 

undergraduate students. The students shall elect their representatives according to procedures of 

their own choice. The term of office shall be one year for students and two years for Members 

with two Members appointed each year. Reappointment is permitted for Members, and 

reelection for a maximum of one additional term is permitted for students. (The Department’s 

representative on the College of Engineering and Mines Undergraduate Studies Committee shall 

be an ex-officio member of the Department Undergraduate Studies Committee provided that the 

person is not presently serving on the Department Undergraduate Studies Committee.) 



meeting. The Head shall be responsible for maintaining a file of transcribed minutes for 

inspection by the Faculty. Copies of resolutions and other actions that affect changes in general 

policy shall be distributed by the Head to all Faculty, and kept in a Departmental file for 

inspection by the same. 

8.3. Graduate Studies and Research Committee 


The Graduate Studies and Research Committee shall deal with matters relevant to research and 

graduate curriculum development, admissions, and recruitment; the establishment of criteria for 

graduate student admission and the awarding of financial aid; selection of TAs and their course 

assignments; the review and development of policies; the publication of handbooks for students; 

and the administration of the Ph.D. qualifying examinations. The Committee shall also strive to 

strengthen current research capabilities and to develop new capabilities and directions in research; 

promote communication between researchers in and out of the College; suggest unified programs 

with emphasis in various specialty areas; handle individual student issues in response to petitions; 

and be responsible for all other issues impacting the graduate and research programs delegated by 

the Faculty to this Committee. 

Major policy changes shall be approved by the Members. The Committee shall be authorized to 

make minor changes in policy and communicate its decisions to the Faculty at regular intervals. 



The Graduate Studies and Research Committee shall consist of four Members and one graduate 

student elected by the eligible graduate students. The term of office for the Members shall be 

two years with two Members appointed each year. The term of office for the graduate student 

member shall be one year with one graduate student member elected each year. Reappointment is 

permitted for Members, and reelection for a maximum of one additional term is permitted for the 

student member. (The Department faculty representative to the Engineering Graduate Studies 

and Research Council and the Graduate Advisor shall be ex-officio members of the Department 

Graduate Studies and Research Committee unless either person is an elected member of the 

Department Graduate Studies and Research Committee.) 







8.4. Faculty Evaluation Procedures Committee 


The primary function of the Faculty Evaluation Procedures Committee is to annually review and 

propose changes and additions to the guidelines and policies governing the annual mandatory 

peer review and post-tenure review processes. The Committee shall submit recommendations to 

the Members for discussion and approval (see 8.4.3). 


The Faculty Evaluation Procedures Committee shall consist of four Members. The term of office 

shall be two years with two Members appointed each year. Reappointment is permitted. 

8.4.3. Faculty Evaluation 

The Department shall follow an established procedure for evaluating faculty annually. The 

procedure shall apply criteria consonant with existing College of Engineering and Mines and 

University guidelines. The procedure, titled “Faculty Evaluation Procedure,” shall be kept on file 

in the Department main office. The Procedure shall be reviewed and approved annually by the 

Members acting as a Committee of the Whole. 








8.5. Faculty Status Committee 


The function of the Faculty Status Committee is to maintain a statement of policy, approved by 

the Faculty, regarding promotion and tenure; to assist candidates for promotion and tenure in the 

preparation of their dossiers; to submit to the Head the Committee’s written recommendation on 

promotion and/or tenure; and to advise the Head before all recommendations are forwarded to 

higher administrative levels concerning promotion, tenure, and other Faculty personnel matters. 


The Faculty Status Committee shall consist of three Members holding the rank of Tenured Full 

Professor. The service of each Member shall be staggered so that each year one Member leaves 

the Committee and is replaced by a new Member. The chair of the Committee shall be the 

Member with the most seniority on the Committee. 

When necessary, the Committee may ask the Head to appoint an Associate Member with special 

expertise to assist the Committee in evaluating the performance of a candidate under 

consideration. The Associate Member must be a tenured Faculty with rank higher than that of the 

candidate. 







8.6. Other Standing Committees 

Other standing committees may be created by action of the Members. The motion to create a 

standing committee shall include a statement of its function and a method for selection of its chair 

and members, including staff and/or students as appropriate. Standing committees may be 

dissolved only by action of the Members. 

8.7. The Graduate Advisor 

8.7.1. Selection 

The Graduate Advisor shall be appointed by the Head in consultation with the Advisory 

Committee and the Graduate Studies and Research Committee after nominees are sought from the 

Tenured Faculty of the Department. The appointment may be coincident with an Associate Head 

position. 

8.7.2. Term Duration and Term Limit 

The Graduate Advisor shall be appointed for a period of two years. 


8.7.3. Duties 

The duties of the Graduate Advisor shall include: 

i. reviewing applications for admission to the M.S. and Ph.D. degree programs; 

ii. recommending graduate students for assistantships; 

iii. periodically reviewing the progress of graduate students; and 

iv. recruiting graduate students. 

8.7.4. Review 

The Graduate Advisor shall be reviewed annually by the Head in consultation with the Advisory 

Committee and the Graduate Studies and Research Committee. 

ARTICLE 9—AD HOC COMMITTEES 

Ad hoc committees may be created by the Administration or by action of the Members. The 

motion to create an ad hoc committee shall include a statement of its function and a method for 

selection of its chair and its members, including staff and/or students as appropriate. An ad hoc 

committee shall be automatically dissolved when its final report is accepted by the Faculty. 

ARTICLE 10—AMENDMENTS 

These bylaws may be amended if approved by two thirds of the valid votes cast. Copies of the 

proposed amendment or amendments shall have been circulated to all members of the Faculty at 

least two weeks in advance of the vote. 

ARTICLE 11—GRIEVANCE PROCEDURES 

11.1. Faculty Members 

11.1.1. Any faculty member with a grievance shall first approach the Head for resolution. 

11.1.2. If the difficulty continues, the faculty member may present the grievance to the Advisory 

Committee for resolution. 

11.1.3. Grievances still unresolved shall follow the University of Arizona Procedure for 

Grievances and Hearings for Appointed Personnel found in the University Handbook for 

Appointed Personnel, Chapter 6. 

11.2 Undergraduate Students 

11.2.1. Any student with a grievance shall first approach the Head for a resolution. 

11.2.2. Grievances still unresolved shall follow the procedures outlined in the University of 

Arizona Student Code of Conduct. 


11.3 Graduate Students 

Each graduate student shall have the right to a hearing and adjudication of any case or grievance 

directly affecting the student in the areas of academic rights and responsibilities, professional 

rights and responsibilities, and University regulations. The procedure shall be as follows: 

11.3.1. The parties to the grievance shall meet informally with the Department Head to seek a 

resolution. 

11.3.2. If the situation cannot be resolved informally, an ad hoc Department Judiciary Committee 

shall be formed that is composed of the Department Head serving as Chairperson of the 

Committee and two Members and two graduate students selected by their respective 

groups. This Committee shall hear and adjudicate the case. 

11.3.3. If the situation cannot be resolved by the Departmental Committee, the student shall 

follow the University of Arizona Graduate College Graduate Student Grievance 

Procedure. 

ARTICLE 12—STANDING RULES 

12.1. Election Results 

Department election results are to be distributed to all department faculty members. 

12.2. Nomination for Committee Service 

Following a memorandum requesting nominations, sent by the Head to the faculty, the faculty 

members are to make written nominations to the Head. 


A.1. Internal Search Process 

A.1.1. Criteria 

APPENDIX A 

The criteria for nominating the Department Head are to identify the persons who are willing to 

serve as Department Head and who are best qualified to carry out the responsibilities of the 

position described above. The person ultimately selected is considered to remain an active 

Member, but is one who is willing to commit a few years of time to leadership in the 

Department. It is expected that the person would continue to be a teacher and a research scholar, 

although it is understood that the time available for such activities would be reduced. 

A.1.2. Department Head Search Committee 

This Committee shall be formed from three elected members of the Advisory Committee and a 

fourth member designated by the Dean. The Dean’s designee must be named by the end of the 

semester prior to the semester the election will take place. 

A.1.3. Eligibility to Become a Department Head Nominee 

Faculty who are eligible for nomination shall consist of all tenured Members of the Department. 

A.1.4. Term Duration 

The duration of the Head’s term shall be two years. In the event that the term begins in midacademic 

year, the new Head shall serve the remainder of that academic year’s term plus the 

normal full term. 

A.1.5. Term Limits 

There shall be no term limits. 

A.1.6. Procedure for Internal Search and Election of New Department Head 

The election shall take place during the last semester of the incumbent’s term. 

The Search Committee will convene and establish a timetable for the election events during the 

first week of the election semester. The timetable shall be presented to the Faculty. 

The Search Committee must ask every Member for nominations to the position of Department 

Head. The Committee must come up with at least one candidate. The candidate(s) must be willing 

to serve in the position if elected. The Committee shall announce the names of the candidates to 

the Faculty by the fifth week of the semester and provide an appropriate forum for the Faculty to 

interact with the candidate(s). 

The Faculty shall have until the seventh week of the semester to nominate additional candidates. 

The candidates must be willing to serve if elected. The Search Committee shall provide an 

appropriate forum for the Faculty to interact with the additional candidate(s). 


A written approval election shall take place in the eighth week of the semester. All candidates 

who receive an approval vote of more than 60% of the ballots received shall be considered as 

nominees. 

The votes shall be counted by the Search Committee. The names of those who receive more than 

60% approval shall be announced to the Faculty. The names and approval rating of each 

candidate shall be presented to the Dean, but the approval rating shall not be reported to the 

Faculty or the candidates. 

Since the Department Head must be acceptable to the Dean and the Provost, it is highly 

preferable that the Search Committee come up with more than one candidate. The Dean may 

request that the Search Committee return to its task and provide additional candidates. 

The Committee shall repeat the search procedure if no candidate receives at least a 60% approval 

rating or if the Dean is dissatisfied with the list of candidates presented. 

In the event of extraordinary circumstances, the search procedure may be initiated at any time. In 

such cases, the timetable of the procedure may be shortened. In the event that the Department 

Head position should be vacated, the Advisory Committee shall assume the responsibilities of the 

Head until a new Head or Interim Head is selected.

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